Showing posts with label K-12 Programs. Show all posts
Showing posts with label K-12 Programs. Show all posts
Wednesday, October 21, 2015
Thursday, July 23, 2015
Monday, March 9, 2015
Wednesday, November 5, 2014
Wednesday, August 27, 2014
Tuesday, August 26, 2014
Tuesday, February 18, 2014
Monday, February 3, 2014
Tuesday, November 19, 2013
Wednesday, June 8, 2011
Colorado Cyber School Graduates First Class
In 2008,"eDCSD:" The Colorado Cyber School "opened its doors" offering onlne learning to students in kindergarten through 10th grade. It added 11th graders the next year and 12th graders in 2010.
This spring, the school, based in Douglas County, Colorado, graduated its first class. All graduates received a state-certified diploma from the Douglas County School District. The 19 graduates included a student who was able to attend school while caring for his father who was injured in Iraq.
"Each graduate possesses a unique story, an individual journey that led them to this time and place," said Sohne Vanselus, director, eDCSD. "But what they have in common is a pioneering spirit. Our students chose a non-traditional path and successfully applied themselves to the world of online learning. They took ownership of their learning; they bridged the gap between school and 'real' life. They are the epitome of 21st century learners."
When the Colorado Cyber School opened, its mission was "to make a difference in the lives of Colorado students and change the educational landscape in the county."
Also among the graduates are students who plan to study education at the U. of Arizona, business marketing at Colorado State U. and dance and business at New York U. There are also students enrolling in community colleges and film programs. Two students are pursuing rodeo careers while continuing their education.
While at eDCSD, which stands for the electronic Douglas County School District, students develope time management skills, according to Vansleus, balancing course loads with fulltime work schedules, athletic and artistic endeavors, or community service projects. Through the digital technology, students complete class projects, blog posts, and research papers or engage in debates and social interactions with other students.
For more info see, http://edcsd.org/ and on Facebook at www.facebook.com/eDCSD.
This spring, the school, based in Douglas County, Colorado, graduated its first class. All graduates received a state-certified diploma from the Douglas County School District. The 19 graduates included a student who was able to attend school while caring for his father who was injured in Iraq.
"Each graduate possesses a unique story, an individual journey that led them to this time and place," said Sohne Vanselus, director, eDCSD. "But what they have in common is a pioneering spirit. Our students chose a non-traditional path and successfully applied themselves to the world of online learning. They took ownership of their learning; they bridged the gap between school and 'real' life. They are the epitome of 21st century learners."
When the Colorado Cyber School opened, its mission was "to make a difference in the lives of Colorado students and change the educational landscape in the county."
Also among the graduates are students who plan to study education at the U. of Arizona, business marketing at Colorado State U. and dance and business at New York U. There are also students enrolling in community colleges and film programs. Two students are pursuing rodeo careers while continuing their education.
While at eDCSD, which stands for the electronic Douglas County School District, students develope time management skills, according to Vansleus, balancing course loads with fulltime work schedules, athletic and artistic endeavors, or community service projects. Through the digital technology, students complete class projects, blog posts, and research papers or engage in debates and social interactions with other students.
For more info see, http://edcsd.org/ and on Facebook at www.facebook.com/eDCSD.
Thursday, October 14, 2010
Enrollment rises at online charter schools in Ohio
Although "no new online charter schools have opened in Ohio since 2005," the enrollments in the schools have grown.
That's the analysis in the The Columbus Dispatch October 11 which noted that there has been a 46 percent increase in enrollment at 27 virtual charter schools in the state with 29,000 students taking classes on line. The state's first e-school opened in 2000 with 2,200 students. Today is has 9,300 students.
The schools are publicly funded and there is no tuition. The article lists the schools, the county and the enrollment figures. For more info see, http://www.dispatch.com/live/content/local_news/stories/2010/10/11/enrollment-rises-at-online-charter-schools.html?sid=101 .
That's the analysis in the The Columbus Dispatch October 11 which noted that there has been a 46 percent increase in enrollment at 27 virtual charter schools in the state with 29,000 students taking classes on line. The state's first e-school opened in 2000 with 2,200 students. Today is has 9,300 students.
The schools are publicly funded and there is no tuition. The article lists the schools, the county and the enrollment figures. For more info see, http://www.dispatch.com/live/content/local_news/stories/2010/10/11/enrollment-rises-at-online-charter-schools.html?sid=101 .
Tuesday, July 13, 2010
Minnesota High Schools Blend Online and
High schools in Minnesota have begun offering "hybrid learning"to blend online learning with more traditional classroom learning, according to the Star Tribune Saturday. Forest Lake High School, for example, will offer six such classes next year. These include creative writing, Web design and animal science. Students attend classes at the school two days a week and the rest of the class time online.
"One of the things we believe in fundamentally is that the online world is not an all-or-nothing system," says Steve Massey, principal.
For more information, or to see how other high schools in Minnesota approach the issue, see http://www.startribune.com/templates/fdcp?1279024095140
"One of the things we believe in fundamentally is that the online world is not an all-or-nothing system," says Steve Massey, principal.
For more information, or to see how other high schools in Minnesota approach the issue, see http://www.startribune.com/templates/fdcp?1279024095140
Monday, May 10, 2010
New Virtual Schools Set to Open in Massachusetts
As part of a new education law enacted in January, the state of Massachusetts is set to open “Virtual Schools” to students throughout the state beginning this fall, according to an article in the Boston Globe May 5. The schools are an attempt to stem the drop-out rate, and attract students “who are bored or unchallenged by curriculums in traditional schools, and could benefit students who can’t attend regular school because of a medical condition, expulsion or incarceration, among other reasons,” the paper said.
“I think that for some students a virtual environment for all schooling or most schooling may make sense,’’ said Mitchell Chester, the state’s commissioner of elementary and secondary education. “But I don’t think online learning for all programs will be appropriate for most students. Learning at its heart is a social endeavor. . . . I think for most students face-to-face instruction is the medium that gives them most benefit.’’
The first Virtual School is scheduled to enroll up to 600 students in grades kindergarten through grade 8 in Greenfield, a small town in Western Massachusetts. Students must meet state requirements for class time, which in high school means completing 990 hours of “structured learning’’ annually. Online classes will be designed to meet the state’s academic standards. Schools districts outside the virtual school districts will need to pay $5,000 to the virtual school for each of their students who attend.
Not all school districts are jumping on board. Some district prefer providing classes, but not an entire program. “Online learning is a tool that allows students to enhance their education,’’ said State Senator Stanley Rosenberg from Amherst. “But it’s important for them not to spend 12 years at home looking at a computer.’’
For the complete article see http://www.boston.com/news/education/k_12/articles/2010/05/05/mass_about_to_enter_world_of_virtual_schools/ .
“I think that for some students a virtual environment for all schooling or most schooling may make sense,’’ said Mitchell Chester, the state’s commissioner of elementary and secondary education. “But I don’t think online learning for all programs will be appropriate for most students. Learning at its heart is a social endeavor. . . . I think for most students face-to-face instruction is the medium that gives them most benefit.’’
The first Virtual School is scheduled to enroll up to 600 students in grades kindergarten through grade 8 in Greenfield, a small town in Western Massachusetts. Students must meet state requirements for class time, which in high school means completing 990 hours of “structured learning’’ annually. Online classes will be designed to meet the state’s academic standards. Schools districts outside the virtual school districts will need to pay $5,000 to the virtual school for each of their students who attend.
Not all school districts are jumping on board. Some district prefer providing classes, but not an entire program. “Online learning is a tool that allows students to enhance their education,’’ said State Senator Stanley Rosenberg from Amherst. “But it’s important for them not to spend 12 years at home looking at a computer.’’
For the complete article see http://www.boston.com/news/education/k_12/articles/2010/05/05/mass_about_to_enter_world_of_virtual_schools/ .
Wednesday, April 14, 2010
Middlebury College Creates Online Language Academy
Middlebury, the college with renowned foreign language programs, has expanded its offerings with a new online education program for pre-collegiate students called Middlebury Interactive Languages.
Middlebury, located in Vermont, will work in partnership with K12, an online education company based in Herndon, Virginia. It will also expand the Middlebury-Monterey Language Academy, a language immersion summer program for middle and high school students.
"The partnership between Middlebury and K12 will expand access to high-quality language learning at a critical juncture," said Ronald D. Liebowitz, president, Middlebury C. "At a time when foreign language opportunities for primary and secondary school students in this country are declining, the need and demand for high-quality language learning is growing exponentially. Learning foreign languages and cultures has never been more important to our nation's global competitiveness."
Beginner French and Spanish for high school students will be offered late summer 2010. The courses will feature animation, music, videos and instructional games aimed at immersing students in new languages. Students will be assigned interactive, student-to-student virtual collaboration assignments, Middlebury said.
The courses are aimed at students who currently have no access to foreign language instruction. But teachers will also be able use the materials to supplement teaching in a regular classroom.
The new partnership will also lead to the expansion of the Middlebury-Monterey Language Academy, an immersion summer program for students in grades 8-12, which provides instruction in Arabic, Chinese, French, German and Spanish through four-week residential sessions on four campuses: Green Mountain College in Vermont; Oberlin College in Ohio; Pomona College in California and a site run in conjunction with the Johns Hopkins Center for Talented Youth at Bard College at Simon's Rock in Massachusetts.
For more info on the Middlebury programs see http://www.middlebury.edu/mil/ .
Middlebury, located in Vermont, will work in partnership with K12, an online education company based in Herndon, Virginia. It will also expand the Middlebury-Monterey Language Academy, a language immersion summer program for middle and high school students.
"The partnership between Middlebury and K12 will expand access to high-quality language learning at a critical juncture," said Ronald D. Liebowitz, president, Middlebury C. "At a time when foreign language opportunities for primary and secondary school students in this country are declining, the need and demand for high-quality language learning is growing exponentially. Learning foreign languages and cultures has never been more important to our nation's global competitiveness."
Beginner French and Spanish for high school students will be offered late summer 2010. The courses will feature animation, music, videos and instructional games aimed at immersing students in new languages. Students will be assigned interactive, student-to-student virtual collaboration assignments, Middlebury said.
The courses are aimed at students who currently have no access to foreign language instruction. But teachers will also be able use the materials to supplement teaching in a regular classroom.
The new partnership will also lead to the expansion of the Middlebury-Monterey Language Academy, an immersion summer program for students in grades 8-12, which provides instruction in Arabic, Chinese, French, German and Spanish through four-week residential sessions on four campuses: Green Mountain College in Vermont; Oberlin College in Ohio; Pomona College in California and a site run in conjunction with the Johns Hopkins Center for Talented Youth at Bard College at Simon's Rock in Massachusetts.
For more info on the Middlebury programs see http://www.middlebury.edu/mil/ .
Thursday, April 8, 2010
Nominate the First Online K-12 Teacher of Year
Yesterday the International Association for K-12 Online Learning and the Southern Regional Education Board announced that they will co-sponsor the first “Online K-12 Teacher of the Year Award.”
The “award will recognize an outstanding online teacher for exceptional dedication and contributions to online K-12 education,” the announcement said. Teachers in a public school or state virtual school can be nominated by a superintendent, principal, program director/manager, department chair or any other supervisor of the teacher.
"Teachers are the real unsung heroes in online learning,” said Susan Patrick, president, iNACOL. “Online teachers provide the gold standard in enabling 21st century models of student learning. Students spend more time online learning, writing, creating, playing, researching and working -- and teachers are connecting and interacting with students in online courses to provide high-quality instruction, personalized learning and unprecedented access to world-class educational opportunities,"
The winner will receive an all-expenses-paid trip to the Virtual School Symposium hosted by iNACOL November 14-16 in Glendale, Arizona, recognized at the meeting November 14 and featured on the SREB and iNACOL websites.
Nominations for the award must be submitted to SREB by April 16. For complete see http://www.inacol.org/events/awards.php .
iNACOL is a membership association based in Vienna, Virginia, with more than 3,400 members representing a school districts, charter schools, state education agencies, non-profit organizations, colleges, universities and research institutions, corporate entities and other content and technology providers. For more info on the organization see, http://www.inacol.org/ . To get information on the symposium see, http://www.virtualschoolsymposium.org/ .
The “award will recognize an outstanding online teacher for exceptional dedication and contributions to online K-12 education,” the announcement said. Teachers in a public school or state virtual school can be nominated by a superintendent, principal, program director/manager, department chair or any other supervisor of the teacher.
"Teachers are the real unsung heroes in online learning,” said Susan Patrick, president, iNACOL. “Online teachers provide the gold standard in enabling 21st century models of student learning. Students spend more time online learning, writing, creating, playing, researching and working -- and teachers are connecting and interacting with students in online courses to provide high-quality instruction, personalized learning and unprecedented access to world-class educational opportunities,"
The winner will receive an all-expenses-paid trip to the Virtual School Symposium hosted by iNACOL November 14-16 in Glendale, Arizona, recognized at the meeting November 14 and featured on the SREB and iNACOL websites.
Nominations for the award must be submitted to SREB by April 16. For complete see http://www.inacol.org/events/awards.php .
iNACOL is a membership association based in Vienna, Virginia, with more than 3,400 members representing a school districts, charter schools, state education agencies, non-profit organizations, colleges, universities and research institutions, corporate entities and other content and technology providers. For more info on the organization see, http://www.inacol.org/ . To get information on the symposium see, http://www.virtualschoolsymposium.org/ .
Monday, February 1, 2010
Colorado Online K-12 Enrollment Increases 13 Percent
Online student enrollment in kindergarten through grade twelve in the state of Colorado increased to 13,093 during the 2008-2009 school year, an increase of 1,452 students over the previous year, according to a report released Friday by the Colorado Department of Education.
“Students in Colorado continue to see the value of online learning,” said Pam Ice, the online support director at the CDE. “The 2008-2009 school year brought improvements in student success in many of Colorado’s online programs. Graduation rates and completion rates increased, more programs employ guidance counselors and credentialed staff for special education and English Language Learners. These efforts are paying off for the programs.”
The 122-page report called “Summary Report of the Operations and Activities of Online Programs in Colorado” describes the activities for single-district and multi-district online programs during the 2008-2009 school year, as well as an enrollment count for October 2009. The report provides information about a program’s delivery, the alignment to standards, the demographics and accountability data, curriculum, student support and budgets.
The Denver Business Journal culled some of the information in the report for its Saturday edition. It found 25 distinct programs. Some are designed for “at-risk” students. Others are for advanced students. Most of the programs are for high school students. But Littleton Public Schools offers "LPS@Home" to elementary students. The largest online program is the Colorado Virtual Academy, based in Northglen, with 4,333 students enrolled during the 2009-2010 school year.
Eighty-seven percent of online students are from school districts outside the district sponsoring the online program. In addition, the programs are suffering their own drop-out problems. Officials state that students sometimes think the programs will be easier than traditional high schools and they discover they are not.
To read the complete report, visit
http://www.cde.state.co.us/onlinelearning/index.htm . To see the article in the Denver Business Journal go to http://denver.bizjournals.com/ .
“Students in Colorado continue to see the value of online learning,” said Pam Ice, the online support director at the CDE. “The 2008-2009 school year brought improvements in student success in many of Colorado’s online programs. Graduation rates and completion rates increased, more programs employ guidance counselors and credentialed staff for special education and English Language Learners. These efforts are paying off for the programs.”
The 122-page report called “Summary Report of the Operations and Activities of Online Programs in Colorado” describes the activities for single-district and multi-district online programs during the 2008-2009 school year, as well as an enrollment count for October 2009. The report provides information about a program’s delivery, the alignment to standards, the demographics and accountability data, curriculum, student support and budgets.
The Denver Business Journal culled some of the information in the report for its Saturday edition. It found 25 distinct programs. Some are designed for “at-risk” students. Others are for advanced students. Most of the programs are for high school students. But Littleton Public Schools offers "LPS@Home" to elementary students. The largest online program is the Colorado Virtual Academy, based in Northglen, with 4,333 students enrolled during the 2009-2010 school year.
Eighty-seven percent of online students are from school districts outside the district sponsoring the online program. In addition, the programs are suffering their own drop-out problems. Officials state that students sometimes think the programs will be easier than traditional high schools and they discover they are not.
To read the complete report, visit
http://www.cde.state.co.us/onlinelearning/index.htm . To see the article in the Denver Business Journal go to http://denver.bizjournals.com/ .
Wednesday, January 13, 2010
Webinar Today on “Blending Online and Face-to-Face Learning Environments”
The International Association for K-12 Online Learning (iNACOL) will host a “webinar” titled "Blending the Online and Face-to-Face Learning Environments" Wednesday, January 13th, from 2:00 - 3:00 PM (Eastern) via Elluminate Live, a virtual meeting place.
"This topic is extremely important as the future of learning incorporates online and blended approaches to extend learning time and create more learning opportunities to students in any school or location,” said Susan Patrick, president and CEO, iNACOL. “Blended learning is rapidly moving into classrooms with digital curriculum, web-based platforms and teachers using tools in new ways to engage students using technology and to personalize instruction using real-time data to adjust and adapt to the learning needs of the kids."
This particular webinar aims to illustrate how school districts deliver blended models and enable students to earn credit in Juvenile Justice programs, expulsion programs, dropout retrieval programs, community learning centers and self-contained ESE units.
The panelists include Todd Yarch, VOISE Academy Chicago Public Schools; Tom Stanley, Clark County School District; and Carol Downing, Volusia County Schools. They represent a school district, a fully-blended high school and a high school teacher who blends the learning options in the classroom.
iNACOL is a non-profit membership association with more than 3,500 members representing school districts, charter schools, state education agencies, non-profit organizations, colleges, universities and research institutions, corporate entities and other content and technology providers.
To register for the webinar, go to the iNACOL website, http://www.inacol.org/events/webinar/index.php . The price of the webinar varies for members & non-members.
"This topic is extremely important as the future of learning incorporates online and blended approaches to extend learning time and create more learning opportunities to students in any school or location,” said Susan Patrick, president and CEO, iNACOL. “Blended learning is rapidly moving into classrooms with digital curriculum, web-based platforms and teachers using tools in new ways to engage students using technology and to personalize instruction using real-time data to adjust and adapt to the learning needs of the kids."
This particular webinar aims to illustrate how school districts deliver blended models and enable students to earn credit in Juvenile Justice programs, expulsion programs, dropout retrieval programs, community learning centers and self-contained ESE units.
The panelists include Todd Yarch, VOISE Academy Chicago Public Schools; Tom Stanley, Clark County School District; and Carol Downing, Volusia County Schools. They represent a school district, a fully-blended high school and a high school teacher who blends the learning options in the classroom.
iNACOL is a non-profit membership association with more than 3,500 members representing school districts, charter schools, state education agencies, non-profit organizations, colleges, universities and research institutions, corporate entities and other content and technology providers.
To register for the webinar, go to the iNACOL website, http://www.inacol.org/events/webinar/index.php . The price of the webinar varies for members & non-members.
Monday, January 4, 2010
Arizona Schools New K-12 Online Course Catalog
Happy New Year!
Tom Horne, Arizona Schools Chief, began the year by announcing the publication of a new Arizona Department of Education K-12 online course offering catalog. According to the ADE, “the catalog represents a listing of some of the K-12 online programs available to students statewide in a centralized location so that schools, parents, and students can view the vast course selection available to them”
Horne added: “With the fast growth of online learning, I wanted to make sure Arizona has a robust catalog of courses available to all students statewide. Online courses offer subjects that may not be available in a given school, help to students who wish to accelerate their learning and assistance to those students who may need extra time or options for their academic success.”
The catalog was posted today, January 4, and is divided by sections and then course descriptions. One section called "Education2020" includes courses in math, language arts, social sciences, sciences and electives. Credits for the courses are to transfer to individual schools (but Horne recommended students and parents check with their school first.)
For more info see Arizona Schools New K-12 Online Courses at http://www.ade.state.az.us/technology/onlinecatalog.asp .
Tom Horne, Arizona Schools Chief, began the year by announcing the publication of a new Arizona Department of Education K-12 online course offering catalog. According to the ADE, “the catalog represents a listing of some of the K-12 online programs available to students statewide in a centralized location so that schools, parents, and students can view the vast course selection available to them”
Horne added: “With the fast growth of online learning, I wanted to make sure Arizona has a robust catalog of courses available to all students statewide. Online courses offer subjects that may not be available in a given school, help to students who wish to accelerate their learning and assistance to those students who may need extra time or options for their academic success.”
The catalog was posted today, January 4, and is divided by sections and then course descriptions. One section called "Education2020" includes courses in math, language arts, social sciences, sciences and electives. Credits for the courses are to transfer to individual schools (but Horne recommended students and parents check with their school first.)
For more info see Arizona Schools New K-12 Online Courses at http://www.ade.state.az.us/technology/onlinecatalog.asp .
Monday, December 14, 2009
Virtual High School Expands into New Jersey
Virtual High School, a non-profit distance-learning program that began in Massachusetts, recently expanded into New Jersey, according to the Courier-Post in Cherry, Hill, New Jersey. Palmyra High School became one of the latest to begin using the program which began 13 years ago and this semester includes 12,000 students in 150 courses and 347 course sections in more than 650 schools in 31 states and 34 countries.
"We really pioneered it and are a global consortium,” said Carol Arnold, a spokeswoman for VHS. “Our kids have to work with people in other parts of the world and collaborate online. We also have a rigorous professional development program to ensure the quality of our coursework."
The VHS courses are designed to supplement courses offered at a school. They run for 15-week semesters with reading assignments and other assignments online. Students participate in class discussions through threads and blogs.
A school pays a membership fee--$6,500--to free a teacher to teach the course and enroll 25 students. Schools pay a higher fee if they don’t have a teacher who can teach the course.
"It broadens the curriculum a lot,” said Thomas Anderson, a district curriculum director and VHS site coordinator at Collingswood High School in New Jersey, one of the first schools in New Jersey to offer the program. “We could offer many courses we don't offer here, including AP and computer science classes."
Collingswood offers classes in the Holocaust, psychology, zoology, criminology and American multiculturalism. Others have taken music appreciation, AP physics and AP calculus. Other cities in New Jersey who are adopting the program are Pitman, Gloucester City and Camden County Technical Schools.
For more information about Virtual High School see http://www.govhs.org
"We really pioneered it and are a global consortium,” said Carol Arnold, a spokeswoman for VHS. “Our kids have to work with people in other parts of the world and collaborate online. We also have a rigorous professional development program to ensure the quality of our coursework."
The VHS courses are designed to supplement courses offered at a school. They run for 15-week semesters with reading assignments and other assignments online. Students participate in class discussions through threads and blogs.
A school pays a membership fee--$6,500--to free a teacher to teach the course and enroll 25 students. Schools pay a higher fee if they don’t have a teacher who can teach the course.
"It broadens the curriculum a lot,” said Thomas Anderson, a district curriculum director and VHS site coordinator at Collingswood High School in New Jersey, one of the first schools in New Jersey to offer the program. “We could offer many courses we don't offer here, including AP and computer science classes."
Collingswood offers classes in the Holocaust, psychology, zoology, criminology and American multiculturalism. Others have taken music appreciation, AP physics and AP calculus. Other cities in New Jersey who are adopting the program are Pitman, Gloucester City and Camden County Technical Schools.
For more information about Virtual High School see http://www.govhs.org
Monday, November 16, 2009
Online High School Founder Wins Award for Contributions to Field
Keith Oelrich, CEO and founder of Insight Schools, was honored yesterday for his contributions to K-12 online learning at a Virtual School Symposium in Austin, Texas. The event was sponsored by iNACOL, a national nonprofit membership organization based in Washington D.C.
Oelrich was recognized for his development of a “student-centered high school alternative.” In 2005, he founded Insight Schools, a national network of accredited. tuition-free, diploma granting public high schools based in Portland, Oregon. Insight now enrolls more than 9,000 full-time students in eight states. It promotes individualized learning programs and differentiated assessments to allow students the option of demonstrating the knowledge of a subject area “through assignments catered to their learning styles,” it states.
"I'm honored to receive this award and continue to be very excited about the future of K-12 online learning," said Oelrich. "Many students today are looking for an educational environment that fits their interests, their lifestyle, and their goals. If you approach the solution with the student's needs first, the rest is easy .... I truly believe online education will be a reality for every high school student in the next decade, both in virtual and traditional classrooms.”
Insight is a subsidiary of the Apollo Group, which also includes the University of Phoenix. Before forming Insight Schools, Oelrich was President and CEO of Apex Learning and CEO of KC Distance Learning. "A long time ago, we were lone voices in the wilderness," said Oelrich. "Now, distance learning is a national industry, with national awards.”
iNACOL’s Virtual School Symposium attracts more than 1,200 representatives from national, state, district, private and other virtual school programs and is the industry's leading event in K-12 online learning. It states it is the only national conference focused solely on K-12 online learning and virtual schools.
To learn more, visit www.insightschools.net .
Oelrich was recognized for his development of a “student-centered high school alternative.” In 2005, he founded Insight Schools, a national network of accredited. tuition-free, diploma granting public high schools based in Portland, Oregon. Insight now enrolls more than 9,000 full-time students in eight states. It promotes individualized learning programs and differentiated assessments to allow students the option of demonstrating the knowledge of a subject area “through assignments catered to their learning styles,” it states.
"I'm honored to receive this award and continue to be very excited about the future of K-12 online learning," said Oelrich. "Many students today are looking for an educational environment that fits their interests, their lifestyle, and their goals. If you approach the solution with the student's needs first, the rest is easy .... I truly believe online education will be a reality for every high school student in the next decade, both in virtual and traditional classrooms.”
Insight is a subsidiary of the Apollo Group, which also includes the University of Phoenix. Before forming Insight Schools, Oelrich was President and CEO of Apex Learning and CEO of KC Distance Learning. "A long time ago, we were lone voices in the wilderness," said Oelrich. "Now, distance learning is a national industry, with national awards.”
iNACOL’s Virtual School Symposium attracts more than 1,200 representatives from national, state, district, private and other virtual school programs and is the industry's leading event in K-12 online learning. It states it is the only national conference focused solely on K-12 online learning and virtual schools.
To learn more, visit www.insightschools.net .
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