Team Buttercup

Team ButtercupNA Report

0.0 Executive SummaryIn an effort to meet the growing demands for a technologically advanced society, Governor Rick Scott signed and passed House Bill 7306, the Digital Learning Law. As a result of this initiative, all students entering ninth grade in the 2011-2012 school year and after must complete at least one course through online learning to satisfy the 24 credit hour requirement for high school graduation (retrieved from http://www.fldoe.org/eias/dataweb/tech/onlinegrad.pdf). Students may satisfy this requirement by completing an online course offered by the Florida Virtual School, an online course offered by the high school, or an online dual enrollment course. This report reflects students participation in one specific online K-12 public school known as the Florida Virtual School, located in Orlando, Florida. The Florida Virtual School Orlando is responsible for providing students with online education in a variety of courses for grades K-12. Many virtual and home school students taking online course programs are not meeting the requirements to complete an online course in this subsection. To ensure every student enrolled in full-time or part time virtual instruction has equal accessibility to completing online courses, we evaluated the process for successful completion of an online course in order to maximize students opportunity to satisfy the digital learning graduate requirement. This report outlines the efforts that Florida Virtual School in Orlando are making to determine: How to provide each student with equitable access to technology. How to provide students with adequate access to online instructors and resources for required course. How to support and assist students at risk failure in online learningScope of AnalysisIn this era of digital learning, it is essential that students have the ability to complete online courseware that is now more prevalent in colleges, technical schools and employee instructional training. The online courseware interactive interface can be engaging to the student and can be more effective in some cases than face-to-face classroom instruction. Researchers have noted that the more students are engaged and energized in the learning environment, the more motivated they are to achieve at or above their grade level. Results Summary (Look at this below)From August 2013 to November 2013 data was collected from online instructors at Florida Virtual School to better understand factors that contribute to a students success or failure in online learning. Survey data was analyzed and recommendations were made based on the data obtained to improve students successful completion of the online course requirement for high school graduation. Create Computer Labs or Computer Hubs: establish additional computer labs at the school sites or create computer hubs across the school districts is based on the finding that some students do not have access to a computer or internet at home, students may not have the technical skills for courseware and students may require additional support from a teacher or tutor that may not be completely available online.

Protocol for Teachers to Follow if a Student Can Not Access a Computer at a Nearby School: A protocol for teachers should be streamlined to ensure that they are able provided all possible resources for their students to access the computer and the Internet. Live Tutoring Sessions and Collaborations Be Provided: Students who are not as self-motivated or self-directed can attend live lessons and/or collaborations to obtain guidance for course material. This may increase motivation and understanding of assignments by students in order to complete class work.

Table of Contents0.0 EXECUTIVE SUMMARY21.0 INTRODUCTION...1.1 CONTEXT1.2 PROBLEM STATEMENT AND PURPOSE1.3 RATIONALE2.0 METHODS.2.1 SOURCES AND TYPES OF INFORMATION..2.2 TOOLS AND TECHNIQUES2.3 PROCEDURE2.4 CONSTRAINTS3.0 RESULTS..3.1 QUANTITATIVE RESULTS FOR OPTIMALS3.2 QUANTITATIVE RESUTLS FOR ACTUALS3.3 QUALITATIVE RESULTS BASED ON REASONS3.4 QUALITATIVE RESULTS BASED ON SOLUTIONS3.5 QUALITATIVE RESULTS BASED ON FEELINGS3.6 FACTORS4.0 RECOMMENDATIONS..4.1 CREATE COMPUTER LABS OR COMPUTER HUBS4.2 PROTOCOL FOR TEACHERS TO FOLLOW4.3 LIVE TUTORING SESSIONS AND COLLABORATIONS BE PROVIDED5.0 REFERENCES6.0 APPENDIX6.1 APPENDIX A/FLVS ONINE TEACHER SURVEY6.2 APPENDIX B/ IMPLEMENTATION BUDGET1.0 IntroductionIn todays highly technical world, schools are stepping outside the traditional classroom walls in order to provide students with more versatile ways to complete courses. Virtual courses are quickly becoming a popular choice among students. Over 200,000 students are currently enrolled in virtual courses through the Florida Virtual School. However, as with any new adaption, some students taking virtual courses are facing difficulty completing courses online. In 2010, students entering 9th grade are required to take an online course in order to graduate high school, however it has been reported that 18% of 9th grade students taking virtual courses are unable to complete some virtual courses. Therefore, our team has decided to conduct a Needs Assessment in order to determine the reasons students were not completing online courses and provide a plan to reduce the number of students unable to complete virtual courses.1.1 Context:Florida Virtual School is a public online virtual school for grades K-12 located in Orlando, Florida. Florida Virtual School was founded in 1997 and was the first school to offer Internet based education in the United States. Currently, there are 800 teachers and over 200,000 students. Florida Virtual Schools mission is to deliver a high quality, technology-based education that provides the skills and knowledge students need for success. 1.2 Problem Statement and Purpose:StatementIt has been reported that nearly 18% of 9th grade students who are homeschooled via partial virtual school or are virtual school students are unable to complete an online course, yet all students entering high school by 2010 are expected to take and complete a minimum of one course in an virtual classroom to graduate from high school. PurposeThe purpose of this needs assessment plan was to identify reasons that a student may not complete an online course or identify variables that would prevent a student from successfully completing a course online, whether homeschooled or partial virtual students. Further, the purpose of this plan is to assist online educators in their efforts to help high school students satisfy the online course requirement for graduation. 1.3 Rationale:There are varying factors that may contribute to a students success or lack of success in the classroom, specifically in distance education. By conducting this needs assessment plan, we aim to determine causes for the 18% of students who were unsuccessful in the online learning environment and recommend any appropriate strategies or interventions to improve the success rate of these online non-completers. Further, information gleaned from this needs assessment plan could assist virtual instructors in their understanding of reasons why students are unsuccessful in online courses, help them identify students at risk for not completing online courses, and offer solutions for supporting and remediating those students at risk of non-completion. Lastly, given the recent graduation requirement to complete an online course, this needs assessment plan could inform district-wide policies and practices in online learning. 2. 0 METHODS2.1 Information Sources and TypesThis needs assessment plan included qualitative and quantitative data gathered from direct and indirect sources. An interview protocol was developed to obtain information from counselors, teachers, administrators, parents and students involved in the virtual classroom. In additional, descriptive data such as grades, attendance records, courses completed online, etc. were collected in order to further understand why some students experience difficulty in the online classroom. The data collected will be used to enhance the processes of teaching and learning in distance education, with specific implications for students who experience difficulty or are at risk for failure in online learning. Below is a description of the data sources that will inform this needs assessment plan:Guidance Counselor(s)Guidance counselors will be consulted to gain understanding of student backgrounds as well as possible reasons for why students would not be able to complete online courses due to external factors. Guidance Counselors will be consulted to determine the course load and needs of the student.Teacher(s)Regular education, special education and resource teachers will be interviewed via surveys to gain ideas about how to ensure that all 9th grade students have the same opportunities to complete online courses. From their responses we will be able to determine what limitations and challenges students face that may put them at risk for completing online courses. Teachers would be the Subject Matter Experts as to why students have difficulty accessing online courses.Administrator(s)Administration will also be consulted as needed to gain additional insight. They will provide input into how teachers can make accommodations within their online courses. Administrators will also be questioned on their thoughts on a protocol that teachers would use if students are having difficulty with accessibility to online courses after teacher surveys are completed. Student(s)Relevant data regarding individual students success or lack of success in online courses will inform this needs assessment plan. Data may include grades, attendance records, number of courses completed online, test scores, etc.

2.2 Tools and TechniquesData gathering techniques for this project included quantitative and qualitative methodologies. Semi-structured interviews were conducted with teachers and administrators in charge of facilitating online coursework. Additionally, a survey was administered to teachers regarding their perception of their students success or lack of success in the virtual setting. The survey included a Likert scale, as well as several open-ended questions. Below is a detailed description of the tools and techniques utilized to gather information for this Needs Assessment Plan:Extant Data AnalysisTeachers shared information regarding pre and post assessment data collected in their online courses. Other quantitative data gathered in this project such as student grades by subject area, attendance records and standardized test scores were included in the data analysis plan. Interviews:A semi-structured interview protocol was developed and administered to teachers in the Florida Virtual School. Teachers were asked to respond to items on a web-based survey that addressed their concerns for teaching online, effective practices for teaching online, and strategies for assisting students at risk for failure. Peer Group:The peer group for this needs assessment plan included online instructors involved in a World History class, facilitated through Elluminate-the online program utilized by teachers in the Florida Virtual School. Teachers were invited to share their perspective regarding students success and/or lack of success in their online courses.

Table 1: SOURCES, INFORMATION, and DATA GATHERING TOOLS. This chart represents the sources, information types and data gathering tools/techniques.

SourceInformation Type

Tools &Techniques

OptimalsActualsCausesSolutions

AdministratorsX

XConsultation, DataAnalysis:

Regular Ed TeachersXXXXInterviews, Data Analysis, Peer Group

Guidance CounselorsXXXXConsultation

Students

XX

Observations

2.3 Procedures Table 2 depicts the required tasks. The table also indicates the schedule of the procedures in order to accomplish each task. Since Susan Stone works at Florida Virtual School, she has been deemed the Point of Contact between our team and the Florida Virtual School. She will be communicating with employees within the Florida Virtual School and gathering data from the school.

Table 2: Schedule and ProceduresTaskLeadStartDateFinishDate

Develop Interview Protocol for teachersConnie/TeamSeptember 20September 27

Create Survey TeacherEssex//TeamSeptember 20October 1

Collect Extant DataSusan/Lauren/TeamSeptember 1October 31

Conduct Web SurveyEssex/Connie/TeamOctober 1October 31

Transcribe Interview DataConnie/TeamOctober 1November 15

Conduct Focus Group MeetingsTeamNovember. 1November 15

Conduct Data AnalysisEssex/Connie/TeamNovember 15November 30

2.4 ConstraintsThe purpose of this need assessment plan was to determine the factors that contributed to high school students success or lack of success in online learning from their instructors perspective. To gather data for this plan, we chose purposeful sampling as the primary method for selecting teachers to complete the surveys. A survey was designed using quantitative and qualitative items and then electronically mailed to 143 instructors in the Florida Virtual School. Of the 143 surveys, 45 were completed and returned, which presented a major limitation in the findings. It may have been beneficial to extend the response timeframe and/or email a second request to participants to allow for additional responses. Another constraint for this plan was the anonymity of surveys, which limited the ability to clarify vague or incomplete responses. The survey results were also limited to online instructors at the Florida Virtual School. It would have beneficial to obtain feedback from parents, administrators and other staff members regarding high school students performance in online courses. Lastly, it would have been most beneficial to survey high school students who are taking courses online and determine how they themselves describe their success or lack thereof in online learning.3. 0 Results

Beginning July 1, 2012, all students entering ninth grade are required to complete one course online to satisfy Floridas high school graduation requirements. Meanwhile, nearly 18% of students enrolled Florida Virtual School, Orlando did not successfully complete one or more online courses. This report outlines findings from a needs assessment plan conducted with online instructors at the Florida Virtual School. The instructors had been teaching online an average of four years and instruct approximately 100 students at a time. Based on the findings and analysis of data, three major themes emerged. These themes centered on issues of (1) technological efficacy, (2) equitable access to technology and (3) availability of support and awareness of resources.Technological EfficacyOnline instructors were asked to respond to items related to their level of preparedness to teach online and their students level of preparedness to complete online courses. Eighty-five percent of teachers surveyed felt that they receive adequate training, however, 55% of the teachers expressed a need for additional training or professional development. Regarding their perception of the students sense of efficacy, approximately 75% of respondents believed that their students possess the technical skills and knowledge of hardware/software to complete an online course. Although the majority of teachers and students appear to possess the technical skills to complete online courses, there exist a need to provide ongoing technical support for students and teachers in digital learning, particularly those students at risk for failure in the virtual classroom. According to Crawford (2012) Instructors, need support beyond training in the pedagogy of online instruction; online instructors need access to and training in appropriate technology (p.3). The following table depicts the participants perception of their own efficacy and the efficacy of their students. Table 1: Online Instructors Perception of their own Technical EfficacyQuestionPerception of online instructionPercentage of findingsResponders

1I received adequate training to teach in an online environment.0.8544

2I still need additional training or professional development to teach online.0.5544

Table 2. Online Instructors Perception of Student Technical EfficacyQuestionPerception of online instructionPercentage of findingsResponders

3The majority of my students are prepared to take an online course.0.7544

4My students have the skills technical skills needed to complete an online course.0.5944

Equitable Access to TechnologyAccess to technology is a paramount concern for schools and school districts to consider when requiring students to complete courses online as a graduation requirement. One major reason teachers stated that students do not complete an online course is limited to no access to the Internet. While most of the students are able to obtain computer/internet via FLVS (Florida Virtual Schools) loaner program, public or school library, teachers still believed the school districts could do more to ensure students have equitable access to technology and more options to access the internet throughout the school day.Table 3. Online Instructors Perception of Access to Technology and InternetQuestionPerception of online instructionPercentage of findingsResponders

5My students have access to appropriate hardware/software required to take a class online.0.7344

6My students are knowledgeable of available resources to assist with online learning.0.8244

Support and ResourcesAccess to resources and online teachers was viewed as critical to students success in digital learning. Only 59% of the respondents felt their students were knowledgeable of the available resources, which could have serious implications for those students are unaware of academic resources and online support. The respondents stated that many students described the online coursework as difficult and that they do not have enough time to complete course assignments. Access to additional resources and access to support from tutors or teachers could prove beneficial for students who struggle or require additional help. It is also interesting to note that the majority of respondents, approximately 82%, felt that do not have adequate support from their administrators and school districts to meet the needs of students in digital classrooms. And, while 84% of respondents felt that their students demonstrated learning gains in the online courses, they felt more needed to be done to enhance teaching and learning online. The following charts depict participants perception of students knowledge about resources and support for online learning. Table 4. Online Instructors Perception of Support and ResourcesQuestionPerception of online instructionPercentage of findingsResponders

7I have adequate support from my administrators and district to teach online.0.8444

Insert narrative here.

Table 5. Online Instructors Perception of Student Overall AchievementQuestionPerception of online instructionPercentage of findingsResponders

8My students demonstrate learning and achievement gains in online classes..0.8244

9More needs to be done to ensure students are successful in online classes.0.8244

10I am pleased with my students performance in the online environment. 0.7844

3.1 Optimal PerformanceOptimal performance of the 9 graders in the 2011-2012 school years is based on their ability to complete an online course. The survey of online classroom instructors revealed the need for training in online classroom. The level of performance is clearly shown to increase in students who received computer training and participate in a tutorial prior to taking an online course (should include a reference here). 3.2 Actual PerformanceAreas critical to students achieving their goals and improving their online learning outcomes define actual performance of the students in an online course. There were numerous students who expressed challenges with online learning. Primarily, students were experiencing difficulty completing the online course because they found the content too difficult, they felt they did not have enough time to complete course assignments, they were unaware of resources and/or they had limited access to the internet at home. 3.4 Proposed Solutions The potential solutions to the success of the online program were based on data gathered through a survey/questionnaire administered through Survey Monkey. The data were analyzed using Excel and elements of grounded theory development. One hundred surveys and questionnaires were electronically mailed to online instructors at the Florida Virtual School in Orlando. Forty-four of the 100 teachers responded to our request to understand why students succeeded or failed in digital learning, from their perspective. The respondents were teachers who had 4-6 years teaching online.Based on our findings, the following solutions were deemed necessary to improve teaching and learning in the digital classroom: Ongoing training and professional development for teachers Ongoing technical support for students enrolled in online courses Supplemental software and resources for training for teachers and students Create computer hubs/labs or alternative sites for accessing computers with internet access during the school day Increased support from school administrators and district personnel Increased access to tutors, teachers or online instructors

4. 0 RecommendationsThe purpose of this report is to inform teachers and educational leaders involved in digital learning at the Florida Virtual School in Orlando. In an effort to assist students with completing the online course requirement for high school graduation, the following recommendations were made to the Florida Virtual School- these recommendations are based on findings from the needs assessment, which indicated that the majority of students struggle in online courses because (1) they lack the technical skill set or knowledge base to navigate online courseware, (2) they have no or limited access to the computer or internet at home, (2) they have limited knowledge of resources to assist them with online courses and they required additional support with online content and courseware. 4.1 Ongoing Training and Virtual Protocol Technical training for teachers and students was deemed necessary based on feedback obtained from teachers in the needs assessment regarding their technical efficacy and the efficacy of their students. Participants indicated that (1) they students often lacked sufficient technical skills and computer knowledge to complete online and that (2) they themselves could benefit from ongoing professional development and training. The participants also recognized the need to establish a virtual protocol for all online instructors to follow. DescriptionAccording to Dray (2011), Given the continued growth in online learning as well as reports of high attrition rates in it, understanding student readiness for online learning is necessary (p. 1).JustificationSuggestions for Implementation4.2 Create Computer Labs or Computer HubsOnline instructors surveyed in this needs assessment plan felt that students often experienced difficulty accessing technology at home and expressed a need for students to have alternative access to computers and/or internet regardless of their virtual status, either homeschooled or part-time virtual student. DescriptionIt is our recommendation for the state to create computer labs at each high school or establish computer hubs across the state. These additional hubs would provide alternative sites for students to access technology if unavailable at home. According to the Florida Department of Education, districts have the option to (1) contract with the Florida Virtual School or establish a franchise of the Florida Virtual School for the provision of a program under paragraph (2) contract with an approved provider under subsection (2) for the provision of a full-time or part-time program under paragraph (3) enter into an agreement with other school districts to allow the participation of its students in an approved virtual instruction program provided by the other school district (4) establish school district operated part-time or full-time kindergarten through grade 12 virtual instruction programs under paragraph (b) for students enrolled in the school district (5) enter into an agreement with a virtual charter school authorized by the school district Students would have access to these labs during school hours. We also recommend hiring a fulltime teacher or instructional staff member to monitor each lab and provide technical support for students. The computer labs or hubs would allow more equitable access to the internet/technology for all students enrolled in an online course. JustificationSince it is a state requirement for all students to complete one course online for high school graduation, schools must be mindful of the digital divide that exists in our state and aware that many students have limited or no access to technology at home. The internet and computers must be made available to students during the school day. By creating additional computer labs or establishing computer hubs across the state, students would have additional sites to access computers or the internet. And, students could receive additional technical support by having a teacher or instructional staff member present.Suggestions for Implementation:The Florida Virtual School could begin implementing the computer labs or computer hubs by determining specific sites or schools to house computer labs providing a dedicated computer lab schedule for virtual and homeschool students to access. Online teachers could then make their students aware of the computer labs/hubs as an option to accessing their courses online. Hire and train teachers or instructional staff members to monitor labs4.3 Support and Access to Resources for Online LearningParticipants felt that students could benefit from additional recourses and support when taking courses online. This support is critical because the results indicated that students often lack motivation, lack time management skills and often fail to understand online course expectations and assignments, all of which may impact a students ability to successfully complete a course online. Description:Virtual schools can provide additional tutorials (live or virtual) and encourage peer to peer collaborations as an effort to support students in the online environment. Also, virtual schools can offer more blended learning models which may be more suitable to struggle in an exclusively online platform. In the blended model, the teachers can provide online instructional, as well as face to face instruction at a school site. JustificationStudents who are not self-motivated or self-regulated can attend live lessons and/or participate in peer collaborations to obtain additional support while taking an online course. Such strategies could increase students motivation or connectivity to the online classroom, as well as help increase their understanding of requirements and course expectations online. According to Harnett (2011), Research shows that motivated learners are more likely to undertake challenging activities, to be actively engaged, to enjoy and adopt a deep approach to learning, and to exhibit enhanced performance, persistence, and creativity (p. 2). Additionally, having teachers present at school site could provide the teacher immediacy that some students need to be successful in high school. These face to face opportunities would allow teachers to further assess their students strengths and weaknesses, as well as assist students who are struggling to complete courses online. In the blended model, teachers could provide one on one and small group live instruction along with immediate feedback and support. Suggestions for Implementation:The Virtual Schools in Florida could begin implementing support and access to resources by: Provide training for teachers using Skype, Adobe Connect, Google Hangouts etc. as a means to provide live sessions to students. Provide a site/location and criteria for online teachers using a blended or hybrid model Provide tutors and additional staff members to support students in the blended model Establish expectations and protocol for peer collaborations Summary paragraph here:

5.0 References

Crawford-Ferre, H., & Wiest, L. R. (2012). EFFECTIVE ONLINE INSTRUCTION IN HIGHER EDUCATION. Quarterly Review Of Distance Education, 13(1), 11-14.

Dray, B. J., Lowenthal, P. R., Miszkiewicz, M. J., Ruiz-Primo, M., & Marczynski, K. (2011). Developing an instrument to assess student readiness for online learning: a validation study. Distance Education, 32(1), 29-47.

Florida Deparment of Education. (2013). General requirements for high school graduation (1003.428). Retrieved from http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1003/Sections/1003.428.html.Hartnett, M., St. George, A., & Dron, J. (2011). Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent. International Review Of Research In Open And Distance Learning, 12(6), 20-38.

Hartnett, M., St. George, A., & Dron, J. (2011). Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent. International Review Of Research In Open And Distance Learning, 12(6), 20-38.

6.0 Appendix

6.1 Appendix A/FLVS Online Teacher Survey

University of Central FloridaCollege of Education and Human PerformanceEDF 6607: Planned Changed in EducationMy Name is ____________ I represent Team ButterCup at the University of Central College of Education Graduate program. We are conducting research on student participation in online class programs as part of a class assignment for Planned Change in Instructional Technology. I would like to thank you for your taken time to take part in this valuable research.Online Instructors Survey5 = strong agree 4= agree 3 = Neutral 2= disagree 1= strongly disagreePart One: Perception of Online Instruction1. I received adequate training to teach in an online environment. 54 3 2 12. I still need additional training or professional development to teach online. 5 4 3 2 1 0. The majority of my students are prepared to take an online course. . 5 4 3 2 11. My students have the skills technical skills needed to complete an online course. 5 4 3 2 12. My students have access to appropriate hardware/software required to take a class online. 5 4 3 2 13. My students are knowledgeable of available resources to assist with online learning. 5 4 3 2 14. I have adequate support from my administrators and district to teach online. 5 4 32 15. My students demonstrate learning and achievement gains in online classes. 5 4 32 19. More needs to be done to ensure students are successful in online classes. 5 4 3 2 110. I am pleased with my students performance in the online environment. . 5 4 3 2 1________________________________________________________________________Part Two: Please provide a brief response to the following questions.5. Briefly describe the 3 major reasons why students state that they are unable to complete an online assignment in your class?6. What other type of assistance is available to students to ensure access to a computer/Internet for online courses?7. What type of assistance is available to students who struggle in your online courses?8. Describe at least 2 resources or strategies that you feel would improve online learning for your students?9. Describe at least 2 resources or strategies that would improve your delivery of instruction in the online environment.10. Describe at least 3 things that you believe are going well in your online courses.Supplemental Questions: Please answer the following questions:1. How many students do you currently teach virtually?a. 1-25b. 25-100c. 100-150d. More than 1502. What percentage of students do you estimate are unable to complete an online course?a. 0 - 25%b. 25-50%c. 50-75%d. More than 75%3. On average, how many years have you been teaching online?a. 0-2 yearb. 2-4 yearsc. 4-6 yearsd. More than 6 years4. How many total classes have you taught online either through FLVS or another organization?a. 0-5 classesb. 5-10 classesc. 10-15 classesd. More than 15 classes

6.2 Appendix B: Implementation Budget

The following budget is intended to assist the Florida Virtual School leaders in improving educational outcomes for students enrolled in online courses. The budget is based on findings and suggestions from data obtained in this study. GOAL: Enhance the education of high students in distance education courses by providing ongoing professional development and supplemental training for online instructors, adequate technological support for students, and opportunities for engaging in research and assessment of online learning

Appendix B. Implementation BudgetObjectivesCostFLVSBenefit

Data Collection Materials/SuppliesTotal=$193

Purchase Survey Monkey (Registration Fee)2 months @24 monthly= $48.00Implementation based on FLVS instructor feedback

Purchase a Statistical Program (SPSS)$100Thorough analysis of data

Printed Copies of Parent Surveys/Questionnaires300copies@.15=$45Increases accessibility to survey

Professional Development/TrainingTotal =$29,380

Recruit 10 exemplary online instructors to serve as trainers for new teachers at the Florida virtual schoolStipend for 10 Trainers@ $2,000 = $20,000Strengthen skillset and support for novice instructors

Offer Professional Development workshops related to research-based practices for distance educationMaterials/supplies for workshops$5, 000/annualKnowledge of best practices in distance education

Support online teacher candidates coursework leading to certification (20 scholarships annually)20 x $369 (one course per year)= $4380Most Current Knowledge

Technological Support and SuppliesTotal =$7,000

Provide 5 annual need based grants for schools to purchase home computers5 grants @ 1000.00 each= $5000.00increased accessibility to technology

Offer stipend for Instructor to design and monitor distance education Student Tutorial$2,000.00 annualPre and post assessment data; increased student readiness for e-learning

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