Post on 07-Sep-2018
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Distance Learning 101Ann Marie PrzybylACCES/West RAEN716 651 0560amprzybyl@literacynewyork.orgwww.westraen.orgJanuary 2018
Objectives Understand what Distance Learning is and
when it is appropriate Explore the differences between Distance
Learning and traditional education Recognize the elements of a successful
Distance Learning structure Review NYSED requirements for providing
Distance Learning
NYSED Mandates Which programs can offer Distance Learning?
Who is required to complete this course?-teachers must be certified
What other course must you complete?
What assessments are required?
Teaching Adult Learners at a Distance How is teaching at a distance different from
classroom teaching? How do you identify learners who are likely
prospects for independent study? How do you identify educators who are likely
to be successful distance teachers? What do you need to know about
designing/developing/delivering a DL lesson?
Orienting Learners to Distance LearningAn in-person orientation for DL students is critical.►What do they need to take away from this meeting?
Task: Describe an orientation activity that you use and why you use it (what do you expect them to learn from the activity?)
DL Curricula
Crossroads Cafe SMART GRASP
What demands does each place on the student? What prior knowledge does the student need for each? What study- skills training will you provide specific to
working alone at a distance?
The D-L Student/D-L Curriculum Match Matching a student’s abilities to the curricula is
critical to their success, especially in light of the lack of social and academic support for a DL student.
Without the foundational skills and abilities associated with each curriculum, students are unlikely to benefit from the instruction provided in that curriculum.
In order to teach effectively, teachers must be intimately familiar with the curriculum
If Video is Included What will you recommend to students about
studying the video to get the most from it? Put information into context for students Set expectations Embed assessment into the video Use as a springboard for discussion (writing) Pre-viewing, viewing and post-viewing
Student Learning Plans What skills do you think need to be taught to DL
students and why? How will you facilitate students’ setting goals,
planning to meet goals. Or persisting to achieve goals?
You can be selective in which parts of the curriculum a student needs to study. How will you assess individual student and develop a study plan for each student?
Motivating D-L Students To what extent should the student be
responsible for maintaining their motivation to learn?
What role can the teacher play in helping students stay motivated?
What strategies do you use to motivate your students?
D-L Minimums An intake process which includes NRS mandates An IEEPP Instructional intervention A homework/home study component reflecting the
curriculum’s materials A procedure for reviewing the student work and
progress Student roster Student and teacher logs Record of assignments
D-L Delivery: Biweekly packet Biweekly packet containing: A “video” lesson is required if curriculum is
video based Student work from the curriculum Additional student work/resources (remember the
50% rule) A learner log (records the hours a student works
on the materials) An assignment sheet
D-L Delivery: Student Folder A signed student contract/registration form A completed learner log Assessment scores Work evidencing student progress A completed teacher log Intake Survey Student Assignment Log ISRF IEEPP ADA Form Correspondence
Student Responsibilities Expected to work 6 hours a week Must be 21 years old (NEDP can be 18) If a student works successfully less than 6 hrs a
week, what should you do? Students may have the option of continuing at
another time Students are responsible for maintaining a work time
record sheet, which records the assignments and the amount of time spent working on them
Teacher Responsibilities A biweekly packet that is returned and corrected is considered teacher
contact
An instructor is paid in hours equal to one half the number of students that are contacted bi –weekly. You are paid only for those packets which are corrected.
Teachers are responsible for maintaining a student assignment log and a teacher instructional log
Teachers are expected to set and maintain expectations for the class
The cap on teacher hours worked is 40 hrs. with a total maximum of 80 distance learning students.
NYSED Distance Learning Policy Packet delivery on a two week cycle equaling 12
hours of work A packet must be received, reviewed, and a new
packet sent out for the student to be active. A learner is allowed one packet at a time.
Nonacademic content must never be more than 50% of the work assigned.
Students may receive 3 hours of tutoring beyond the instructional hours each week in a two week period.
Reporting Requirements
All students must be assessed in both Math and Reading (in person)
Pre-test must be completed BEFORE the first packet is provided
Students must be pre-screened for distance learning compatibility and capacity
Students CANNOT be co-enrolled in a traditional class and a Distance Learning class at the same time
Students may only be enrolled in ONE Distance Learning Class and a traditional tutoring class
Coding Distance Learning in ASISTS
Coding Distance Learning in ASISTS
Coding Distance Learning in ASISTS
Coding Distance Learning in ASISTS
Coding Distance Learning in ASISTS
Every Distance Learning Class must have its own Tutoring Class
Distance Learning Tutoring classes must be coded as traditional classes in ASISTS
Attendance is recorded and reported in real time Student may only incur a MAXIMUM of 3 contact
hours per week Structure of the tutoring may be individual or in a
class with other students Teacher does not need to be the same as the Distance
Learning facilitator
Recording Attendance in ASISTS
Attendance is only recorded when a
completed packet is returned Minimum time frame is a two week period Two packets may be returned and recorded
in any given month Annually, there are two months when 3
packets may be returned
Recording Attendance in ASISTS
Each returned, completed packet is worth 12 contact hours 6 hours of work in the first week6 hours of work in the second weekTotal = 12 contact hoursEligible for reimbursement to the
program
Recording Attendance in ASISTS
In ASISTS, programs record attendance monthly If a student returns only 1 completed packet in a
month, the program data staff will record a “2” in ASISTS
If the student returns 2 completed packets in a month, the program data staff will enter a “4” in ASISTS
The “2” or the “4” will be automatically multiplied by 6 in ASISTS and the resulting number is automatically added to the fiscal report for EPE reimbursement Two months in any calendar year have the possibility of
3 completed packets returned so a “6” would be entered for that month in ASISTS
Recording Attendance in ASISTS
NRS Exception in any APPROVED Distance Learning Program
A teacher may create the first TWO packets anticipating a new student
If the student returns ONE of those packet or returns NEITHER of the two packets, the program may receive credit for the 24 hours associated with that student
In ASISTS, in place of either a “2” or a “4”, the cue 9999 is placed in the student’s attendance record
The student is no longer counted for NRS reporting
This will also apply to every Period of Participation
NRS Exception in Distance Learning
Maximum # of students per teacher
Teachers are expected to spend one half hour per week per student This time is spent preparing packets and/or
correcting/assessing student work that has been returned in packets
Teachers may only support the number of students dictated by the following formula: Teacher’s hours on the job multiplied by 2 A teacher working 10 hours per week can support 20
students
Student DL ContractMust be in student’s permanent file for 7 years
Teacher Instructional Log-Completed on a monthly basis-Retained by the program for 7 years!
Being “Audit Ready”
Being “Audit Ready”Student Assignment Log-Completed on an FY basis-Retained by the program for 7 years!
Wrap Up and Evaluation What questions do you have that were
not addressed? Share with your colleagues your favorite
piece of new information learned today Please complete the workshop evaluation Remember – you are required to also
attend the training for your specific curriculum