Fuel Education Announces New Online and Blended Courses for Middle and High School Math As Part of its Expanded 2014-2015 Catalog – BWWGeeksWorld


HERNDON, Va., May 7, 2014 /PRNewswire/ Personalized learning solutions provider Fuel Education today announced it is expanding its comprehensive portfolio of more than 500 unique online and blended courses and titles for pre-K through 12 th grade with more than 25 new additions for the 2014-2015 school year.

Fuel Education’s catalog now features multiple new math courses for middle and high school students, new electives designed to promote career readiness, as well as the recently announced mobile, standards-aligned FuelEd Middle School curriculum. Each course or title has been developed in full alignment with the Common Core State Standards, as well as other state and national standards.

Fuel Education’s new middle and high school math courses for blended and/or full-time learning include:

  • Algebra, Geometry, and Fundamentals of Algebra and Geometry Fundamentals of Algebra and Geometry provides students enhanced computational and problem-solving skills while learning topics in algebra, geometry, probability, and statistics. Pre-Algebra provides students a broader look at computational and problem-solving skills while learning the language of algebra, and Algebra enables students to deepen their computational and problem-solving fluency through topics in linear relationships, functions, and geometry.
  • Developmental Algebra and Continuing Algebra for high school This two-year algebra sequence, that begins with an exploration of the tools and principles of algebra is designed to provide students completing these two courses with a deep understanding of Algebra I.
  • Algebra I Extended Learning for high school Students are able to master working with and evaluating mathematical expressions, equations, graphs, and other topics, with an emphasis on real-world applications throughout this year-long course. Unlike a traditional Algebra course, this course uses adaptive learning technology and contains a built-in diagnostic to assess foundational pre-algebra skills, and provides instruction targeting any gaps in prerequisite skills. After these learning gaps are addressed and tested, algebra instruction is presented. If mastery is not achieved following core instruction, alternative activities are presented to improve comprehension.
  • Integrated Mathematics I, II and III for high school In these three courses, which are aligned to the Integrated Pathway for Mathematics as defined in the Common Core State Standards, students learn about linear and simple exponential models, followed by irrational and complex numbers and quadratic polynomials, and then learn how to integrate all of these concepts in the third course.

“Mathematics is so closely tied to overall student success that educators now regard Algebra I as a key predictor of high school success, and Algebra II as key predictor for work, college, and career success even further down the road,” said David Pelizzari, Vice President of Curriculum.

“We are happy to offer new paths to mathematics success for middle school and high school studentspaced in different ways and scaffolded to support an even wider range of students, from those with the greatest skills to those needing the most reinforcement, review, and support. These fresh offerings are aligned with the new standards and more sophisticated assessments associated with Common Core State Standards and many state standards, offering high quality course choices for every type of student.”


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Also new for the coming school year is 7 new high school electives designed to engage teenagers and promote exploration of their career interests. New electives include Careers in Criminal Justice, Introduction to Agriscience, Public Speaking, Early Childhood Education, and Entrepreneurship. In addition, many electives previously available for blended programs are now available for full-time programs.

As previously announced, the catalog also features FuelEd Online Courses for Middle School, the standards-aligned curriculum designed for students as they transition through the “make or break” years, available on a wide variety of platforms and devices such as the iPad , Chromebook and Android.

New courses designed for blended learning are also integrated into PEAK, Fuel Education’s Personalized Learning Platform, which makes it easy for districts to integrate and manage all of their online learning programs in one place. In addition, teachers can easily customize the courses with resources available in the PEAK Library, which includes more than 5,500 supplemental lessons and assessments plus content from third-party partners such as Britannica School , and open educational resources such as Khan Academy and YouTube Education.

All of Fuel Education’s courses, including core, foundational, honors, AP , world languages and credit recovery courses, can be found in Course Finder in the Curriculum section of the company’s web site.

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 through12 th 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 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.

2014 Fuel Education LLC. All rights reserved. Fuel Education, FuelEd, 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


K12 Inc. Releases 2014 Academic Report – WSJ.com

    K12 highlights progress, a focus on academic improvement, and commitment to openness and accountability  

    HERNDON, Va., March 20, 2014 /PRNewswire/ – K12 Inc. (NYSE: LRN), America’s leading provider of proprietary curriculum and online and blended school programs for students in pre-K through high school today released its 2014 Academic Report providing an open and in-depth assessment of overall academic performance in K12-managed public schools.

    Nate Davis, Chairman and CEO of K12 Inc., said that by publishing this Academic Report K12 is continuing its commitment to accountability and transparency.

    “By regularly analyzing and openly communicating the results of our efforts and those of the schools’ governing boards who employ us, we aim to provide transparency and data on the issues we face as well as progress we’ve made.” said Davis. “All this effort is in the service of putting our students first, making their academic success foremost in everything we do.”

    In partnership with school districts and independent, nonprofit charter school governing boards, K12 operates full-time online and blended public schools in over 30 states. Last year K12 released its first comprehensive Academic Report and previously published an Academic Performance Trends report in 2012.

    K12’s 2014 Academic Report includes results from the 2013 state assessments in Reading, English Language Arts, and Mathematics, and examines individual school performance over a three-year period. The report details data on student performance in key subgroup populations, including low-income students (based on free or reduced-price lunch eligibility) and special education.

    The report also includes the most recent results from the Scantron Performance Series(R) assessments, used by K12 to provide a common measure of achievement across K12-managed schools with standards and accountability systems that differ state by state. The Scantron assessments, administered in the fall and spring, are norm-referenced adaptive tests that track gains in Reading and Mathematics during a school year, and allow comparison of each school’s performance to the performance of the student population used in norming the tests.

    Key findings of K12’s 2014 Academic Report include:

       – Over the past four years, students in K12-managed schools have generally       demonstrated gains very close to or above the Scantron mean norm group       gains in both Reading and Mathematics.     – On Scantron assessments, students in K12-managed public schools overall       outperformed the mean norm group gain in both Reading and Mathematics.     – In the 2012-2013 school year, on Scantron assessments K12-managed public       schools achieved 125 percent norm group gain in Reading across all grades       and 102 percent norm group gain in Mathematics across all grades.     – Persistence makes a difference.  Data confirm that students perform       better on state proficiency tests the longer they stay with the K12       program.  Students enrolled three or more years in K12-managed public       schools achieve higher percentages at or above proficiency compared to       students enrolled less than one year: 17 percent higher in Reading, 22       percent higher in English Language Arts, and 11 percent higher in       Mathematics.     – In K12-managed public schools, as in most public schools, lower income       students – those eligible for free or reduced-price lunch – do not       perform as well as students not eligible for federal meal subsidies.     – Compared to most public schools, K12-managed public schools serve a       significantly higher percentage of students who qualify for free or       reduced-price lunch: 63 percent in K12-managed schools compared with a       national average of 49 percent.     – K12-managed public schools in a sample of eight states, which includes       some of the largest schools, served a higher percentage of special       education students compared to the percentage of special education       students in the total school population in each state.     – State-adopted academic growth measures at two of K12's largest managed       public schools – Agora Cyber Charter School (PA) and Ohio Virtual       Academy – show these schools are making improvement in most grades even       as these schools continue to show rapid growth in enrollment with an       increasing number of students who qualify for free or reduced-price lunch       and an increasingly mobile student population. 

    K12’s Chief Academic Officer, Dr. Margaret Jorgensen, said, “While we are seeing improvement in many of the schools K12 serves, it is clear we need to make greater progress toward higher levels of proficiency for all students. That being said, the results of the Scantron tests and many of the state-adopted growth measure assessments show a more positive picture on student learning.”

    Dr. Jorgensen added, “Nevertheless, our unwavering commitment is to raise achievement for all students and help them reach their academic goals, regardless of background, socioeconomic situation, or academic history. This report helps focus our efforts by showing us where we are succeeding and where we need to improve.”

    The K12 report highlights many new programs employed at K12-managed public schools to strengthen student engagement and drive academic success, including innovative blended learning models, a “Strong Start” initiative for new students, family academic support teams, increased teacher-led advisory sessions, college and career workshops, and additional remedial programs in the critical subjects of reading and math.

    “As we address the challenges of an increasing population of students who qualify for free or reduced lunch, we will continue to adapt and innovate to meet the needs of students enrolling in K12-managed public schools,” said Dr. Jorgensen. “We are exploring new digital solutions to enhance individualized learning for students and data-driven decision making for teachers. Moving forward, we will continue to monitor our efforts, collect and analyze data, and replicate successful practices across the schools we serve.”

    In response to a growing number of academically at-risk and credit-deficient students choosing online schools, K12 continues to launch new Insight Schools designed to serve the needs of students who were falling behind or failing in traditional schools. The programs offered at Insight Schools provide targeted solutions and wrap-around services to help at-risk students increase their level of engagement and earn credits needed to graduate. K12 is also launching a number of new initiatives designed to support teachers with more training, professional development and instructional tools.

    “We have a tremendous group of talented teachers and school leaders at K12,” said Dr. Jorgensen. “We are a company of educators. More than 70 percent of K12 Inc.’s employees and teachers in K12-managed public schools come to us with an education background. As educators, we take our responsibilities to the schools, students, and families we serve very seriously, and we are committed to doing everything we can to help them succeed.”

    The K12 report highlights the critical role of the highly qualified, state-certified teachers in K12-managed schools. Nearly 6,000 teachers are employed in K12-managed schools across the U.S. – the nation’s largest network of online school teachers in kindergarten through high school.

    Davis, who was recently named K12’s CEO in addition to his role as Chairman of the Board, has steered the organization towards increased accountability while advancing a progressive plan to improve and refine K12’s instructional models, curricula, and technology systems to drive higher performance. He outlined these initiatives today at K12’s second annual Academic Day held at the company’s Virginia-based headquarters.

    Emphasizing K12’s mission-driven culture, Davis affirmed that the education company’s focus is “on putting students first and supporting our teachers and school leadership, improving the quality of our curriculum and assessments, and accelerating the innovative use of technology to deliver engaging and effective learning experiences for each student.”

    Davis concluded, “We succeed only when students succeed. That is our goal. That is our passion. That is our work.”

    About K12 Inc.

    K12 Inc. (NYSE:LRN), a company of educators, is the nation’s leading provider of proprietary curriculum and online and blended school solutions for students in pre-kindergarten through high school. K12 has worked with over 2,000 school districts and has delivered more than four million courses over the past decade. K12 provides curricula, academic services, and learning solutions to public schools and districts, traditional classrooms, blended school programs, and families. The K12 program is offered through K12 partner public schools in approximately two-thirds of the states and the District of Columbia, and through private schools serving students in all 50 states and more than 100 countries. More information can be found at www.K12.com.

    K12’s 2014 Academic Report: http://www.k12.com/Academic-Report-2014

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    SOURCE K12 Inc.

    /CONTACT: Jeff Kwitowski, SVP, Corporate Communications, 703-483-728, press@k12.com

    /Web site: http://www.K12.com

    
    

    Iowa Virtual Academy seeks students for success | WQAD.com

    Iowa Virtual Academy seeks students for success

    Posted on: 3:01 pm, February 19, 2014, by John David, updated on: 03:36pm, February 19, 2014

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    There’s a new way of learning in Iowa. It’s a twist on home schooling called Iowa Virtual Academy.

    The charter school, hosted in Guttenberg, Iowa, uses curriculum from Virginia-based K12.

    Open enrollment continues until March 1. For more information, check http://www.k12.com/iava/.

    Most of us learn in a traditional classroom with a dedicated teacher. But for some students, this setting just doesn’t work.

    That’s the dilemma facing Clinton mom Michelle Rodekamp, who is worried about her teenage daughter.

    “I know we’re at a point now where it has to get turned around now, or she’s not going to be successful in the next two years graduating,” she said.

    That success might come with the Iowa Virtual Academy. It’s an online, fully accredited charter school that replaces public education for some students.

    “I feel like school choice is important to a lot of families,” said Jennifer Waterman, during a recruiting stop in Davenport on Wednesday. “A lot of families feel like maybe their student is not getting what they need in school.”

    There’s no tuition for the Iowa Virtual Academy. That’s because participants direct their tax dollars to the charter school instead of their public school district.

    The lesson plan blends online studies with a parent learning coach in the home. Nearly 200 Iowa  families are participating in its second year.

    This program reaches out to underachievers and overachievers alike.

    “Take a snapshot of that student and work with them on their learning capabilities,” said Waterman. “Each student is looked at individually.”

    For those like Michelle’s daughter, this might be an option.

    “I think that’s going to be our solution,” Rodekamp concluded. “Even though it’s going to be a home environment, I feel like it’s going to be a different environment.”

    For the Rodekamps, a change of scenery that brings learning close to home.

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    davenport, Iowa Virtual Academy

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    An Open Letter To The Board And Management Of K12

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    To the board and management of K12 (LRN ):

    Since I went public with my presentation and article detailing the many reasons for my short position in K12’s stock, I’ve had the pleasure of both meeting and speaking extensively with CEO Ron Packard and also having a call with Executive Chairman Nate Davis. It’s very unusual for senior management of a company to speak with a short seller (full disclosure: I continue to have a short position in the stock, as I discuss in this article ), so the fact that they were willing to do so is a credit to K12.

    I found Packard and Davis to be refreshingly candid about K12’s challenges and what the company is doing to address them, and believe that both of them are genuinely sincere in wanting to do right by the students who enroll at the company’s schools. As I discuss below, however, I think their words are inconsistent with many things K12 is doing. In particular, I don’t think they fully appreciate the tension and trade-offs between their desire to maximize growth, profitability, and the share price vs. doing their best to ensure that every one of K12’s nearly 130,000 students is engaged and learning.

    But before I discuss our areas of disagreement, I’d like to highlight the many things we agree on:

    • K12 is an innovative, pioneering company with a well-regarded curriculum.
    • A 100% online school is an excellent option for some students – but a terrible option for others.
    • In its early days, K12 served mostly middle- and upper-class kids with strong parent coaches.
    • In recent years K12 has seen a large influx of at-risk students – typically poor and minority youth who are behind academically and often lack a strong parent coach at home.
    • Such at-risk students are often stuck in failing bricks-and-mortar schools and thus have a great need for an alternative educational option – and even a mediocre alternative might be better than what they have now.
    • These students have distinct, very challenging needs, which K12 is endeavoring to meet.
    • However, K12 faces the problem that these students are less likely to have the motivation, self-discipline and parental support to consistently engage and succeed in an online school.
    • Students who don’t engage aren’t likely to learn much and fall behind academically, so they would probably be better off if they quickly returned to a traditional school.
    • Nevertheless, any student, regardless of background, can succeed in an online school if they engage – and it is impossible to predict with 100% accuracy up front which students will engage.
    • K12 only wants students who will engage and succeed at its schools, so it seeks to fully inform parents and students what is required for success at an online school.
    • Even though students who don’t engage might be profitable for the company because they require little teacher time and attention, K12 does not want such students to enroll and, if they do, would prefer that, once it’s clear that they are not engaging, leave K12 and re-enroll at a regular school.
    • However, if a student is determined to enroll/stay enrolled, K12’s hands are tied because, according to most states’ charter laws, the company cannot be selective in enrollment, nor can it kick any student out.

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    Colorado Preparatory Academy Open for Enrollment Through Sept. 20

    >PRWEB.COM Newswire

    Northglenn, CO (PRWEB) September 17, 2013

    Colorado Preparatory Academy (CPA), a tuition-free, online public school serving students in grades K through 12, is open for enrollment through Sept. 20. The 2013 school year marks the first year for CPA and for many students who are enrolled in the new program.

    “We have many talented teachers and a truly unique online school aimed at creating an individualized learning experience for each student,” said Hannah Mancina, principal at CPA. “We may be new, but we’re offering an award-winning, mastery-based curriculum through K12 Inc. which we believe will help students succeed academically.”

    CPA is authorized through the Colorado Digital Board of Cooperative Education Services (CD BOCES), which is comprised of a leadership team that includes experts with years of experience and success operating online and blended learning schools.

    The school takes a unique approach to learning by providing a post-secondary academic program focused on student-specific needs. Highly qualified and Colorado-certified teachers also provide instruction, intervention, guidance and support to students and regularly communicate with families. CPA also uses the technology and school services by K12 Inc., which is a nationally recognized leader in online education and individualized learning.

    Whether students need a different schedule, a more customized pace to learning or live in a rural community with limited schooling options, CPA can help. For more information about enrolling at CPA, go to http://www.k12.com/cpa/enroll.

    More about CPA

    Colorado Preparatory Academy (CPA) is Colorado’s newest K12 partner school, offering a post-secondary preparedness program authorized by Colorado Digital Board of Cooperative Education Services (BOCES), a collaborative partnership between Falcon District 49 and Yuma School District. CPA offers a challenging academic program featuring face-to-face direct instructional action, focused on student-specific performance. For more information about CPA, visit http://www.k12.com/cpa.

    Read the full story at http://www.prweb.com/releases/2013/CPAOnlineSchool/prweb11131012.htm

    City school system wants public feedback

    http://thetruthaboutk12.com//wp-content/uploads/2015/09/

    City Schools Superintendent Paul McKendrick is seen at the Tuscaloosa City Board of Education building. The Tuscaloosa City Schools system emailed a survey to its employees and parents of children in the system seeking their opinions about such things as academic preparation, student support, parental engagement, diversity, school operations and the accessibility of school leaders.

    File photo | The Tuscaloosa News

    By Jamon Smith
    Staff Writer

    Published: Wednesday, May 29, 2013 at 3:30 a.m.
    Last Modified: Tuesday, May 28, 2013 at 8:40 p.m.

    TUSCALOOSA | The Tuscaloosa City Schools system wants public feedback on the performance of its schools.

    Last week, the system emailed a survey to its employees and parents of children in the system seeking their opinions about such things as academic preparation, student support, parental engagement, diversity, school operations and the accessibility of school leaders.

    The 15-to-20 minute survey is being conducted by K12 Insight, an independent research and communication firm.

    “Partnering with K12 Insight furthers our strategic plan goal of improving communications within the school system and with all stakeholders,” said Superintendent Paul McKendrick. “Engaging and collaborating with each other allows us to foster a culture of innovation that is necessary to improve our schools.

    The identity of those who take the survey will remain confidential. But once the survey closes on June 17, the system will release the collective results along with an explanation about how the information will be used to improve the schools.

    The survey can be found on the front page of the system’s website at www.tuscaloosacityschools.com or can be accessed directly at http://research.zarca.com/survey.aspx?k=RQ.QQSWsVsPsPsP&lang=0&data= .

    “The success of our strategic plan requires everyone to be informed about district activities and engaged in district decisions,” McKendrick said. “Only by building trust and working together can we provide our students with the education they need to ensure their future success.

    Reach Jamon Smith at jamon.smith@tuscaloosanews.com or 205-722-0204.