K12 Inc. Announces New Online Private School Scholarship

Company to award five full-tuition scholarships to K12 International Academy for 2016-17

HERNDON, Va., July 19, 2016 /PRNewswire-USNewswire/ —K12 Inc. has announced that a new merit-based scholarship is available for students interested in attending its private online school. The K12 Private School Scholarship is designed to support economically disadvantaged high school youth who have demonstrated academic success and seek a more rigorous and individualized educational experience. The Scholarship Committee will award a one year, renewable scholarship to a total of five recipients that will cover the cost of tuition, books and support services at K12 International Academy.

"I am delighted to announce this scholarship, which reflects our mission to put students first," says Stuart Udell, CEO of K12 Inc. "Online learning is uniquely well suited to the motivated student who wants more out of their education. This scholarship will help remove any barriers related to financial means for the recipients."

K12 International Academy is an accredited online private school for full- and part-time students. Operating since 2008, K12 International Academy utilizes the award-winning K12 curriculum and offers students a choice from more than two hundred and forty online courses to suit their interests and goals. K12 teachers customize lesson plans to create an individualized learning experience for their students.

Course offerings include multiple versions of core online high school courses, an extensive array of electives including world languages and even Career Technical Education classes designed to give students a head start on their career goals by earning technical and specialty trade credentials, college credits, and workplace experiences. The school also offers a wide range of clubs, activities and organizations.

The K12 Private School Scholarship is valued at $6,995 a year and is renewable for up to $28,000 over 4 years. Five scholarships will be awarded annually based on a combination of merit and families’ financial circumstances. In addition to the tuition grant, scholarship recipients will be eligible for the following:

  • Laptop computer during enrollment
  • Books and materials
  • An extensive support team of teachers, academic coaches, and counselors.

Scholarship students will also be assigned a mentor who will meet regularly with the student to assist with the transition to online learning and provide additional support.

All students who attend a public, private, or charter school or who are homeschooled are eligible for consideration based upon their completed application to K12 Inc., which must be received no later than August 5, 2016. Students must have a GPA of 3.0, must be a rising 9th grade student and must be a U.S. citizen residing in the United States. Additional documentation demonstrating financial need may be required from applicants.

For more information about the K12 Private School Scholarship, including how to apply, details of the selection process and documentation requirements, visit http://www.icademy.com/k12-international-academy-scholarship

About K12 Inc.K12 Inc. (NYSE:  LRN) is driving innovation and advancing the quality of education by delivering state-of-the-art, digital learning platforms and technology to students and school districts across the globe. With nearly a half-billion dollars invested in developing award winning curriculum, K12 serves over 2,000 schools and school districts and has delivered more than four million courses over the past decade. K12 is a company of educators with the nation’s largest network of K-12 online school teachers, providing instruction, academic services, and learning solutions to public schools and districts, traditional classrooms, blended school programs, and directly to families. More information can be found at www.K12.com or on Facebook.

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SOURCE K12 Inc.

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K12 Inc. statement about investigation of California schools

Bay Area News Group

Posted:
 
04/18/2016 08:34:44 PM PDT Updated:   about a month ago

K12 Inc. released the following statement Monday in response to a Bay Area News Group investigation published Sunday and Monday into the Virginia company’s network of online charter schools in California.

HERNDON, Va., — This week, The San Jose Mercury News published two articles about K12 Inc. and the California Virtual Academies (CAVA) — eleven independent public charter schools — that are inaccurate, incompletely researched, and missing the balanced input of many parents whose children have attended and been served by these schools.

Most concerning, these stories cite several politically-driven claims about the CAVA schools that are substantially similar, and in some cases identical, to allegations made by the California Teachers Association (CTA) in their multi-year campaign to unionize the CAVA schools. These issues have been addressed and in many instances roundly refuted. The paper fails to disclose that the few teachers quoted in the article represent a small subset of CAVA teachers organizing on behalf of CTA. The union opposes charter schools, and has also lobbied for legislation aimed at shutting down CAVA schools and other similar public schools of choice.

Parents of children with a variety of educational needs choose CAVA schools: students with special needs who are not receiving the services they require at their local schools; children who struggle in traditional schools; students who are bullied; academically gifted children; and many more. We believe parents know their children best, and we respect the choices they make.

The Mercury News articles are inconsistent with the positive experiences of thousands of California parents who thoughtfully choose CAVA schools for their children. They ignore the experience of the majority of CAVA teachers and educators who are passionate about their work, committed to these schools, and who reject the self-serving goals of the CTA. And they fail to represent fairly the volunteers–many of whom are themselves parents of CAVA students–who serve on the independent, nonprofit CAVA schools’ boards. The Mercury News should have considered the input of a wider sample of parents and teachers.

K-12 public schools are highly regulated entities, and as a services provider to public schools across the U.S. we take compliance very seriously. Each CAVA school is governed by a separate and independent charter school board. Each school follows state and federal regulations, and operates under California’s Independent Study program designed for non-classroom-based educational programs. These schools are open, transparent, and accountable. They operate under multiple layers of oversight at the state and local levels, undergo annual independent financial and programmatic audits, and have strong records of compliance.

K12’s mission is to serve our school partners and to assist them in making student achievement the first goal. Where there are deficiencies, we make improvements. If mistakes are made, we correct them. We work constantly to enhance our products and academic services–and, in turn, to facilitate student success. K12 is an organization of educators, teachers, and professionals who are dedicated to providing quality services to the schools and students we are privileged to serve. Unfortunately, these articles do not fairly tell that side of the story.

K12 Inc. statement about investigation of California schools

Bay Area News Group

Posted:
 
04/18/2016 08:34:44 PM PDT Updated:   about a month ago

K12 Inc. released the following statement Monday in response to a Bay Area News Group investigation published Sunday and Monday into the Virginia company’s network of online charter schools in California.

HERNDON, Va., — This week, The San Jose Mercury News published two articles about K12 Inc. and the California Virtual Academies (CAVA) — eleven independent public charter schools — that are inaccurate, incompletely researched, and missing the balanced input of many parents whose children have attended and been served by these schools.

Most concerning, these stories cite several politically-driven claims about the CAVA schools that are substantially similar, and in some cases identical, to allegations made by the California Teachers Association (CTA) in their multi-year campaign to unionize the CAVA schools. These issues have been addressed and in many instances roundly refuted. The paper fails to disclose that the few teachers quoted in the article represent a small subset of CAVA teachers organizing on behalf of CTA. The union opposes charter schools, and has also lobbied for legislation aimed at shutting down CAVA schools and other similar public schools of choice.

Parents of children with a variety of educational needs choose CAVA schools: students with special needs who are not receiving the services they require at their local schools; children who struggle in traditional schools; students who are bullied; academically gifted children; and many more. We believe parents know their children best, and we respect the choices they make.

The Mercury News articles are inconsistent with the positive experiences of thousands of California parents who thoughtfully choose CAVA schools for their children. They ignore the experience of the majority of CAVA teachers and educators who are passionate about their work, committed to these schools, and who reject the self-serving goals of the CTA. And they fail to represent fairly the volunteers–many of whom are themselves parents of CAVA students–who serve on the independent, nonprofit CAVA schools’ boards. The Mercury News should have considered the input of a wider sample of parents and teachers.

K-12 public schools are highly regulated entities, and as a services provider to public schools across the U.S. we take compliance very seriously. Each CAVA school is governed by a separate and independent charter school board. Each school follows state and federal regulations, and operates under California’s Independent Study program designed for non-classroom-based educational programs. These schools are open, transparent, and accountable. They operate under multiple layers of oversight at the state and local levels, undergo annual independent financial and programmatic audits, and have strong records of compliance.

K12’s mission is to serve our school partners and to assist them in making student achievement the first goal. Where there are deficiencies, we make improvements. If mistakes are made, we correct them. We work constantly to enhance our products and academic services–and, in turn, to facilitate student success. K12 is an organization of educators, teachers, and professionals who are dedicated to providing quality services to the schools and students we are privileged to serve. Unfortunately, these articles do not fairly tell that side of the story.

Blended and Online Learning Solutions from Fuel Education Recognized by Education Industry’s Leading Awards Programs

PEAK™ and LearnBop® chosen in 2016 BESSIE, CODiE, Cool Tool, International Distance Learning, and Revere awards programs

08:15 ET
from Fuel Education

HERNDON, Va., May 26, 2016 /PRNewswire-USNewswire/ — Personalized learning solutions provider Fuel Education™ (FuelEd™) has won two education industry awards and was named a finalist by three additional award programs for online and blended learning solutions PEAK™, its personalized learning platform, and LearnBop®, its interactive math learning system.

“Our school and district partners have seen tremendous success as they have implemented our solutions and technology to create innovative instructional models,” said Gregg Levin, General Manager of Fuel Education. “We are honored to be recognized by these award programs and look to further the use of digital learning to meet the individual needs of more students.”

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PEAK, FuelEd’s personalized learning platform, won a 2016 BESSIE Award for Best Teacher Tools from ComputED Gazette. The BESSIE Awards, now in its 22nd year, target innovative and content-rich programs, apps, and websites that provide parents and teachers with the technology to foster educational excellence. PEAK was also a finalist in SIIA’s 2016 CODiE Awards for Best Cross-Curricular Solution, which recognizes the best software tools for students, educators, or administrators that can be used in multiple curriculum areas in the preK–12 or postsecondary market.

LearnBop, FuelEd’s interactive math program, won a Platinum 2016 International Distance Learning Award from the United States Distance Learning Association (USDLA) for Best Distance Learning Programming. This prestigious award is presented to organizations and individuals engaged in the development and delivery of distance learning programs. In addition to the company winning a platinum award, the founder of LearnBop, Bharani Rajakumar, won USDLA’s Outstanding Leadership by an Individual in the Field of Distance Learning Award for 2016.

LearnBop is also a current finalist in the Association of American Publishers’ 2016 Revere Awards in the Supplemental Resources for Mathematics category.  The REVERE Awards, which will be announced June 8, 2016, honor high quality resources that educate learners of all ages, in all media, and in all educational environments, both in and beyond the classroom.

In addition, both PEAK and LearnBop were recognized as finalists in EdTech Digest’s 2016 Cool Tool Awards for Best e-Learning, Blended, or Flipped Solution. EdTech Digest recognizes the best tools, people, and trendsetters in and around education for transforming education through technology to enrich the lives of learners everywhere. 

PEAK is FuelEd’s open technology platform featuring personalized dashboards that provide a unified view of online program metrics for administrators, teachers, and students, including single click access to teacher and learner tools, and an interactive display of student progress and performance. Using PEAK Library, the platform’s course customization tool, teachers can incorporate self-authored content, as well as third-party content from Khan Academy® and YouTube® Education, to quickly develop or customize assessments, lessons, or courses.

FuelEd’s exclusive partner LearnBop is an online math program that provides students in grades K–12 with instant step-by-step tutoring via guided hints, video, and adaptive feedback to teach students how to solve problems on their own. Because every step of each program is tagged with a core concept, teachers can immediately detect a student’s missing prerequisites.

About Fuel Education

Fuel Education™ partners with school districts to fuel personalized learning and transform the education experience inside and outside the classroom. The company provides innovative solutions for pre-K through 12th grade that empower districts to implement successful online and blended learning programs. Its open, easy-to-use Personalized Learning Platform, PEAK™, enables teachers to customize courses using their own content, FuelEd courses and titles, third-party content, and open educational resources. Fuel Education offers the industry’s largest catalog of K–12 digital curriculum, certified instruction, professional development, and educational services. FuelEd has helped 2,000 school districts to improve student outcomes and better serve diverse student populations. To learn more, visit getfueled.com and Twitter.

©2016 Fuel Education LLC. All rights reserved. Fuel Education, FuelEd, LearnBop and PEAK are trademarks of Fuel Education LLC or its affiliates. All other trademarks are the property of their respective owners.

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SOURCE Fuel Education

Related Links

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May 11, 2016, 08:30 ET

Preview: Idaho School District Wins 2016 Fuel Education™ Transformation Award

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May 11, 2016, 08:30 ET

Idaho School District Wins 2016 Fuel Education™ Transformation…

Jan 06, 2016, 08:00 ET

Fourth Annual Survey of School and District Leaders Reveals…

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Pa. seeks financial, contract info from Agora Cyber Charter

Updated:May 24, 2016 — 6:39 PM EDT

by Martha Woodall, STAFF WRITER martha.woodall@phillynews.com @marwooda

The state Department of Education has expanded the scope of information that the Agora Cyber Charter School must provide by a deadline Friday.

A May 20 letter obtained by the Inquirer shows the department has directed the virtual charter based in King of Prussia to turn over detailed information about its finances, contracts and consultants.

Spokeswomen for the department and Agora confirmed the letter Tuesday.

The communication follows a May 16 letter in which the department told the charter with 8,500 students to submit accurate data on testing and attendance by the deadline or the department “will take appropriate actions against the school.”

The letters express the department’s growing impatience with Agora. Officials have been pressing the cyber for information about its operations since it laid off scores of employees in February without informing the state.

David W. Volkman, the department’s executive deputy secretary, wrote both letters.

He has told Agora that its problems providing requested information appear to be “another symptom of Agora’s ongoing operational issues.”

Since last August, Agora has been led by four leaders and experienced turnover on its board.

Last week, the current three-member board voted to retain Jon Marsh, the former CEO of 21st Century Cyber in Downingtown, to manage the school’s day-to-day operations and be an advisor.

In Volkman’s most recent letter, he asked Agora for monthly financial reports for this fiscal year; copies of contracts negotiated after Jan. 1 and copies of contracts with all independent consultants hired since Jan. 1, including Marsh.

JoAnn Gigliotti, an Agora spokeswoman, said in an e-mail Tuesday that the cyber was working to deliver the data and financial records the department requested.

The cyber has been seeking a five-year renewal of its operating agreement from the Education Department since October 2014. The department oversees Agora and the other 12 cyber charters, which provide online instruction to students in their homes.

“The department is continuing its comprehensive review of Agora Cyber Charter School as required to evaluate the school’s charter renewal,” a department spokeswoman said.

Agora is the second-largest cyber in the state. Its proposed budget for the current fiscal year of $110.2 million was based on an enrollment of 9,140 students, which it did not reach. The revenue comes primarily from taxpayer-funded tuition paid by students’ home districts.

Volkman has said that Agora’s problems recording student attendance raise concerns about whether the cyber is submitting accurate invoices to school districts and is billing for students who are no longer enrolled.

He also said that Agora’s data issues affect its ability to meet state and federal reporting requirements, which could jeopardize federal funding.

Many current and former Agora parents and staffers say some of Agora’s recent problems stem from the end of its management contract with K12 Inc., the for-profit company in Herndon, Va.

In 2014 the board voted to end K12’s management contract and said that Agora would begin managing itself in 2015-16.

According to some parents and teachers, Agora was not ready for the transition. They said numerous problems developed with the systems and software the cyber purchased to replace the technology that K12 had provided.

Volkman’s most recent letter asks for copies of contracts Agora awarded or renegotiated after Jan. 1 related to the cyber’s transition to self-management.

Pa. seeks more data from Agora Cyber Charter

Updated:May 25, 2016 — 1:08 AM EDT

by Martha Woodall, STAFF WRITER martha.woodall@phillynews.com

The state Department of Education has expanded the scope of information that the Agora Cyber Charter School must provide by Friday.

A letter dated last Friday and obtained by the Inquirer shows the department has directed the virtual charter, based in King of Prussia, to turn over detailed information about its finances, contracts, and consultants.

Spokeswomen for the department and Agora confirmed the letter Tuesday.

The communication follows a May 16 letter in which the department told the charter, with 8,500 students, to submit accurate data on testing and attendance by the deadline or the department “will take appropriate actions against the school.”

The letters express the department’s growing impatience with Agora. Officials have been pressing the cyber for information about its operations since it laid off scores of employees in February without informing the state.

David W. Volkman, the department’s executive deputy secretary, wrote both letters.

He has told Agora that its problems providing requested information appear to be “another symptom of Agora’s ongoing operational issues.”

Since last August, Agora has been led by four leaders and experienced turnover on its board.

Last week, the current three-member board voted to retain Jon Marsh, the former CEO of 21st Century Cyber in Downingtown, to manage the school’s day-to-day operations and be an adviser.

In Volkman’s most recent letter, he asked Agora for monthly financial reports for this fiscal year, copies of contracts negotiated after Jan. 1, and copies of contracts with all independent consultants hired since Jan. 1, including Marsh.

JoAnn Gigliotti, an Agora spokeswoman, said in an email Tuesday that the school was working to deliver the data and financial records the department requested.

The school has been seeking a five-year renewal of its operating agreement from the Education Department since October 2014. The department oversees Agora and the 12 other cyber charters, which provide online instruction to students in their homes.

“The department is continuing its comprehensive review of Agora Cyber Charter School as required to evaluate the school’s charter renewal,” a department spokeswoman said.

Agora is the second-largest cyber charter in the state. Its proposed budget for the current fiscal year of $110.2 million was based on enrollment of 9,140 students, which it did not reach. The revenue comes primarily from taxpayer-funded tuition paid by students’ home districts.

Volkman has said that Agora’s problems recording student attendance raise concerns about whether the cyber is submitting accurate invoices to school districts and is billing for students who are no longer enrolled.

He also said that Agora’s data issues affect its ability to meet state and federal reporting requirements, which could jeopardize federal funding.

Many current and former Agora parents and staffers say some of Agora’s recent problems stem from the end of its management contract with K12 Inc., a for-profit company in Herndon, Va.

In 2014, the board voted to end K12’s management contract and said Agora would begin managing itself in 2015-16.

According to some parents and teachers, Agora was not ready for the transition. They said numerous problems developed with the systems and software the school purchased to replace the technology that K12 had provided.

Volkman’s most recent letter asks for copies of contracts Agora awarded or renegotiated after Jan. 1 related to the transition to self-management.

Call for Proposals: The Foundation for Blended and Online Learning to Reward Education Innovators

10:30 ET
from The Foundation for Blended and Online Learning

HERNDON, Va., May 17, 2016 /PRNewswire-USNewswire/ — The Foundation for Blended and Online Learning is now accepting applications for grant proposals to recognize and reward innovative educators in blended and online learning environments.

The Foundation’s Teacher Grant Program is looking for teachers and counselors demonstrating excellence with their use of digital tools and out-of-the-box teaching strategies, including but not limited to video, social media, games and other highly-engaging and effective learning strategies.

One-time grants of up to $10,000 each will be awarded. All grants will be made payable to the school and may be used for technology, software, curriculum, classroom supplies and materials.

Launched in January, the mission of The Foundation for Blended and Online Learning is to empower students through personalized learning by advancing the availability and quality of blended and online learning opportunities and outcomes.

Eligibility

Applicants for the Teacher Grant Program must:

  • Be a teacher or guidance counselor, grades K-12, employed by an accredited, state-approved blended or online learning program in the United States.
  • Propose an innovative project that relates specifically to one or more of the following areas:
    • Special Education Support using technology as a catalyst for individual growth
    • English Language Acquisition/English Language Learning (ELA/ELL)
    • Remedial Math
    • Literacy/Reading Interventions

Applications can be submitted at: https://www.scholarsapply.org/fbol-teachergrant/

The deadline for applications is June 15, 2016.

About The Foundation for Blended and Online Learning

The Foundation for Blended and Online Learning is an independent charitable education organization. The mission of the foundation is to empower students through personalized learning by advancing the availability and quality of blended and online learning opportunities and outcomes. To become involved with The Foundation or to learn more, visit www.blendedandonlinelearning.org 

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SOURCE The Foundation for Blended and Online Learning

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Idaho School District Wins 2016 Fuel Education™ Transformation Award

Bonneville Joint School District recognized for innovative use of online learning to address students’ individual needs

08:30 ET
from Fuel Education

HERNDON, Va., May 11, 2016 /PRNewswire-USNewswire/ — Not all students excel in a traditional brick-and-mortar school. Whether a student is home or hospital-bound because of a chronic illness, has behavioral or learning challenges, or has other unique needs, they still need access to high-quality education. The Bonneville Online School, in Idaho’s Bonneville Joint School District, uses the power of online learning to address the needs of its students outside of the traditional education environment.

Personalized learning solutions provider Fuel Education™ (FuelEd™) has named Bonneville Online School (BOS) its 2016 Transformation Award winner. Schools and districts using FuelEd solutions were encouraged to submit success stories to demonstrate how they have used innovative online or blended learning programs to transform education for their students. Bonneville was selected from dozens of entries for providing K–8 students with a flexible school structure that enables them to have a successful academic experience from home.

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“We are very pleased to honor Bonneville Online School as an outstanding example of how school districts can use online and blended learning to help students overcome education barriers,” said Gregg Levin, General Manager of Fuel Education. “Fuel Educations primary goal is to help our school and district partners to personalize learning for each student—regardless of their personal circumstance—so they can achieve their academic goals.”

When 9-year-old Gabe enrolled at BOS in fall 2015, he had been diagnosed with ADHD and dyslexia, and had been exhibiting behavioral issues with his principal and teacher at his previous brick-and-mortar school. Gabe started working on his FuelEd courses at grade level, but his learning coach—his mother—immediately realized his skill levels were well below grade level. With the support of his teacher, a modifiable curriculum, and his learning coach, Gabe is now a dramatically different student. He is confident and enthusiastic about school and puts in the extra effort needed to stay on track, even working on some Saturday mornings and school vacation days. Gabe has pride in his accomplishments and sees himself as an online, at-home learner until he graduates.

Gabe is just one of the more than 100 students enrolled in BOS. BOS was founded in 2010 at the request of a group of local parents who wanted an in-district online school that offered a curriculum approved by the superintendent. Students have the flexibility to complete FuelEd courses at their own pace with guidance from a learning coach and one of BOS’ three teachers. BOS takes an innovative approach to the mastery of content. If students score between 70-79 percent on an end-of-lesson test, students review missed questions with their learning coach to prove they know the material instead of retaking the test. For instructional support, teachers and students connect via phone, email, text, Class Connects and Google Hangouts for one-to-one or group instruction. Every Thursday, students can attend an optional face-to-face session with their teachers and peers.

BOS measures student success based on their participation in Thursday sessions, the level of direct communication with teachers, and growth and proficiency assessments. Nearly 60 percent of students attend the optional Thursday sessions. Students and their learning coaches are in almost constant communication with teachers.

The 2016 FuelEd Transformation Award submissions represented districts with diverse demographic, economic, and geographic backgrounds and identified specific challenges such as increasing graduation rates, providing flexible scheduling, and differentiating instruction for at-risk students. Despite their different backgrounds and goals, each district was able to use FuelEd’s digital curriculum to effectively address these challenges.

To read more about BOS and their program, as well as past FuelEd Transformation Award winners, visit www.getfueled.com/resources-results/transformation-awards.

About Fuel Education
Fuel Education™ partners with school districts to fuel personalized learning and transform the education experience inside and outside the classroom. The company provides innovative solutions for pre-K through 12th grade that empower districts to implement successful online and blended learning programs. Its open, easy-to-use Personalized Learning Platform, PEAK™, enables teachers to customize courses using their own content, FuelEd courses and titles, third-party content, and open educational resources. Fuel Education offers the industry’s largest catalog of K–12 digital curriculum, certified instruction, professional development, and educational services. FuelEd has helped 2,000 school districts to improve student outcomes and better serve diverse student populations. To learn more, visitgetfueled.com and Twitter.

©2016 Fuel Education LLC. All rights reserved. Fuel Education and FuelEd are trademarks of Fuel Education LLC or its affiliates. All other trademarks are the property of their respective owners.

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SOURCE Fuel Education

Related Links

http://www.getfueled.com/




K12 International Academy Launches Destinations Career Program for Fall 2016

Online private school adds Career Technical Education option to extensive course list

Apr 12, 2016, 12:46 ET
from K12 International Academy


HERNDON, Va., April 12, 2016 /PRNewswire-USNewswire/ — K12 International Academy, an accredited, online private school open to students in grades K-12 worldwide, has launched a new Career Technical Education (CTE) program for fall 2016. The Destinations Career Program at K12 International Academy gives full- and part-time students in grades 9–12 a unique opportunity to prepare for both college and the workforce, regardless of where they live. The program integrates Career and Technical Education (CTE) courses from two nationally recognized career Clusters with existing core academics in a rigorous and relevant curriculum that is delivered online.

K12 International Academy’s career readiness offering uses a comprehensive end-to-end approach, designed to prepare students to enter the workforce or pursue other post-secondary options in their career field of interest. Students can access multiple versions of online high school courses and opt to take online CTE courses in one of two Career Clusters:  Business, Management, and Administration or Information Technology, with the opportunity to earn nationally recognized certifications in a chosen field of study.  Each career cluster has three separate career paths to choose from, giving students exposure to advanced study in their chosen field of interest


“Typically students do not get this level of exposure to career-specific skills until well into their college studies,” said Miriam Rube, Head of School at K12 International Academy. “Exploring their career passions in high school gives students more confidence in selecting a college major in one of these high demand fields of study. We’re very excited to bring the power of online learning to CTE and help students get access to these certifications no matter where they live.”

Founded in 2008, K12 International Academy uses the award-winning K12 curriculum to offer students in grades K-12 an individualized learning experience. Students who enroll follow an academic program that includes engaging web-based lessons along with age-appropriate instructional materials – books, videos and other hands-on tools and resources – which are shipped directly to each student’s home.  

Instruction is facilitated by highly qualified teachers who individualize the learning experience for each student. Teachers also organize numerous virtual field trips, online clubs and school activities where students have the opportunity to participate in events that blend academics and socialization. Counselors work with students to help them identify career paths most in line with their interests and talents.

K12 International Academy is accredited by AdvancEd and its graduates receive a U.S. diploma. Students in the Destinations Career Program can also earn a nationally recognized career readiness certificate from the ACT, and an industry-recognized certification in their chosen career pathway. Past K12 International Academy graduates have gone on to attend prestigious colleges and universities such as Harvard, Duke, Rensselaer Polytechnic Institute and various military academies.

Enrollment is now open for the K12 International Academy 2016-2017 academic school year, and all interested families are encouraged to visit http://www.icademy.com for more information, as well as details on upcoming community events and online information sessions.   

About K12 International Academy
The K12 International Academy is an accredited private school program that serves students in grades K through 12. Open to both full- and part-time students, the K12 international Academy gives parents and families the choice to access the award-winning curriculum and tools provided by K12 Inc. (NYSE:  LRN), the nation’s largest provider of proprietary curriculum and online education programs. More information can be found at http://www.icademy.com.

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SOURCE K12 International Academy

Related Links

http://www.icademy.com


Apply Now

Director, IT Dev – Marketing and Sales Applications




Herndon, VA, USA | N/A


  • Industry:


    Education


  • Position Type:

    Full-Time



  • Functions:


    General Management
    Technology


  • Experience:

Job Description:

48 people have viewed this job

Role requires exceptional leadership, stakeholder management, communications, technology delivery, functional/business acumen, and vendor/employee management skills.

Application responsibilities include:

– Two separate salesforce.com “orgs”, one supporting “B2C” student enrollments (including a custom Parent Portal community) and another supporting “B2B” institutional sales.

– Adobe Experience Manager (AEM) platform including component, template, and interface development along with legacy Drupal sites.

– Integration with surrounding applications particularly lead management (Marketo), student information systems (custom), order management (custom), and financials (Oracle EBS).

Key stakeholders include VP-level executives responsible for:

– Customer Acquisition

– Enrollment

– Institutional Sales

– Customer Care

– Web Content and Strategy

Supervisory responsibilities include ~10 direct reports including SalesForce developers/architects/admins and AEM/Drupal developers/architects augmented by external contractors as business needs require. Delivery efforts are also extended by additional QA engineers and project managers.

Requirements    Role responsibilities include:

– Full lifecycle management of assigned applications including requirements analysis, solution design, development/delivery, testing, deployment, and production support for major projects and ongoing enhancements.

– Setting the strategic vision, execution roadmap, and establishing budgets for ongoing evolution of these platforms.

– Subject matter expert for these application domains and associated functional and technical ecosystems.

– Employee/contractor supervisory responsibilities to include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.


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