Page 1

Putnam

County

Schools

Virtual Instruction to Accentuate Learning

Program Handbook REVISED - November 5, 2015

1


For permission to reprint, contact:    Sam Brooks  Personal Learning Coordinator­Putnam County Schools    Principal­Putnam County VITAL  1400 East Spring Street  Cookeville, TN. 38501  931­528­2176 (o)  931­260­7873 (c)                           "Engage, Inspire, Achieve, ­ Every Day, Every Child, No Exceptions" 

 

   

       

All ​ material ​ in this book not specifically identified as being reprinted from another source is copyright ©2015 by Sam Brooks. You have permission to make copies for your own use. You may not distribute, copy, or otherwise ​ reproduce​ any of this material for sale or for commercial use without written permission from Sam Brooks or the Putnam County VITAL program and Putnam County ​ School​ s.

2


Table of Contents Mission………………………………………………………………………………………………….…5 Purpose………………………………………………………………………………………...….……..5 Staff Responsibilities………………………………………………………………………...…. 6-17 Personal Learning Coordinator(PLC)​ ​ ..........................................................6 Instructional Leader​ ​ ……………………………………………………………………….. 6-8 Instructional Technology Specialist …………………………………………………..8-9 Dual Enrollment Specialist…………………….……………………………………​ …..10-11 Building Principal​ ​ ...…………………………………………………………………...…..11-12 ​ Onsite Facilitator (OF)​ ...........................................................................12-13 Lab Facilitator (LF)​ ​ ................................................................................14-15 ​VITAL Online Instructor​ …………………………………………………………..…..…15-17 Guidance Staff​ ​ ….…………………………………………………………………………...…..17 Technology Staff​ ​ ...……………………………………………………………………..……...17 Contacts.…………………………………………………………………………………….………18-19 ​ Systemwide​ ……….………………………………………………………….…………………..18 Personal Learning Coordinator​ ​ ……...…………………………..……………………..18 Instructional Leaders………………………………………………………………………...​ ​ 18 School Sites​ ​ ……………………………………………………………………………..……..18-19 Program…………………………………………………………………………………………….....20 Current BOE Policy - Alternative Credit Options (4.209)................................20 VIRTUAL/ON-LINE COURSES……….………………………………………………….…​ ​ 20 CREDIT RECOVERY…………..………………………………………………………………..​ 21 OTHER CREDIT OPPORTUNITIES​ ….…………………………………………………….21 Tuition………………..…………………………………………………………………………….…..21 Refund Policy VITAL and Advanced Placement Courses​ ​ ..……………………....21 Strands/Courses….………………………………………………………………………………….22 ​Credit Recovery (CR)​ ...............................................................................22-23 ​Credit Advancement (CA)​ ........................................................................23-24 Available Courses………………………………………………………………………………......24 Credit for VITAL Courses………………………………………………………………………...24 Students……………………………………………………………………………………………..24-26 ​Identification​ …………….………………………………………………….…………………... 24 Student Responsibilities​ ​ :.............................................................................25 ​ Parent Responsibilities​ :............................................................................25-26 Registration……………………………………………………………………………………..… 26-28 ​Registration Periods​ ………………………………………………………………………..….26 Registration Procedure​ ​ ……………..…………………………………………………..…26-27 Independent Work Special Permission………………………………………………….​ ​ 27 Fee Collection Procedures​ ………….....………………………………………….……….27-28 3


​rop/Add Policy​ D …………………….…………..………………………………………….….....28 Withdrawals​ ​ …………………..……………………………………………………………….…...28 Student Attendance and Participation …………………………………….………….....29 ​ Homework and Absence Policy​ ​ …………..……………………………………………...….29 Suspended Students​ ​ ………………………………………………………………….………..…29 Progress Reports​ ​ …………..…………………………………………….…………………...29-30 Interventions and Academic Watch………………………………………….………...​ 30-31 Acceptable Use Policy……………………………………………………………………………....32 Student Discipline, Rights, and Responsibilities…………..……………………………..32 Anti-Discrimination/Harassment Policy……………………………………………………..32 Equity………………………………………………………………………………………………..…….33 Title VI/IX and Other Equity Legislation……………………………………………..…...…33 Acknowledgement …………………………………………………………………………….……..34

4


Mission The mission of the Virtual Instruction to Accentuate Learning (VITAL) Program is to provide  students with a high quality, flexible, technology­based educational opportunity that allows them  to maximize their potential to serve and participate productively in 21st century society. 

Purpose The VITAL program is designed to serve two primary purposes:    1. Assure equitable access to rich and varied learning opportunities for Putnam County  students, with emphasis on curricular areas needed to ensure that all students can meet  the Tennessee Content Standard and succeed in higher education and the workplace.    2. Support schools in integrating technology into teaching and learning by offering high  quality educational services for Putnam County students. 

5


Staff Responsibilities Personal Learning Coordinator (PLC)  The Virtual Learning Coordinator (PLC) is involved in the day­to­day operations of the program  in the district and develops the policies, registration procedures, and implementation of VITAL  courses for students in conjunction with other district personnel.    The responsibilities of the PLC include:  ● Provide information to schools, students, parent/guardian, and staff regarding VITAL  offerings  ● Coordinate correspondence between the school system central office and VITAL  programs  ● Collaborate with VITAL staff in providing in­service training to site­based coordinators  and others in the schools in which students are taking classes through the VITAL  program  ● Coordinate practices/policies at system level including:  ○ Communication  ○ Agreement on decisions  ○ Monitoring  ○ Problem solving  ● Work with central office information technology staff to ensure that the school system  network will permit access to the courses  ● Work with curriculum staff on which courses are approved for use within the school  system  ● Coordinate the budget related items   ● Collect formative data to evaluate and improve the program  ● Communicate with the VITAL Coordinators to provide feedback on the quality of the  courses and instruction and the satisfaction level of the school system  ● Plan for growth of the current program and plan future online courses and opportunities  for other forms of virtual learning within the Putnam County School System 

Instructional Leader (IL)   

The Instructional Leader assists the Personal Learning Coordinator in managing the school and  its human resources to attain school goals by providing evidence of effective instruction that  results in student achievement, as recognized through defined learning gains and survey results. 

6


The Instructional Leader supports instructors/facilitators in personal and professional growth  activities and daily job expectations.     The responsibilities of the IL include but are not limited to:  ● Facilitate the developing and mentoring of instructional staff   ● Supervise, monitor, observe, and evaluate designated teachers and staff in terms of their  performance and responsibilities in the achievement of school goals and priorities   ● Serve as an instructional coach for VITAL instructional staff   ● Cultivate a collaborative working environment that encourages communication,  innovation, rigor, and refinement of the best instructional practices   ● Organize and facilitate VITAL instructional related meetings   ● Assist with the development of short–term and long–term staff development plans   ● Monitor the effectiveness of VITAL training programs as it relates to preparing and  supporting online teachers and lab facilitators   ● Review monthly progress reports and other ancillary data to identify areas of concern in  regard to student, facilitator, and teacher performance   ● Maintain visibility in his/her school community and be recognized as an educational  leader responsible for effective teaching, student achievement, and a safe and healthy  environment   ● Provide regular feedback to the Personal Learning Coordinator regarding the  performance of instructional staff and progress of students   ● Monitor district compliance with accountability measures   ● Schedule and meet office hour obligations as assigned by the VITAL Personal Learning  Coordinator  ● Meet professional obligations through efficient work habits such as meeting deadlines,  honoring schedules, coordinating resources and meetings in an effective and timely  manner, and demonstrate respect for others   ● All work responsibilities are subject to having performance goals and/or targets  established   ● Assists the PLC ​ in the day­to­day operations of the program in the district and helps  develops the policies, registration procedures, and implementation of VITAL courses for  students  Knowledge, abilities and skills:   ● Ability to work with and through people to establish goals, objectives, and action plans   7


● ● ● ● ● ● ● ● ● ●

Strong knowledge of instructional strategies   Strong knowledge of online instructional design theories   Strong knowledge of learning style theories   Strong knowledge of educational leadership strategies   Demonstrates strong verbal and written communication skills   Possesses knowledge of technical issues affecting the organization   Displays proficiency in organization and coordination skills   Works as a team member and leader   Employs innovative problem solving techniques to accomplish objectives   Possesses skills with all applicable and recommended VITAL computer applications  

Instructional Technology Specialist   The Instructional Technology Specialist will work collaboratively with faculty, staff, and  students to support student learning through learning design and the use of technology. This  includes partnering with PCSS in the learning design process to make the best uses of available  teaching methods and in the best uses of technology to enhance student learning.  The  Instructional Technology Specialist will work with PCSS on the design and development of  instructional content that will be used in traditional on­campus courses, blended, and online  courses; will plan, coordinate and conduct in­service on the use of new technologies, conduct  research on emerging technologies for use in an academic setting, and provide instruction and  support to students and staff to assist them in the development and/or improvement of  technology skills.    

Duties include, but are not limited to:    ● Developing and delivering technical training sessions and workshops  ● Working with a wide range of multimedia software including, audio, video, web,  animation, and photo to develop materials for online, hybrid, and face to face courses  ● Developing instructional web and media­based interactive learning objects (tutorials,  demos, training modules)  ● Conducting research to identify potential applications for new and emerging instructional  technologies within the VITAL Department  ● Collaborating with co­workers, on departmental and district­wide projects  ● Participating on district committees  ● Maintenance and development of VITAL Instructional software programs  ● Conducting software training sessions for students  ● Other duties as assigned 

8


Qualifications/Skills/Abilities: ● Experience providing technical training in group and individualized sessions  ● Intermediate to advanced skill in the use of Google Apps for Education, Compass  Learning, BlackBoard, e2020, and other programs as needed  ● Intermediate to advanced skill in using web and media based technologies for education  such as but not limited to Camtasia, Google Apps for Education,, Adobe, HTML,  HTML5, CSS, and JavaScript, and other technologies as needed  ● Curiosity about and commitment to learning cutting edge technologies   ● Provides input in the development of a system­wide and building level programs that  enables students to use technology as learning tools.   ● Investigates and disseminates information on best practices for technology integration  ● Provides training to teachers in the use of current technology to meet curriculum goals.  ● Provides training to teachers in computer competencies.  ● Maintains current knowledge of technology and instructional practices that relate to the  use of technology.  ● Provides resource information relating to new techniques and practices that relate to the  use of technology and that enable students to use technology as a learning tool.   ● Communicates with school and district personnel, parents, and community to share  information about the technology program.  ● Assists in the development and implementation of technology professional development.  ● Follows ethical guidelines applicable to the position as outlined by professional  organizations and/or federal, state and local laws, rules and regulations.  ● Assesses the need for miscellaneous technology item needs  ● Supports the use of computers in classrooms.   ● ability to adhere to stated deadlines  ● Ability to work independently on tasks with little or no supervision   ● Knowledge of educational applications of social media  ● Excellent oral and written communication skills  ● Excellent presentation skills  ● Excellent customer service skills  ● Positive attitude 

9


Dual Enrollment Specialist   The Dual Enrollment Specialist manages the Dual Enrollment Program within the Putnam  County School System.  This person supervises the support roles within the programs,  completing program evaluations, and liaising with other departments, as needed.   The Dual  Enrollment Specialist manages instructional policy and supervises students within the Dual  Enrollment Program.  The Dual Enrollment Specialist collaborates with all H.S. Counselors in  the identification, registration, and preparation of Dual Enrollment students within Putnam  County Schools.  The Dual Enrollment Specialist works with internal/external stakeholders on a  yearly basis to determine program needs as well as overseeing data security, collection and  analysis; results publication, and  legal compliance. The Dual Enrollment Specialist will also  complete other duties as assigned by the Personal Learning Supervisor and/or the Director of  Schools.    Duties are, but not limited to:    ● Outreach/recruitment of students for Dual Enrollment  ● Conducting Dual Enrollment information and orientation sessions  ● Assisting with Dual Enrollment student registration  ● Working with the Putnam community and the dual enrollment colleges to recruit faculty  for onsite and online Dual Enrollment opportunities  ● Facilitate College Placement testing of potential Dual Enrollment Students  ● Assisting in mentoring and advising of Dual Enrollment students  ● Assist with the management of operations at community partner/satellite sites, including  student advising, registration, community outreach and space management/scheduling  ● Act as a liaison between high school administration, guidance and college faculty  ● Market the Dual Enrollment Program on all avenues possible including, but not limited to  social media  ● Develop collaborative relationships with administrators, counselors and faculty at local  high schools and community colleges.  ● Maintain documentation and develop periodic reports on recruitment activities,  prospective students, DC/DE enrollments, and outcome achievements.  ● Develop articulation agreements and serve as the liaison between high schools and the  deans.  ● Work closely with the deans to ensure that the quality of DC/DE courses is maintained.  ● Coordinate registration, payments, and textbook sales/rental with high schools through  the dual enrollment colleges.  ● Assist in managing formal agreements with highs schools and the colleges and develop  recommendations for the VITAL Office and Director of Schools as required.  10


● Keep administration informed regarding interests and requests from business and  industry in the local community, our nation, and the world.  ● Oversee distribution and collection of student registration packets through the HS  facilitators  ● Perform other duties as assigned by the Personal Learning Supervisor and the Director of  Schools      KNOWLEDGE, SKILLS AND ABILITIES:    ● Possess strong interpersonal, communication and organizational skills  ● Knowledge of a student information systems   ● Ability to work cooperatively with students, administration, faculty and staff  ● Ability to develop collaborative relationships with all PCSS stakeholders  ● Previous experience preparing brochures, announcements, reports, etc.  ● Strong computer skills   ● Possess strong organizational skills to develop, implement, and manage dual enrollment  programs for prospective and new students.  ● Knowledge of and ability to communicate current college admission requirements,  registration requirements, interpretation of placement test scores, transfer student  requirements, and campus resources and services.   ● Ability to convey college information articulately and effectively to prospective students,  families, and community leaders   ● Ability to work independently on tasks with little or no supervision   ● Ability to collaborate with various offices and outside community constituents for  program development   ● ability to adhere to stated deadlines   

Building Principal  The responsibilities of the Building Principal include:    ● Assist the PCSS Personal Learning Coordinator in the allocation, assigning, and  supervision of staff at the building level, including, but not limited to, the school VITAL  Onsite Facilitator (OF) and Lab Facilitators (LF) as needed  ● Implement the pertinent county and state policies and practices  ● Make final decisions on participation in the program and student enrollment  ● Participate in staff development provided by the school system in how to supervise and  evaluate site­based staff  ● Provide adequate lab facilities for participating students during the school day  11


● Provide training for staff as needed  ● Recommend teachers to the PLC for consideration as course developers for the VITAL  program  ● Understand the concept of online course and the roles of staff in supporting the use of  online courses   

Onsite Facilitator (OF)  The VITAL Personal Learning Coordinator, with the help of the building principal designates the  Onsite Facilitator. The OF must have a rapport with the students in the program, have access to  transcripts (including Power School), and be able to advise students and parents on all VITAL  personal learning options. The facilitator must be present during the time of course delivery in a  lab setting, hold a Tennessee teaching certificate, and will work as a member of the school  faculty. This facilitator must have daily access to email, Internet, scanner,  and phone.  He or she  should also have basic computer competencies and troubleshooting skills.  The responsibilities of the VITAL Onsite Facilitator include:  ● Keep a record of student contacts (phone calls, conferences with the student and/or  parent, contact with the online teacher, and other district employees).  General  communications can be documented via Genius or Google Account.  Any  communications dealing with concerns, red flags, etc., should be documented in the  current VITAL student information system (Genius).   ● Attend all VITAL training sessions    ● Onsite Facilitators should check in with all VITAL students (including students taking a  course OUTSIDE of the regular school day) during the first five days a student is  enrolled in an online course to make sure they have started the course successfully.  ● Collect fees and maintain financial records  ● Communicate with the PLC to provide feedback on the quality of the courses and  instruction and the satisfaction level of the students and parent/guardians  ● Make weekly contact with students working independently to monitor their progress    ● Revoke independent work privileges if grades are below passing  ● Coordinate the proctoring of all VITAL exams  ● Coordinate the securing of student services as needed (IEP/504, etc).  Become proactive  each term to identify and share IEP/504 situations with online teachers and the VITAL  office.  ● Ensure that copies of any failure warning letters  or other contacts with student and  parents regarding potential failure are filed in the student files in the Guidance Office  ● Ensure that the proper grade and credit information for the online course are recorded in  the student's record  ● Make sure students have school gmail accounts and can access them.  ● Notify students who are dropped for failure to participate or maintain adequate progress.  ● Notify the PLC if it appears that the student will need to drop the course within 10 school  days (5 school days during the summer) of the student being granted access to the course   12


● Notify the VITAL office immediately if a student has a schedule change or is removed  from a VITAL course at the school level  ● Process registrations and drops  ● Provide information to students, parents/guardians, and staff regarding VITAL offerings  ● Provide requested information and other documentation to the VITAL Coordinator  ● Provide student orientation sessions each nine weeks for new students on Google,  Blackboard, Brainhoney, and Compass Learning programs  ● Review the bi­weekly progress reports with any LF’s and contact  parents and students  with failing grades or behavioral concerns as noted by the facilitator.  ● After reviewing the bi­weekly progress reports, implement interventions or academic  watch procedures as needed for students who qualify.   ● Serve as a liaison with principal, counselors, and school personnel to keep school  informed of VITAL happenings and offerings.  ● Work to maintain VITAL program rigor and integrity by working to prevent and resolve  issues such as cheating, plagiarism, and students not logging in.    ● Work with guidance staff to determine whether there is a match between the students’  needs and the use of online courses  ● Work with local technical staff to ensure that all VITAL students have access to and  assistance in using necessary equipment and software  ● Communicate with online instructors to provide feedback on student behaviors and  possible learning difficulties.    ● Clean/Wipe every lab/school/VITAL device after each 9­week period to eliminate the  possibility of work being shared.  ● Keep a complete TEST Log to be turned in to the VITAL office (upon request) at the end  of each 9­week period.  All students taking a test in the lab are expected to sign the test  log at the beginning of the test when the test code is entered.  Student should be placed in  optimal test seating away from other students and monitored by facilitator for duration of  the test.  All codes MUST be entered by facilitator and never given to any student at any  time.  ● Enter end of term grades in Powerschool SIS and report grades to guidance counselors  ● Be knowledgeable about the job requirements by reading and abiding by the VITAL  Program Handbook.  ● It is the responsibility of the Onsite Facilitator to report and record grades in  PowerSchool from the VITAL Genius program.  Furthermore, it is understand that grades  in Genius AND PowerSchool should be identical.  The OF also understands, per Putnam  County Board and State Board of Education policy, that grades may not be changed in  any way by anyone other than the teacher of record in credit advancement and dual  enrollment courses.  Extra points (via notebook grade, AP/Dual Enrollment extra points,  or Honors classes) are put in by the course teacher/instructor and reported as a FINAL  grade in Genius. The final grade reported in Genius is the final grade that WILL be  carried over into PowerSchool. 

13


Lab Facilitator (LF)  In larger schools it may be necessary to also designate Lab Facilitators to adequately meet  student needs. The building principal designates the Lab Facilitator (LF).  The facilitator must be  present during the time of course delivery in a lab setting. This facilitator must have daily access  to email, Internet, a phone, and scanner. He or she should also have basic computer  competencies and troubleshooting skills.  The responsibilities of the Lab Facilitator include:  ● Keep a record of student contacts in Genius/Google (phone calls, conferences with the  student and/or parent, contact with the online teacher, etc.)  ● Work at the discretion of the VITAL Onsite Facilitator for your building.    ● Assist students in using the technology  ● Attend VITAL training sessions  ● Lab Facilitators should check in with students during the first week of the semester or the  first five days a student is enrolled in an online course to make sure they have logged in  and started the course successfully.  ● Notify the VITAL office immediately if a student has a schedule change or is removed  from a VITAL course at the school level  ● Check daily with the student in the lab to see how the student is progressing and provide  support as needed.    ● Liaison with online instructor, parent, and student.  Communicate with the online teacher  for any and all student needs in the class.  ● Coordinate the proctoring of all VITAL exams  ● Work to maintain VITAL program rigor and integrity by working to prevent and resolve  issues such as cheating, plagiarism, and students not logging in.  ● Review the bi­weekly progress reports with any LF’s and contact  parents and students  with failing grades or behavioral concerns as noted by the facilitator.  ● After reviewing the bi­weekly progress reports, implement interventions or academic  watch procedures as needed for students who qualify.  ● Monitor student progress  ● Communicate with online instructors to provide feedback on student behaviors and  possible learning difficulties.    ● Proctor all lab exams.  Keep a complete TEST Log to be turned in to the VITAL office  (upon request) at the end of each 9­week period.  All students taking a test in the lab are  expected to sign the test log at the beginning of the test when the test code is entered.  Student should be placed in optimal test seating away from other students and monitored  by facilitator for duration of the test.  All codes MUST be entered by facilitator and never  given to any student at any time.  ● Review bi­weekly progress reports and make contact with students and parents as needed  ● Review the online course calendar and assignments  ● Work directly with the students in a lab setting to provide encouragement and daily  monitoring 

14


● Clean/Wipe every lab/school/VITAL device after each 9­week period to eliminate the  possibility of work being shared.  ● Enter end of term grades in Powerschool SIS and report grades to guidance counselors  ● Being knowledgeable about the job requirements by reading, and abiding by the VITAL  program manual.  ● I understand it is my responsibility to report and record grades in PowerSchool  from the VITAL Genius program.  Furthermore, I understand that grades in  Genius AND PowerSchool should be identical.  I also understand, per Putnam  County Board and State Board of Education policy, that grades may not be changed  in any way by anyone other than the teacher of record in credit advancement and  dual enrollment courses.  Extra points (via notebook grade, AP/Dual Enrollment  extra points, or Honors classes) are put in by the course teacher/instructor and  reported as a FINAL grade in Genius. The final grade reported in Genius is the  final grade that WILL be carried over into PowerSchool.   

VITAL Online Instructor  Under the coordination of the Personal Learning Coordinator and designated Instructional  Leader, the instructor is responsible for the success of students taking an online course under  their supervision. Duties include, but are not limited to the following:    ● Identifies, selects, and modifies instructional resources to meet the needs of the students  with varying backgrounds, learning styles, and special needs.  ● Regularly interacts with students and parents via email, instant message, threaded  discussion, synchronous chat, phone conversations and web conferencing.  ● Grades and posts student work.  ● Provides constructive and detailed feedback to help students achieve academic success.  ● Responds to student questions within one business day and provides feedback on  assignments within three business days of receipt.  ● The instructor will actively monitor and track individual student progress and provide  remediation and direction as needed.  ● Maintains effective and efficient record keeping procedures.  ● Provides a positive environment in which students are encouraged to be actively engaged  in the learning process.  ● Collaborates with peers to enhance the instructional environment.  ● Demonstrates gains in student performance.  ● Meets professional obligations through efficient work habits such as: meeting deadlines,  honoring schedules, coordinating resources and meetings in an effective and timely  manner, and demonstrates respect for others.  ●  ​ Is responsible for adhering to "best practices" in online teaching and delivery of course  15


● ●

● ● ● ● ●

● ● ●

● ● ● ● ● ●

content. Demonstrates and sustains expertise in the specific course that he or she is assigned to  teach.   ​ Adheres to course objectives and course syllabi. The instructor will make use of the  approved curriculum and electronic/web resources and maintain consistency in grading  and evaluation procedures.  Provides timely posting of course syllabus and course content.  Completes online orientation training and participates in scheduled webinars or  professional development activities.  Keep archives of student work and correspondences.  Contacts each new student to welcome him or her to the course  Monitors end dates to ensure students are staying on track in the course, and proactively  contacts the student, parents, and Instructional Leader if concerns arise or if an extension  recommended  Ensure that final grades are issued in a timely manner when a student completes a course  Hold regularly scheduled office hours each week (minimum 5 hours each week)  Provide useful information to students to support success in each course including a  complete syllabus or pacing guide, an explanation of course policies, grading policies,  contact information, and other appropriate information as needed  Participate in faculty meetings, hardware, software and/or educational training sessions as  scheduled  Demonstrate sufficient use of a Web browser and search engine to locate and evaluate  technology­based educational sites that support the instruction and enhance interactivity  Post weekly announcements  Maintain state licensure and highly qualified status in field of instruction  Model professional and ethical standards when dealing with students, parents, peers, and  community members  Being knowledgeable about the job requirements by reading, and abiding by the VITAL  program manual. 

  Knowledge, abilities and skills:    ● ● ● ● ● ● ●

Operational knowledge of the Internet and Web­related technologies  Possess strong verbal and written communication skills  Work independently with little direct supervision  Demonstrated ability to collaborate on group projects and work as part of a team  Must be responsible, accountable and self­motivated  Demonstrated strong work ethic to achieve school goals  Display effective prioritizing, organizing, and time­management skills; ability to meet  16


aggressive deadlines  ● Ability to learn and apply all required and recommended VITAL computer applications  to create efficiency and consistency in internal workflows and instructional practices  ● Demonstrated ability to successfully support the VITAL core competencies, values, and  expectation for student­centered behaviors 

Guidance Staff  The guidance counselor knows the student’s program and scheduling needs.  The responsibilities of the Guidance Staff include:  ● Attend a program orientation coinciding with PCSS counselor meeting held in both the  Fall and Spring of any given school year.  ● Screen any potential VITAL student and send to VITAL Onsite Facilitator for  registration and processing.  ● Work with the OF to determine courses needed by students and their eligibility based on  scheduling and on other needs within the parameters of school board policy.  ● Counsel students who are having difficulty in their online courses as requested by the Lab  Facilitator and/or Onsite Facilitator and help to create intervention where approved by the  VITAL office.  ● Report EOC/TNReady/TCAP scores for any VITAL student to the VITAL office as soon  as they are received.  ● Review student records (student grades) with the VITAL Onsite Facilitator in Power  School SIS.  Facilitator will provide grade Google Doc grade documentation to be saved  for later review if needed. 

Technology Staff  The responsibilities of the Technology Staff include:    ● Work with the PLC, Building Principal, and Onsite/Lab Facilitators to determine which  computers meet the courses requirements  ● Advise the PLC on hardware requirements and budget items needed to expand the  program  ● Configure the work stations designated for use by students in the program  ● Provide ongoing technical support as needed     

17


Contacts   Systemwide    Personal Learning Supervisor   Sam Brooks office (931) 528­2176 cell     (931) 260­7873 brookss4@pcsstn.com     Dual Enrollment Specialist

Donna Sherrell  office (931) 528­2176 cell    931­260­3532 westa@pcsstn.com

Instructional Leader Judy Schinbeckler office (931) 528­2176 cell   (931) 267­5626 schinbecklej@pcsstn.com

                       ​ Instructional Technology Specialist Lance Key  office (931) 528­2176  cell  615­489­3059  lkey2@pcsstn.com 

School Sites Adult High School Onsite Facilitator/Lab Facilitator Robyn Nabors (931) 528-8685 naborsr@pcsstn.com

Cookeville High School Lab Facilitator Chuck Gentry (Credit Recovery) (931) 520-2116 gentryc1@pcsstn.com

Algood Middle School Onsite Facilitator Angie Arnett (931) 537-6141 arnetta@pcsstn.com

Cornerstone Middle School Onsite Facilitator Billy Stepp (931) 858-6601 steppw@pcsstn.com

Avery Trace Middle School Onsite Facilitator Emily Anderson (931) 520-2200 emily.anderson@pcsstn.com

Monterey High School Onsite Facilitator Adam West (931) 839-2970 westa@pcsstn.com

Burks Elementary School Marcy Milligan Onsite Facilitator/Lab Facilitator 931-839-7641 hensleym2@pcsstn.com

Prescott South Elementary School Onsite Facilitator Catherine Jones/Stephanie Hudson 931-526-2275 shudson2@pcsstn.com

18


Capshaw Onsite Facilitator Jessica Erdeljac (931) 526-2414 erdeljacj@pcsstn.com

Capshaw Lab Facilitator Marisa Clement (931) 526-2414 clementm@pcsstn.com

Cookeville High School Lab Facilitator - Dual Enrollment Chris Baker (931) 520-2116 cbaker2@pcsstn.com

Prescott South Middle School Onsite Facilitator Lance Key 931-528-3647 lkey2@pcsstn.com

Upperman High School Onsite Facilitator/Lab Facilitator TBA (931) 858-3112 sherrelld1@pcsstn.com White Plains Academy Onsite Facilitator/Lab Facilitator Rex Ledbetter (931) 537-3862 ledbetter1@pcsstn.com

Cookeville High School Lab Facilitator - Credit Advancement Joann Shriner (931) 520-2144 shrinerj@pcsstn.com

19


Program The VITAL Program is designed to provide learning opportunities to allow students to graduate,  stay on track to graduate with their class, access courses not currently offered, or provide the  flexibility to resolve scheduling conflicts and allow students to fully realize their academic  potential. The VITAL Program currently offers credit completion through two strands including  Credit Recovery and Credit Advancement and VITAL vendor courses via Florida Virtual  School. We also offer a full complement of Advanced Placement courses in an online format  through Aventa Learning and Florida Virtual School.    VITAL is designed to help schools expand curricular offerings, resolve scheduling conflicts,  meet college and career/technical admission and certification requirements, reduce the dropout  rate, reduce college remediation rates, provide dual­credit opportunities, provide specialized  courses, and provide a broad range of summer school offerings. 

Current BOE Policy ­ Alternative Credit Options (4.209)  In addition to regular classroom-based instruction, students may earn high school credits through any one or a combination of the following options as described below: VIRTUAL/ON-LINE COURSES

High school students may also earn high school credits to be applied toward graduation requirements by completing online courses offered the Putnam County Schools Virtual Instruction to Accentuate Learning (VITAL) program and agencies accredited by official agencies and approved by the Board. The director shall annually determine tuition rates for virtual online courses and make them known and available by the beginning of each school year. As determined by board policy, students applying for permission to take a virtual course shall complete prerequisites and provide teacher/counselor recommendations to confirm the student possesses the maturity level needed to function effectively in an online learning environment. In addition, the express approval of the principal/designee shall be obtained before a student enrolls in a virtual course. The school must receive an official record of the final grade as well as interim progress reports before credit toward graduation will be recognized. Through a supervision plan, the school shall be responsible for providing appropriate supervision and monitoring of students taking virtual courses. All virtual courses must be credentialed by a recognized authority and approved through the VITAL office.

20


CREDIT RECOVERY

High school students may also complete credits through Credit Recovery. Credit Recovery is a technology based remediation program with step by step instruction, tutorial, computer lab, practice and mastery tests. Assigned remediation and tasks must be completed to satisfaction or student will not receive credit. The online content is Tennessee standards based and credit is awarded based on student mastery of the standards. OTHER CREDIT OPPORTUNITIES

High school students may earn, through other approved agencies to include, but not limited to, correspondence, academic credit to be applied toward graduation requirements. Only courses offered by agencies and institutions accredited by official agencies recognized by the Tennessee Department Of Education and ​ not offered by PCSS VITAL​ will be accepted. The express approval of the principal/designee shall be obtained before the course is taken.​ The principal/designee and the student will agree on a reasonable date for completion of the correspondence course(s). The student shall not be allowed credit if the course is not completed by the agreed date. An official record of the final grade must be received by the school before a diploma may be issued to the student. Under ordinary circumstances, students or their parents/guardians shall pay for approved correspondence courses the student chooses to take. Tuition

A current list of all available courses and course descriptions as well as course fees are on the VITAL program website http://tinyurl.com/VITAL­Offerings Refund Policy VITAL and Advanced Placement Courses

Students who drop a VITAL or Advanced Placement Course course by the 10th school day (5th day of summer school) by notifying in writing the Onsite Facilitator at their school would receive a full fee refund. There will be no fee refunds after the drop deadline or if students are dropped for failure to attend lab or complete word as required.

21


Strands/Courses Credit Recovery (CR)

Credit Recovery courses carry a full credit. They are completed in six weeks during the summer or nine weeks during the fall and spring semesters of the regular school year. All CR courses are approved by the Tennessee Department of Education and are aligned to Tennessee content standards. Course credit is awarded through the school in which the student is enrolled. A numerical grade is issued at the end of each course and sent to the OF at the student’s respective school. The local school then handles all credits according to local policy. Credit Recovery courses are completed online via a Learning Management System (LMS). Currently, courses use Compass Learning or BlackBoard as the LMS platform. Students may be assigned to a computer lab during the school day and work with the lab facilitator (LF) to support their learning. They have 24/7 access to the courseware and can work on their online courses when it suits their schedules outside the traditional school day but must be willing to commit to spending ten hours per week or more per course taken and completing assignments in accordance with the pacing guide and deadlines established by the online instructor and/or lab facilitator. Students are also free to work ahead in their online courses but may never fall behind. Students who do not begin their courses within the first progress reporting period will be dropped from the course. The student receives an ID, password, and course name and format for his or her class from the on-site mentor teacher. Students go to the student login page and click on the appropriate course to reach their login area. Course content is delivered through text, video graphics and other internet resources combined with activities, projects and lessons the student may do off-line. Tests are only one variety of learning assessments that are built into courses to ensure that students master course content. Some courses may include group projects as well as independent work and performances. Facilitators and students may interact via e-mail, message boards, chat rooms, instant messaging, telephone and/or face-to-face contact. All credit recovery courses are designed to be completed in nine weeks per half credit 22


during the fall and spring and in six weeks per half credit recovery during the summer. Students must contact their teacher/facilitator and begin coursework within seven (7) days of their registration in order to remain in the course.

Credit Advancement (CA)

Credit Advancement courses carry both half and whole credits depending on the class. They are completed in six weeks during the summer or nine weeks during the fall and spring semesters of the regular school year. All CA courses are approved by the Tennessee Department of Education, taught by certified instructors, and are aligned to Tennessee content standards. Credit Advancement is only available if students meet the criteria established by the school board (see above). These courses are also provided through VITAL vendors and utilize the BlackBoard and BrainHoney course management systems. Students log in and interact with their instructors and online classmates. They may be assigned to a computer lab during the school day and work with the lab facilitator (LF) to support their learning. They have 24/7 access to the courseware and can work on their online courses when it suits their schedules outside the traditional school day but must be willing to commit to spending ten hours per week or more per course taken and completing assignments in accordance with the pacing guide and deadlines established by the online instructor. Students are also free to work ahead in their online courses but may never fall behind. Students who do not begin their courses within the first seven (7) days or who do not demonstrate adequate progress (an average of 60 or better) at the first progress report will be dropped from the course. The student receives an ID, password, and course name and format for his or her class from the on-site mentor teacher. Students go to the student login page and click on the appropriate course to reach their login area. Students interact with their online teacher on a regular basis. Course content is delivered through text, video, graphics, and other internet resources, combined with activities, projects and lessons the student may do off-line. Tests are only one variety of learning assessments that are built into courses to ensure that students master course content. Some courses may include group projects as well as independent work and performances. Teachers and students may interact via e-mail, message boards, chat rooms, instant messaging, telephone and/or regular mail. Students will complete each half credit during a nine-week term during fall and spring semester or a six-week term in the summer. Students must contact their teachers and

23


begin coursework within seven (7) days of their registration in order to remain in the course. Online instructors provide pacing guides to help students successfully complete the coursework during the nine-week period (six weeks for summer). Required EOC exams are the responsibility of the individual school. Exam scores should be forwarded to VITAL as soon as they are received so that final grades can be calculated.

Available Courses

A complete list of available courses will be maintained on the VITAL web site at http://tinyurl.com/VITAL­Offerings Credit for VITAL Courses

VITAL courses should be treated like any course offered in the district. They should receive the same credit and be listed on the transcript similar to core academic courses and /or electives offered by the school. VITAL and school counselors will translate the courses into appropriate district credit. Schools can determine the level of the course by referring to the VITAL and Dual Enrollment Course Quality Point Values matrix on the VITAL website at: ​ http://tinyurl.com/VITALCourse-Values

Students Identification

All Putnam County students in grades 6 - 12 are eligible to participate in the VITAL program within the parameters established by board policy. Online learning, as wonderful as it is for meeting the needs of so many students, is neither a cure all nor an appropriate environment for all students. All interested students must meet with their counselor and their school Onsite Facilitator prior to registration to help them assess their potential for success as a virtual learning student. This meeting will be used along with attendance and discipline records and the student’s transcript by the PLC, OF and LF to counsel students in choosing an appropriate placement as well as target support during their participation. Students should realize that taking a course online requires personal discipline and good time management skills. Students should not expect that there will be less to do than in the regular classroom since each course must adhere to the Tennessee standards and 24


benchmarks for the area of instruction. Most people agree that students spend more time taking an online course than they typically devote to a traditional high school class. Students should consult their school guidance counselor and onsite facilitator to make sure that they are ready for online learning. Computer expertise is not required; however, students should be aware that a certain level of computer skill and comfort is necessary to do work online.

High Risk Students: ​ Some students need very little support to be successful in an online course. These students are generally self motivated and can work on their own. However, some students, particularly high-risk students, will need a much higher degree of on site support. Special Needs Students: ​ Individual school special education liaisons and VITAL online teachers, along with support from lab facilitators, are responsible for identifying students and providing accommodations for VITAL courses as needed. The registration form provides an opportunity to identify students as special needs and list modifications required by an IEP or 504 plans. Any changes in modifications will be communicated to the Personal Learning Coordinator Student Responsibilities: 1. Indicate interest by attending an informational session 2. Work with staff at the school and the parent/guardian to determine whether the desired online course is appropriate. 3. Complete and submit the VITAL Program Registration Forms to the Onsite Facilitator. 4. Read and review the VITAL Letter of Agreement document with a parent/guardian and complete the VITAL Academic Integrity Policy form if the school approves the request. 5. Turn the completed forms into the onsite or lab facilitator. 6. Review the enrollment welcome email and log in to the online course. Complete the online orientation module and/or attend the face-to-face orientation. 7. Review the course expectations and course calendar with your Lab Facilitator. 8. Set up a regularly scheduled class period and a dedicated computer to use during the class day. Parent Responsibilities: 1. Work with staff at the school to determine whether the desired online course is appropriate for your child. 25


2. Review and sign the VITAL Student Enrollment Request form. 3. Review and sign the VITAL Letter of Agreement document and the VITAL Academic Integrity Policy form if the school approves the request. 4. Turn the completed forms into the Onsite/Lab Facilitator. 5. If the course will be accessed from home, help to determine that the home computer meets the technical requirements of the course. 6. Complete the parent online orientation module or attend the face-to-face orientation if applicable. 7. Communicate with staff at the school and/or Online Instructor as appropriate.

Registration Registration Periods The dates for registration are on the VITAL Google calendar and on the VITAL website at ​ http://tinyurl.com/VITAL­K12 Registration Procedure Students check the list of courses on the ​ Credit Recovery Courses​ page, ​ Credit Advancement Courses​ page, ​ Advanced Placement Courses​ page, or ​ Dual Enrollment ​ page for a list of available courses, the time frame to complete the course the student is interested in, and cost. Students can also read descriptions of our courses on the ​ Course Descriptions​ page. If there is a course a student would like to take that is not listed, complete the form at the bottom of the Course Descriptions page and we will try to add it to our curriculum for the next school year. Before students register for an online course, they must first meet with the guidance counselor and Onsite Facilitator to determine if the course or courses they are interested in will meet their needs and help meet their educational goals. Once it is determined that an online course or courses will meet their needs, students should check the VITAL calendar to find out the registration deadlines for each school term. Students must complete and submit the registration form, ​ VITAL Letter of Agreement and ​ VITAL Academic Integrity Policy​ . Students enrolling in an AP or VITAL Vendor course should complete the ​ VITAL AP/Vendor Letter of Agreement​ and ​ VITAL Academic Integrity Policy​ as the deadlines for drops and refunds are different for these courses. 26


The Onsite Facilitator should contact the student and parents and make arrangements at your school to complete the registration process and pay any fees that are due. Next, students complete the Genius account set-up and online course request on the Request Courses​ page. Once registration is completed, students will then be required to attend an orientation at school to help get started and be successful in their course. Independent Work Special Permission Qualified students recommended by the school principal and VITAL onsite facilitator may take an online class during the first or last class period of the day and work on the course independently at home. Eligible students must: ● have access to a computer and a reliable internet connection. ● Attend an orientation session. ● Work a minimum of 5 days per week on their course. ● Maintain a passing average. Please ​ read ​ the VITAL Permission to Work Independently Academic Year form given to you by the school onsite facilitator. This form must be completed and returned to the onsite facilitator at your​ school along with your other registration materials. Payment ​ for class (if any) must be submitted prior to registration into the VITAL class. Students wanting to take a VITAL class who are not assigned to a lab during the school day, must have approval from school, signed by the head principal and VITAL onsite facilitator. If student does not begin scheduled work on time, student may/will be terminated from the class. If this is identified after course drop deadline, NO course fees will be refunded. It is the SOLE responsibility of the student to keep on pace with the class and teacher. Fee Collection Procedures Onsite Facilitators shall follow the following procedures to collect and verify fees. 1. Determine the amount due based on the seat(s) allotted by the Personal Learning Coordinator. 2. Notify students of the fees due and request that checks be made ​ payable to the 27


3.

4.

5.

6.

individual school​ . Keep a collection log of all receipts and arrange for timely deposit of fees collected with the school bookkeeper within 3 business days, in accordance with the Tennessee Internal School Uniform Accounting Manual. Students who request to drop a course within the first ten (10) days of the term will receive a full refund of fees paid. The Onsite Facilitator will arrange for the refund to be issued by the school bookkeeper. Onsite facilitators will verify all enrollments in the online course request form spreadsheet in Google Docs listing students enrolled, courses, cost, and fees collected. The spreadsheet should be updated regularly. Accuracy is critical; the Personal Learning Coordinator will process an invoice based on the information in the course request spreadsheet for each school site. Student tuition payments will be processed and deposited by the individual schools; the school will be invoiced by the Personal Learning Coordinator for the amount due. Upon receipt of the invoice, the Onsite Facilitator shall in a timely manner arrange for payment from fees collected by school check payable to: VITAL .

Drop/Add Policy Students may be registered during the open registration period. Once the open registration period is closed, students may not be enrolled in a VITAL class unless approved by the Personal Learning Coordinator. Adding and dropping courses is to be done through the student’s Onsite Facilitator, school guidance counselor and the Virtual Learning Coordinator. Withdrawals Students may drop a course by submitting a written drop request to the Onsite Facilitator; however, the full course fee is assessed to the school if the student is still on the roster after the 10th class day, the “last day to drop without charge”. Students who drop a course after completing 50% of the course (4.5 weeks of a nine week course, 3 weeks in summer) will be assigned a failing grade as the final grade for the course. The failing grade will be recorded on the student transcript. Students who withdraw from a course after the 10th class day without extenuating circumstances or who are dropped from a course for lack of participation may be denied the opportunity to register for an online course in the VITAL program for the following semester at the discretion of the building principal, OF or PLC.

28


Student Attendance and Participation VITAL students are expected to attend and participate in their online education courses as fully as they would attend and participate in a traditional classroom course. At a minimum, students are required to log in and perform work in their online education courses at least five times a week, dispersed throughout the week (i.e. not five visits in one or two days). The individual school is responsible for VITAL students and is expected to monitor their attendance and class progress. If a student fails to log in and participate in his/her online course for seven (7) class days, that student may be dropped from the course unless prior communications have been received from the Onsite Facilitator regarding the student’s absence. Onsite Facilitators in conjunction with Lab Facilitators when the student is in a lab setting are responsible for managing any additional attendance procedures or requirements that were arranged between individual students and their online instructors. Homework and Absence Policy Students are expected to log in to their online course at least five times a week, spread throughout the week, unless otherwise indicated by the instructor. Homework is to be completed by assigned deadlines. If work is going to be late, it is the responsibility of the student to contact the instructor. It is the responsibility of the student to make up work missed due to absence. Unless there are extenuating circumstances, work should be made up within one week of the student’s return to school. In cases of extended student illness (five days or more), the student may either contact the online course instructor directly to notify the instructor of any delay in providing assigned work or the parents may contact the Lab facilitator or Onsite Facilitator as appropriate to make arrangements for work that will need to be made up. Suspended Students Students who are suspended from school and are enrolled in courses in the VITAL program are expected to continue their participation at home during the period of suspension. If students do not have computer/internet access at home, it is the responsibility of the student and parent to provide access at the public library or other site. All policies concerning attendance and participation in virtual courses apply during suspensions. Progress Reports The purpose of the progress reporting system is to provide communication to parents, students, Onsite Facilitators and the Personal Learning Coordinator with the online instructor’s assessment of the student’s performance in his/her course work. Progress 29


reports will be e-mailed to the student, their Onsite/Lab facilitator, and the Personal Learning Coordinator. Progress reports are issued every two weeks during the semester. Interventions and Academic Watch Week 1 Onsite Facilitators and Lab Facilitators should check in with students during the first week of the semester or the first five days a student is enrolled in an online course to make sure they have started the course successfully.

If students are having difficulty, the following actions should be taken as appropriate: 1. The PLC, OF, or LF will have a one-on-one follow up with any student not meeting expectations 2. Have each student state their intentions in writing as it relates to the completion of the course 3. The guidance counselor, graduation coach or freshman coach will discuss the importance of completing the course and the after-effects (graduation requirements, GPA, catching up to their class, etc.) 4. Have the students sign into their courseware in the presence of the LF. Have the student show the LF or OF their grade book 5. Have students experiencing problems navigating in the courseware pair up with a student who has mastered the LMS navigation 6. Discuss with students any additional opportunities, times and locations available for them to work on their course (before school, after school, lunch time, etc.) 7. Encourage students to email their online teacher with any questions or concerns they have about their studies Students who are not assigned to a lab during the school day who do not log into their course during the first five days may be required to work on the course before school, during lunch time, or after school in a lab setting at the discretion of the Onsite Facilitator and/or building principal until satisfactory progress is attained to merit a chance to work independently again. First Progress Report - end of Week 2 If at the first progress report a student has an average below 60%, they will be considered on Academic Watch. After reviewing the progress reports, Onsite Facilitators 30


should contact the Lab Facilitator, guidance counselor and graduation coach or freshman coach as appropriate as well as parents if sufficient progress is not being made to complete the course. This should be done at any time the student has a failing grade and the student has not made an attempt to bring the grade up. If there is no indication that the student is making an effort in the course or has failed to log in regularly as indicated in the Attendance Policy, the student may be dropped from the course. Subsequent Progress Reports The following interventions should be recommended or required of students at the discretion of the Lab Facilitator or Onsite Facilitator at any point in the semester that a student falls behind or begins to struggle in the course: 1. Re-do and re-submit assignments with suggested edits for a better grade with permission from the online instructor 2. Compose discussion posts and responses as instructed 3. Make sure students have reviewed all content prior to taking quizzes 4. Take notes/create concept maps as they work through content 5. Choose two assignments at a time with zero grades to focus on and complete, then notice how this action affects their average 6. Take advantage of any extra credit opportunities the instructor provides 7. Communicate regularly with the online teacher 8. Read announcements/check due dates regularly 9. Mark due dates in calendar or notebook 10. Check in with the Lab Facilitator more often 11. Show the Lab Facilitator the grade book when you check in 12. Work with a partner in the lab to assist with course navigation or typing 13. Supervised group work in the lab (Facilitator should let online teacher know) 14. Additional lab time offered (before school, after school, homeroom, study hall, etc‌) 15. Find additional time in the evenings and weekends to work in the course (friend’s house, relative, library, etc.) 16. Withdraw from online class and take a face-to-face class (If scheduled for lab time, then withdraw from class and use lab time to focus on face-to-face coursework)

31


Acceptable Use Policy Students participating in the VITAL program must sign the Acceptable Use Policy of Putnam County Schools. Complaints or violations of this policy should be filed with the violator’s school and should follow procedures of the policy for that school. Situations involving two or more schools will require the collaboration of administrators in each of those schools. The Personal Learning Coordinator can assist when appropriate. Student Discipline, Rights, and Responsibilities Each school has its own disciplinary code and set of rights and responsibilities. As with any classroom, the online instructor should attempt to address discipline problems directly with the student prior to referring the student to another individual. However, if the instructor is unable to resolve the problem or if the infraction is such that it requires administrative notification, the instructor will contact the student’s Lab Facilitator or Onsite Facilitator and the Personal Learning Coordinator. The Lab Facilitator or Onsite Facilitator will have responsibility for either addressing the problem directly or bringing the problem to the attention of the school’s administration. The Lab Facilitator will also have the responsibility of sharing with the instructor and Virtual Learning Coordinator any action taken in the situation. The Academic Integrity Policy and Acceptable Use Policy will be used in dealing with instances of plagiarism and cheating. Local discipline codes and sets of student rights and responsibilities will be used in handling all other situations. If a student is experiencing a problem with an instructor, the student should talk with his or her Lab Facilitator or Onsite Facilitator who will address the issue with the Personal Learning Coordinator if necessary.

Anti-Discrimination/Harassment Policy VITAL is committed to safeguarding the right of all VITAL participants to work and learn in an environment that is free of discrimination or harassment. Discrimination/harassment on the basis of race, color, ancestry, religion, national origin, age, sex, or disability in any form will not be tolerated. The anti-discrimination policy and procedures for addressing discrimination/harassment complaints currently in board policy shall be followed. Compliance with will be the responsibility of each participating school. Complaints should be filed with the complainant’s school. Situations involving two or more schools will require the collaboration of administrators in each of those schools. The Personal Learning Coordinator can assist when appropriate.

32


Equity VITAL is committed to an equal education for disadvantaged and underserved students. VITAL will recommend policies and procedures to ensure that all students can take advantage of the opportunities created by the program. Schools should set a priority on recruiting disadvantaged and underserved students. Title VI/IX and Other Equity Legislation All schools must be in compliance with all Federal Civil Rights legislation. Title VI of the Civil Rights Act of 1964 protects people from discrimination based on race, color, or national origin in programs or activities that receive federal financial assistance. Title IX of the Education Amendments of 1972 insures that no person shall, on the basis of gender, be excluded from participation in, be denied the benefits of , or be subjected to discrimination in any federally assisted program, In addition, state civil rights legislation will apply to VITAL courses. Compliance with all civil right legislation will be the responsibility of each school and complaints should be filed with the complainant’s school and should follow the school’s grievance procedure.

33


Putnam

County

Schools

Virtual Instruction to Accentuate Learning

VITAL Employee Agreement of Understanding: I, __________________________________ have read and completely understand all obligations and expectations of the VITAL employee handbook. I will complete my duties with these expectations as a guide to my work in the VITAL program and the Putnam County School System.

______________________________________ VITAL/School Employee

_______________ Date

______________________________________ Witness/VITAL Personal Learning Coordinator

_______________ Date

34

Vitalprogramhandbookupdatednov2015 (1) (1)  

This is the handobook for Putnam County Schools' VITAL Program, our District's online learning school.

Vitalprogramhandbookupdatednov2015 (1) (1)  

This is the handobook for Putnam County Schools' VITAL Program, our District's online learning school.

Advertisement