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How do I confirm what courses are "year long" courses as opposed to 1 semester classes?

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How do I confirm what courses are "year long" courses as opposed to 1 semester classes?

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This means we keep first semester open for them to refer to? Or it’s an extension? 

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This means we keep first semester open for them to refer to? Or it’s an extension? 

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What about students who are non-starters. 0% done 1st semester?

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If a student has access to the 1st semester class and complete work there, will teachers be expected to interact and grade in that old shell?

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If a student has access to the 1st semester class and complete work there, will teachers be expected to interact and grade in that old shell?

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Chemistry of the Earth Systems is a S1 - Mostly-Chemistry and S2 - Mostly- Earth Science course.  They have different standards. What happens if a scholar has not shown mastery of the Chemistry standards, but then does show mastery of the Earth Science Standards?

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Chemistry of the Earth Systems is a S1 - Mostly-Chemistry and S2 - Mostly- Earth Science course.  They have different standards. What happens if a scholar has not shown mastery of the Chemistry standards, but then does show mastery of the Earth Science Standards?

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If iA offers 1.0 classes why would they need 2 classes on their dashboard.

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If iA offers 1.0 classes why would they need 2 classes on their dashboard.

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Are you aware of iA's past practice working with students who did not engage or did not do enough work to be successful in the 1st semester course in the past?

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Are you aware of iA's past practice working with students who did not engage or did not do enough work to be successful in the 1st semester course in the past?

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Could a student potentially have 7+ classes in second semester?

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Could a student potentially have 7+ classes in second semester?

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How does this benefit impact/work with courses for credit recovery or content mastery? Is there a way to determine which courses should be approached with this plan, as opposed to some other credit recovery plan?

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How does this benefit impact/work with courses for credit recovery or content mastery? Is there a way to determine which courses should be approached with this plan, as opposed to some other credit recovery plan?

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How will this impact the scheduling of the second semester courses? 

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How will this impact the scheduling of the second semester courses? 

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If students have access to first semester courses and actively work in them, we are essentially teaching two courses to that student at the same time. Will that student count twice for overload?

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I a just a little frustrated that we are always trying to align over very different, online, async school to what brick and mortar schools do. We can do different things because we ARE different. And sometimes it is in the students best interest that we have the flexibility to do things differently. 

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I a just a little frustrated that we are always trying to align over very different, online, async school to what brick and mortar schools do. We can do different things because we ARE different. And sometimes it is in the students best interest that we have the flexibility to do things differently. 

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Leaving a first semester class on the dashboard will be incredibly confusing to scholars.

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Leaving a first semester class on the dashboard will be incredibly confusing to scholars.

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Teachers need to make sure that there are NO end dates in our current Sem 1 courses if students will still have access to those old shells.

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Teachers need to make sure that there are NO end dates in our current Sem 1 courses if students will still have access to those old shells.

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Students are going to be confused as to which class they are supposed to be working in.

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So will iA teachers have 20+ shells on their Dashboard now to monitor and oversee?

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So will iA teachers have 20+ shells on their Dashboard now to monitor and oversee?

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I am wondering if there could be some criteria. For example if their final grade 1st semester is 40% or higher (just an arbitrary number for the example).

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I worry that a student who has a 57% in SEM1 class has to start all over in SEM2 - I don't understand how this is more equitable and will promote learning.

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I worry that a student who has a 57% in SEM1 class has to start all over in SEM2 - I don't understand how this is more equitable and will promote learning.

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How do we keep them from working in SEM1 classes so we don't have to grade 2x the work?

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How do we keep them from working in SEM1 classes so we don't have to grade 2x the work?

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there are two types of year long classes, some semesters 2 build on semester 1, but there are other year long classes that are discrete:         Classes like Chem 1 and Chem 2 where standards between the two semesters are not related.  If a student passes Chem 2 they get credit for Chem 1 standards that they never showed mastery of.  How is this standards based?          

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there are two types of year long classes, some semesters 2 build on semester 1, but there are other year long classes that are discrete:         Classes like Chem 1 and Chem 2 where standards between the two semesters are not related.  If a student passes Chem 2 they get credit for Chem 1 standards that they never showed mastery of.  How is this standards based?          

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 If a student passes SEM1, but not SEM2, do they still receive the whole 1.0 (similar to how a student could fail SEM1 but pass SEM2 and receive credit for both)? 

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 If a student passes SEM1, but not SEM2, do they still receive the whole 1.0 (similar to how a student could fail SEM1 but pass SEM2 and receive credit for both)? 

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This seems like a big workload issue because kids will work in those old shells. 

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This seems like a big workload issue because kids will work in those old shells. 

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I am wondering what the data shows for 2nd semester passing rates for the students who have had this opportunity in the past.

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You are essentially teachers to teach 1.0 version classes in a semester long class. 

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You are essentially teachers to teach 1.0 version classes in a semester long class. 

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Are we still grading them out of the first semester class? If they work more in the first semester class, are we changing their grades? Are we still doing ALE documentation SP/UP for first semester classes? If not, but they contact us in that class, will it officially count, since technically they can't be more than a 1.0 FTE but would have access to more classes than a full load.

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Are we still grading them out of the first semester class? If they work more in the first semester class, are we changing their grades? Are we still doing ALE documentation SP/UP for first semester classes? If not, but they contact us in that class, will it officially count, since technically they can't be more than a 1.0 FTE but would have access to more classes than a full load.

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Dennis- are those "Audit" settings something you can set on your end globally or will that be something teachers need to toggle on on our end?

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Dennis- are those "Audit" settings something you can set on your end globally or will that be something teachers need to toggle on on our end?

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 Are we making the whole you can still earn credit for both semesters even if you earned a 0% first semester policy public knowledge? - like are we advertising it to scholars and families? 

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 Are we making the whole you can still earn credit for both semesters even if you earned a 0% first semester policy public knowledge? - like are we advertising it to scholars and families? 

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This makes naming conventions that students can see even more important. Dennis and I were emailing about this in the fall. Students' naming conventions are already confusing.

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This makes naming conventions that students can see even more important. Dennis and I were emailing about this in the fall. Students' naming conventions are already confusing.

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Why wouldn't we use Khan Academy and Tutor.com as the reference rather than doubling their class lists?

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Why wouldn't we use Khan Academy and Tutor.com as the reference rather than doubling their class lists?

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I am very worried about students Dashboards. They already have classes there from years ago. If they now have classes that they can just access, but not work in, it will only further clutter their Dashboards. 

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I am very worried about students Dashboards. They already have classes there from years ago. If they now have classes that they can just access, but not work in, it will only further clutter their Dashboards. 

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If a student fails 1st semester and there is a 1.0 version of that same class, can we enroll that student into the 1.0 version 2nd semester? This will ensure that they have all of the content and will keep their Dashboards clean and help teachers manage their courses. 

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If a student fails 1st semester and there is a 1.0 version of that same class, can we enroll that student into the 1.0 version 2nd semester? This will ensure that they have all of the content and will keep their Dashboards clean and help teachers manage their courses. 

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Really hard time understanding this policy if the district claims to be standards based.

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Really hard time understanding this policy if the district claims to be standards based.

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If a student still has access to Sem 1 class, will they be on our Synergy rosters? Will they count towards our student load?

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If a student still has access to Sem 1 class, will they be on our Synergy rosters? Will they count towards our student load?

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I am wondering if there is any data showing this is best for student in an ALE setting. Perhaps there needs to be two versions on online high schools in the district. One for ALE and one that looks like a traditional brick and mortar building delivered virtually.

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In the past, we enrolled kids back into the 2nd semester version of 1st semester. We worked with them to complete the learning for Semester 1 and then rolled them into Semester 2, ensuring they could finish both semesters in the 2nd semester. That seems like a much more equitable way to address these gaps in student learning without asking teachers to do more work. 

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In the past, we enrolled kids back into the 2nd semester version of 1st semester. We worked with them to complete the learning for Semester 1 and then rolled them into Semester 2, ensuring they could finish both semesters in the 2nd semester. That seems like a much more equitable way to address these gaps in student learning without asking teachers to do more work. 

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How is this standards based when there are discrete standards a student must illustrate to earn mastery and those standards will not be assessed in sem 2?

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How is this standards based when there are discrete standards a student must illustrate to earn mastery and those standards will not be assessed in sem 2?

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The students dashboards are a very big deal at iA. So many students had issues at the beginning of the year because they did not know what classes to be working in and there dashboard was packed with other courses from the previous year.

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The students dashboards are a very big deal at iA. So many students had issues at the beginning of the year because they did not know what classes to be working in and there dashboard was packed with other courses from the previous year.

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Why are we adding more barriers to unengaged scholars if/when they decide to engage in sem 2?  Now a student is trying to work on more challenging lessons which is very discouraging. 

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Why are we adding more barriers to unengaged scholars if/when they decide to engage in sem 2?  Now a student is trying to work on more challenging lessons which is very discouraging. 

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Why are we leaving Sem 1 shells on Dashboards? This will be a very confusing for students.

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Why are we leaving Sem 1 shells on Dashboards? This will be a very confusing for students.

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I cannot see a benefit to this plan and can only see more barriers for our ALE online students. Even more frustrating is that the decision makers do not understand teacher concerns, concerns that are based in real life experience working with ALE students in online classes.         

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I cannot see a benefit to this plan and can only see more barriers for our ALE online students. Even more frustrating is that the decision makers do not understand teacher concerns, concerns that are based in real life experience working with ALE students in online classes.         

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It seems like you are asking teachers to monitor and engage now with student's in double the amount of classes. We already have double or triple the amount of preps of other teachers and we are already in overload OR .2 PLUS overload. 

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It seems like you are asking teachers to monitor and engage now with student's in double the amount of classes. We already have double or triple the amount of preps of other teachers and we are already in overload OR .2 PLUS overload. 

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1. Any class that is open to students must be managed by a teacher. That is just part of being a professional.

2. In a brick and mortar, are students allowed to audit first semester sections?

3. Even if students cannot submit work, if they are reading, reviewing and then asking questions about that material, I am working with them in that course; more so than the students who did not engage at all in the current semester class, that counted toward my student numbers.

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This plan is asking teachers to teach a 1.0 version of a course in a traditional 0.5 course. 

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This plan is asking teachers to teach a 1.0 version of a course in a traditional 0.5 course. 

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If teachers are working with students in the old course shell, they need to count against our count numbers. That is another course that the student will remain enrolled in. 

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If teachers are working with students in the old course shell, they need to count against our count numbers. That is another course that the student will remain enrolled in. 

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It sounds like the decision has been made this is what is happening. But if you value our opinion - leaving semester 1 shells on will be a disaster and is not the way to support students, it will only add barriers and confusion.

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It sounds like the decision has been made this is what is happening. But if you value our opinion - leaving semester 1 shells on will be a disaster and is not the way to support students, it will only add barriers and confusion.

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1. Don't leave SEM1 classes on scholars' dashboards.

2. Move students who did not engage less than 50% (arbitrary number) to the 1.0 version of the class for SEM2 if available

3. Allow (teacher selected) students in the 50-69% range a 2 week extension to honor the work they've already done and work with their teacher to pass SEM1

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It was evident in the meeting that there is a disconnect of understanding of how this is going to play out. Reasons of moving students along is equitable access and we are literally adding barrier to their learning. This concerns me.

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It was evident in the meeting that there is a disconnect of understanding of how this is going to play out. Reasons of moving students along is equitable access and we are literally adding barrier to their learning. This concerns me.

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Extra classes on the dashboard and how to use the classes will add workload to Advisory teachers.

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Extra classes on the dashboard and how to use the classes will add workload to Advisory teachers.

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For students who have a 0%, enroll them back into the Sem 1 version of the course in Semester 2 and teachers work with them to finish in 9 weeks so they can roll into Sem 2 and finish by the end of the semester. For students who have completed some work, enroll them into the 1.0 version (if available), transfer grades, and have them pick up where they left off. If the 1.0 version is not available, follow the first suggustion- Sem 1 class in Sem 2 and enroll them into Semester 2 when they have finished. This way they have the dedicated time and attention of the teacher and have the content available in an interactive way. Teachers will also be fairly compensated for the work because every student is accurately rostered. 

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For students who have a 0%, enroll them back into the Sem 1 version of the course in Semester 2 and teachers work with them to finish in 9 weeks so they can roll into Sem 2 and finish by the end of the semester. For students who have completed some work, enroll them into the 1.0 version (if available), transfer grades, and have them pick up where they left off. If the 1.0 version is not available, follow the first suggustion- Sem 1 class in Sem 2 and enroll them into Semester 2 when they have finished. This way they have the dedicated time and attention of the teacher and have the content available in an interactive way. Teachers will also be fairly compensated for the work because every student is accurately rostered. 

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How does this affect our syllabi, which is an important consideration and requirement for ALE

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How does this affect our syllabi, which is an important consideration and requirement for ALE

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A scholar should stay in Sem 1 class until they illustrate mastery of proficiency standards - then move to the next course. That is standards based and we are able to provide that individualized support here.  It might take the scholar 1 week, 2 weeks, etc.  They don't have to stay in the first semester class all semester. But they should be working at their level.

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A scholar should stay in Sem 1 class until they illustrate mastery of proficiency standards - then move to the next course. That is standards based and we are able to provide that individualized support here.  It might take the scholar 1 week, 2 weeks, etc.  They don't have to stay in the first semester class all semester. But they should be working at their level.

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I think the decision makers have a very romanticized and unrealistic view of how scholars are going to use semester 1 shells. 

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I think the decision makers have a very romanticized and unrealistic view of how scholars are going to use semester 1 shells. 

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Just now communicating this information to us adds a lot of workload, as we think about how we are going to scaffold and support 0% scholars in semester 2 courses.  This is days of work to adjust one course shell.

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Just now communicating this information to us adds a lot of workload, as we think about how we are going to scaffold and support 0% scholars in semester 2 courses.  This is days of work to adjust one course shell.

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1. Who will communicate this to scholars? When?

2. How will this impact our second semester syllabi? I would a change of this magnitude to the grading policy must be laid out in both first and second semester sections. It is my impression that changes to syllabi are not allowed after a semester begins? It feels as though we have not been transparent with scholars and families about the grading policy.

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I wonder why we are changing our past practice, as it has worked really well for our students in the past. We had very high course passage rates and students got access to their teachers AND the learning in the most meaningful ways. IA is different and that is a GOOD thing! We can do things a little differently to serve the needs of our *different* clientele. 

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I wonder why we are changing our past practice, as it has worked really well for our students in the past. We had very high course passage rates and students got access to their teachers AND the learning in the most meaningful ways. IA is different and that is a GOOD thing! We can do things a little differently to serve the needs of our *different* clientele. 

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would like to see the data that shows rolling unengaged, 0% scholars along and backfilling credits is successful

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would like to see the data that shows rolling unengaged, 0% scholars along and backfilling credits is successful

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Advisors will be the one to shoulder the workload to educate students and families.

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Advisors will be the one to shoulder the workload to educate students and families.

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It makes sense to move students to sem 2 that have illustrated some learning of sem 1 standards. But moving 0% sem 1 to sem 2 is setting those students up to fail if/when they decide to engage.

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It makes sense to move students to sem 2 that have illustrated some learning of sem 1 standards. But moving 0% sem 1 to sem 2 is setting those students up to fail if/when they decide to engage.

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Students with 0-30%= Enroll in Sem 1 class, 2nd semester Students with 30-69%= move into Sem 2 class and replace grade if they pass OR move them into the 1.0 class if that is an option and then teachers can transfer grades to 1.0 class. 

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Students with 0-30%= Enroll in Sem 1 class, 2nd semester Students with 30-69%= move into Sem 2 class and replace grade if they pass OR move them into the 1.0 class if that is an option and then teachers can transfer grades to 1.0 class. 