Teachers with Flair & Understanding
Teachers with Flair & Understanding
Teachers with Flair & Understanding
Teachers with Flair & Understanding
Teachers with Flair & Understanding
Teachers with Flair & Understanding
Teachers with Flair & Understanding
Teachers with Flair & Understanding

CRIA Online — A Learning Partnership Between Home and School

 

CRIA Online Program Benefits and Requirements

 

  • Award-winning online course content
  • Four complementary online learning management systems
  • Student-directed lessons with certified Teacher of Record support and evaluation
  • Grade 1-10 MAP Individualized Learning Plans for English and Math skills
  • College Counseling (grades 9-12)
  • MAP/SAT/ACT/AP/MEP external assessments online and at CRIA Test Center
  • Dual-credit courses through Grand Canyon University (available for 11th-12th grade students who qualify)
  • Honors Program
  • Report cards provided at the end of each semester for primary and secondary students
  • CRIA HS Diploma upon graduation
  • MAP assessment screening in numeracy and literacy (grades K–12)
  • New and returning student orientation
  • Access to student clubs and activities
  • Field trips (based upon demand)
  • Learning Coach and student training with guidelines for success

 

Learning Coaches

 

What is a Learning Coach (LC)?

 

An LC is required for the CRIA Online Program. The LC can be a parent, adult family member, or another parent-designated, responsible and trusted person. With CRIA Online personalized learning, the LC plays an active and important role in your child’s education. As your child’s LC, you will:

 

  • Provide academic support, motivation, and guidance throughout the school year, or during the remote learning times of campus closures because of pandemics or other times of emergency
  • Ensure your child is on track with assignments and coursework
  • Communicate with teachers
  • Monitor daily attendance through assignments completed

 

The Edgenuity program is designed to be self-directed, but when utilizing a virtual program, we recommend establishing a Learning Coach at home.  The Learning Coach is not a teacher or a tutor. The main responsibility for a Learning Coach is to provide the structure a student needs by establishing and managing the online school daily routine. While in general, the age of your child determines how much time you will spend as a Learning Coach, you know best how your child learns, and the amount of time your child needs to complete tasks.  However, we have listed some suggestions to assist you and your child while attending school remotely.  Please see the below:

 

  1. Set up a schedule-figure out what time, where, and how long your child needs to be productive.  The beauty of online education is that time is flexible.  For example, If your child wants to surf in the mornings, you can set his/her schedule for the afternoons. Your child’s teacher will schedule meetings and sessions in advance so that you are able to adjust the schedule.
  2. Frequently view student dashboard to ensure progress. Edgenuity program has a colored coded dashboard to view progress, grades, and percentage of course completion quickly and easily. The Parent Portal allows for easy access to this information.
  3. Stay in touch with your child’s teachers by phone, messages, email as needed. The message function through Edgenuity is easily accessible.

 

Below are some approximate guidelines of what a Learning Coach may expect by grade; your child may need more or less guidance.

 

Primary School (K-5th)

 

  • devote several hours per day overseeing your students’ schoolwork
  • set the daily schedule with varied activities and breaks
  • assist with online school lessons and communicate frequently with the teacher
  • help monitor student progress and comprehension

 

Middle School (6th-8th)

 

  • oversee schoolwork for 2 to 3 hours per day
  • assist with some lessons
  • monitor student comprehension and grades
  • refer your student to teachers as needed
  • communicate regularly with teachers

 

High School

 

  • commit 1 to 2 hours per day to overseeing schoolwork
  • verify that lessons and assignments are completed
  • communicate with teachers, referring their student to teachers for help when needed

 

Creating a Structure for Learning

 

  1. Provide the structure a student needs by establishing and managing the online school daily routine.
  2. Set up a schedule.
  3. Frequently view student dashboard to ensure progress.

 

In addition, we strongly recommend that the Learning Coach stays in touch with the student’s teachers by phone, messages, email as needed.

 

  • provide consistent academic oversight
  • monitor the student’s academic performance daily
  • ensure that the student attends all required classes
  • hold the student accountable for completing assignments and tests on time
  • maintain consistent communication with GCA staff and administrators
  • Provide academic support, motivation, and guidance throughout the school year
  • Ensure your child is on track with assignments and coursework
  • Communicate with teachers
  •  

The age of your student determines how much hands-on time you will spend as a Learning Coach.

 

What Learning Coaches Can Expect from Online Elementary School

 

In grades K–5, students require the support from caring adults at home and in the online classroom.

 

Learning Coaches can expect to:

 

  • devote several hours per day overseeing their students’ schoolwork
  • set the daily schedule with varied activities and breaks
  • assist with online school lessons and communicate frequently with the teacher
  • help monitor student progress and comprehension

 

Nurturing Independence and Accountability for Middle Schoolers

 

  • oversee schoolwork for 2 to 3 hours per day
  • assist with some lessons
  • monitor student comprehension and grades
  • refer their student to teachers as needed
  • communicate regularly with teachers

 

Online High School—Students Take the Lead

 

In grades 9–12, online school students start to really take charge of their education—setting goals, working independently, and exploring their future options.

Learning Coaches encourage their student’s growing independence as they:

 

  • commit 1 to 2 hours per day to overseeing schoolwork
  • verify that lessons and assignments are completed
  • communicate with teachers, referring their student to teachers for help when needed
  • attend regular teacher conferences

 

Teachers of Record

 

What are the CRIA Online Teacher of Record responsibilities?

 

While teacher responsibilities for face-to-face and online classes are generally the same, the process to carry out those responsibilities in an online setting is unique in the delivery.  These responsibilities cannot be delegated to a parent or other non-certified person. CRIA Online has a certified teacher of record for each grade level or subject in secondary, with responsibilities for:

 

  • Improving learning by planned instruction
  • Diagnosing learning needs for numeracy & literacy
  • Prescribing online content delivery through class activities
  • Assessing learning
  • Reporting outcomes to administrators and parents/guardians
  • Evaluating the effects of online instruction

 

Hows does CRIA undertake quality assurance measures?

 

The CRIA AdminTeam is responsible for making sure that the combination of Edgenuity and enriched courses reflect the CRIA curriculum and that students are enrolled into the appropriate classes. The foundational Edgenuity platform provides an all-encompassing, comprehensive base from which teachers can modify the material to meet CRIA’s standards. It’s also possible for CRIA to create its own online courses, and Spanish Language and CRSS courses will have significant MEP customized lessons. CRIA is also responsible for making sure that each student takes appropriate classes to meet CRIA’s learning goals and expectations.

 

Once CRIA staff has done their review of content and assessments, teachers may want to modify the activities, assignments, and assessments in the course. These modifications can be saved and used from year to year.

 

The teacher will probably have to make adjustments to the planned instruction while teaching the courses based on student assessments and the individual learning needs of individual students within their classes. For students with Individualized Educational Programs (IEPs), teachers will need to guide and support the LC for instruction techniques and needed supports.

 

How does the Teacher of Record diagnose individual learning needs?

 

The teacher is responsible for following each student’s progress though the course. Teachers should continually be assessing students’ learning, diagnosing learning needs, and prescribing solutions. Some common examples of learning needs identified in online courses could be:

 

  • Students do not have the prerequisite skills and thus need remedial lessons
  • On a class discussion board some students are not giving thoughtful responses. Some students may not be participating at all, may be giving trivial answers, or giving unsupported opinions
  • Students may have a disability or limited English proficiency
  • Students may not be able to apply a particular skill to practical situations

 

Different learning needs will require different approaches.  Some may require assigning remedial material to individuals or small groups. Some may require discussion board, email responses, or web conferences with individuals, small groups, or the entire class. Some may require working with a student’s LC or parent, or coordinating with a student’s external special education teacher or provider. The identification and responses to learning needs in online learning are somewhat different than in a face-to-face classroom. Teachers need to be familiar with techniques that are effective in both settings.

 

How are differentiated learning strategies and methods used?

 

While much of the content may is prescribed, there is much flexibility in its delivery. Fostering student involvement through class activities is essential to engaging students in the class. This may be as simple as insuring that the class discussions are vibrant and engaging. It can also mean, however, project-base learning – perhaps in small groups. Students might deliver presentations via video or other web-based tools.  They have the capacity to publish their work online to specific audiences ranging from parents to public groups. The is a significant breadth and depth of strategies and it is up to the certified teacher to assign the class activities.

 

How do Teachers of Record assess student learning?

 

Teachers are responsible for formative assessments to monitor each student’s progress and ensure that they are on track to meet the learning goals. Teachers are also responsible for summative assessments and the assigning of a final grade for the course.

 

Most CRIA online courses come with predefined assessments for each unit as well as a final assessment. Teachers may need to modify these to ensure that they match CRIA standards. The teacher is also responsible for following each student’s progress through the course and taking action when the assessments identify a problem for a particular student. When assessing students with IEPs, teachers will need to verify that the LC for each student is providing appropriate testing accommodations described in their IEPs, if any.

 

CRIA also has an academic integrity policy in regard to plagiarism, etc. It is the responsibility of the online teacher to make sure that students are abiding by it. Our four complementary learning management systems (as well as Quick Schools)  provide a wealth of information about student’s time logged in, time on task and assessment results. Especially in cases where the student’s pace, time or motivation seems to be a problem, teachers work with the LC to take corrective measures.

 

How do the Teachers of Record submit student reports to administrators and parents/guardians?

 

The teacher of record is responsible for reporting the final grades and any other assessment data required by the school administration. The teacher will also want to keep the LC well-informed so they can assist the teacher with the students’ learning. CRIA Online courses are particularly suited to keeping parents and guardians informed and involved as they can be given online access to their student’s progress and work. Indeed, continual communication and collaboration is a key to success. Communication with students, parents, counselors, etc., can be done through  e-mails, progress reports, video conferencing, texting, announcements on home page, web conferences, and feedback within individual assessments. Teachers need to communicate clear expectations, provide prompt responses and regular feedback.

 

How do the Teachers of Record perform student evaluations?

 

As teachers go through classes, they should reflect on what works and what can be improved with an eye toward improving the online class. For students with IEPs, ongoing monitoring of progress toward annual IEP goals should be considered as well. Student assessments and participation are used as data. MAP assessments for grades 1-10 can inform the teacher about which standards and objectives students are learning and which may need additional attention.

 

CRIA Online (and Remote Learning) Students

 

What Secondary student skills can support online learning success?

 

  • Students with strong self-motivation, self-direction, time management skills, and reading skills may be more likely to do well in online learning programs.
  • Time management skills are required to handle the responsibility of self-pacing.
  • Self-motivation and self-direction are required to remain engaged and on track without face-to-face guidance from a teacher.
  • Ability and willingness to learn independently are important for students who may not have any peers taking the same subject. 
  • Strong reading skills are needed to digest large amounts of on-screen reading.
    • CRIA recommends that students enrolled in online courses read at or near grade level.
    • The reading load may present additional difficulties for English Language Learners (ELLs).
  •  
  • Excellent written and oral communication skills are necessary for communicating with online teachers to receive support and to stay on pace. Students communicate frequently with their online teachers by email, text and platform.
  • Comfort with technology. Access and ability to use technology at home with reliable connectivity is a key to success.

 

Dr. Lynn Pikero

Principal

l.pikero@criacademy.com