Durant Independent School District

Total Page:16

File Type:pdf, Size:1020Kb

Durant Independent School District DURANT INDEPENDENT SCHOOL DISTRICT Duane Merideth, Superintendent 1323 Waco Street, Durant, OK 74701 (580) 924-1276 Phone (580) 924-6019 Fax Durant K-12 Virtual School Policies and Procedures Mission: Reaching every student, every day, every way. Program Description The Durant K-12 Virtual School is an online academic program that utilizes district approved courseware and teacher assistance from highly qualified teachers. Through this program, students are afforded access to fully accredited courses that fit their learning styles and paces. By monitoring student progress, teachers and coordinators ensure student mastery of content before continuing instruction. Program Goals To provide a rigorous online curriculum to full-time virtual students and blended virtual students. To provide access to online curriculum for credit recovery and credit accrual. To make certain students meet necessary requirements for graduation and completion of coursework. To improve student motivation and personal responsibility through mentorship. To ensure student success with online curriculum by providing progress monitoring. To provide daily support on regular school days. www.durantisd.org DURANT INDEPENDENT SCHOOL DISTRICT Duane Merideth, Superintendent 1323 Waco Street, Durant, OK 74701 (580) 924-1276 Phone (580) 924-6019 Fax Student Definitions Full-time students: off-site students enrolled in Durant Schools in a fully online curriculum. Students receive all of their academic credits from the coursework done via the learning websites assigned to the student. Blended: students who attend on-site courses associated with extra-curricular activities or courses not offered through the district online websites, such as honors and Advance Placement (AP) courses. Students taking honors, AP, or first-time courses, such as PFL (Personnel Financial Literacy) must be approved by the school counselor or principal. Credit recovery: on-site students who have been unsuccessful in the traditional classroom and are recovering failed credits. These students must be approved by the school counselor or principal. Student Admissions Policy Any student in grades K-12 who is already enrolled with Durant Public Schools may apply for enrollment in the Durant K-12 Virtual School. All students must complete a student contract regarding online conduct, attendance, and behavior once their application has been approved. Application approval must include an intake assessment (interview) and an academic background check prior to acceptance into virtual school. Specific admissions requirements are outlined according to student definitions above. Students may not be enrolled in more than 7 courses during the school day, including virtual classes. Applications are to be returned to 1323 Waco Street, Durant, OK, attention Virtual School applications. www.durantisd.org DURANT INDEPENDENT SCHOOL DISTRICT Duane Merideth, Superintendent 1323 Waco Street, Durant, OK 74701 (580) 924-1276 Phone (580) 924-6019 Fax Virtual Student Self-Assessment Completion of the following questions will help students and/or parents determine if the child is a good candidate for virtual school. Determine whether each of the following statements should be answered yes or no, as it applies to the student. 1. I am self-motivated. 2. I am an independent learner needing little guidance or assurances from teacher(s). 3. I stay on task easily or will have a guardian keeping me on task each day. 4. I am able to monitor my own progress or my guardian will. 5. I am willing to devote at least 6 hours per day to school work, 5 days a week (30 hours per week). 6. I am able to comprehend written information without help. 7. I listen and follow directions well. 8. I realize online schoolwork may have more requirements than a traditional course. 9. I consider myself computer literate and am comfortable using technologies, both hardware and software. 10. I manage my time well. 11. I am willing to communicate with my teacher(s). 12. I am confident I can meet the deadlines set by my teacher(s) to successfully complete an online course. The majority of the above statements must be considered “yes” answers. If 4 or more were considered “no,” then online education may not be the best option for this student. www.durantisd.org DURANT INDEPENDENT SCHOOL DISTRICT Duane Merideth, Superintendent 1323 Waco Street, Durant, OK 74701 (580) 924-1276 Phone (580) 924-6019 Fax Access to Curriculum Basic computer literacy skills are necessary to navigate through the learning websites, research instructional information and submit assignments. Such skills are: Use an internet browser such as Google Chrome Navigate through a website Download and install browser plug-ins Modify browser settings related to security, pop-ups and firewall settings Create, modify, access and save electronic documents Upload and/or download electronic files Open and send emails Use the designated online messaging system for both sending and receiving messages Attach a file to an email and open a file from an email Take a screenshot of the computer screen Curriculum is accessed by the student and must be read/viewed by the student (or guardian, if student cannot yet read). Teachers are curating coursework, grading assignments, answering academic questions, and offering instructional strategies or academic advice, but are not expected to present academic material or answer technical questions. Curriculum is delivered through the chosen online tools and a help desk is offered on the district’s website (www.durantisd.org). Students may be assigned multiple online learning websites to meet all of their academic needs. It is the responsibility of the student/guardian to know these websites and be responsible for accessing them daily. Students in grades K-6 are required to provide their own computer and internet access. District devices and/or hot spots may be provided, if available, if a student can demonstrate the need. Students in grade 7-12 may check out a district Chromebook to use, but are responsible for providing their own internet access unless a need is represented. Service for personal computers will not be provided by the school district. While attending weekly meetings (see attendance policy) students will be provided computer access. Elementary students may bring their own device and access the district’s Wi-Fi, if they want. When accessing district approved learning websites from home, please open them in a Chrome browser. These are the minimum www.durantisd.org DURANT INDEPENDENT SCHOOL DISTRICT technology requirements for accessing learning sites and it is highly recommendedDuane Merideth, you update Superintendent 1323 Waco Street, Durant, OK 74701 to the most recent versions available: (580) 924-1276 Phone (580) 924-6019 Fax Technology Requirements o Any device capable of accessing the internet, and has audio and video capabilities, except a cell phone. o Installed browsers to use (the preferred browser is Chrome). Microsoft Edge . Mozilla Firefox® (Version 57 or higher) . Safari® (Version 9 or higher) . Chrome® (Version 64 or higher) For users of Internet Explorer, the program must be operated in the Desktop version. Student Academic Policy All students will follow the Durant Public Schools academic calendar and appropriate procedures as outlined in the student handbooks for their grade level site. These handbooks may be found on the district website at www.durantisd.org and choosing the site at which the student is enrolled. Strategies for Successful Online Learning Focus on each subject each school day. Commit at least 45 minutes per day to each subject. More, if necessary to maintain proficiency. Designate the same time each day to school work. Have a designated area to do school work and collect needed materials prior to starting. Choose someone you know to keep you accountable. Report your daily academic accomplishments to a parent/guardian or another adult. See academic help as soon as you need it by messaging or emailing your teacher. This is to be done after you have viewed all of the academic resources provided to you. Online resources, other than those provided by the teacher, can be www.khanacademy.org, www.durantisd.org DURANT INDEPENDENT SCHOOL DISTRICT www.youtube.com/education, and www.teachtube.com. Type theDuane specific Merideth, content Superintendent or subject in the search area for each of these websites. 1323 Waco Street, Durant, OK 74701 (580) 924-1276 Phone (580) 924-6019 Fax Attendance Policy (Daily Attendance) Students must be considered in attendance 90% of the time attendance is taken for the school days in the academic calendar to receive credit or be eligible to participate in extracurricular activities. Students are considered truant any time their attendance falls below 90% of the school-days in session. Students in grade levels 7 through 12 will have attendance taken per course per day. Attendance is considered present if at least one assignment is submitted on or before its due date per week per subject. If at least one assignment is not received per subject by the week of the deadline, then an absence will be recorded for that day in that subject. For subjects that do not have 5 assignments per week, the proper ratio for attendance will be calculated. Student in grade levels K-6 will have attendance taken in half-day intervals. A full-day absence will be recorded for students who do not complete at least one assignment per school day. Students who complete 50% or less of their coursework for the day will receive a half-day absence. Completion of at least one assignment per day per subject will result in full-day attendance. Students are expected to complete coursework 5 days per week between Sunday through Saturday of the week assignments are due. Daily/period attendance in virtual school is defined as the submission of a minimum of one activity per school day per subject/course. This will not keep a student on track for completion of a course, but it will keep them in attendance.
Recommended publications
  • NAVSH-The-Virtual-School-Handbook-2018.Pdf
    The Virtual School Handbook 1 NAVSH – Virtual School Handbook v2018-09 Contents What is the Virtual School Handbook for? ............................................................................................. 8 Audience ................................................................................................................................................. 8 Definitions ............................................................................................................................................... 8 Introduction ............................................................................................................................................ 9 Underpinning Statutory Framework ..................................................................................................... 10 National Association of Virtual School Heads (NAVSH) ........................................................................ 10 The Role of the Virtual School Head (VSH) ........................................................................................... 11 Key operational areas for Virtual School Heads ............................................................................... 11 Newly appointed Virtual School Heads............................................................................................. 11 1. Who is on the roll of the Virtual School? ...................................................................................... 12 a) Age range of children on roll ....................................................................................................
    [Show full text]
  • Virtual School Program Legislation
    Virtual School Program Legislation HB 1388 and SB 738 Overview • The legislation requires the Superintendent of Public Instruction to develop, and the Board to approve, criteria for approving and monitoring multi-division online providers of virtual school programs. • It allows local school boards to enter into contracts with approved multi-division online providers to deliver virtual programs. Such contracts shall be exempt from the Virginia Public Procurement Act. • Any multi-division online providers operating prior to the adoption of approval criteria by the Board mayyp continue to operate until such criteria are adopted. MultiMulti--divisiondivision Online Providers A multi-division online provider is: • AitA private or nonpro fittittiitfit entity entering into a contract with a local school board to provide programs through that school board and serving Virg in ia s tu den ts res iding b oth withi n and outidtside of the boundaries of the school division; • A private o r no np ro fit e nt ity e n terin g in to contracts with multiple school boards to provide programs through these multiple school boards; • A local school board that provides online courses or programs to students who reside in Virginia but outside of the boundaries of that school division. MultiMulti--divisiondivision Online Providers A multi-division online provider is not: • A local school board program in which fewer than 10 percent of the students enrolled are not residents of the school division; • Multiple school boards that establish joint programs in which fewer than 10 percent of the enrollment is comprised of students who are not residents of any of the pppgarticipating school divisions; • Any local school board that provides programs for its students through an arrangement with a public or ppg;rivate institution of higher education; and • Any local school board providing programs through private or nonprofit organizations that have been approved as multi-division online providers.
    [Show full text]
  • A Comparative Analysis of the Education Policy Shift to School
    A Comparative Analysis of the Education Policy Shift to School Type Diversification and Corporatization in England and the United States of America: Implications for Educational Leader Preparation Programs This manuscript has been peer-reviewed, accepted, and endorsed by the International Council of Professors of Educational Leadership (ICPEL) as a significant contribution to the scholarship and practice of school administration and K-12 education. Valerie A. Storey University of Central Florida The purposes of this paper were to undertake a comparative analysis of policy shifts in England and the United States of America relating to school type diversification and corporatization, and the implications for educational leader preparation programs. Whilst the school delivery landscape seems to be one of turbulence, over the last four decades there has been a consistent drive in both countries for school-type diversification due to bi-partisan consensus regarding the appropriateness of neoliberal solutions to the problem of raising educational standards. This study involves an intellectual mapping of education provision in England and the United States of America, drawing on a range of primary and secondary data sources, including policy speeches, and for the latter, scholars’ interpretations of these. The documents were located initially through keyword searches of databases, archival material and legislation, and subsequently through following up references. Keywords: educational leadership preparation program, education policy, neoliberalism, school choice, school types, structural reform. 1 “It is a question of whether we can grasp the real nature of our society, or whether we persist in social and educational patterns based on a limited ruling class, a middle professional class, a large operative class, cemented by forces that cannot be challenged and will not be changed.
    [Show full text]
  • Franklin County Schools' Virtual Academy Frequently Asked
    Franklin County Schools’ Virtual Academy Frequently Asked Questions Q: What is a virtual school? A: Virtual education is teaching and learning in which students and teachers are separated by space and/or time. Teachers and students will have limited physical contact during the instructional process. Virtual education is often called “distance learning”. Q: What is the difference between virtual school and home school? A: Homeschool is a parent-directed education. Homeschool parents can choose an individualized curriculum that reflects their own beliefs and ideas as they see fit to their child’s learning style. Parents are the teachers in a homeschool. Curriculum, materials, and activities are all organized and paid for by the parent. In a homeschool, the parent is responsible for the instruction and record keeping. In contrast, a virtual school is associated with the school district despite the instruction occurring in the home environment. FCS Virtual Academy will follow the North Carolina Standard Course of Study for all subjects. A rich, comprehensive curriculum will be provided for students in grades K-12. All materials are provided by the school district. A certified teacher provides instruction and oversees the curriculum and progress of the student. Virtual students have access to school activities to include field trips, clubs, award days and graduation ceremonies. Even within a virtual learning environment, parents play an important role in the success of their child. Younger students may need support to login to computers and follow the schedule provided by the classroom teacher. Middle and high school students will still need monitoring for completion of assignments and communication with classroom teachers.
    [Show full text]
  • Effective Models for K-12 Virtual Schools
    EFFECTIVE MODELS FOR K-12 VIRTUAL SCHOOLS January 2017 In the following report, Hanover Research examines the benefits and drawbacks of K-12 virtual schools. The report highlights trends in virtual school education as well as the research base regarding online learning and student outcomes. Finally, the report profiles four prominent virtual school vendors that provide comprehensive virtual school curricula that can be tailored by districts. Hanover Research | January 2017 TABLE OF CONTENTS Executive Summary and Key Findings ............................................................................... 3 INTRODUCTION ........................................................................................................................... 3 KEY FINDINGS ............................................................................................................................. 3 Section I: Virtual Learning Models and Effectiveness ........................................................ 5 BACKGROUND ............................................................................................................................ 5 Nebraska Virtual Learning Context .................................................................................... 7 OUTCOMES OF VIRTUAL SCHOOLS .................................................................................................. 8 Benefits of Online Education ............................................................................................. 8 Challenges to Quality Online Education .........................................................................
    [Show full text]
  • School District of Indian River County Virtual School Procedures
    School District of Indian River County Virtual School ! Procedures ! 6600 57th Street, Vero Beach, Florida 32967 Indian River County School Board Members Laura Zorc, Chairman Tiffany Justice, Vice Chairman Dr. Mara Schiff Jacqueline Rosario Teri L. Barenborg Superintendent Mark J. Rendell, Ed. D. Indian River Virtual Instruction Programs Procedures School District of Indian River County offers eligible students full and part-time virtual school options each school year. All programs were created in accordance with Florida Statutes to provide our students with high quality instruction in an online environment. We offer solutions for students enrolled in public school, private school or home education. Our Program: The School District of Indian River County offers virtual school through the Indian River Virtual School (IR Virtual School). The programs were created in accordance with applicable Florida Statutes. IR Virtual School was created in 2016 in accordance with Florida Statute 1002.37. Indian River Virtual School is a fully online program for students in kindergarten through 12th grade. Indian River Virtual School offers both Full Time and Part Time virtual education utilizing Florida Department of Education approved virtual instruction providers. Public school, home education or in a private school students may be enrolled in Part Time virtual school. Indian River Virtual School (IR Virtual School) Graduation requirements Except as otherwise authorized pursuant to F.S. 1003.429., for Accelerated high school graduation options, graduation requires the successful completion of a minimum of 24 credits Graduation requirements are available at the Florida Department of Education website www.fldoe.org. Evaluation of VIP Providers In the event the district contracts with a VIP provider, Indian River Virtual School will comply with all aspects of Board Policy 6320 and s.
    [Show full text]
  • News Debate: Virtual Ed
    Non-fiction: News Debate: Virtual Ed News Debate: Virtual Ed Do cyber schools make the grade? Students in Caldwell, Idaho, can attend class in their pajamas! At Vallivue Virtual Academy, courses are taught online. Students work at home with parents, who serve as learning coaches. A certified teacher oversees the students’ progress. The cyber school was launched as a free option for students in kindergarten through grade 8 who have trouble succeeding in the district’s traditional public school. Supporters of the program say that virtual schools help students avoid the social pressures that can interfere with learning. In addition, supporters argue, online courses provide kids with more focused instruction and course options than they can get in a typical school. Not everyone gives cyber schools a passing grade, however. Some educators argue that online learning makes it hard for students to make friends. Many parents also feel that cyber schools put unrealistic time demands on them because they have to oversee their kids’ daily work. Are virtual schools a valid option? Current Events student reporters Sophia Platcow and Peter Brosnan each log in on a side. Crash Course To Failure Technology can benefit education, but it shouldn’t take over education. Students who go to virtual schools will miss many of the benefits of being in a real school. If kids attend school online, they will miss out on important social interactions. Payton Mcdonough, 13, a seventh grader from Glencoe, Ill., agrees. “I don’t know how I could sit at a computer all day without actually interacting with my peers and teachers,” he says.
    [Show full text]
  • Training Teachers for a Virtual School System: a Call to Action Michael Barbour Sacred Heart University
    Sacred Heart University DigitalCommons@SHU Education Faculty Publications Isabelle Farrington College Of Education 2012 Training Teachers for a Virtual School System: A Call to Action Michael Barbour Sacred Heart University Follow this and additional works at: http://digitalcommons.sacredheart.edu/ced_fac Part of the Educational Methods Commons, and the Teacher Education and Professional Development Commons Recommended Citation Barbour, Michael, "Training Teachers for a Virtual School System: A Call to Action" (2012). Education Faculty Publications. Paper 102. http://digitalcommons.sacredheart.edu/ced_fac/102 This Book Chapter is brought to you for free and open access by the Isabelle Farrington College Of Education at DigitalCommons@SHU. It has been accepted for inclusion in Education Faculty Publications by an authorized administrator of DigitalCommons@SHU. For more information, please contact [email protected]. Developing Technology- Rich Teacher Education Programs: Key Issues Drew Polly University of North Carolina at Charlotte, USA Clif Mims University of Memphis, USA Kay A. Persichitte University of Wyoming, USA Managing Director: Lindsay Johnston Senior Editorial Director: Heather Probst Book Production Manager: Sean Woznicki Development Manager: Joel Gamon Development Editor: Michael Killian Acquisitions Editor: Erika Gallagher Typesetters: Mackenzie Snader Print Coordinator: Jamie Snavely Cover Design: Nick Newcomer, Greg Snader Published in the United States of America by Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: [email protected] Web site: http://www.igi-global.com Copyright © 2012 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher.
    [Show full text]
  • Moving on Up? a Virtual School, Student Mobility, and Achievement
    EdWorkingPaper No. 20-309 Moving On Up? A Virtual School, Student Mobility, and Achievement James D. Paul Patrick J. Wolf University of Arkansas University of Arkansas Virtual charter schools provide full-time, tuition-free K-12 education through internet-based instruction. Although virtual schools offer a personalized learning experience, most research suggests these schools are negatively associated with achievement. Few studies account for differential rates of student mobility, which may produce biased estimates if mobility is jointly associated with virtual school enrollment and subsequent test scores. We evaluate the effects of a single, large, anonymous virtual charter school on student achievement using a hybrid of exact and nearest-neighbor propensity score matching. Relative to their matched peers, we estimate that virtual students produce marginally worse ELA scores and significantly worse math scores after one year. When controlling for student mobility during the outcome year, estimates of virtual schooling are slightly less negative. These findings may be more reliable indicators of the independent effect of virtual schooling if matching on mobility proxies for otherwise unobservable negative selection factors. VERSION: December 2020 Suggested citation: Paul, James D., and Patrick J. Wolf. (2020). Moving On Up? A Virtual School, Student Mobility, and Achievement. (EdWorkingPaper: 20-309). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/1h20-nk64 VIRTUAL SCHOOLING, STUDENT MOBILITY, AND ACHIEVEMENT Moving On Up? A Virtual School, Student Mobility, and Achievement James D. Paul Patrick J. Wolf University of Arkansas December 21, 2020 Abstract Virtual charter schools provide full-time, tuition-free K-12 education through internet-based instruction.
    [Show full text]
  • Virtual Schools and Colleges. Providing Alternatives for Successful Learning
    Bacsich, Paul; Bristow, Sara Frank; Camilleri, Anthony; Op de Beeck, Ilse; Pepler, Giles; Phillips, Barry Virtual schools and colleges. Providing alternatives for successful learning. Volume 2 Roosbeek, Belgium : ATiT bvba 2013, 95 S. urn:nbn:de:0111-opus-82860 Nutzungsbedingungen / conditions of use Dieses Dokument steht unter folgender Creative Commons-Lizenz: http://creativecommons.org/licenses/by-nc-sa/3.0/de/deed - Sie dürfen das Werk bzw. den Inhalt unter folgenden Bedingungen vervielfältigen, verbreiten und öffentlich zugänglich machen sowie Abwandlungen und Bearbeitungen des Werkes bzw. Inhaltes anfertigen: Sie müssen den Namen des Autors/Rechteinhabers in der von ihm festgelegten Weise nennen. Dieses Werk bzw. der Inhalt darf nicht für kommerzielle Zwecke verwendet werden. Die neu entstandenen Werke bzw. Inhalte dürfen nur unter Verwendung von Lizenzbedingungen weitergegeben werden, die mit denen dieses Lizenzvertrages identisch oder vergleichbar sind. This document is published under following Creative Commons-License: http://creativecommons.org/licenses/by-nc-sa/3.0/de/deed.en - You may copy, distribute and transmit, adapt or exhibit the work in the public and alter, transform or change this work as long as you attribute the work in the manner specified by the author or licensor. You are not allowed to make commercial use of the work. If you alter, transform, or change this work in any way, you may distribute the resulting work only under this or a comparable license. Mit der Verwendung dieses Dokuments erkennen Sie die Nutzungsbedingungen an. By using this particular document, you accept the above-stated conditions of use. Kontakt / Contact: peDOCS Deutsches Institut für Internationale Pädagogische Forschung (DIPF) Mitglied der Leibniz-Gemeinschaft Informationszentrum (IZ) Bildung Schloßstr.
    [Show full text]
  • 2020-21 Virtual School Faqs for School Districts
    Virtual Schools 2020-21 Virtual School FAQs for School Districts 1. What is a virtual school? A “virtual school” is defined in Tennessee law as “a public school in which the school uses technology in order to deliver a significant portion of instruction to its students via the internet in a virtual or remote setting.” T.C.A. §49-16-203(2). 2. What state laws or rules govern virtual schools? The creation and operation of virtual schools must comply with the Virtual Public Schools Act (T.C.A. §49-16- 201 through 216) and State Board of Education Public Virtual Schools Rule (0520-01-03-.05). 3. Is a virtual program the same as a virtual school? No. A “virtual program” or a “virtual education program” means a course or series of courses offered by a public school district or public charter school via online instruction. These programs may be used to expand and enhance curricular offerings and to remediate students but may not constitute a significant portion of the instruction provided to students. A virtual program must be operated in compliance with State law (T.C.A. § 49- 16-101 through 105) and any State Board of Education Rule or Policy promulgated for virtual programs. If a school district would like to supplement its course offerings for students who attend school in person with online courses, the appropriate vehicle is a virtual program. If a district would like to offer its students and families a fully virtual option for instruction, the district must do so via a virtual school.
    [Show full text]
  • Forum Guide to Elementary/Secondary Virtual Education Data
    Forum Guide to Elementary/Secondary Virtual Education Data National Cooperative Education Statistics System The National Center for Education Statistics (NCES) established the National Cooperative Education Statistics System (Cooperative System) to assist in producing and maintaining comparable and uniform information and data on early childhood, elementary, and secondary education. These data are intended to be useful for policymaking at the federal, state, and local levels. The National Forum on Education Statistics (Forum) is an entity of the Cooperative System and, among its other activities, proposes principles of good practice to assist state and local education agencies in meeting this purpose. The Cooperative System and the Forum are supported in these endeavors by resources from NCES. Publications of the Forum do not undergo the same formal review required for products of NCES. The information and opinions published here are those of the Forum and do not necessarily represent the policy or views of the National Center for Education Statistics or the U.S. Department of Education. This publication and other publications of the National Forum on Education Statistics may be found at the websites listed below. The NCES Home Page address is http://nces.ed.gov The NCES Publications and Products address is http://nces.ed.gov/pubsearch The Forum Home Page address is http://nces.ed.gov/forum This publication was prepared in part under Contract No. ED-CFO-10-A-0126/0002 with Quality Information Partners, Inc. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. Government. Suggested Citation National Forum on Education Statistics.
    [Show full text]