Best Practices for using E-Learning
to earn High School Credits
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(NYS Regulation 100.5.D.1)
(NYS Regulation 100.5.D.8)
(NYS Regulation 100.5.D.9)
(NYS Regulation 100.5.D.10)
(NYS Regulation 100.5.D.11)
- An online or video conference course could be utilized to prepare for credit by exam
- digital pre-assessment in online courseware to determine deficit areas
- instructor identification of deficit areas
- full-year recovery
- semester recovery
- unit recovery
- online courses
- video conference courses taught by a college professor with overseeing K12 teacher
- blended courses
- Online and blended courses
- CTE Coursework can be done online minus the hands-on requirement
- Senior Research Project (CDOS Q&A C6)
- An educator familiar with the Regents exam or State-developed or State-approved assessment, and course content should carefully select an option that will provide appropriate preparation for the exam.
- Rigorous personalized content for remediation is recommended in conjunction with a standardized structure including but not limited to grading policy, state standards, and deficit areas.
- An educator familiar with course content should advise the school panel regarding potential online course work for rigor and state, national, professional organization standards alignment as applicable.
- An educator familiar with course content should review potential online course work for rigor and state, national, professional organization standards alignment as applicable.
- State-approved CTE/WBL courses
- Locally approved CTE courses
- Students should be carefully assessed for readiness and provided mentoring in digital learning skills and independent learning to fill potential gaps and foster success in online learning in preparation for the exam.
- Students who have not met the minimum requirements in any course, the district must determine the requirement for demonstrating mastery in credit recovery. Examples/Scenario link
- Students should be carefully assessed for readiness and provided mentoring in digital learning skills and independent learning to fill potential gaps and foster success in online and/or video conference learning environments.
- Students should be carefully assessed for readiness and provided mentoring in digital learning skills and independent learning to fill potential gaps and foster success online. learning.
- Who oversees WBL opportunities and complete documentation?
- What CTE courses are available for students and when they would be provided/taken?
- Extensive mentoring is often needed to ensure student success when utilizing an online option.
For example, communicating with each student 1-2 times per week above and beyond course grading feedback using a system that you can document the time spent and the conversation had.
- Regular and substantive interaction is required however, this varies based on student needs.
- Extensive mentoring is often needed to ensure student success when utilizing an online option.
- Purposeful feedback is necessary throughout the student’s credit recovery experience.
- Extensive mentoring is often needed to ensure student success when utilizing an online or video conference
option for independent study.
For example, communicating with each student 1-2 times per week above and beyond course grading feedback using a system that you can document the time spent and the conversation had.
- Extensive mentoring is often needed to ensure student success when utilizing an online option.
For example, communicating with each student 1-2 times per week above and beyond course grading feedback using a system that you can document the time spent and the conversation had.
- When the employability is completed and the district awards the CDOS Commencement Credential they are stating the student is ready for integrity level employment. How is this being verified?