Blended Credit Recovery: Strategies for Integrating In-Person Instruction into an Online Credit Recovery Program

Prepared by Jobs for the Future

February 2014

 

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This publication was produced by Jobs for the Future in collaboration with eLearning Innovation under the U.S. Department of Education Contract No. ED-CFO-10-A-0045. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. For more information on this publication, please contact [email protected].

Jobs for the Future 88 Broad Street, 8th floor Boston, MA 02110 617.728.4446 www.jff.org

 

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ABOUT US Jobs for the Future (www.jff.org) works with its partners to design and drive the adoption of education and career pathways leading from college readiness to career advancement for those struggling to succeed in today’s economy. ACKNOWLEDGEMENTS We would like to thank our colleagues at the U.S. Department of Education, Sylvia Lyles, Beth Baggett, and Christopher Tate, for their invaluable guidance and feedback that helped shape this publication. In addition, we would like to thank Jana Richman, Laurie Pulido, and Kim Zartman for their substantial contributions to the tools, and the Jobs for the Future team, Elizabeth Santiago, Clare Bertrand, Adelina Garcia, Sophie Besl and Jason Spector, for reviewing the guide as well as Rochelle Hickey for graphic design.

 

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Contents Overview .......................................................................................................................................... 7 Purpose of the Tool ....................................................................................................................... 7 Who Should Use This Tool............................................................................................................ 7 How to Use This Tool .................................................................................................................... 7 Online Credit Recovery .................................................................................................................. 8 Blended Credit Recovery ............................................................................................................... 9 What is Blended Learning? ........................................................................................................... 9 Benefits of Blended Learning for Credit Recovery ...................................................................... 10 Enhancing Your Credit Recovery Program: Moving Toward a Blended Approach .............. 11 Organizational Structures ........................................................................................................ 12 Computer Labs for Core Subjects ........................................................................................... 12 Student Success Centers ........................................................................................................ 13 Learning Station Rotation ........................................................................................................ 14 Checklist One: Exploring Organizational Structures ................................................................ 15 Instructional Strategies ............................................................................................................ 16 Peer-to-Peer Instruction........................................................................................................... 16 Data Driven Intervention .......................................................................................................... 17 Project-Based Learning ........................................................................................................... 18 Student Centered/Personalized Instruction ............................................................................. 19 Checklist Two: Exploring Instructional Strategies .................................................................... 20 Student Support Strategies ...................................................................................................... 22 Graduation Specialists/Team Support .................................................................................... 22 Flexible Programming: Building Student Responsibility .......................................................... 23 Social/Community Support ...................................................................................................... 24 Checklist Three: Exploring Student Support Strategies........................................................... 25 Postsecondary Readiness Strategies ..................................................................................... 27

 

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College Partnering, Concurrent Enrollments, and Campus Visits ........................................... 27 Explicit Postsecondary Environment ....................................................................................... 28 Success/Life Curriculum .......................................................................................................... 29 Career Readiness/Internships ................................................................................................. 30 Checklist Four: Exploring Postsecondary Readiness Strategies ............................................. 31 Resources for Further Exploration and Blended Learning Development ............................... 33 Appendix One: Evaluating Your Online Credit Recovery Program ......................................... 35 Appendix Two: Refining Your School’s Vision: Selecting Strategies for Your Blended Credit Recovery Program ........................................................................................................................ 38 References and Additional Resources ....................................................................................... 41

 

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Overview Online learning has experienced rapid growth across all segments of education, and its usage is proliferating in innovative and dynamic ways. In the credit recovery segment, online instruction plays an increasingly substantial role. Facing mounting pressure to keep students on track and in school at the same time budgets have been tightened, online learning has offered a cost-effective option for credit recovery programs. However, many educators see a need for in-person instruction and student support components to meet student needs and learning outcome goals. This tool explores blended learning structures and strategies for the enhancement of online credit recovery programs.

Purpose of the Tool   The tool is designed to help administrators of online credit recovery programs explore blended structures and strategies that can be integrated as credit recovery program components. Administrators can use this tool in the following manner: •

Identify strengths and weaknesses of online credit recovery programs

•

Identify benefits of blended learning for credit recovery students

•

Explore multiple structures, instructional strategies, student support and postsecondary readiness strategies for enhancing current credit recovery program

• Locate resources to learn more about specific blended credit recovery structures and strategies in greater depth

Who Should Use This Tool   This tool provides guidance for administrators of solely or mainly on-line credit recovery programs in low-performing secondary schools who are interested in integrating personal instruction into their credit recovery programs.

How to Use This Tool   The four checklists contained in this tool should be viewed as interconnected pieces in the process. The structures and strategies within can be synthesized, combined, enhanced, and stretched to allow administrators to explore multiple possibilities for a blended credit recovery program customized to fit the needs, resources, and goals of a particular school.

 

 

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Online Credit Recovery   Many of the country’s largest school districts (New York City, Chicago, and Boston) have online credit recovery programs in place, and some states (Florida, Missouri, Wisconsin, and Georgia) fund credit recovery courses through virtual high schools (Butrymowicz, 2010). According to Patte Barth, the director of the Center for Public Education, 60 percent of online courses are now being taken for credit recovery, and many of those programs are being supported by nonprofit communitybased organizations as well as universities (Sparks, 2013).

Throughout this tool, the term online credit recovery program refers to programs offered by districts. These credit recovery programs may be completely online or may include limited inperson interaction, such as oneon-one tutoring.

While online credit recovery programs can help provide off-track students a path to graduation, many educators question the rigor of the programs and their effectiveness in preparing students for postsecondary pathways. “We're already behind the eight ball on the quality-control piece,” says Michael B. Horn, executive director of the Clayton Christensen Institute (Sparks, 2013). With disaggregated reporting across states and school districts and no comprehensive oversight, little is known about the overall numbers and quality of online credit recovery programs (McCabe & St. Andrie 2012). However, online education has potential benefits, and integrating in-person instruction components into an online credit recovery program can help administrators address online education’s limitations. ONLINE CREDIT RECOVERY PROGRAMS Potential Benefits

Potential Limitations

Students have control over many aspects of their learning including pacing, scheduling, and location of study.

Students who have fallen behind may not have the self-discipline or motivation to complete courses independently.

Study can be individualized so students work only on what they haven’t yet mastered, enabling acceleration.

Students may need academic scaffolding, support, motivation, and inspiration beyond what software can provide.

Students receive immediate feedback.

Software may not appeal to multiple learning styles.

Coaches and instructors can virtually follow student progress in real time.

Software may lack multicultural and ethnically diverse content.

Software can present content in a variety of ways offering options to match learning styles.

Students may not be presented with rigorous opportunities to deepen knowledge and skill levels.

Software allows for efficient presentation of new content.

Content presented online alone may not be enough to build college or career readiness skills.

   

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Blended Credit Recovery Blended learning models are designed to leverage the benefits of online programs by adding organizational structures, personal instruction strategies, and student support strategies to minimize online learning’s potential drawbacks. Blended credit recovery programs can be tailored to address a school’s specific academic concerns. For instance, blended programs can be designed to use data-driven intervention with struggling students, can integrate non-academic skill building into the curriculum, or can explicitly create a rigorous college-bound culture to bridge the gap credit recovery students often experience between high school and postsecondary success.

What is Blended Learning? The Clayton Christensen Institute of Disruptive Innovation (formerly Innosight Institute, 2012) defines blended learning as having a mix of four elements: •

An online learning component

•

Student control over certain aspects of learning, which might include time, place, path, and pace

•

A supervised physical location, preferably staffed with highly qualified instructors

•

An integrated approach among the instructional modalities within a course or subject

Research conducted by the Christensen Institute indicates that blended learning programs often fit into one of four models as seen in Figure 1. Figure 1. Blended Learning Models Brick-and-Mortar

Online Learning

BLENDED LEARNING    

1

2

3

4

Rotation Model

Flex Model

A La Carte Model

Enriched Virtual Model

For detailed descriptions and further exploration of blended learning models, visit the Christensen Institute at http://www.christenseninstitute.org/blended-learning-model-definitions/.  

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The model used and the ideal mix of elements largely depends upon the skills, credits-to-graduation needed, and age of the students being served. Students may attend a traditional school on a typical five-day week schedule, or they may complete the majority of their work offsite with less frequent on-campus instruction. Students may rotate within a single classroom or among various classrooms for different types of instruction. Rotation schedules may be based on a set schedule, a customized individual schedule, or determined by instructor discretion. Blended learning allows the design to fit the needs of students and the resources of schools.

Benefits of Blended Learning for Credit Recovery Across all segments of education, blended learning has gained traction as an effective strategy to utilize technology innovations without compromising learning outcomes (Edwards, 2013). In adopting a blended learning model, credit recovery programs can enhance online content delivery by personal instruction customized to meet student needs and school goals. Potential benefits of blended learning (JFF, 2012) include: Student Support •

Provides students with needed structure, motivation, and inspiration

•

Allows personal and informed intervention through data analysis

•

Provides academic support to augment content and skill gaps revealed through online course materials

Academic Rigor •

Encourages deep learning through multiple instructional strategies and varied opportunities for concept application and practice

•

Allows instructors to shape the curriculum to include rigor and high expectations

•

Engages students in peer-to-peer intellectual inquiry, discussion, and exploration of content

•

Engages students in reading, writing, and critical thinking across the curriculum

Postsecondary Readiness

 

•

Accommodates explicit college-bound instruction, messaging, bridging, and skill-building

•

Supports student advancement to increasingly challenging material, thereby expanding the focus of credit recovery from graduation to postsecondary readiness

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Enhancing Your Credit Recovery Program: Moving Toward a Blended Approach   While no definitive model of blended credit recovery exists, this tool presents a variety of structures and strategies administrators can explore for possible adaptation to their own credit recovery programs. The suitability and feasibility of any given component will, of course, depend on your school’s population, space availability, staffing, resources, and student needs. While resource allocation can be a difficult challenge for administrators of credit recovery programs, you may see opportunity for reallocating or optimizing resources in many of the blended learning strategies explored in this guide. Because of the variety of possible approaches, blended learning can be adapted based on the resources available within a particular school. In the next section, you will explore opportunities for enhancing your school’s online credit recovery program through blended learning options including:

 

•

Organizational structures

•

Instructional strategies

•

Student support strategies for on-track graduation and postsecondary readiness

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Organizational Structures   The following models offer a snapshot and a brief example of organizational options to accommodate blended learning. Although not all examples are specific to credit recovery, they can be adapted accordingly. Resource links provide opportunity for additional research into any model that might fit your specific credit recovery program. Computer Labs for Core Subjects Strategy Snapshot •

On-campus computer labs arranged by subject matter

•

Labs are staffed with content area experts

•

Labs optimize online curriculum and accelerated pacing

•

Labs serve a range of credit recovery students from ninth graders who are failing one class to older students who are several years behind

In Action: Higley Learning Center in Gilbert, Arizona Higley uses four computer labs, one for each core subject. Each 80-minute lab is led by a content area expert who determines the optimal blend of instructional activities. For example, instructors may spend 20 minutes pre-teaching critical concepts before online learning begins, or they may review concepts after the online session. During online learning, the instructor circulates and intervenes as needed. The instructor may provide individual instruction, facilitate small group discussions, or assign papers or projects to better align the online content to a student’s learning style. Learn more: Christensen Institute Blended Learning Universe

“Blended learning involves leveraging the Internet to afford each student a more personalized learning experience.” —Clayton Christensen Institute

 

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Student Success Centers Strategy Snapshot •

On-campus centers focus on four core subject areas

•

Centers are staffed with a team of content area experts and counselors

•

Centers employ a holistic approach including credit recovery, study skills, life skills, and college and career readiness

•

Centers serve a range of credit recovery students including ninth graders in need of academic skill development, and students who are over-age, under-credited, adjudicated, immigrant/refugee, pregnant, or parenting.

In Action: Hartford Public Schools in Hartford, Connecticut In Hartford Student Success Centers, instructional strategies are blocked in days instead of periods, i.e., one day is devoted entirely to in-person instruction, and another day might be devoted to online instruction. The teachers have flexibility to modify lessons based on student need. During online instruction blocks, struggling students receive small group instruction/discussion, project work, or one-onone instruction. Each of Hartford’s student success centers is staffed with one academic specialist, four subject area teachers, and four graduation specialists. Graduation specialists: •

Offer tutoring and academic support services

•

Help with college, job, and financial aid applications

•

Connect students with community partners to meet non-academic needs

Learn more: The Best of Both Worlds: A Blended Approach to Credit Recovery Webinar

“One of the barriers to using online programming is that it may not be the most appropriate way to assist readers who have difficulty reading at a high enough level or students with language barriers. This is why a blended model allows for teachers to modify the instruction to the students needs.” —Gwendolyn Gonzalez, Academic Specialist, Hartford Public High School (Bertrand & Gonzalez, 2013)

 

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Learning Station Rotation Strategy Snapshot •

Classroom set up enables students to rotate among instructional modalities

•

Optional set up for rotation among various classrooms in a brick and mortar school

•

Stations can include online learning, project work, group instruction, one-on-one instruction, discussion groups, and writing assignments.

•

Rotation takes place on a fixed schedule or at an instructor’s discretion.

In Action: Alliance College Ready Public Schools in Los Angeles, California Alliance College Ready Public Schools created a program called BLAST (Blended Learning for Alliance Schools Transformation). In the BLAST program, each classroom is divided into three instructional areas—direct instruction, peer-to-peer instruction, and online individual work— which operate concurrently. Each classroom of 48 students is staffed by one highly qualified teacher. Students, grouped according to shared needs, rotate on a fixed schedule spending 40 minutes at each station for a total of 120 minutes of instruction per class/subject area. Classroom illustrations and full discussions of the instructional, operational, and financial models along with challenges faced and lessons learned, can be found in the case study below. Learn more: Alliance College Ready Public Schools Case Study

“Adaptability, openness to learning, and a propensity for quickly making changes . . . have helped Alliance leadership and staff build what looks to be a smoothly running blended learning model.” (Bernatek/Alliance Case Study, 2012)

 

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Checklist One: Exploring Organizational Structures This checklist helps administrators explore organizational structure possibilities for their own credit recovery programs.

Guiding Questions

Computer Labs for Core Subjects

Success Centers

Learning Stations

Do we have sufficient physical space?

¨ Yes

¨ Yes

¨ Yes

¨ No

¨ No

¨ No

Do we have the appropriate technology?

¨ Yes

¨ Yes

¨ Yes

¨ No

¨ No

¨ No

Do we have the appropriate staff in place?

¨ Yes

¨ Yes

¨ Yes

¨ No

¨ No

¨ No

Do we need additional resources?

¨ Yes

¨ Yes

¨ Yes

¨ No

¨ No

¨ No

Would our staff need additional training?

¨ Yes

¨ Yes

¨ Yes

¨ No

¨ No

¨ No

Which model would most benefit our program?

¨ Computer Lab ¨ Success Center ¨ Learning Stations

What is our next step in learning more about this model?

 

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Instructional Strategies   Blended learning instructional strategies are designed to encourage deep learning through multiple approaches to instruction and diverse opportunities for application of concepts. The instruction strategies presented below can be used within any of the organizational structures presented above and combined with other types of strategies to best fit the needs of your program. Peer-to-Peer Instruction Strategy Snapshot •

One-on-one tutoring among peers

•

Peer-led discussion groups and projects

•

Non-academic peer support

In Action: Alliance College Ready Public Schools in Los Angeles, California In the BLAST program at Alliance, students are split into groups of four at the peer-to-peer learning station to work collaboratively without an instructor. Each student is assigned a project role such as discussion director, illustrator, or vocabulary expert. They create presentations, videos, and other media that demonstrate an understanding of concepts learned through online instruction as they apply to real world issues. Learn more: Alliance College Ready Public Schools Case Study In Action: Theodore High School in Theodore, Alabama Theodore High School designed the Freshman Academy to help students attain first year success. Theodore has a peer-to-peer mentoring program in which eleventh and twelfth grade honor students provide math mentoring for freshman and credit recovery students. Learn more: Theodore High School

 

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Data-Driven Intervention Strategy Snapshot •

Real-time monitoring of student progress in online instruction

•

Call out students to one-on-one or small group instruction

•

Facilitator-led discussion groups or project work

•

Individualized lesson plans

In Action: Higley Learning Center in Gilbert, Arizona The instructors at Higley Learning Center are equipped with an iPad that gives them real-time progress data as students work online. The instructors then decide on the appropriate intervention for struggling students. These might include: •

Pulling students into one-on-one or small group instruction

•

Creating a whole-group lesson plan around a concept many students are struggling with

•

Creating a personalized assignment to align with student learning style and need

Learn more: Christensen Institute Blended Learning Universe In Action: Arthur Ashe Charter School (a FirstLine school) in New Orleans, Louisianna Arthur Ashe Charter School uses diagnostic assessments to group students for customized instruction, intervention, and instructional mode of delivery based upon shared needs. A discussion of the instructional, operational, and financial models, along with challenges and lessons learned, can be found in the case study below. Learn more: FirstLine Schools Case Study

“The achievement gap between minority and non-minority students is one of the fundamental problems that FirstLine’s schools seek to address and is the main reason why FirstLine adopted a blended learning strategy.” (Bernatek et al./Firstline Case Study, 2012)

 

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Project-Based Learning Strategy Snapshot •

Students are challenged to solve problems and create simulations that mimic real life

•

Students are exposed to complex thinking

•

Students get rigorous hands-on learning

•

Teachers serve as coaches and facilitators

•

Combines creativity, cooperation, and problem solving

In Action: Casco Bay High School in Portland, Maine In Casco Bay High School’s Expeditionary Learning Program, students work in groups to design projects or solve problems as designated by instructors at the beginning of the school year. The school involves community experts who help students and also become the audience, along with parents and other school and community members, for student presentations of their projects. Deeper learning outcomes are derived from “doing” rather than “learning about.” Example projects include building a model for an airplane wing and creating a community artbased walking tour. Learn more: Project-Based Learning in Maine In Action: Whitfield County Schools (6-12) in Dalton, Georgia A rural school district in Georgia used High Tech High in San Diego, California, as its model for creating a project-based learning program by replicating High Tech’s core design principles for their unique rural population, culture, and setting. Multidisciplinary projects range from writing and producing a scientifically based murder-mystery play to enacting a Japanese tea ceremony to building an outdoor classroom. Learn more: Whitfield County Schools Project-Based Learning    

"I absolutely love what we do, and it makes me want to work harder at it." —Whitfield English teacher Lisa Barber

 

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Student Centered/Personalized Instruction Strategy Snapshot •

Students take responsibility for their own learning

•

Interest-driven learning

•

Active learning

•

Teachers serve as coaches and facilitators

•

Students work at appropriate levels and at their own pace

•

Utilizes data-driven personalized schedules and instruction

In Action: Fordham High School for the Arts, a New York City iZone School Fordham High School for the Arts uses a “flipped learning” model, where students take responsibility for reviewing content and learning concepts outside of the classroom, then apply concepts they’ve learned in class through problem solving, project work, group work, and student-led instruction. Learn more: Fordham High School for the Arts In Action: Innovations High School in Salt Lake City, Utah Innovations High School allows students to build their own schedules, selecting courses from the local community college, the district’s career and technical center, the district’s traditional high schools, and digital curricula administered on Innovations High School campus through which students can move at their own pace. Students can take from one to eight courses at a time. On-campus instruction includes teacher-led student skill groups, study groups, group project sessions, and working alone on determined courses. Learn more: Innovations High School

“Imagine a school where students are placed at the center of every decision made. At Innovations High, a student has the opportunity to dynamically customize their schedule with a few limiting constructs.” —Kenneth Grover, Principal at Innovations High School

 

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Checklist Two: Exploring Instructional Strategies   This checklist helps administrators explore in-person instructional strategies for their own credit recovery programs. Guiding Questions

Peer-to-Peer Instruction

Data-Driven Intervention

Project-Based Learning

Student-Centered/ Personalized Instruction

Do our teachers have the tools and expertise to incorporate this strategy?

¨ Yes

¨ Yes

¨ Yes

¨ Yes

¨ No

¨ No

¨ No

¨ No

Do our teachers have opportunity for professional development and collaboration needed to incorporate this strategy?

¨ Yes

¨ Yes

¨ Yes

¨ Yes

¨ No

¨ No

¨ No

¨ No

Do we have the appropriate technology?

¨ Yes

¨ Yes

¨ Yes

¨ Yes

¨ No

¨ No

¨ No

¨ No

Do we need additional resources?

¨ Yes

¨ Yes

¨ Yes

¨ Yes

¨ No

¨ No

¨ No

¨ No

Will this instructional strategy help meet our students’ needs?

¨ Yes

¨ Yes

¨ Yes

¨ Yes

¨ No

¨ No

¨ No

¨ No

Can our students adapt to this learning strategy?

¨ Yes

¨ Yes

¨ Yes

¨ Yes

¨ No

¨ No

¨ No

¨ No

 

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Which strategy would most benefit our students?

¨ Peer-to-Peer Instruction ¨ Data-Driven Intervention ¨ Project-Based Learning ¨ Student Centered/Personalized Instruction

What is our next step in learning more about this strategy?

 

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Student Support Strategies   The student support strategies below are designed to help students stay on track to meet graduation and postsecondary goals; develop confidence, self-direction, and responsibility; and address nonacademic challenges. They can be combined and integrated with other strategies to create an enriched and customized credit recovery program.

Graduation Specialists/Team Support Strategy Snapshot •

Provides layers of academic and social support for students

•

Team can include academic specialists, graduations specialists, life coaches, mentors, and guidance counselors

•

Provides check-ins for on-track progress toward graduation and postsecondary goals

•

Connects students with needed social services and community resources

In Action: Hartford Public Schools in Hartford, Connecticut Each of Hartford’s student success centers is staffed with one academic specialist, four subject area teachers, and four graduation specialists. Graduation specialists offer tutoring; help with college, job, and financial aid applications; and connect students with community partners to meet non-academic needs. Teams help students create individual learning plans that include academic, personal, social, emotional, and postsecondary goals. Graduation specialists monitor the ILPs and meet with students every two weeks to discuss progress. Learn more: The Best of Both Worlds: A Blended Approach to Credit Recovery Webinar In Action: Olympus Academy in Brooklyn, New York Olympus Academy is a transfer school in the New York City public school system that partners with the New York Center for Interpersonal Development. Each student participates in an advisory program run by CID once a week. “Advocates” work with students in small, individualized groups and one-on-one. The advocates help students address academic, social, and emotional needs to stay on track for graduation and postsecondary goals. When the school transitioned to blended learning, CID advocates sat in during academic periods to get an understanding of the blended classroom experience, which enabled them to adjust intake, orientation, and advisory period priorities. Learn more: Inside Schools

 

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Flexible Programming: Building Student Responsibility Strategy Snapshot •

Encourages student responsibility for own learning goals

•

Allows flexibility for a wide range of credit recovery students, including students who are over-age, under-credited, adjudicated, working, pregnant, or parenting

•

Allows student control over some aspect of time, place, path, and pace

•

Offers students computer access, counseling, and tutoring during hours extended beyond a traditional school day

In Action: eCademy in Albuquerque, New Mexico eCademy credit recovery students have the option to work in online courses off campus if they maintain at least a C average. If their grade falls below a C average, they are required to be on campus in the classroom five days a week for in-person instruction. Campus computer labs staffed with instructors are available for all students five days a week from 8 a.m. to 9 p.m. to accommodate student needs for flexibility. Learn more: Christensen Institute Blended Learning Universe In Action: Higley Learning Center in Gilbert, Arizona Students at Higley Learning Center make their own decisions regarding what subject to study on any given day among the four core-subject 80-minute blocks of time, encouraging them to be self-directed and take responsibility for their own learning. Learn more: Christensen Institute Blended Learning Universe

eCADEMY retention rate rose from 50 percent to 70 percent after moving to a blended learning model. (Christensen Institute Blended Learning Universe)

 

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Social/Community Support Strategy Snapshot •

Partner with community organizations to meet non-academic needs of students

•

Partner with community organizations to provide mentoring and counseling for students

•

Partner with community organizations, businesses, and governments to fund programs

In Action: Olympus Academy in Brooklyn, New York Olympus Academy partners with the New York Center for Interpersonal Development, a nonprofit organization devoted to strengthening human relationships and communities. The center works with students to encourage self-direction and responsibility. In partnership with the Center, Olympus Academy offers the Learning to Work program funded by the Department of Education’s Office of Postsecondary Readiness, which pays students to work in organizations and businesses. Once placed in a job, students are mentored through team meetings, delivery of services, and job training to learn about workplace structure, vision, and purpose. Learn more: New York Center for Interpersonal Development In Action: Bronx Arena High School in Bronx, New York Bronx Arena partners with SCO Family of Services, a nonprofit organization devoted to promoting family life and personal well being among New York’s most vulnerable residents. The center offers students mentoring, social support, advising, and other services as needed. Learn more: SCO Family of Services

“Our programs include opportunities for youth to learn conflict resolution, anger management and new decision-making techniques.” —New York Center for Interpersonal Development

 

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Checklist Three: Exploring Student Support Strategies   This checklist helps administrators explore student support strategies to build a customized, integrated approach to blended credit recovery. Guiding Questions How much support do we provide our students in staying on track for graduation?

Support

Considerations

¨ Strong support

•

Regular check-ins

¨ Adequate support

•

Graduation specialists, mentors, advocates

•

Social supports

•

Academic interventions in place

¨ Weak support ¨ No support

Do our students have articulated goals and personalized graduation plans?

¨ Yes

•

Clearly defined goals

¨ No

•

Individualized learning plan

•

Staff support

How much support do we provide our students in meeting their nonacademic needs:

¨ Strong support

•

Community services connections

¨ Weak support

•

Social supports

¨ No support

•

Life coaches

•

Non-academic curriculum

¨ Yes

•

Available staff

¨ No

•

Available space

•

Student needs

Do our students regularly meet with an academic advisor, guidance counselor, mentor, advocate, or life coach?

 

¨ Adequate support

Notes and Ideas for Improvement

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•

Student controls certain aspects of learning

¨ Weak support

•

Regular check-ins

¨ No support

•

Available staff

Does our credit recovery program meet the flexible needs of our students?

¨ Yes

•

Extended hours of student support and instruction

•

Computer accessibility

How well are our students connected to the community?

¨ Strong connection

•

Community partnerships in place

¨ Weak connection

•

Potential community partners

¨ No connection

•

Potential local business partners

How well do we encourage and support student accountability, selfdirection, and responsible decision making?

¨ Strong support ¨ Adequate support

¨ No

¨ Adequate connection

Which of these student support strategies is our top priority? What are our next steps in learning about this strategy?

 

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Postsecondary Readiness Strategies   While high school graduation has traditionally been the end goal of credit recovery, a blended learning approach can allow an expansion of that focus from graduation to college and career readiness.

College Partnering, Concurrent Enrollments, and Campus Visits Strategy Snapshot •

Partnerships with community colleges and universities in the area

•

Concurrent enrollments

•

Campus visits

•

Student familiarity and comfort level with postsecondary institutions

•

Student understanding and comfort level with social aspects of college life

In Action: GOAL Academy throughout Colorado GOAL Academy partners with sixteen community colleges and state universities for concurrent enrollment. GOAL students are assigned an academic coach who periodically meets with the student offline and off campus, often meeting with students on college campuses to support student familiarity and comfort with postsecondary institutions. Learn more: GOAL Academy Colorado In Action: City College of San Francisco in California In educational centers throughout the city, City College of San Francisco offers many programs to San Francisco high school students including credit recovery, dual enrollment, and concurrent enrollment, along with career and technical education programs. Programs are designed to help students not only graduate from high school, but also navigate the transition from high school to college and career. Learn more: City College of San Francisco High School Programs

 

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Explicit Postsecondary Environment Strategy Snapshot •

Creates an environment of postsecondary expectations through: §

Faculty and staff messaging

§

Campus visits

§

Display of college materials in physical environment

§

Concurrent and dual enrollments

•

Helps students set postsecondary goals through individual and group guidance programs

•

Helps students explore postsecondary options, fill out applications, seek scholarships, and understand financial aid options.

In Action: Hartford Public High Schools in Hartford, Connecticut Each student in Hartford’s Student Success Centers meets regularly with a graduation specialist who, in addition to helping students stay on track with graduation goals, helps students set postsecondary goals, explore choices, fill out college applications, and explore and apply for scholarships as well as other financial aid options. Learn more: The Best of Both Worlds: A Blended Approach to Credit Recovery Webinar

The physical setup and artifacts in the building, and opportunities to experience college classes and college life, enable students to perceive themselves as college students. (Jobs for the Future: Back on Track)

 

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Success/Life Curriculum Strategy Snapshot •

Integrated non-academic skill building bridges the gap from high school graduation to postsecondary success. Skill building curriculum includes: §

Time management and study skills

§

Character education and individual responsibility

§

College environment social skills

In Action: Summit Public Schools in San Jose, California At Summit San Jose, cohorts of 17 students meet with an instructor/mentor once a week for 70 minutes to discuss character education, wellness, and personal issues. Learn more: Summit Public Schools Case Study

Each of the strategies at Summit are designed to build personal relationships with students and provide in-depth learning experiences. (Summit Public Schools Case Study)

 

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Career Readiness/Internships Strategy Snapshot •

Encourages students to explore postsecondary choices

•

Helps students acquire work experience, training, and mentoring

•

Helps students build non-academic skill sets

In Action: SIA Tech Charter High Schools in five states SIA Tech Charter High Schools partners with Job Corps centers in fifteen locations to provide blended learning instruction in core academic areas integrated with life skills building and work readiness training for all students. Learn More: Christensen Institute Blended Learning Universe

SIATech has located schools at Job Corps Centers to provide the core academics (English/language arts, math, science, social science, and technology), while Job Corps provides such things as the career technical program, career readiness training, student housing, medical, dental, social development, and evening activities. (Christensen Institute/SIA Tech)

 

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Checklist Four: Exploring Postsecondary Readiness Strategies   This checklist helps administrators evaluate postsecondary readiness strategies, prioritize strategies for further exploration, and identify next steps in adopting suitable postsecondary readiness strategies for a particular credit recovery program. Postsecondary Readiness Strategy College Partnering

Concurrent/Dual Enrollments

Student Campus Visits

Currently in Place (Yes or No)

Priority High, Medium, Low)

Are Policy Changes Needed?

¨ Yes

¨ High

¨ Yes, at the school level

¨ No

¨ Medium

¨ Yes, at the district level

¨ Low

¨ No

¨ Yes

¨ High

¨ Yes, at the school level

¨ No

¨ Medium

¨ Yes, at the district level

¨ Low

¨ No

¨ Yes

¨ High

¨ Yes, at the school level

¨ No

¨ Medium

¨ Yes, at the district level

¨ Low

¨ No

Explicit postsecondary messaging to students from faculty, staff, and physical environment

¨ Yes

¨ High

¨ Yes, at the school level

¨ No

¨ Medium

¨ Yes, at the district level

¨ Low

¨ No

Non-academic curriculum is included with academic curriculum

¨ Yes

¨ High

¨ Yes, at the school level

¨ No

¨ Medium

¨ Yes, at the district level

¨ Low

¨ No

 

Resources Available/ Needed for Adopting Strategy

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Students get job training and career mentoring

What strategy is our top priority?

¨ Yes

¨ High

¨ Yes, at the school level

¨ No

¨ Medium

¨ Yes, at the district level

¨ Low

¨ No

¨ College Partnering ¨ Concurrent/Dual Enrollments ¨ Campus Visits ¨ Explicit Postsecondary Messaging ¨ Non-academic curriculum ¨ Job training and career mentoring

What is our next step in learning more about this strategy?

 

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Resources for Further Exploration and Blended Learning Development   Resources listed in the table below can support a transition from a mainly or strictly online credit recovery program to a blended learning environment. Many provide free resources and tools that have been developed through nonprofit agencies and educational institutions. Because blended learning is a nascent field, many of these resources are not created specifically with the credit recovery student in mind; however, they can be adjusted accordingly to fit a particular school’s needs. Resource

Overview

Back on Track Through College

This JFF website presents a model to help administrators and school leaders design a rigorous credit recovery program with a postsecondary focus.

Best of Both Worlds: A Blended Approach to Credit Recovery

This webinar transcript introduces two blended learning credit recovery programs: Bronx Arena High School and Hartford Public High School Student Success Centers. It discusses the benefits and the challenges of blended credit recovery.

The Rise of K-12 Blended Learning Models

This PDF document defines various models of blended learning and profiles exemplary programs.

Blended Learning Research

Clayton Christensen Institute for Disruptive Innovation (formerly Innosight Institute) provides research and case studies on blended learning models.

BlendMyLearning.com

BlendMyLearning.com is a community of blended learning educators who share innovations, strategies, and information.

Edutopia

The George Lucas Educational Foundation sponsors Edutopia to collaborate with researchers, educators, and experts to share best practices that improve learning and engagement for students.

Rethink: Planning and Designing for K-12 Next Generation Learning

This PDF document provides a toolkit to help educators identify and achieve their goals in blended, personalized, competency-based learning that best fits their communities and schools.

Dell Foundation Blended Learning Case Studies

The Michael and Susan Dell Foundation provides multiple comprehensive blended learning case studies for analysis.

Next Generation Learning Challenges

Next Generation Learning Challenges provides a community for educators and a clearinghouse of resources to combine technology with clear well-

 

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supported pathways to college and career. Assess Your District Resource Choices

This checklist helps school districts assess alignment of goals and resources, and provides best practices.

21st Century Skills Definitions

This website identifies and defines 21st-century skills including learning and innovations skills; information, media, and technology skills; life and career skills; and 21st-century themes.

 

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Appendix One: Evaluating Your Online Credit Recovery Program   For administrators who want a more comprehensive transition to a blended credit recovery program, these guiding questions can help evaluate the characteristics of your students, staff, and current credit recovery program to create a clear vision of its needs, challenges, and suitability for blended learning strategies. Before sitting down with this tool, administrators will want to gather all available data on their current credit recovery program, students, and staff. Guiding Questions

Notes

What data sources are readily available? How do we access them? What does our data tell us about the success of our credit recovery program?

In addition to graduation, what goals/objectives help us identify incremental success?

How do we identify early indicators of risk? What are the most common characteristics of our offtrack learners?

 

 

 

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What are the most significant challenges facing our off-track learners?

What are their most pressing instructional needs?

How might a customized approach with various instructional modalities meet student needs and address challenges?

How do our off-track learners view their postsecondary options?

What are the most significant challenges our credit recovery staff members face?

 

 

 

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How might a customized credit recovery program meet staff needs?

What are the main concerns about restructuring our credit recovery program? Consider political, financial, cultural, regional, and workforce challenges.

What factors strengthen and enhance the blended learning recovery programs already in place?

What factors work against adopting blended learning strategies, and how might they be overcome?

What potential benefits for teachers and students will result from restructuring our credit recovery program?

Source: Adapted from Rethink: Planning and Designing for K-12 Next Generation Learning, iNACOL NGLC: http://www.educause.edu/library/resources/rethink-planning-and-designing-k–12-next-generationlearning

 

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Appendix Two: Refining Your School’s Vision: Selecting Strategies for Your Blended Credit Recovery Program   This document has offered an overview of blended learning models, strategies, and examples and has provided checklists for exploring strategies most suitable for your school’s program. The following questions will help administrators set priorities and consider next steps as they move toward a blended learning credit recovery program. Guiding Questions

Notes

What blended learning strategies are we considering for our credit recovery program? How can we best prioritize them?

What additional information do we need to understand each of those strategies and how they will fit in our program?

How will we go about gathering the information we need?

 

 

 

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Do we need to set up teams to further explore the strategies we’ve identified? How should those teams be designed? Who should be on the work teams? Who are our innovative and creative thinkers? Who are our best researchers? Communicators? Do any of the strategies require policy changes? If so, how will we go about assessing those?

Do any of the strategies require additional or reallocated resources? What are they? (Consider Technology, IT support, expertise, physical space, funding, staffing, etc.)

How will we go about assessing the resource needs and exploring resource possibilities?

Does the environment of our school, district, and state support the strategies we are considering? What factors do we need to consider? What additional information do we need?  

 

 

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Will the strategies we’re considering require additional staff training and professional development? How will we identify those needs? How will we meet those needs?

What organizations and partnerships do we have in place that could be helpful in this process? (Consider local or national nonprofit organizations, parent groups, local businesses, colleges, etc.) What is the first step we want to take toward transitioning to or enhancing a blended credit recovery program?

Source: Adapted from Rethink: Planning and Designing for K-12 Next Generation Learning, iNACOL NGLC: http://www.educause.edu/library/resources/rethink-planning-and-designing-k–12-next-generationlearning

 

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References and Additional Resources   Bernatek, B., Cohen, J., Hanlon, J., & Wilka, M. 2012. Blended Learning in Practice: Case Studies from Leading Schools Featuring Alliance. FSG. http://www.msdf.org/programs/urban-education/initiatives/united-states/blendedlearning/?utm_source=Blended+Learning&utm_campaign=00c6b79466Blended_Learning_Case_Studies7_23_2012&utm_medium=email Bertrand, C., Allen, L., & Gonzalez, G. 2013. Blended Approach to Credit Recovery. Jobs for the Future. Department of Education. http://www.schoolturnaroundsupport.org/sites/default/files/jobs_for_the_future_the_best_of _both_worlds_a_blended_approach_to_credit_recovery.doc Bertrand, C. with Allen, L., & Steinberg, A. 2013. Using Educational Technology to Help Students Get Back on Track. Jobs for the Future. http://www.jff.org/publications/education/using-educational-technology-help-studen/1505 Butrymowicz, S. 2010. Students short on educational credits turn to “recovery” programs. The Hechinger Report. http://hechingerreport.org/content/students-short-on-educational-credits-turn-to-‘recovery’programs_3883/ City College of San Francisco. https://www.ccsf.edu/NEW/en/future-students/futureacademy_pathway-dual-enrollment-students.html Clayton Christensen Institute of Disruptive Innovation. 2012. Blended Learning Model Definitions. http://www.christenseninstitute.org/blended-learning-model-definitions/ Clayton Christensen Institute of Disruptive Innovation. (2012). Blended Learning Universe. http://www.christenseninstitute.org/blended-learning-universe/ Edutopia. Project-Based Learning in Maine. http://www.edutopia.org/stw-maine-pbl Edutopia. Replicating Success: Project-Based Learning. http://www.edutopia.org/stw-replicating-pbl Edwards, D. 2013. Rethink: Planning and Designing for K-12 Next Generation Learning. Next Generation Learning Challenges & International Association for K-12 Online Learning. http://www.educause.edu/library/resources/ G.O.A.L. Academy. 2013. http://www.goalac.org/concurrent_enrollment Innovations High School. 2012. http://www.innovationshigh.org/ Inside Schools. 2012. Olympus Academy. http://insideschools.org/high/browse/school/1548 Jobs for the Future. 2012. Back on Track Designs. http://backontrackdesigns.org/our-model

 

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McCabe, J. & St. Andrie, R. 2012. Credit recovery programs: full report. Center for Public Education. http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Creditrecovery-programs/Credit-recovery-programs-full-report.html New York Center for Interpersonal Development. 2012. http://www.nycid.org/ New York City Department of Education. 2013. iZone. http://schools.nyc.gov/community/innovation/izone/default.htm SCO Family of Services. 2013. http://sco.org/programs/independent-youth/ SIATech. 2013. http://siatech.org/about/about_programs.php Sparks, S.D. 2013. Online Providers Find a Market in Dropout Recovery. Education Week. http://www.edweek.org/ew/articles/2013/06/06/34creditrecovery.h32.html?tkn=MPXF5r1o F9b%2FT%2BwoHLzAW4Ro1lhJ4AvX0%2BiD&print=1

 

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