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              DEER VALLEY UNIFIED SCHOOL DISTRICT
Educational Services
Memorandum
Date: June 30, 1999
To: Senator Brenda Bums, President of Senate
Rep. Jeff Groscost, Speaker of the House
Rep. Robert Bums, Chairman of JLBC
Mr. Richard Staveak, Director for JLBC
Mr. Steve Schimipp, Budget Analyst for K-12
Dr. Mary Garcia, President of State Board of Education
From: Judy Aldrich, Ed.D., Associate Superintendent
Re: Report on 1998 Pilot Technology Assisted Project-Based
Instruction Program
Enclosed please find a copy of the Deer Valley Unified School District's
report to the Joint Legislative Budget Committee regarding the 1998 Pilot
Technology Assisted Project-Based Instruction Program pursuant to Senate
Bill 1400.
The Deer Valley Unified School District would be most pleased to provide a
formal presentation to the Joint Legislative Budget Committee regarding the
program. Please contact me at (602)581-7746.
CC: Gerald Cuendet, Ph.D., Superintendent
Don Covey, Ed.D., Phoenix Special Programs and Academies
Technology Assisted Project-Based
Instruction Program
Report on 1998 Pilot
June 1999
School District: Deer Valley Unified School District No. 97
Contact Person: Dr. Judy Aldrich
Associate Superintendent
Address: Deer Valley Unified School District
20402 North 15th Avenue
Phoenix, Arizona 85027
Telephone: (602) 581 -7746
Fax: (602) 581 -7779
Introduction
The Deer Valley Unified School District, in partnership with Phoenix
Special Programs, offered a technology-based instructional program
to two (2) special groups of students. The first group included
eleven (1 1) students who have been formally long-term suspended
by the Governing Board. These students were formally removed
from the Deer Valley schools for drug offenses, weapon offenses,
and violent behavior offenses. In past years, the number of high
school students disciplined for these serious offenses has been much
greater and the use of an alternative, technology-based program was
implemented so that these youngsters would have an opportunity to
stay in school during the time of their long-term suspension. This
year, the District was pleased that fewer students were disciplined for
serious offenses but disappointed that the technology-based program
did not receive larger numbers with which to work. The second
group of eighty-seven (87) students included those who needed to
make up credits to remain on track for graduation. These students
were identified during the last few weeks of school and were given
the opportunity to enroll in technology-based, distance learning
instruction rather than the traditional summer school classroom. A
group of these students are completing, among other courses,
government courses and a computer courses as student cadres. All
toll, 47 students were enrolled in 75 technology-based courses.
Section C.l - A description of the educational services that are
offered under the program and that specifically relate to the
depth and breadth of the curriculum choices offered by the
school.
The courses offered to these students were those services needed
for each individual's continuing education.
Each long-term suspended student, accompanied by a parent,
participated in an intake session with a trained school counselor.
During these sessions, the academic choices were discussed as
were the student's short and long-term goals. Students were
registered in either one (1) or two (2) self-paced Internet courses
depending on their familiarity with technology and their ability to
succeed in this individualized instruction. The number of courses
was based on the length of time a student was to be in the program.
Some students were in the program as little five weeks while some
were in the program for eighteen (18) weeks.
The second group of students in a traditional high school setting, who
needed to make up credits, also received individualized counseling at
the school level. Their transcripts were reviewed and they were able
to choose courses which would allow them to continue their high
school careers with their classmates and graduate on time. Students
were allowed to register in either one (1) or two (2) courses
depending on their individual need and ability to work independently.
These courses began immediately after the traditional school year
ended.
The curriculum and instructional services offered by the program
afforded students the depth and breadth needed by both groups.
There were Self-paced lnternet courses (SPI) available from the
beginning of the project. Self-paced lnternet (SPI) classes are quality
textbook-based virtual campus curriculum and elective courses,
which provide the advantage of immediate online feedback for
students' lessons and exams. All 24 SPI courses cover core classes
of a high school diploma program. During the second semester,
interactive CD-ROM based mathematics and English courses called
Proficiency for Online Mathematics and Skills Development (Pro)
became available for the students.
Proficiency for Online Mathematics and English Skills
Development PrOMESD (Pro) is a dynamic online, CD-ROM
curriculum designed especially for students who have an educational
need to accelerate and/or remediate for grade level promotion or
graduation. Diagnostic pre-tests and post-tests are built into every
lesson along with real-time feedback to students as they learn and
practice each concept. The pre-test generates a customized
"Learning Plan" that recommends how the student should focus his or
her course of study. The 16 PrOMESD courses are stimulating,
entertaining, and challenging. Both the Mathematics and English
grammar and writing programs are proven to increase student
academic achievement, involvement and attention to the learning
process PrOMESD remains student-oriented. The list of courses is
below:
Keyboarding (SPI)
Computer Education (SPI)
Modern Reading Strategies (SPI)
First Semester Freshman English (SPI)
First Semester Sophomore English (SPI)
First Semester Junior English (SPI)
First Semester Senior English (SPI)
Basic English 1 (Pro)
Basic English 2 (Pro)
lntermediate English 1 (Pro)
lntermediate English 2 (Pro)
Advanced English 1 (Pro)
Advanced English 2 (Pro)
College Composition 1 (Pro)
College Composition 2 (Pro)
Health (SPI)
Algebra 1 (SPI)
Geometry 1 (SPI)
Pre-Algebra 1 (Pro)
Pre-Algebra 2 (Pro)
Elementary Algebra 1 (Pro)
Elementary Algebra 2 (Pro)
lntermediate Algebra 1 (Pro)
lntermediate Algebra 2 (Pro)
Advanced Algebra 1 (SPI)
Advanced Algebra 2 (SPI)
Psychology (SPI)
lnterpersonal Relations I (SPI)
lnterpersonal Relations 2 (SPI)
Parenting (SPI)
Earth Science I (SPI)
Earth Science 2 (SPI)
Biology I (SPI)
Biology 2 (SPI)
Chemistry 1 (SPI)
AmericadArizona History 1 (SPI)
American/Arizona Government(SP1)
Free Enterprise (SPI)
World Geography 1 (SPI)
World Geography 2 (SPI)
The following is a summary of the curriculum, instruction and student
services provided for the project:
Technological Student lnteractive Methods of Instruction:
World Wide Campus is a state of the art Distance Learning Program
using Version 2.7.2 of the Einstein Network. Pro is an interactive
CD-ROM-Internet based program. World Wide Campus Online
provides four (4) technological student interactive methods of
instruction. In addition, it also provides comprehensive online student
services.
The online student interactive methods of instruction and student
services may be summarized as follows:
lnstructor to Student
Online Instruction
Interactive Course Syllabus
Course Learning Objectives and Requirements
Classroom Text-Based Instruction
Whole Class and Individual Instruction
Instructor Presentations and Lectures
AudioNisual Classroom Presentations
Online Graded Lessons and Immediate Feedback
In-Class Discussions
Testing, Assessments and Evaluation
Immediate Test Feedback
Online Testing
Instructor Office Hours
Classroom Attendance Taking
1. Student to Instructor
Direct Questioning
Inquiry
Threaded Discussion
Electronic Notebook
11. Student to Student
In-Class Discussions
One to One
Small Group Collaborations
Whole Class Discussion
Ill. Student to Resource
Webliography, Direct links to other reference sites (organized)
on the Internet
Direct link to online library
Door-to-Door delivery of hard copy books and articles
IV. Student Services
Academic Advising
Career Counseling
Course and Program Catalogs
Admissions and Registration
Attendance Reporting
Course Transcripts, Grades
Policies and Procedures
Section C.2 - A description of the effects of media and
technology on the delivery of specific educational services to
specific pupil populations.
The technology-based courses have provided specific educational
services to the two (2) groups of students who have participated in
the project. Special features are listed below:
Course Content - The Partnership transfers course content from the
traditional classroom to interactive online formats.
Course Features - Students have ready access to chat rooms,
virtual tutors, threaded discussion, audio and video clips, writing
coaches, online testing and feedback, interactive syllabus,
Webliography and class assignments. There are over thirty (30)
separate instructional strategies to heighten the online learning
experience. Phoenix Special Programs and Academies have the
ability to customize each course, eliminating the need to learn HTML
code or any other web language.
School Level Features - Convenience is underscored through
online access to admissions, library, academic advising, career
advising, bookstore, student union and all other services found on a
traditional school campus.
Campus And Teacher Training - Phoenix Special Programs and
Academies and Deer Valley Unified School District can provide a
comprehensive Internet and on-campus training program designed
for teachers and staff willing to receive hands-on experience with
online courses. Based on the in-depth research into the pedagogy of
online learning, teachers can receive frequent updates on the content
from the latest technology so that they can provide the highest quality
online education.
Help Desk - An online help desk assists faculty, staff and students
with answers to frequently asked questions. In addition, Phoenix
Special Programs and Academies technical support staff responds to
questions throughout the school day and evenings. Additionally,
information can be found on the website:
www.phoenixacademies.org or
Email @ phoenixacademies.org.
Database Administration - Phoenix Special Programs and
Academies relational database is a massive, secure, fully redundant
data store for everything from course content, student records and
other administrative files, essentially everything it takes to deliver an
online educational system.
Section C.3 - A measurement of academic achievement of
pupils in the programs, including academic advancement as
measured by the increase in grade level equivalent scores each
academic year on the nationally standardized norm-referenced
achievement test prescribed in Section 15-741 and a summary of
essential skills test scores, scores on the nationally
standardized norm-referenced achievement test, individual pupil
portfolios and other assessment tools used by the school.
The assessment measurement for these students rests primarily on
their success or failure with the coursework and the issuance of
credit. The key component of the long-term suspension program was
to keep students in school, making progress toward earning the
necessary credits for graduation. Seventy-three (73%) percent of the
students earned at least .5 credit, meaning that they finished at least
one course successfully. Considering that most of these students
would have become a "drop-out", the results are quite surprising.
The following graph shows students with credits earned.
Number of
Credits Earned Number of Students
0.0 3
0.5 5
1 .o 1
1.5 1
3.0 1
Also of interest were the grades received by the students using the
technology-based instruction. Following is a graph showing the
number of each letter grade given.
Grade Earned
A
B
C
D
Number of Students
1
5
7
3
Each student's progress in the course was monitored electronically
and by an adult supervisor. Each student received letter grades in all
15 lessons, a midterm test and a final test. There were reports due
midway through the course and at the end of the course.
The district will be studying the norm-referenced test scores of these
students as soon as the current scores are received by the district
from the state.
Students who enrolled in SPI courses made slow progress unless
they were self-directed or highly encouraged to complete courses
according to strict timelines. A remedy may be to e-mail regular
"tickler" messages to the students. When students and their families
make an investment in education, financially andlor with definite
short-term goals, progress is better. Students may be asked to buy,
rent, or lease textbooks to instill a vested interest in course
completion.
A few of the course assessments for the SPI courses contain an
inadequate number of critical thinking type of assignments. To
improve the quality of course assessments, teachers may include
more short essay test items which must be evaluated by the teacher
or computer checked through key-word recognition.
The second set of students, those using technology based courses to
remain on track for graduation, have not completed their courses as
of the due date of this report. It is anticipated that an addendum
report will be provided regarding this second group prior to a formal
presentation to the Joint Legislative Budget Committee (JLBC). Deer
Valley District proposes the submission of an addendum to this
report, which will focus on students' completion rate.
Section C. 4 - Academic advancement as measured in grade
level equivalents each academic year based on a standardized
norm-referenced achievement test.
None of the students in the two (2) groups for the pilot technology
based program were registered for an entire year. The purpose of
the program was to give students an opportunity to earn credits in an
effort to have them continue in school. Any effort made by the District
to keep students in school in a quality fashion meets the interest of
the District and the community.
Section C.5 - The results of a survey of pupil satisfaction with
the program.
Surveys were mailed to each of the eleven (1 1) students who
participated in our long-term suspension program. A copy of that
survey is attached. All students were contacted a minimum of five (5)
times, with the exception of one (1) student whose family moved and
left no forwarding address. Five (5) students completed the survey.
The following is a summary of those survey results including the
requested data.
(a) Pupils' attitudes about delivery modalities employed by the
school
Students were generally pleased with the delivery method. Some
commented that the course content was significant and the
convenience of being able to work on a computer at their individual
pace was beneficial.
Students also felt positive about the experience of using a computer
for course work and gaining computer experience that could be
helpful with future jobs. They indicated the combination of a
computer and a textbook was a positive experience. One (1) student
commented that his inability to receive instant answers to questions
made course work more difficult.
(b) Changes in pupils' attitudes toward learning in general
Students appreciated being able to continue their education with
lnternet courses. They indicated that individualized programs
improved their attendance rates. There were mixed responses
regarding students' ease in understanding new concepts introduced
by Self-paced lnternet courses.
Students felt better about learning due to the lnternet experience. A
key to that positive experience was being able to work at an
individualized pace. There was a mixed reaction regarding the level
of difficulty of courses, pointing to various academic levels of the
students enrolled.
(c) Changes in pupils' attitudes about their own ability to learn
and about their own academic progress
Four (4) out of five (5) students indicated they enjoyed attending
school for their individualized program. The majority of the students
indicated they believed their scores improved using on-line learning.
(d) Pupils' attitudes about the school they attend
Students indicated they were impressed with programs from Phoenix
Special Programs and Academies and that those courses met their
needs. They believe that those courses helped them stay on track for
graduation.
There was a mixed reaction regarding the affect of classroom
facilitation. Generally, students felt the environment was conducive
for student learning.
Section C.6 - The results of a survey of parental satisfaction
with the program.
All parents of the eleven students who participated in our long-term
suspension program were mailed a survey. A copy of that survey is
attached. Each parent was contacted a minimum of five (5) times.
Four (4) parents responded. The following is a summary of those
survey results including the requested data.
(a) Parents' and their children's attitudes about the delivery
modalities employed by the school
Parents responded very positively regarding their youngsters' attitude
toward class. Parents were pleased with the use of technology
combined with textbooks. They were glad their children had the
opportunity to experience the Internet and still use conventional
textbooks.
(b) Changes in their children's attitudes about learning in general
Personnel from Deer Valley Schools and Phoenix Special Programs and
Academies are especially pleased with parent reaction to the change in
their child's attitude toward learning. All parents felt their student's
attitude had improved this year. Parents also expressed satisfaction with
the delivery of new learning through the Internet. This supports a Board
goal of offering many alternatives to the traditional educational format.
(c) Changes in their children's attitudes about their ability to learn
and about their academic progress
All parents were grateful for the opportunity offered through this program
to allow their students to continue their education. Parents generally felt
their students' chance of success upon returning to their home schools
would be improved.
Parents felt the innovative Internet coursework was challenging and that
the challenge provided motivation for improved test scores. Students'
attitudes toward learning did improve during this educational experience.
(d) Parents' and their children's attitudes about the school that the
child attends
Parents were generally satisfied with the entire school experience. Class
facilitation and the learning environment received very good ratings.
Parents reported an improved, excellent attendance rate for their
children. They recognized that the staff, both at the school and Phoenix
Special Programs and Academies, responded to questions and concerns
adequately and with a courteous and caring manner.
One parent commented that their student enjoyed the course he
completed last year and looked forward to going to school next year
because he liked learning with computers rather than the traditional
classroom.
Attitudinal Survey Results of Self-paced lnternet Classes in the Deer Valley Long-Term Suspension Program
Using lnternet Courses in School Parent Opinion
Attitudinal Change Toward Learning
Attitude About Ability to Learn
Attitude About the School
0 1 2 3 4 5
Section C.7 - A description of the availability and equitable
distribution of educational services provided under the program
including specific descriptions of the effectiveness of
technology tools and modalities used to address the needs of
any underserved populations targeted by the school.
The two groups of students involved in the technology-based
program included students with varying academic needs. All
students received academic advising as they reviewed their
transcripts in relation to the graduation requirements. When
appropriate, career counseling was provided by trained counselors.
The long-term suspension program participants received help with
conflict resolution, and there were parent conferences when serious
decisions needed to be made.
The lnternet courses provided a wide range of educational modalities,
which allow individual learners the opportunity to use several of their
seven (7) intelligences. These intelligences, identified by Harvard
professor, Howard Gardner, include logical muscular, kinesthetic,
visual, spatial, intrapersonal, interpersonal, and linguistic.
Each course/unit~moduleh as, at a minimum, the following
components: reading assignments, learning exercises, threaded
discussion, audio clips, Webliography searches and submissions,
and a quizlexam. The instructor, at his discretion, can add additional
video clips, slide show with audio, Power-Point presentations or
library submissions. Students are able to share ideas and have
discussions through the use of e-mail. There is also a help desk
staffed through Phoenix Special Programs which is available to
students throughout the school day and evenings.
Section C.8 - A description of the operational and administrative
efficiency of the program.
The long-term suspension program was housed in a classroom at the
district's vocational center after regular school hours. There were
teachers available on-line and instructional techs supervising the
students. The building administrator and the school's counselor were
available when needed.
Deer Valley is interested in expanding the Internet classroom to
include students who may want to take classes away from the
traditional high school setting, but who have not been formally
suspended from school. The District is interested in moving
homebound instruction to this technology-based program, rather than
the traditional visiting teacher concept.
The students needing credit to meet their graduation plan goals are
working individually away from the traditional classroom.
Depending upon the success of the students currently enrolled, the
District may expand the program to include students from smaller
districts which may not be able to offer advanced course work. The
District may offer computer-based courses to secondary home-schooled
students in need of advanced course work. This is
contingent upon approval form the Arizona Department of
Education's Fiscal Department allowing the District to claim Average
Daily Membership (ADM) for students who are not physically located
in a traditional classroom or school campus.
Section C.9 - A description of the cost-effectiveness of the
program.
The cost effectiveness of the program was not a key factor in
determining whether or not to pilot a technology-based program for
specific groups of students. The key factor was, in fact, an effort on
the part of the Deer Valley School District to provide an alternative
method of instruction for students who are not achieving total success
in the traditional secondary school. Initiating technology-based
curriculum involves a significant commitment to a philosophy of
providing an innovative curriculum to students backed by a significant
financial commitment.
The following is an eight point overview of capital and maintenance
and operations cost to initially start and maintain a comprehensive
Technology Assisted Project-Based Instruction Program.
First, the hardware system and management platforms are initially
high cost whether you have one (1) student or one hundred thousand
(1 00,000) students. (Capital Cost)
Second, the translation from a traditional print-based teacher-centered
instructional course to the lnternet is time consuming and
detailed. Once a well-constructed, instructionally sound course is
designed and aligned with its objectives, content, learning activities
and assessments, it can be translated into the lnternet format. (M&O
Cost)
Third, the validation of each designed and translated course takes
additional time on the part of all parties and is costly. (M&O Cost)
Fourth, the staffs who are assigned to facilitate and implement the
online courses need to be provided inservice training. Teaching with
the lnternet and moving education beyond the traditional four walls of
the classroom takes real inservice education. (M&O Cost)
Fifth, the hardware required for the students' use must be acquired
and available for the students to use. (Capital Cost)
Sixth, the staff required to facilitate student learning on the lnternet
needs to be provided. (M&0 Cost)
Seventh, the special facilities or space to operate the lnternet is also
a cost. (Capital Cost)
Eighth, the assessment, evaluation and survey of students, parents
and staff, as well as, the determination of increasing student
academic achievement must be provided. (M&O Cost)
The aforementioned cost centers are perhaps only a few that need to
be addressed. However, many of the items, i.e., facilities, students'
computers, and print-based curriculum may be "in-kind" support.
Therefore, a unique approach to budgeting for a Technology Assisted
Project-Based Instruction Program is presented.
The proposed budget is designed for each course provided on the
Internet. There is the initial cost for course design, course
translation to the lnternet and staff development. A separate cost for
student hardware and equipment is also identified. Staffing
requirements and capital cost for providing the delivery of an online
course, as well as cost for textbooks and materials have been
identified. Therefore, using a projected class of thirty-five (35)
students, the following projected budget has two (2) dimensions:
DIMENSION I. Initial cost for development, equipment and
facilities. Projected cost is based on a single course being
developed and available on the Internet. The cost for providing the
equivalent of a classroom and equipping it with thirty-five (35)
computers is calculated below. Therefore:
1.0 Initial cost for development, equipment, and facilities.
1.1 Course Design* $45.00 per student
1.2 Course Translation to the Internet* $145.00 per student
1.3 Staff Development* $20.00 per student
1.4 Course Validation* $20.00 per student
1.5 Classroom Facility** $480.00 per student
1.6 Computer Hardware* $500.00 per student
1.7 Student Textbooks* $60.00 per student
$1,270 per student per course
The initial cost for development, equipment and facilities to service a
minimum of 31 5 courses or 32.0 F.T.E. students equate to $1,270 X
315 or $400.050.00.
* Computed with 35 students per classroom and offering a
minimum of 315 lnternet courses.
** Computed at a minimum of three (3) classrooms ($50,000
each) and one hundred five (1 05) computers.
DIMENSION II. Initial cost for delivery, staffing, support and
evaluation. Projected cost is based on the equivalent of a single
classroom serving thirty-five (35) students with each student taking a
single course. Therefore:
2.0 Initial cost for delivery, staffing, support and evaluation.
2.1 Internet Delivery System $260.00 per course
Of Course-Certified Teacher
2.2 Staffing (paraprofessional)* $60.00 per student
2.3 Staffing Support* $5.00 per student
2.4 Project Assessments and $5.00 per course
Evaluation
$330.00 per student per course
*Computed at a minimum of 315 course enrollments.
It is envisioned that by the end of the project more than fifty (50) different
lnternet courses will be developed by Phoenix Special Programs and
Academies. Phoenix Special Programs and Academies will fund the "initial
cost" for course development; thereby, bringing the initial cost down $230.00
per student per course or an "in-kind" support of the project in a total award
of $72,450.00. Additionally, Phoenix Special Programs and Academies will
ensure that all hardware, software, links, management platforms and
computers required to bring a course to a Deer Valley classroom building will
be provided. (Phoenix Special Programs and Academies will serve as the
"host" and chief designer for each online course for the World Wide Campus
to each Deer Valley classroom building) This is a "Partnership" commitment
by Phoenix Special Programs and Academies. As a part of the
"Partnership", Deer Valley Unified School District will provide all classrooms,
computers and student textbooks required in the lnternet cost of the project.
This amounts to a total of $1,040.00 per student per course times 31 5
courses totaling $327.600.00 of "in-kind" support.
Again, the reader of this proposal needs to be aware of the "real cost" for the
initial cost of development, equipment and facilities required to supplement
the academic educational programs of the Deer Valley Unified School
District with a computer-assisted lnternet World Wide Campus.
CONTINUING COST
Pursuant to the initial cost for development, equipment and facilities; and
assuring the "core" lnternet courses have all been developed, the
following continuing cost for each course is projected.
3.0 Continuing cost for the initial 315 courses and a minimum of 32
F.T.E. students.
3.1 Internet Delivery System $260.00 per course
of Course-Certified Teacher
designed and monitored
3.2 Staffing (paraprofessional)* $60.00 per student
3.3 Staffing Support* $5.00 per student
3.4 Textbook Supplement $1 2.00 per course
3.5 Assessment and Evaluation $5.00 per course
$347.00 per student per course
Economy of Scale After
100 Students Enroll in the
Same Course for Delivery
System 3.1
Reduction to $235.00 <$25.00>per course
$31 7.00 per course per student
Assuming during the second year of operation that all initial
costs are realized, the per student cost for each enrolled course
would be $317.00.
During the typical school year, a student enrolls in at least ten
(1 0) courses. Therefore, it is conceivable that a student taking
all his/her courses through a virtual World Wide Campus, within
the Deer Valley Unified School District, the direct classroom
cost would be a total of $3,170.00 per year per student.

Description

TITLE	Technology assisted project-based instruction program: report on 1998 pilot
CREATOR	Deer Valley Unified School District, Arizona.
SUBJECT	Educational technology--Arizona--Auditing; Instructional systems--Arizona--Auditing; Education--Arizona--Finance;
Browse Topic	Government and politics Education
DESCRIPTION	21 pages (PDF version). File size: 1119332 Bytes.
Language	English
Publisher	Deer Valley Unified School District, Arizona.
TYPE	Text
Material Collection	State Documents House Received Reports
Acquisition Note	Publication or link to publication sent to reports@lib.az.us
RIGHTS MANAGEMENT	Copyright to this resource is held by the creating agency and is provided here for educational purposes only. It may not be downloaded, reproduced or distributed in any format without written permission of the creating agency. Any attempt to circumvent the access controls placed on this file is a violation of United States and international copyright laws, and is subject to criminal prosecution.
DATE ORIGINAL	1999-06
Time Period	1990s (1990-1999)
ORIGINAL FORMAT	Paper
Source Identifier	LG 4.2:T 32
Location	ocn276865504
DIGITAL IDENTIFIER	DVUSD_JUN-30-1999.pdf
DIGITAL FORMAT	PDF (Portable Document Format)
DIGITIZATION SPECIFICATIONS	Digitized into PDF form through scanning at the Records Management Division, Arizona State Library.
REPOSITORY	Arizona State Library, Archives and Public Records--Law and Research Library.
File Size	1119332 Bytes
Full Text	DEER VALLEY UNIFIED SCHOOL DISTRICT Educational Services Memorandum Date: June 30, 1999 To: Senator Brenda Bums, President of Senate Rep. Jeff Groscost, Speaker of the House Rep. Robert Bums, Chairman of JLBC Mr. Richard Staveak, Director for JLBC Mr. Steve Schimipp, Budget Analyst for K-12 Dr. Mary Garcia, President of State Board of Education From: Judy Aldrich, Ed.D., Associate Superintendent Re: Report on 1998 Pilot Technology Assisted Project-Based Instruction Program Enclosed please find a copy of the Deer Valley Unified School District's report to the Joint Legislative Budget Committee regarding the 1998 Pilot Technology Assisted Project-Based Instruction Program pursuant to Senate Bill 1400. The Deer Valley Unified School District would be most pleased to provide a formal presentation to the Joint Legislative Budget Committee regarding the program. Please contact me at (602)581-7746. CC: Gerald Cuendet, Ph.D., Superintendent Don Covey, Ed.D., Phoenix Special Programs and Academies Technology Assisted Project-Based Instruction Program Report on 1998 Pilot June 1999 School District: Deer Valley Unified School District No. 97 Contact Person: Dr. Judy Aldrich Associate Superintendent Address: Deer Valley Unified School District 20402 North 15th Avenue Phoenix, Arizona 85027 Telephone: (602) 581 -7746 Fax: (602) 581 -7779 Introduction The Deer Valley Unified School District, in partnership with Phoenix Special Programs, offered a technology-based instructional program to two (2) special groups of students. The first group included eleven (1 1) students who have been formally long-term suspended by the Governing Board. These students were formally removed from the Deer Valley schools for drug offenses, weapon offenses, and violent behavior offenses. In past years, the number of high school students disciplined for these serious offenses has been much greater and the use of an alternative, technology-based program was implemented so that these youngsters would have an opportunity to stay in school during the time of their long-term suspension. This year, the District was pleased that fewer students were disciplined for serious offenses but disappointed that the technology-based program did not receive larger numbers with which to work. The second group of eighty-seven (87) students included those who needed to make up credits to remain on track for graduation. These students were identified during the last few weeks of school and were given the opportunity to enroll in technology-based, distance learning instruction rather than the traditional summer school classroom. A group of these students are completing, among other courses, government courses and a computer courses as student cadres. All toll, 47 students were enrolled in 75 technology-based courses. Section C.l - A description of the educational services that are offered under the program and that specifically relate to the depth and breadth of the curriculum choices offered by the school. The courses offered to these students were those services needed for each individual's continuing education. Each long-term suspended student, accompanied by a parent, participated in an intake session with a trained school counselor. During these sessions, the academic choices were discussed as were the student's short and long-term goals. Students were registered in either one (1) or two (2) self-paced Internet courses depending on their familiarity with technology and their ability to succeed in this individualized instruction. The number of courses was based on the length of time a student was to be in the program. Some students were in the program as little five weeks while some were in the program for eighteen (18) weeks. The second group of students in a traditional high school setting, who needed to make up credits, also received individualized counseling at the school level. Their transcripts were reviewed and they were able to choose courses which would allow them to continue their high school careers with their classmates and graduate on time. Students were allowed to register in either one (1) or two (2) courses depending on their individual need and ability to work independently. These courses began immediately after the traditional school year ended. The curriculum and instructional services offered by the program afforded students the depth and breadth needed by both groups. There were Self-paced lnternet courses (SPI) available from the beginning of the project. Self-paced lnternet (SPI) classes are quality textbook-based virtual campus curriculum and elective courses, which provide the advantage of immediate online feedback for students' lessons and exams. All 24 SPI courses cover core classes of a high school diploma program. During the second semester, interactive CD-ROM based mathematics and English courses called Proficiency for Online Mathematics and Skills Development (Pro) became available for the students. Proficiency for Online Mathematics and English Skills Development PrOMESD (Pro) is a dynamic online, CD-ROM curriculum designed especially for students who have an educational need to accelerate and/or remediate for grade level promotion or graduation. Diagnostic pre-tests and post-tests are built into every lesson along with real-time feedback to students as they learn and practice each concept. The pre-test generates a customized "Learning Plan" that recommends how the student should focus his or her course of study. The 16 PrOMESD courses are stimulating, entertaining, and challenging. Both the Mathematics and English grammar and writing programs are proven to increase student academic achievement, involvement and attention to the learning process PrOMESD remains student-oriented. The list of courses is below: Keyboarding (SPI) Computer Education (SPI) Modern Reading Strategies (SPI) First Semester Freshman English (SPI) First Semester Sophomore English (SPI) First Semester Junior English (SPI) First Semester Senior English (SPI) Basic English 1 (Pro) Basic English 2 (Pro) lntermediate English 1 (Pro) lntermediate English 2 (Pro) Advanced English 1 (Pro) Advanced English 2 (Pro) College Composition 1 (Pro) College Composition 2 (Pro) Health (SPI) Algebra 1 (SPI) Geometry 1 (SPI) Pre-Algebra 1 (Pro) Pre-Algebra 2 (Pro) Elementary Algebra 1 (Pro) Elementary Algebra 2 (Pro) lntermediate Algebra 1 (Pro) lntermediate Algebra 2 (Pro) Advanced Algebra 1 (SPI) Advanced Algebra 2 (SPI) Psychology (SPI) lnterpersonal Relations I (SPI) lnterpersonal Relations 2 (SPI) Parenting (SPI) Earth Science I (SPI) Earth Science 2 (SPI) Biology I (SPI) Biology 2 (SPI) Chemistry 1 (SPI) AmericadArizona History 1 (SPI) American/Arizona Government(SP1) Free Enterprise (SPI) World Geography 1 (SPI) World Geography 2 (SPI) The following is a summary of the curriculum, instruction and student services provided for the project: Technological Student lnteractive Methods of Instruction: World Wide Campus is a state of the art Distance Learning Program using Version 2.7.2 of the Einstein Network. Pro is an interactive CD-ROM-Internet based program. World Wide Campus Online provides four (4) technological student interactive methods of instruction. In addition, it also provides comprehensive online student services. The online student interactive methods of instruction and student services may be summarized as follows: lnstructor to Student Online Instruction Interactive Course Syllabus Course Learning Objectives and Requirements Classroom Text-Based Instruction Whole Class and Individual Instruction Instructor Presentations and Lectures AudioNisual Classroom Presentations Online Graded Lessons and Immediate Feedback In-Class Discussions Testing, Assessments and Evaluation Immediate Test Feedback Online Testing Instructor Office Hours Classroom Attendance Taking 1. Student to Instructor Direct Questioning Inquiry Threaded Discussion Electronic Notebook 11. Student to Student In-Class Discussions One to One Small Group Collaborations Whole Class Discussion Ill. Student to Resource Webliography, Direct links to other reference sites (organized) on the Internet Direct link to online library Door-to-Door delivery of hard copy books and articles IV. Student Services Academic Advising Career Counseling Course and Program Catalogs Admissions and Registration Attendance Reporting Course Transcripts, Grades Policies and Procedures Section C.2 - A description of the effects of media and technology on the delivery of specific educational services to specific pupil populations. The technology-based courses have provided specific educational services to the two (2) groups of students who have participated in the project. Special features are listed below: Course Content - The Partnership transfers course content from the traditional classroom to interactive online formats. Course Features - Students have ready access to chat rooms, virtual tutors, threaded discussion, audio and video clips, writing coaches, online testing and feedback, interactive syllabus, Webliography and class assignments. There are over thirty (30) separate instructional strategies to heighten the online learning experience. Phoenix Special Programs and Academies have the ability to customize each course, eliminating the need to learn HTML code or any other web language. School Level Features - Convenience is underscored through online access to admissions, library, academic advising, career advising, bookstore, student union and all other services found on a traditional school campus. Campus And Teacher Training - Phoenix Special Programs and Academies and Deer Valley Unified School District can provide a comprehensive Internet and on-campus training program designed for teachers and staff willing to receive hands-on experience with online courses. Based on the in-depth research into the pedagogy of online learning, teachers can receive frequent updates on the content from the latest technology so that they can provide the highest quality online education. Help Desk - An online help desk assists faculty, staff and students with answers to frequently asked questions. In addition, Phoenix Special Programs and Academies technical support staff responds to questions throughout the school day and evenings. Additionally, information can be found on the website: www.phoenixacademies.org or Email @ phoenixacademies.org. Database Administration - Phoenix Special Programs and Academies relational database is a massive, secure, fully redundant data store for everything from course content, student records and other administrative files, essentially everything it takes to deliver an online educational system. Section C.3 - A measurement of academic achievement of pupils in the programs, including academic advancement as measured by the increase in grade level equivalent scores each academic year on the nationally standardized norm-referenced achievement test prescribed in Section 15-741 and a summary of essential skills test scores, scores on the nationally standardized norm-referenced achievement test, individual pupil portfolios and other assessment tools used by the school. The assessment measurement for these students rests primarily on their success or failure with the coursework and the issuance of credit. The key component of the long-term suspension program was to keep students in school, making progress toward earning the necessary credits for graduation. Seventy-three (73%) percent of the students earned at least .5 credit, meaning that they finished at least one course successfully. Considering that most of these students would have become a "drop-out", the results are quite surprising. The following graph shows students with credits earned. Number of Credits Earned Number of Students 0.0 3 0.5 5 1 .o 1 1.5 1 3.0 1 Also of interest were the grades received by the students using the technology-based instruction. Following is a graph showing the number of each letter grade given. Grade Earned A B C D Number of Students 1 5 7 3 Each student's progress in the course was monitored electronically and by an adult supervisor. Each student received letter grades in all 15 lessons, a midterm test and a final test. There were reports due midway through the course and at the end of the course. The district will be studying the norm-referenced test scores of these students as soon as the current scores are received by the district from the state. Students who enrolled in SPI courses made slow progress unless they were self-directed or highly encouraged to complete courses according to strict timelines. A remedy may be to e-mail regular "tickler" messages to the students. When students and their families make an investment in education, financially andlor with definite short-term goals, progress is better. Students may be asked to buy, rent, or lease textbooks to instill a vested interest in course completion. A few of the course assessments for the SPI courses contain an inadequate number of critical thinking type of assignments. To improve the quality of course assessments, teachers may include more short essay test items which must be evaluated by the teacher or computer checked through key-word recognition. The second set of students, those using technology based courses to remain on track for graduation, have not completed their courses as of the due date of this report. It is anticipated that an addendum report will be provided regarding this second group prior to a formal presentation to the Joint Legislative Budget Committee (JLBC). Deer Valley District proposes the submission of an addendum to this report, which will focus on students' completion rate. Section C. 4 - Academic advancement as measured in grade level equivalents each academic year based on a standardized norm-referenced achievement test. None of the students in the two (2) groups for the pilot technology based program were registered for an entire year. The purpose of the program was to give students an opportunity to earn credits in an effort to have them continue in school. Any effort made by the District to keep students in school in a quality fashion meets the interest of the District and the community. Section C.5 - The results of a survey of pupil satisfaction with the program. Surveys were mailed to each of the eleven (1 1) students who participated in our long-term suspension program. A copy of that survey is attached. All students were contacted a minimum of five (5) times, with the exception of one (1) student whose family moved and left no forwarding address. Five (5) students completed the survey. The following is a summary of those survey results including the requested data. (a) Pupils' attitudes about delivery modalities employed by the school Students were generally pleased with the delivery method. Some commented that the course content was significant and the convenience of being able to work on a computer at their individual pace was beneficial. Students also felt positive about the experience of using a computer for course work and gaining computer experience that could be helpful with future jobs. They indicated the combination of a computer and a textbook was a positive experience. One (1) student commented that his inability to receive instant answers to questions made course work more difficult. (b) Changes in pupils' attitudes toward learning in general Students appreciated being able to continue their education with lnternet courses. They indicated that individualized programs improved their attendance rates. There were mixed responses regarding students' ease in understanding new concepts introduced by Self-paced lnternet courses. Students felt better about learning due to the lnternet experience. A key to that positive experience was being able to work at an individualized pace. There was a mixed reaction regarding the level of difficulty of courses, pointing to various academic levels of the students enrolled. (c) Changes in pupils' attitudes about their own ability to learn and about their own academic progress Four (4) out of five (5) students indicated they enjoyed attending school for their individualized program. The majority of the students indicated they believed their scores improved using on-line learning. (d) Pupils' attitudes about the school they attend Students indicated they were impressed with programs from Phoenix Special Programs and Academies and that those courses met their needs. They believe that those courses helped them stay on track for graduation. There was a mixed reaction regarding the affect of classroom facilitation. Generally, students felt the environment was conducive for student learning. Section C.6 - The results of a survey of parental satisfaction with the program. All parents of the eleven students who participated in our long-term suspension program were mailed a survey. A copy of that survey is attached. Each parent was contacted a minimum of five (5) times. Four (4) parents responded. The following is a summary of those survey results including the requested data. (a) Parents' and their children's attitudes about the delivery modalities employed by the school Parents responded very positively regarding their youngsters' attitude toward class. Parents were pleased with the use of technology combined with textbooks. They were glad their children had the opportunity to experience the Internet and still use conventional textbooks. (b) Changes in their children's attitudes about learning in general Personnel from Deer Valley Schools and Phoenix Special Programs and Academies are especially pleased with parent reaction to the change in their child's attitude toward learning. All parents felt their student's attitude had improved this year. Parents also expressed satisfaction with the delivery of new learning through the Internet. This supports a Board goal of offering many alternatives to the traditional educational format. (c) Changes in their children's attitudes about their ability to learn and about their academic progress All parents were grateful for the opportunity offered through this program to allow their students to continue their education. Parents generally felt their students' chance of success upon returning to their home schools would be improved. Parents felt the innovative Internet coursework was challenging and that the challenge provided motivation for improved test scores. Students' attitudes toward learning did improve during this educational experience. (d) Parents' and their children's attitudes about the school that the child attends Parents were generally satisfied with the entire school experience. Class facilitation and the learning environment received very good ratings. Parents reported an improved, excellent attendance rate for their children. They recognized that the staff, both at the school and Phoenix Special Programs and Academies, responded to questions and concerns adequately and with a courteous and caring manner. One parent commented that their student enjoyed the course he completed last year and looked forward to going to school next year because he liked learning with computers rather than the traditional classroom. Attitudinal Survey Results of Self-paced lnternet Classes in the Deer Valley Long-Term Suspension Program Using lnternet Courses in School Parent Opinion Attitudinal Change Toward Learning Attitude About Ability to Learn Attitude About the School 0 1 2 3 4 5 Section C.7 - A description of the availability and equitable distribution of educational services provided under the program including specific descriptions of the effectiveness of technology tools and modalities used to address the needs of any underserved populations targeted by the school. The two groups of students involved in the technology-based program included students with varying academic needs. All students received academic advising as they reviewed their transcripts in relation to the graduation requirements. When appropriate, career counseling was provided by trained counselors. The long-term suspension program participants received help with conflict resolution, and there were parent conferences when serious decisions needed to be made. The lnternet courses provided a wide range of educational modalities, which allow individual learners the opportunity to use several of their seven (7) intelligences. These intelligences, identified by Harvard professor, Howard Gardner, include logical muscular, kinesthetic, visual, spatial, intrapersonal, interpersonal, and linguistic. Each course/unit~moduleh as, at a minimum, the following components: reading assignments, learning exercises, threaded discussion, audio clips, Webliography searches and submissions, and a quizlexam. The instructor, at his discretion, can add additional video clips, slide show with audio, Power-Point presentations or library submissions. Students are able to share ideas and have discussions through the use of e-mail. There is also a help desk staffed through Phoenix Special Programs which is available to students throughout the school day and evenings. Section C.8 - A description of the operational and administrative efficiency of the program. The long-term suspension program was housed in a classroom at the district's vocational center after regular school hours. There were teachers available on-line and instructional techs supervising the students. The building administrator and the school's counselor were available when needed. Deer Valley is interested in expanding the Internet classroom to include students who may want to take classes away from the traditional high school setting, but who have not been formally suspended from school. The District is interested in moving homebound instruction to this technology-based program, rather than the traditional visiting teacher concept. The students needing credit to meet their graduation plan goals are working individually away from the traditional classroom. Depending upon the success of the students currently enrolled, the District may expand the program to include students from smaller districts which may not be able to offer advanced course work. The District may offer computer-based courses to secondary home-schooled students in need of advanced course work. This is contingent upon approval form the Arizona Department of Education's Fiscal Department allowing the District to claim Average Daily Membership (ADM) for students who are not physically located in a traditional classroom or school campus. Section C.9 - A description of the cost-effectiveness of the program. The cost effectiveness of the program was not a key factor in determining whether or not to pilot a technology-based program for specific groups of students. The key factor was, in fact, an effort on the part of the Deer Valley School District to provide an alternative method of instruction for students who are not achieving total success in the traditional secondary school. Initiating technology-based curriculum involves a significant commitment to a philosophy of providing an innovative curriculum to students backed by a significant financial commitment. The following is an eight point overview of capital and maintenance and operations cost to initially start and maintain a comprehensive Technology Assisted Project-Based Instruction Program. First, the hardware system and management platforms are initially high cost whether you have one (1) student or one hundred thousand (1 00,000) students. (Capital Cost) Second, the translation from a traditional print-based teacher-centered instructional course to the lnternet is time consuming and detailed. Once a well-constructed, instructionally sound course is designed and aligned with its objectives, content, learning activities and assessments, it can be translated into the lnternet format. (M&O Cost) Third, the validation of each designed and translated course takes additional time on the part of all parties and is costly. (M&O Cost) Fourth, the staffs who are assigned to facilitate and implement the online courses need to be provided inservice training. Teaching with the lnternet and moving education beyond the traditional four walls of the classroom takes real inservice education. (M&O Cost) Fifth, the hardware required for the students' use must be acquired and available for the students to use. (Capital Cost) Sixth, the staff required to facilitate student learning on the lnternet needs to be provided. (M&0 Cost) Seventh, the special facilities or space to operate the lnternet is also a cost. (Capital Cost) Eighth, the assessment, evaluation and survey of students, parents and staff, as well as, the determination of increasing student academic achievement must be provided. (M&O Cost) The aforementioned cost centers are perhaps only a few that need to be addressed. However, many of the items, i.e., facilities, students' computers, and print-based curriculum may be "in-kind" support. Therefore, a unique approach to budgeting for a Technology Assisted Project-Based Instruction Program is presented. The proposed budget is designed for each course provided on the Internet. There is the initial cost for course design, course translation to the lnternet and staff development. A separate cost for student hardware and equipment is also identified. Staffing requirements and capital cost for providing the delivery of an online course, as well as cost for textbooks and materials have been identified. Therefore, using a projected class of thirty-five (35) students, the following projected budget has two (2) dimensions: DIMENSION I. Initial cost for development, equipment and facilities. Projected cost is based on a single course being developed and available on the Internet. The cost for providing the equivalent of a classroom and equipping it with thirty-five (35) computers is calculated below. Therefore: 1.0 Initial cost for development, equipment, and facilities. 1.1 Course Design* $45.00 per student 1.2 Course Translation to the Internet* $145.00 per student 1.3 Staff Development* $20.00 per student 1.4 Course Validation* $20.00 per student 1.5 Classroom Facility** $480.00 per student 1.6 Computer Hardware* $500.00 per student 1.7 Student Textbooks* $60.00 per student $1,270 per student per course The initial cost for development, equipment and facilities to service a minimum of 31 5 courses or 32.0 F.T.E. students equate to $1,270 X 315 or $400.050.00. * Computed with 35 students per classroom and offering a minimum of 315 lnternet courses. ** Computed at a minimum of three (3) classrooms ($50,000 each) and one hundred five (1 05) computers. DIMENSION II. Initial cost for delivery, staffing, support and evaluation. Projected cost is based on the equivalent of a single classroom serving thirty-five (35) students with each student taking a single course. Therefore: 2.0 Initial cost for delivery, staffing, support and evaluation. 2.1 Internet Delivery System $260.00 per course Of Course-Certified Teacher 2.2 Staffing (paraprofessional)* $60.00 per student 2.3 Staffing Support* $5.00 per student 2.4 Project Assessments and $5.00 per course Evaluation $330.00 per student per course Computed at a minimum of 315 course enrollments. It is envisioned that by the end of the project more than fifty (50) different lnternet courses will be developed by Phoenix Special Programs and Academies. Phoenix Special Programs and Academies will fund the "initial cost" for course development; thereby, bringing the initial cost down $230.00 per student per course or an "in-kind" support of the project in a total award of $72,450.00. Additionally, Phoenix Special Programs and Academies will ensure that all hardware, software, links, management platforms and computers required to bring a course to a Deer Valley classroom building will be provided. (Phoenix Special Programs and Academies will serve as the "host" and chief designer for each online course for the World Wide Campus to each Deer Valley classroom building) This is a "Partnership" commitment by Phoenix Special Programs and Academies. As a part of the "Partnership", Deer Valley Unified School District will provide all classrooms, computers and student textbooks required in the lnternet cost of the project. This amounts to a total of $1,040.00 per student per course times 31 5 courses totaling $327.600.00 of "in-kind" support. Again, the reader of this proposal needs to be aware of the "real cost" for the initial cost of development, equipment and facilities required to supplement the academic educational programs of the Deer Valley Unified School District with a computer-assisted lnternet World Wide Campus. CONTINUING COST Pursuant to the initial cost for development, equipment and facilities; and assuring the "core" lnternet courses have all been developed, the following continuing cost for each course is projected. 3.0 Continuing cost for the initial 315 courses and a minimum of 32 F.T.E. students. 3.1 Internet Delivery System $260.00 per course of Course-Certified Teacher designed and monitored 3.2 Staffing (paraprofessional) $60.00 per student 3.3 Staffing Support* $5.00 per student 3.4 Textbook Supplement $1 2.00 per course 3.5 Assessment and Evaluation $5.00 per course $347.00 per student per course Economy of Scale After 100 Students Enroll in the Same Course for Delivery System 3.1 Reduction to $235.00 <$25.00>per course $31 7.00 per course per student Assuming during the second year of operation that all initial costs are realized, the per student cost for each enrolled course would be $317.00. During the typical school year, a student enrolls in at least ten (1 0) courses. Therefore, it is conceivable that a student taking all his/her courses through a virtual World Wide Campus, within the Deer Valley Unified School District, the direct classroom cost would be a total of $3,170.00 per year per student.

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