On line course delivery in alternative education:Don’t be just another

click in the Wall!Brian A. Barber

Alternative Education Consultant

Michigan Department of Education

The big questions…

• Who is in an alternative education program, why do students go there and where does online content delivery fit in?

Who is in an alternative education program, why do students go there and where does online content delivery fit in?

From Education Week July 30, 2013

Sample Alternative Education Student Profile

• The following was data collected over a three year

period from a 5 district community education consortium in northern

Muskegon county know as White Lake Area Community

Education.

Sample Alternative Education Student Profile

• Both alternative and adult program data that was collected to show what students look like as they

moved further in to this system in search of a credential.

Alternative and Adult Education Student Profiles

Alternative Education Student Profiles

Basic Demographics

•Average age=17.7 years

•Average number of credits=9.38

•44% Female

•56% Male

Adult Education Student Profiles

Basic Demographics

•Average age=28 years

•Average number of credits=8.4

•54% Female

•46% Male

Alternative and Adult Education Student Profiles

Literacy and Numeracy Data

•Average TABE (Test of Adult Basic Education) scores by grade equivalencies•Reading=8.3•Math=8.1•Language=6.9

Literacy and Numeracy Data

•Average TABE (Test of Adult Basic Education) scores by grade equivalencies•Reading=9.6•Math=7.7•Language=8.1

Alternative Education Student Profiles

Adult Education Student Profiles

Alternative and Adult Education Student Profiles Program Type

Alternative Education Student Profiles

Program Placement

•High School Completion 23%

•General Education Development 13%

•Alternative Basic Education 64%

•ABE anything below a 9.0 on the TABE (in any section - Reading, Math, or Language).

Adult Education Student Profiles

Program Placement

•High School Completion 5%

•General Education Development 21%

•Alternative Basic Education 74%

•ABE anything below a 9.0 on the TABE (in any section - Reading, Math, or Language).

The average grade equivalency was 7.8 when combining reading math and language data. This reflects the average student being 4 grade levels below their chronological age. While many vastly below 4 grades some are at or above.

Do you think this reflects your population/program?

An Observation and a Question

An Observation and a Comment

The average age was 17.7 for those in the alternative program. This indicates that while students come in with less than half of the credits required they are chronologically at the age of a graduate. For those that are lacking in credit, it would seem that when properly

processed while minding possible

pitfalls, there is promise in

using virtual or online content delivery for some of our students.

Use the 3 P’s

Process, Pitfalls, Promise

Student Screening

•Is the student a proper fit for online content delivery?

•Have they learned to read, so that they can read to learn?

•Math/Quantitative Sciences?

Process, Pitfalls & Promise Student screening and program delivery

Questions and points to consider

Process, Pitfalls & Promise

Student screening and program deliveryQuestions and points to considerStudent Screening

•If they are a weak reader can adaptive technology help them be successful in a limited capacity if they desire some click time?

•Are they capable of “free-range” learning and if so how much?

Process, Pitfalls & Promise Student screening and program delivery

Questions and points to consider

Program Delivery

•Be sure to follow the 5-0-B pupil accounting requirements

•Be certain that your mentors are relationship cultivators and constantly monitor/respond to ALL reasonable student needs

Process, Pitfalls & Promise

Student screening and program deliveryQuestions and points to consider

Program Delivery

•Cautiously monitor instructional setting, paying particular attention to teacher “facilitated” facets of your program. There must be established interaction channels for the facilitating teacher and students to the HQ teacher where appropriate.

Process, Pitfalls & Promise Student screening and program delivery

Questions and points to consider

Program Delivery

•Brick vs. Click – This is not an all or nothing proposition. Programming should be tailored to an individual’s capabilities. Remember to consider the student’s “free range” learning abilities.

Poor Free Range Ability

Brick Click

K

12

How you may evaluate a student’s brick/click ability by their needs and skill level. Here some things to consider. WHAT’S MISSING?

Poor (Pre)Literacy/Numeracy Skills

Good (Pre)Literacy/Numeracy Skills

Good SocialCoping kills

Poor Social Coping Skills

SocialAnxietyIssues

Poor Parental Support

Good Parental Support

Poor access to technology

Good access to technology

Good Free Range Ability

Questions and Discussion