DLD Courses - ALE Support

EdOptions Online Academy (Edmentum)

Overall ALE support level: Full

ALE Contact



Phone:
Email:

Student Contact

Full Support

All teachers are required to communicate individually with each learner at a minimum of two times per week. Teachers send class-level emails at least once a day to check in with students and encourage progress. Teachers are expected to go online every weekday and grade all work submitted as well as answer any emails. They are also required to hold office hours every week.

Students are informed of communication expectations during the EdOptions Academy Orientation Session that is required of all enrollees. This is also reiterated to the students through teacher initiated contact.

EdOptions offers synchronous instructional contact via phone, Skype, Blackboard, etc. Teachers are required to schedule synchronous conferences/instructional contact time to discuss responses to email, student progress, any inactivity, performance, assignments, etc. This expectation is communicated during the EdOptions Academy Orientation Session. Additionally, the Student Handbook verbally states that students are to stay in contact with both their teachers and their site coordinators (mentors).

All communication is documented through the SIS system. Additionally, when the communication is initiated through the PLE course delivery platform, it is documented in both the PLE system and the SIS system. All documentation is accessible to the mentor (site coordinator) and learner guardian for as long as needed to meet local reporting needs. It is not automatically archived once a learner completes the course.

Written Student Learning Plans

Full Support

The EdOptions Academy teacher and/or Guidance Department will work directly with the local mentor to ensure that written learning plans meet the required components for ALE compliance and will ensure that course syllabi are included as a part of this process.

EdOptions partners with the local districts on the delivery of all courses. Therefore, we expect that the local mentor will play a large role in creating the WSLP. The district is ultimately responsible for ensuring compliance. Therefore, we expect the local mentor to document and manage the plan, especially since some districts require that the students spend a specific amount of time onsite within a district building. Local mentors are also expected to maintain ongoing communication with the EdOptions teachers related to the specific courses/students.

Since the WSLP includes more than just the course syllabus, the plan will be communicated to the learner by both the mentor and the EdOptions Academy Teacher via personal contact.

Monthly Evaluations and Intervention Plans

Full Support

EdOptions Academy teachers are required to evaluate performance every week. Teachers and mentors, use the SIS to monitor for concerns or red flags related to automated watch list, pacing, student activity. For any student that becomes inactive or lags behind in progress, a plan must be put in place to get students back on track. When nearing the end of the course, or course milestones, teachers review with the students their submissions, progress, and readiness for the end-of-semester test.

All student performance evaluation information is communicated through direct personal contact with the student. Mentors and guardians are copied on performance communication.

EdOptions Academy requires that the Academy teacher, together with the mentor and when applicable, the parent, develop, document and implement an intervention plan for every student that is not making progress. The intervention plan may include increased frequency of personal contacts or increased amounts of time in which the teacher works with the students. Academy teachers and staff may also modify the types of personal contact and require the learner to participate in more one-on-one lesson reviews, for example.

The mentor needs to be aware of any interventions that are put into place. Should an initial intervention rectify the progress issue, the mentor may not need full-level involvement. If the initial intervention does not solve the progress issue, then the mentor and teacher will work together to increase the intensity of the intervention and where appropriate involve local guidance staff or the Academy Guidance Department.