The first session at the 2015 annual conference of the Society for Information Technology and Teacher Education related to K-12 online learning that I am blogging is:
Online Credit Recovery – Reducing the Stress and Strain on Teachers and Classrooms!
Ryan Hauber, Saskatoon Catholic Cyber School, Canada<Presentation: Paper #43925>
Coco B Tuesday, Mar 03 2015 11:30AM-12:30PM
Gilbert Kalonde: Coco B, 2015-03-03 11:30:00-2015-03-03 12:30:00
For the past four years, our Cyber School has been offering access to credit recovery units online. We offer over 50 asynchronous online high school courses and allow for students to take individual units or sections of all of our classes. The credit recovery option allows for students to get a credit for a class when they can’t attend their face to face schools for various reasons, or if they need to improve upon an individual unit to be granted a credit. This reduces the stress and strain on our teachers and classroom sizes since students do not necessarily need to spend time in a face to face setting, redoing an entire class, to be successful. This presentation will discuss how we initiated the program, the feedback and responses we have encountered, and the details as to how it can be integrated in to your own virtual learning programs.
Ryan and Todd began with a bit of background on the Saskatoon Cyber Catholic School, which was founded in 1999 and is the oldest K-12 online program in the Province of Saskatchewan, serves about 2000 students right now. The sessions focused specifically on credit recovery, and Ryan told us that the basis of the credit recovery program was to essentially divide up their existing courses into smaller units (or a modularized approach) to allow students to take one or two units within a course to make up work that the student failed to perform. So a students may have taken math in the classroom and barely passed units one, two, and five in the course; but failed units thre and four and that caused them to fail the course overall. This student could come back and take just these two units and pass them, to allow them to pass the course. This could also apply to a student who was ill long-term and wanted to keep up with their schooling or a student that was moving and we’d be out of school for an extended period of time.
The courses can be modularized in a couple of ways, it can be broken down by outcome – following the outcome-based assessment that the Ministry has adopted. So students have the option of going in and simply completing the content of the specific outcomes that the student failed to achieve. The student would complete what is required with a SCCS teacher, once they have completed the outcomes the SCCS teacher would send the home school the students performance on those outcomes and it is up to the home school to assign an overall grade based on how they calculate the students online work with their face-to-face work.
At this stage, Ryan and Todd opened things up to questions. They had questions about the grade book and the early warning notification system – via e-mail and SMS that they have created to try and ensure students are continually making progress.
The ended with a quick highlight of their website – http://www.gscs.sk.ca/cyber