February 2005 — Applications
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Colorado Springs District Creates Digital School in Local Mall for 'Disenfranchised' Students
Personal Tutors
At the outset, a prospective student for the Digital School works with our part-time counselor to determine if the school is the best place to meet his or her needs. If it’s determined that the school is the best place, they then work together to decide which courses the student should take. We allow each student to sign up for only one course at a time, and they must finish the course before moving on to another.
The Digital School, coupled with the flexibility of the NovaNET system, also allows students to re-enter school at any time of the year. Its online curriculum enables students to create individualized lesson plans and test into courses to assure their success. We find that this technology-based environment, which we have created and use in the core content areas, helps students stay focused on their work, as there are no school bells, lunch periods or other distractions. On a normal day, a student will walk in, pick up his or her notebook, say hello to the teacher, sit down at a computer and begin working. We also limit students to a maximum of four hours a day, which we think helps improve their concentration.
In addition, the NovaNET system acts like a personal tutor for each student. This means that it provides continual positive feedback and constructive encouragement as students progress at their own pace. Students appreciate that they can ask questions or repeat difficult problems and concepts without holding the entire class back. The system also helps students gain a real sense of accomplishment as they progress through each course.
Flexible Scheduling
NovaNET gives students greater flexibility in their schedules by allowing them to select the days and times they would like to attend each week. Students can then sign up for a four-hour block of computer time and use as much or as little of that time as they need. The students especially like the fact that they “get to be an adult” by picking their own hours and setting their own goals. We also ask students to sign up for another session before they leave, and we encourage them to attend at least twice a week, because we find students experience more success that way. In addition, we try to schedule students with the same teacher each time, which helps strengthen the student-teacher relationship and, in turn, increases retention.
The Student-Teacher Relationship
The student-teacher relationship is essential for a student to succeed. When teachers are hired to work at the Digital School, it is not critical that they have good computer skills. Instead, it is more important that they have strong skills in building relationships with the students. In an environment where we are working with dropouts and students who have not succeeded in traditional school settings, it is critical to have a teacher who is willing to continually make contact with the students and keep them coming back.
Digital School Results
In fall 2003, the Digital School’s first semester of operation, seven students graduated; 48 credits were recovered; and seven students earned “releveled” status, meaning they had earned enough credits to be on the appropriate grade level.
