D. 2014 WCEA Report (3)

Since JSerra uses the internet-based Learning Management Systems (LMS’s) of its vendors, in order to manage its online program, the school only requires a computer, internet access, and access to the school’s Student Information System, Rediker. In addition to this, all online students are required to have a laptop and internet access in order to complete their classwork. Teachers provided by the online vendors are all qualified and specially trained to be online teachers. For example, Connections Academy states that their teachers are “certified, full-time professionals who are specially trained in the nuances of working effectively in a virtual classroom setting” (http://www.connectionsacademy.com/our-program/online-teaching.aspx). The JSerra employee responsible for working with the online companies has been trained to work with each company’s learning system. The program was initially developed and managed by the Vice President of Online Services. This person reported directly to the President of the JSerra. The Vice President of Online Services oversaw the entire program from the Spring of 2011 until Spring of 2013 when a part- time technical assistant was added to the program. In the summer of 2013, JSerra transitioned from a president-principal-rector model to a Headmaster model. During this transition, the Vice President of Online Services became the Director of Online Services and now reports to the new Head of Curriculum. The following classes have been taken by online students: Company Section Apex Pre-Calculus Aventa CA12-Algebra 1 Aventa CA12-Algebra 2 Aventa CA12-American Government Aventa CA12-American History Aventa CA12-AP Art History Aventa CA12-AP Biology Aventa CA12-AP Calculus AB Aventa CA12-AP Chemistry Aventa CA12-AP English Language Aventa CA12-AP English Literature Aventa CA12-AP Environmental Science Aventa CA12-AP European History Aventa CA12-AP Physics B Aventa CA12-AP Psychology Aventa CA12-AP Statistics Aventa CA12-AP US Government Aventa CA12-AP US History Aventa CA12-AP World History Aventa CA12-Art Appreciation 151

Company Section Aventa CA12-Biology Aventa CA12-Calculus A Aventa CA12-Chemistry Aventa CA12-Consumer Math Aventa CA12-Creative Writing Aventa CA12-Economics Aventa CA12-English 1 Literature and Comp Aventa CA12-English 2 World Literature and Comp Aventa CA12-English 3 American Literature and Composition Aventa CA12-English 4 British Literature and Composition Aventa CA12-Environmental Science Aventa CA12-French 1 Aventa CA12-French 2 Aventa CA12-French 3 Aventa CA12-French 4 Aventa CA12-Game Design Aventa CA12-Geography Aventa CA12-Geometry Aventa CA12-German 1 Aventa CA12-German 2 Aventa CA12-Health Aventa CA12-Image Design and Editing Aventa CA12-Japanese 2 Aventa CA12-Latin 1 Aventa CA12-Latin 2 Aventa CA12-Life Skills Aventa CA12-Mandarin 1 Aventa CA12-Physical Education Aventa CA12-Physical Science Aventa CA12-Physics Aventa CA12-Pre-Algebra Aventa CA12-Pre-Calculus Aventa CA12-Psychology Aventa CA12-Spanish 1 Aventa CA12-Spanish 2 Aventa CA12-Spanish 3 Aventa CA12-Spanish 4 Aventa CA12-Trigonometry Aventa CA12-World History Connections Algebra 1 152

Company Section Connections Algebra 2 Connections American Government Connections AP English Language & Composition Connections AP Psychology Connections AP Spanish Language Connections AP Statistics Connections AP United States Government Connections Biology Connections Calculus Connections Chemistry Connections Chinese I Connections Chinese II Connections Chinese II Connections Chinese III Connections Digital Photography Connections Economics Connections Engineering Design I Connections English 10 Connections English 11 Connections English 12 Connections English 9 Connections Environmental Science Connections French II Connections French III Connections French IV Connections Geometry Connections German I Connections German II Connections Health, Fitness, and Nutrition Connections Honors Algebra 2 Connections Honors English 10 Connections Honors English 10 Connections Honors Geometry Connections Honors Pre-calculus Connections Honors World History Connections Japanese I Connections Japanese II Connections Latin I Connections Latin II Connections Latin III 153

Company Section Connections Marine Science Connections Music Appreciation Connections Personal Fitness Connections Physical Science Connections Physics Connections Pre-calculus Connections Psychology Connections Sign Language II Connections Spanish I Connections Spanish II Connections Spanish III Connections Spanish IV Connections Statistics Connections United States History Connections World History Florida Adv Pl Art History Florida Adv Pl Biology Florida Adv Pl Calculus BC Florida Adv Pl Computer Science A Florida Adv Pl Eng. Lang. and Composition Florida Adv Pl Microeconomics Florida Adv Pl Psychology Florida Adv Pl Statistics Florida Adv Pl United States Government and Politics Florida Adv Pl United States History Florida Algebra I B Florida Algebra II Florida American Government Florida Biology I Florida Calculus Florida Chemistry I Florida Chinese III Florida Creative Photography I Florida Critical Thinking and Study Skills Florida Economics Florida English I Florida English II Florida English III Florida English IV Florida Geometry 154

Company Section Florida Latin I Florida Latin II Florida Latin III Florida Personal Fitness Florida Physical Science Florida Physics I Florida Pre-Calculus Honors Florida Psychology I Florida Spanish II Florida Spanish III Florida United States Government Florida United States History Florida World History GradPoint HS: Algebra 1 GradPoint HS: Algebra 2 GradPoint HS: Biology GradPoint HS: Chemistry GradPoint HS: Chinese III GradPoint HS: Digital Photography I GradPoint HS: Earth Science GradPoint HS: Economics GradPoint HS: English I GradPoint HS: English II GradPoint HS: English III GradPoint HS: English IV GradPoint HS: French I GradPoint HS: Geometry GradPoint HS: Government GradPoint HS: Health GradPoint HS: Journalism I GradPoint HS: Latin I GradPoint HS: Latin II GradPoint HS: Personal Fitness GradPoint HS: Philosophy GradPoint HS: Physical Science - Physics GradPoint HS: Physics GradPoint HS: Pre-Algebra GradPoint HS: Pre-calculus GradPoint HS: Spanish for Spanish Speakers GradPoint HS: Spanish I 155

Company Section GradPoint HS: Spanish II GradPoint HS: Spanish III GradPoint HS: Trigonometry GradPoint HS: US History GradPoint HS: World History National Spanish 3 These classes utilize both synchronous and asynchronous lessons. Methods and processes used to ensure that all students have access to the instructional programs necessary for learning success and assessments are all provided by each vendor differently. All offer a variety of methods and assessments which support student learning and achievement. Since all online students are also brick and mortar students, there is not a separate culture for online students. The school’s online students are fully submersed in the school culture and activities. JSerra provides a classroom each period of the day for students taking an online class to work on their classes. When students are signed up for an online class, they are assigned a username and password by the online company with which they are working. This username and password is also accompanied by an informational email provided by the company that communicates their expectations and any necessary navigational or orientation information necessary for their success. Apex Learning, Connections Academy, Florida Virtual School, and National University Virtual High School offer frequent teacher/student interaction via phone calls, emails, and synchronous sessions. Furthermore, all online students have full and equal access to technical support, academic counseling, personal counseling, college/career preparation support, and health services as compared to other brick and mortar students. In addition to these on-campus services, all online students have access to their online company’s customer service department and their online teachers. 3. Schoolwide Learning Outcomes JSerra’s Expected Schoolwide Learning Results (ESLR’s) are: 1. Responsible Christian Citizens who:  Demonstrate knowledge of the Catholic Church  Experience the Sacramental expression of Christ’s mission  Perform Christian service to their community  Practice respect of self, others, and community  Demonstrate Gospel values through actions 2. Academic Achievers who: 156

 Read, write, speak, and listen effectively  Demonstrate higher order thinking skills  Solve problems creatively and analytically  Utilize appropriate technology to support learning 3. Collaborative Workers who:  Use effective leadership and interpersonal skills to foster, develop, and maintain relationships within diverse settings  Establish and accomplish appropriate goals with others 4. Effective Communicators who:  Demonstrate fluency in multiple modes of communication  Demonstrate understanding of purpose and audience awareness 5. Lifelong Learners who:  Manage and direct their own learning  Value and pursue postsecondary education  Establish personal priorities and achievable goals  Develop an awareness of varying world views The two ESLR’s that are most closely related to the online program are the expectations that students develop into Academic Achievers and Lifelong Learners. The online program creates an environment where students have to develop their ability to manage and direct their own learning through the independent work necessary to successfully complete their online classes. This, coupled with the various types of assignments and assessments given, students learn to read, write, speak, and listen effectively, demonstrate higher order thinking skills, and solve problems creatively and analytically on their own. Due to the technical nature of the online setting, JSerra’s online program also provides the opportunity for students to learn how to utilize technology fruitfully. Using outside vendors and teachers helps promote an environment where students are exposed to other ideas and viewpoints which help develop in them an awareness of varying world views and opinions. 4. Strengths of the Online Program JSerra’s online program offers many benefits to both the students and the school in general. JSerra and its students benefit greatly from the structure that has been established. The online program offers a high quality, up-to-date curriculum and well trained teachers. It also offers the ability to reduce the school’s overhead due to its built-in revenue. Since the online classes are provided by outside vendors, JSerra is able to offer many classes to its students. These classes are delivered by nationally recognized companies that are dedicated to offering cutting edge online learning experiences. Because these companies are operating 157

within a highly demanding market, JSerra benefits in that the vendors are very interested in consistently offering curricula that is current and thorough. Likewise, since these companies’ missions are to operate simply as online class providers, they are very motivated to strive to train their teachers in the most effective, research-based online teaching strategies available. To this end, their administrators are trained in the most effective methods of managing the unique nature of an online school. Using outside vendors has allowed JSerra to offer well-taught and well-administrated online classes to its students without the burden of the overhead incurred in offering an in-house online program. For this reason, JSerra has been able to dedicate a small amount of human resources to its online program. 5. Weaknesses of the Online Program Despite the benefits offered by designing JSerra’s online program to use outside vendors, JSerra has come to learn months that these benefits did not come without their problems. The school has encountered two major problems with the initially designed structure. These problems are: 1) a problem with brick and mortar and online curriculum alignment, and 2) a problem with having offered online classes over the past two and a half years that in some cases have either not been U.C. approved or NCAA approved. Although one of the benefits of using outside vendors is having up-to-date curriculum, it is also one of the program’s weaknesses. Though the school’s online classes offer thorough and in- depth material, it is, nonetheless, different from its brick and mortar curriculum. This has caused some difficulties for the school in that if a student takes the first semester of a class online and then decides to take the second semester in a brick and mortar class, there can be a disconnect between the two curricula. This has caused some concerns and complaints from the teachers teaching these students. The second problem encountered involves offering classes that are, in some cases, not UC approved and/or NCAA approved. This issue has caused JSerra the most trouble. The root cause of this problem was not so much that the classes were not UC or NCAA approved ,but that the program was improperly structured from the beginning. The position of Vice President of Online Services was set up to report directly to the president and had no interaction with the school’s Counseling Department. This meant that the Vice President of Online Services was making the determinations about which students should take which classes with which company instead of the counselors. At the beginning of this school year (2013-2014), JSerra discovered that many of its online classes did not meet the requirements for the UC system and/or the NCAA. This has caused some students to either have to retake their impacted class or switch to a new company for the class in which they are currently enrolled. In order to address this issue, the school took the following steps in restructuring its online program as an attempt to address and stabilize this problem. 158

a. The school transitioned to having the counselors make all of the decisions about which student takes which online classes with which company. b. The school developed an internal system that includes a paper trail with parent signatures to keep records of which classes are given to a student. c. The school changed how the online classes are listed in its student information system, Rediker, to allow an online class to easily show up on the student’s transcript. This has allowed JSerra to run reports on who is in what class as well as schedule students for their online periods with great ease and consistency. d. The Vice President of Online Services was dismissed. e. The school is beginning the process of creating a new strategic plan for the future of the online program and determining the talents and experiences that will be required of the new director. 6. Organization of Student Learning within Online Instruction Assessing how the school’s organization of its policies and procedures relate to its online program and its effectiveness is extremely important. Described below is a brief evaluation of how JSerra’s policies and procedures have affected the online program’s ability to help reach its schoolwide learning outcomes and function as an effective online program. Since all online courses are provided by outside vendors, all of JSerra’s policies regarding its online program are geared towards administrative issues such as how and when students can sign up for or drop classes, course deadlines, and course fees. Though, therefore, the school’s policies do not have a direct effect on its online curriculum and instruction, they do help students meet the schoolwide learning objectives. JSerra’s online program helps create a situation where its students are given the opportunity to succeed as honest responsible Christian citizens who develop their ability to become academic achievers. The online environment helps promote in the students the skills necessary to communicate fluently in multiple modes of communication and the desire and practice of becoming a true lifelong learner. However effective the online program is at achieving these results, as stated above, the online policies and procedures are not structured as well as they could be to promote the growth of online students. Because of the nature of using several vendors with varying curricula and assessment procedures, no policies have been made on JSerra’s part to encourage its students to act as honest responsible Christian citizens when taking their online assessments. Likewise, JSerra does not have any procedures in place that help train its online students in how to most effectively communicate with their teachers in an online environment. Due to the identified problems listed in the previous section, it can be said that the online program’s initial structure, policies, and procedures were not designed for the optimal effectiveness of a long-term online program. For this reason, the further development of the 159

online program and its policies and procedures has been chosen as a major initiatives for the future (see chapter 5). 7. Curriculum, Instruction, and Assessment in Online Instruction Jserra’s online program finds itself faced with the challenge of essentially integrating several different schools into one already existing brick and mortar school. Using outside vendors for its online classes offers the benefit of outsourcing the concerns and costs associated with running an online program. However, along with this benefit comes the task of having to work with their differing curricula. Finding creative ways to align online curriculum has proven difficult and largely unsuccessful, including an attempt to use Pearson GradPoint (discussed in a later section). To date, JSerra’s online program operates as a separate curriculum. This issue and its consequences, as shown above, is one of two primary impetuses for restructuring the online program. 8. Support for Student Personal and Academic Growth for Online Students Since JSerra’s online program is largely a supplemental program and all online students are on campus every day, all online students have access to the same social, extra-curricular, and support services as the rest of the students do. JSerra online students are able to play on sports teams, be involved in any club on campus, access the school nurse, and access personal and academic counseling. Though, the online students have consistently had access to academic counselors, it is clear that the institutional absence of the academic counselors from the online program structure has proven detrimental for many students. The change to include the counselors in the online program structure has been made and has proven to be very effective thus far. It can be said that in order to create a fruitful online learning experience for JSerra online students it would be best to focus on developing two fundamental areas: online accessibility for all online students and establishing a good fit for online students. JSerra is a bring-your-own-device school. All students are required to have a laptop. All students, therefore, have a computer to access their online classes anywhere they want on campus. JSerra’s campus is completely wired for wireless internet in every classroom, in the library, and in all eating areas. Because of this infrastructure and accessibility, JSerra online students have all of the technical requirements necessary to succeed in their online classes. However, upon reflection, JSerra does not have any policies or procedures in place to help determine if a student is a good fit for an online class. Though JSerra generally depends on the individual vendors to offer orientation for their particular LMS, JSerra does not have any formal orientation program for its online students to learn basic techniques necessary for success in an online class. 9. Pearson GradPoint Overview 160

The points made in this document reflect the majority of the school’s experiences over the past two and a half years with the school’s online vendors and its online program. Since JSerra’s experience with GradPoint is in not indicative of the overall online program history, it has been separated out for this report. Therefore, this section is devoted to offering a brief overview of JSerra’s history with Pearson GradPoint. As an attempt to solve the problem of curriculum alignment, JSerra decided to try Pearson’s new online product called GradPoint during the summer of 2013. GradPoint is a product that offers a prepackaged set of classes in an existing hosted LMS that JSerra would use to offer classes taught by its own teachers. This product is designed to be a turnkey solution for offering online classes taught by your teachers. The benefit of GradPoint was that it offered the option of adding or deleting the already existing class assignments as the school desired. This would have allowed the school to be able to begin the process of curriculum alignment without the difficulty of having to create its own classes all at once. Unfortunately, the use of GradPoint did not achieve the goals for which the school had planned. Due to a misunderstanding, the Vice President of Online Services enrolled many students in GradPoint classes that in some cases were not UC or NCAA approved. As some of GradPoint’s classes are UC approved and not all students are planning on applying to a UC or Cal State school, the school, as of November 2013, still has 57 students actively taking classes in GradPoint. Once these classes are completed, JSerra will be discontinuing its use of GradPoint. JSerra teachers used to oversee GradPoint classes are qualified teachers in their fields but do not have any specific training to be online teachers as their primary role is to grade assignments and answer particular content questions. Because of the turnkey nature of the GradPoint program, the eight teachers assigned to these classes mostly interact with their students via emailed questions and through correcting their assignments online. 161