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INSTRUCTOR: Welcome to our presentation, new students: An approach to a smooth transition. I am am Amanda
Reilly
>>: I am Robin, orientation general learning
>>: What is our
approach? we developed a transition program.
We are a young school. Students are hearing about our school and are excited about earning there high
school diploma while sitting at home. Who would love this? Sleep in, work
at your own pace and stay in JMS.
They are getting excited about our program and eager to start their new adventure. What is happening
is once they are getting in rolled, they realized how overwhelmed from the brick
and mortar school, someone telling them what to do and when to do
it, to the online learning environment where it takes a little more self-discipline.
They were not having as much success as they're old school, rates we're dropping they got
discouraged and gave that. We noticed this trend and had to do something about
it. We put together a team of faculty and staff members to try to solve the
problem. This team meets monthly to see what is working and what isn't and come up with a
Our big solution was this transition program. Our initial results after
implementing it is the students are more involved in the classroom which is
leading to a greater understanding of the content and higher grades.
It was helping overall self-confidence and the parents were seeing success. That is why
we were here. To help the students learn, do well in class, and realize there
Our program includes four parts. The first is the
initial meeting. This can be face-to-face, or virtual where parents and students have the
opportunity to come and in, learned more about their school and see if this is suitable for their needs.
We have students coming from all different backgrounds and experiences. Both the
students and parents complete a virtual orientation. Yes, Herr
parents,
so they know whether students are experiencing.
There is a meet the teacher, this is like an open house, they have
individual meetings, or in what classes are about, and meet teachers. Prior to this we
realized students did not know teachers names and they could not but there faced with a class. This
has helped bridge that gap. The parents also feel more comfortable coming to the teachers if
they have questions or concerns because they know who to go to.
Then they get started
in their classes. That happens after the initial orientation week is over. The students have the skills and confidence they
need to move forward.
When they in role at
PSE, at the initial meeting if that's the school without walls into perspective.
They meet the principal who goes into what classes we offer,
classes or like, and what students can expect daily. They meet with their counselor and choose their
classes. We offer both face-to-face and virtual meeting options for our parents and students because
we do understand there are challenges that come with where the central office is located
and their daily life.
We promote flexibility and learning. This is one way we show flexibility. This also
gives them opportunity to ask questions and learn more about our school but also to put
faces to name. That is really hard to do in this type of environment.
Once everything is in place students are ready to start their orientation. With our role
in enrollment students are always entering school. I come to us with different
experiences and backgrounds so this orientation session helps us to get to know the students as they get
to know us. They start the orientation by being in a small group setting where
it is easier to help students with individual needs. It also gives them a peer
support group. This shows the students there not alone with the new
experience.
Everyone knows a student may feel less anxious if they see another student going through the same
thing. When they are
ready to branch off into regular classes they not only recognize teachers but people they saw in orientation. This helps ease anxiety
they may have been entering their first thing of class. In orientation,
each session lasts approximately an hour to an hour and a half. Lessons are
taught by a learning coach and that helps guide them through the system step by
After each session is complete students are given a task to complete where they practiced material
they have learned. This gives them an idea of what to expect when they entered the
content area classes.
Thing one begins with introducing them to
moodle which is our campus and the
avatorium which are our class sessions. It gives them the feel of a class and the students
are expected to be an active participant. This will be expected of them and regular online sessions. We
go over different types of assignments which can range from discussion post to a test. The
students are also shown how to submit each type of assignment because we don't want there to be any surprises on
the first thing. We want students
to continue feeling comfortable through the transition process.
The school expectation and policies are also covered in more detail at this time. All of
which are outlined in our school student handbook that they received at the initial meeting.
On thing two students are introduced to the homeroom teacher who will
be there main point of contact at orientation. Parents initiate contact at this time and start working
on the home school relationship. In a class that date the students look at the classic great book
and learn how to become familiar with their own great book. How to
monitor and become more accountable with their progress. We walk into them
through the session and how to start looking at postsecondary options.
The thing
concludes by them taking a then taking a placement or benchmark test. The results from the test goes straight to
the contact area teacher, this allows the teacher to have an idea of where the student needs to start
in the content course.
By thing three the confidence level of the student has increased greatly. They
have reviewed from thing one into an finish up any homework they may have. They then register
for the tech support center and learn how and when to submit a ticket.
They even create an e-mail signature so teachers know what classes they are taking and how to contact them
if necessary. By the end of bakery they have a chance to get any kind of clarification they
need with assignment or how to operate the system or navigate,
and we also answer additional questions at this time.
We want to make sure everything is clearly outlined for them so they are successful and the online
By Day 4
students are ready to meet their teachers. Before this they need a schedule. They are given a
template so they know what to follow. It includes a place for the student to fill in the subject,
teachers name, teachers contact information, and clasped time. Once
they know win and where their classes meet they are ready to meet their teachers for the first time.
When they meet with the content teachers that is when the teacher verifies
the class schedule is correct. They have the correct date and time and they verified
the contact information. We don't want to give the student any reason to have an excuse why they cannot get in
touch with their teacher.
We show them around the virtual classroom because each teacher has it set up a
little differently. The teachers take the time to go through and showed them where to find assignments,
content, online text, and the link to access the virtual classroom session. We also make sure
we cover any class of specific policies and expectations at that time.
This helps them feel a little more comfortable to reach out to teachers if they have questions, especially
in the first thing or week when they are really starting classes. They get the help
they need. They have less anxiety about what to expect and become more involved in
n classes
and school events when we have our meetings. The homeroom teacher also meets with the student on thing five to answer any
general questions from orientation that they might have.
That learning coach is only with them through orientation. We are trying to put
a little responsibility on them and give them one contact person, the homeroom teacher, that they rely
on win they need help. The homeroom teacher helps them get started in
the classes the next week. Questions always come up when it
is time to get started.
The students are placed in regional home rooms for the most part.
This also provides the opportunity for social interaction and gives them the opportunity to meet each
other. Not just students, but parents and teachers. We know that social interaction is
really an important part of their success.
As mentioned earlier, parents are required to do their own orientation. Because this experience is just as
new to the parents at the students, we want the parents to be just
as accountable as the students when they are navigating through the campus. Parent orientation is
a prerecorded self-paced session. It can be completed in one evening or over the course of a week.
It is designed to offer parents flexibility that we promote in our school.
During the parent orientation but parents will learn how to navigate the campus, follow the
students progress in their courses, they will initiate contact with homeroom teacher. This
is to begin building a positive relationship between the home and school.
They will also get the opportunity to experience what their student will be going through in the online
environment.
We want to make sure parents are covered in every aspect just as the
students. We offered the parent orientation to get that feel and
if there are questions they are directed to the homeroom teacher.
We wanted this orientation session to be more than just a class. We are laying the foundation
for their online future. The skills that they learn will transfer over,
not just from secondary, but postsecondary learning. It also provides
them with positive home school relationship. It helps them become engaged
in their learning environment and offers a support system to encourage student success. Because at no point
during this process do we want students to feel like their only contact is computer
screen. They are not alone in their new educational journey.
What does the future hold for PSE and are transitional
program? We have had success with it this year but we are taking it to the next level. We are
going to expand on it and offer an elective course for students that expands on this program.
It is going to be opened up to new and old students. And offer them skills,
it will be based around the common course standard that is built on organization and time
management, writing skills, reading online text, note taking in
the virtual classroom, and the
secondary and postsecondary
We want to thank you for viewing our presentation. If you have any additionalquestions or comments please feel free to contact Amanda or Robin at the e-mail addresses provided (On the Board).