1. Make Connections with Distance Learning

2. A learning activity where students and instructors are separated by geography, time or both for the majority of the instructional period. What is Distance Education?

3. Flexibility – work online, in class, or both Lack of transportation to class Access to online class while traveling Unable to attend class (health, work schedule) Good match for independent learners Build skills at an accelerated pace Why DE?

4. Are you a good candidate for distance learning?

5. Recently Approved for FY17 Distance Education Burlington English Plato News Flash!

6. Rosetta Stone Level 1 Level 2 Level 3 Level 4 Level 5 USA Learns 1 st English Course 2 nd English Course Practice English and Reading Course ESOL Distance Hub Options

9. ESOL Students Teachers Good communication Jenny’s Tips for Success

10. “I will always be treating to learn more english because I need to speak like my same languaje.I say you thanks for help me. My goal is to do citizen; thanks again” - Lucy “I did like the program. It was easy to use for me.” - Hiroko “…on-line classes are really helpful for people who really have lots of trouble with pronunciation and have to learn basic thing I would say.I didn't have any trouble with log in to the classes.” - Milana Thoughts from Students

11. ALEKS ITTS ABE/ASE Distance Hub Options Skills Tutor

12. How does ALEKS work? Adaptive learning plan More than one path to mastery ALEKS

14. Being phased out by publisher Our subscription will end this fiscal year The state office is exploring all replacement options and will inform when decision is made Skills Tutor

15. Meeting DE time requirement Communication with DE instructor and classroom instructor Consistent Work Taking Notes Motivated Cindy’s Tips for Success

16.  Review all materials available on Reference materials for ABLEReference materials for ABLE  Distance Education Models and Scenarios  Consider having a Distance Education Facilitator/Representative/Team to streamline process (ABE/ASE and ESOL)  Discuss with instructors (no fears about losing students in class)  Start slow and increase DE options for students Perspective from a Local Program

17.  Working within a Local Program  Train a team/specific instructors  Review referral system (know what information you need to provide and think about efficient options)  Know the DE options provided from the Hub and present the options in a interactive style so students can preview  Be aware of technology issues (tablets vs. laptops)  Be prepared to receive attendance reports and updates  Clear communication is needed  Many options (attending class and online learning) Tips for Working with the Hub and Local Program Model

18.  Working with the Hub  Have all information ready to go for referral. Include TABE scale scores and book level for correct student placement in content  Include helpful information about student  Know the rules/contract from the Hub and let students know ahead of time  Stay in contact with your Hub representative  Read monthly reports sent by Hub representative Tips for Working with the Hub and Local Program Model

19.  Student attending an ABE/ASE class to improve basic skills to increase his TABE score for a CDL training program. Student entered program with a EFL of a 3 in reading and by regularly attending class and doing the ITTS program and My Skills DE options, student has increased to an EFL of a 5 in reading. Student has also expanded awareness of technology and has learned new skills.  More advanced ESOL student who attends class a couple times a month, but is enrolled in a pharmacy technician program. She studies with Rosetta Stone as well to improve her grammar. Success Stories

20.  Student attending an ESOL class 2 nights per week consistently attends class and uses Rosetta Stone online (200 hrs of online learning). Student has had an EFL gain and is now working on ABE/ASE DE options to increase reading, and to practice math and science.  Non-native English student attending an ABE/ASE class once a week. Student has solid math skills, but struggles with language. After over 200hrs of online learning, student has had an EFL increase in language and is excited to begin taking GED practice tests and enroll in post secondary school. Success Stories

21. Request student progress reports for digital or print portfolio documentation DE combined with classroom attendance can help students obtain hours more quickly toward progress testing Work as a team to get information about students who have “disappeared” assist in getting them back to DE and local class. Other Partner Program Tips

22. Access DE through Ohio ABLE PD Login

23. Heidi Danielsteacherheidi123@gmail.comteacherheidi123@gmail.com Jenny DeJong jennyjead@gmail.comjennyjead@gmail.com Cindy Pricedistanceteacher@gmail.comdistanceteacher@gmail.com Stephanie Schab schabs@parmacityschools.orgschabs@parmacityschools.org For questions or to receive a digital copy of this PPT