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I have to agree with the main idea from others. It is hard to make live session interactive when there are many students who do not want to participate or are struggling in the course but just log in to make it seem to their LC that they are working. A lot of times they end up in ghost rooms but still when called out they either log out or reply with they had to go somewhere. I noticed however that the students who perform really well in the class never attend! I also have students who attend all the time and are doing badly because they rarely complete the work in the OHS! If we are an online school, we need to focus on that and teach the students to be more independent, but still be available to them! They need to know how to look for things and ask for help. Some students will ask about something that I have already posted about in the course. Meaning they don't do any type of research or reading; they directly want you to feed them the information. After all we need to be preparing them for the real world/college where no handholding is available.

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I have to agree with the main idea from others. It is hard to make live session interactive when there are many students who do not want to participate or are struggling in the course but just log in to make it seem to their LC that they are working. A lot of times they end up in ghost rooms but still when called out they either log out or reply with they had to go somewhere. I noticed however that the students who perform really well in the class never attend! I also have students who attend all the time and are doing badly because they rarely complete the work in the OHS! If we are an online school, we need to focus on that and teach the students to be more independent, but still be available to them! They need to know how to look for things and ask for help. Some students will ask about something that I have already posted about in the course. Meaning they don't do any type of research or reading; they directly want you to feed them the information. After all we need to be preparing them for the real world/college where no handholding is available.

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I concur with what Halton says. It is time consuming when a teacher prepares a lesson for class connect for only one student to benefit. I have noticed that my session that are more lively and bear maximum results are the ones either requested by the students or the ones where students are invited when help is needed. Also some families/LC get confused, they think that just because their student is going to a live class session they are doing their work and are on track. They forget they still need to go in the course and complete work. For some students it just gets overwhelming... For teachers too for that matter.

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I concur with what Halton says. It is time consuming when a teacher prepares a lesson for class connect for only one student to benefit. I have noticed that my session that are more lively and bear maximum results are the ones either requested by the students or the ones where students are invited when help is needed. Also some families/LC get confused, they think that just because their student is going to a live class session they are doing their work and are on track. They forget they still need to go in the course and complete work. For some students it just gets overwhelming... For teachers too for that matter.

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It is very overwhelming to plan for both synchronous and asynchronous instruction.  I feel like our focus should be one or the other, but I enjoy my live teaching sessions.  I value my students' opinions and feedback about what we are learning.

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OHS is a great way to form the sense of community that is needed to build relationships with students.  Having a streamlined, personalized {firstname}, and differentiated OHS will allow students to feel like they have a connection to the teacher and to the class.

Our kids are on social media more hours in the day than they work on GCA class work,  we need to be tailor to those modes of learning with embedded videos, games and meaningful activities in the OHS.
-jac

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Ditto to what Halton said.

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I really believe a complete overhaul/change of how we think about support and instruction at GCA needs to occur. We know that only 20% of kids attend CC sessions so what happens in maximum input and effort with minimum returns. GCA needs to follow of suit of other successful virtual programs around the country and employ a model where teachers spend their time in engagement activities (learner's conferences or something similar) and connect with families on the phone. My pass rates are going up every single week and it's because I live on the phone. Bells and whistles and color coding are nice to see in the OHS and I get why that part is necessary, but if we want GCA to thrive we must change. There needs to be less traditional CC class time and more time connecting with families, building relationships, and working with small groups and individual students. Do that, and we will see a huge positive change.

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I would like to see better content provided by k12. I teach electives and the material provided by k12 does not have much value nor does it align to the GA standards. I like adding my own material to the OHS and jazzing it up, but k12 is not providing a good foundation.

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"The students should be able to work through the OHS completely on their own. We should be able to model the OHS so that there is enough content, short video, jings, practice, etc so that the student could complete the course without having to come to any live sessions. This way ALL live sessions could be targeted remediation and/or open office help sessions.
This would eliminate the 7 hours of open office where no kids come.
Learner Conferences would then be more successful because a student is not bombarded with required classes when they are basic and below basic."

"I think a decision should be made as to if our focus is on synchronous or asynchronous as an online school. It's is very overwhelming trying to do both well 100% of the time and the focus seems to shift depending on the week..."

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Well said, Halton Thomson!!

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I completely agree with Halton T. I'm not the most creative tech user, but I feel I've provided better asynchronous support to students in previous years, simply because I had more time to focus on it. With all the great ideas & skill sessions, the tools are there, but most don't have time to utilize them due to the focus on synchronous learning. Seems like the wrong direction for a leading virtual school. We're constantly told to think outside the box, but it feels like we're stuck in one when it comes to the live sessions.

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What is the expectation for the OHS lessons? I feel like their needs to be a school policy and if we are going to make them do the lessons then we need to make that apart of their grade

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What is the expectation for the OHS lessons? I feel like their needs to be a school policy and if we are going to make them do the lessons then we need to make that apart of their grade

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I think the emphasis should be the OHS. I think consistent set ups would help students and just make courses look better. I've looked at some courses and wanted to cry because they were just so hastily put together. Sometimes I get stressed looking at mine because I can't make it look nicer. I like setups that are by dates and have dates next to assignment names. I think keeping less than 5 or so things in a module is important. I think embedding things in the description makes it easier for kids to see what they need to learn quickly. I think using consistent names, images,  fonts, etc. are all things that make our OHS look better. I don't want to force any one to have to make their OHS pretty, but I think it really matters. Our students live on the internet and so the OHS setup matters...a lot.

I think it would even be nice to take away some of our live teaching requirements and have meetings where the expectation is to be in a room working on our OHS.

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I have loved all the ideas that I have received this year about how to jazz up my OHS and I love to make my OHS visually appealing with cute fonts and colors. I love finding pictures , memes, and gifs that will grab the students attention. I have also added checklists and jings and exemplars of dropbox assignments so students know what to expect. I say all this because last year I did none of this. I was just figuring out the OHS so no helpful resources were added to my OHS at all. My pass/fail rates are the EXACT SAME from last year so I'm having a real hard time buying into putting all this time and work into my OHS when I don't see it helping my students and/or my pass/fail rates. I have spent a great deal of time this year finding resources and improving my OHS and I am not seeing the results. It is very frustrating and disheartening.

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Should there be some sort of requirement/expectation for time spent in OHS for students?  I have a student who has spent 46 min in my OHS classroom this semester.  That boils down to less than a minute a day.  Of course, she is failing.  But kids don't seem to fully comprehend what is expected of them in the OHS.  And if we're spending a lot of our time making the OHS appealing and engaging- students should have to use it.

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Consistency!!! There needs to be a model of how classes should be organized (by week, by unit, etc. ) that the whole school follows. We also need a consistent place for students to know where to look for work. Do we want them looking at the OHS due dates? Do we put due dates on all work (including reading lessons)? Are teachers putting their calendars in consistent places? Students are often confused because everything is in different places in different courses. We need consistency!

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Consistency!!! There needs to be a model of how classes should be organized (by week, by unit, etc. ) that the whole school follows. We also need a consistent place for students to know where to look for work. Do we want them looking at the OHS due dates? Do we put due dates on all work (including reading lessons)? Are teachers putting their calendars in consistent places? Students are often confused because everything is in different places in different courses. We need consistency!

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I think a decision should be made as to if our focus is on synchronous or asynchronous as an online school. It's is very overwhelming trying to do both well 100% of the time and the focus seems to shift depending on the week. As kids get older, they should be able to work through the OHS on their own and live class should be structured as open offices, learner conferences, or what have you. I would love to explore the new tools to embed into the OHS, but never seem to find the time with constantly making PPTs for an engaging live class while trying to cover the new content for the day. The Magic Calendar also is not needed. It is not user friendly for the students or the teachers and is redundant with the tools already in place that we fail to utilize due to the emphasis on the MC. 

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I think a decision should be made as to if our focus is on synchronous or asynchronous as an online school. It's is very overwhelming trying to do both well 100% of the time and the focus seems to shift depending on the week. As kids get older, they should be able to work through the OHS on their own and live class should be structured as open offices, learner conferences, or what have you. I would love to explore the new tools to embed into the OHS, but never seem to find the time with constantly making PPTs for an engaging live class while trying to cover the new content for the day. The Magic Calendar also is not needed. It is not user friendly for the students or the teachers and is redundant with the tools already in place that we fail to utilize due to the emphasis on the MC. 

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require students to do OHS lessons. I have students that dont attend live sessions and they dont do the OHS lessons. and then they come to raise your grade sessions or hero sessions and want me to help them with an assignment. i dont know how that would work. Could it be part of a participation grade?

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require students to do OHS lessons. I have students that dont attend live sessions and they dont do the OHS lessons. and then they come to raise your grade sessions or hero sessions and want me to help them with an assignment. i dont know how that would work. Could it be part of a participation grade?

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I agree that we need to beef up the OHS. We are taking steps now but need to continue. Honestly it is dull and blah. I loved what we learned at PD. 

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I agree that we need to beef up the OHS. We are taking steps now but need to continue. Honestly it is dull and blah. I loved what we learned at PD. 

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The OHS should be set up the exact same way in every course. That way students cannot use the excuse that they can't find something because another teacher does it differently.

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Teachers need specific handouts and directions for setting up the OHS. (Virtual PD was great!)  

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Teachers need specific handouts and directions for setting up the OHS. (Virtual PD was great!)  

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All courses should have to put dates on each module in the OHS so students know where to go and when. I have had parents, students, and advisors tell me that the courses with dates for each activity (ex: 9th Lit) are much easier to navigate.

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All courses should have to put dates on each module in the OHS so students know where to go and when. I have had parents, students, and advisors tell me that the courses with dates for each activity (ex: 9th Lit) are much easier to navigate.

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We don't necessarily need the Magic Calendar when we can post the CC recordings directly in the OHS and it can launch the CC right in the same window as the OHS.

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Most of our math students simply cannot work through and understand the material on their own.  They come to us behind in math and telling them they have to work through the OHS on their own is setting them up for failure. 

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Most of our math students simply cannot work through and understand the material on their own.  They come to us behind in math and telling them they have to work through the OHS on their own is setting them up for failure. 

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There needs to be a required labeling method for content in the OHS.  It's so hard for students to navigate through different courses with different labels from 1.02 to dates.  Everything should be the same across the board to make learning the system easier for the students.

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There needs to be a required labeling method for content in the OHS.  It's so hard for students to navigate through different courses with different labels from 1.02 to dates.  Everything should be the same across the board to make learning the system easier for the students.

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Teachers should receive training on how to use the OHS. There are so many tools that are in the OHS that teachers can use in order to enhance the learning experience for students.

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Teachers should receive training on how to use the OHS. There are so many tools that are in the OHS that teachers can use in order to enhance the learning experience for students.

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The OHS is the only place students are required to visit, so it should be GCA's top priority. Making it visually appealing and easy for students to navigate is a great start, but academic teams need to delve into the K12 curriculum and make what's in the weekly modules is the best for students, and if not, then supplements should be added.
Chambliss

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Consider replacing Magic Calendar use with standardizing Class Plan use throughout the high school. Of course, there can be variations throughout the contents, but the Class Plan is a way to streamline student assignments and schedules that is already embedded in the OHS.

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The students should be able to work through the OHS completely on their own. We should be able to model the OHS so that there is enough content, short video, jings, practice, etc so that the student could complete the course without having to come to any live sessions. This way ALL live sessions could be targeted remediation and/or open office help sessions.
This would eliminate the 7 hours of open office where no kids come.
Learner Conferences would then be more successful because a student is not bombarded with required classes when they are basic and below basic.

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We need to eliminate the magic calendar. The OHS already has built in tools that are uniform across the board in all OHSs. We shouldn't over complicate something that is already done and done well with the class plan and the OHS recording calendar.

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Utilize the OHS in each course more specifically (not just the overall OHS log in). Maybe have teachers complete a weekly OHS log in sweep for their course. That tells a lot more than checking HR log ins...

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Utilize the OHS in each course more specifically (not just the overall OHS log in). Maybe have teachers complete a weekly OHS log in sweep for their course. That tells a lot more than checking HR log ins...

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making the tools effective- instead of just using a gif/meme, be consistent in what you use (one picture ALWAYS shows missing  work and another is ALWAYS used for extra help, etc) 

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making the tools effective- instead of just using a gif/meme, be consistent in what you use (one picture ALWAYS shows missing  work and another is ALWAYS used for extra help, etc) 

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Reconsider GCA’s online identity/model. This could look different at the different school levels, i.e. elementary, middle, and high school. It seems as the students get older, the necessity of live classes (to directly teach content) is superfluous. Of course, teachers need live teaching hours, but perhaps live teaching, at least at the high school level should have more hours focused on tutoring students (open to all) based on student choice/need. Reshaping our synchronous identity and goals will cater to teachers reimagining and refocusing on student’s asynchronous experience. I do not think the solution is “we need to make our synchronous sessions more fun/engaging/awesome” The evidence seems to show that at best attendance can be somewhat influenced by these, but if students are still achieving outside of live classes—why the emphasis? We shouldn’t be trying to have BAM policies tailor our online policies. Students desire an online education for flexibility, student choice…etc. It seems asynchronous strategies will achieve this with synchronous tutoring hours. Again, ideas that need to be polished but the main theme of finding our online identity. This entire section has a domino effect of course that would necessitate changing other areas of school policy.

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We need to make the OHS our top priority as a school next year. There is no need to teach every standard live if we have good asynchronous content. A quality OHS will free up live class time for higher DOK learning, remediation, group work, etc. I'd love to see personalization become the expectation.