Greetings WOL Friends and Collleagues!
As everyone is heading into this busy time of year, I am missing (and not missing) the day to day buzz of getting everything ready; the problem solving, the collaboration, being able to help a district offer a course they didn’t think was possible!
The other thing I am missing is working with the team to create the classroom experiences our students deserve.
A big part of success metrics for me as a leader was never about test scores. And, in the role the World of Learning plays, as a support to districts, the ‘numbers’ we look to ‘hit’ have more to do with relationships, and if our learners know how to advocate for themselves. You see, when you have a combination of live sessions and asynchronous coursework, it is critical tthat students understand how to navigate when they aren’t sure what’s next. When the teacher isn’t present - that they understand the power of asking for help.
To create that environment where a student will reach out and seek help, the adults need to take steps to have students be able to be vulnerable and take risks. It is hard to ask for help. So having the adults actively reaching out to build a relationship helps to support and scaffold the self-advocacy skills students need to meet and often exceed their own expectations.
I asked Lauren and Olivia for some data the other day, data we measure. Lauren has been working to complete an administrative certificate and shared several sets of data that really matter to us at the World of Learning.
First, they reported that our big number is what we call touch-points. How often we interact with students, families, and district folks in the effort to help a student succeed. Our touchpoint number was 16,581 points of communication per quarter on average over the last year and a half that we have looked at this data.
Second, she shared the case study she is working on at the moment, which is relevant. Our team of teachers personally reached out to 100% of the students in danger of not passing in the last quarter of the year. No auto emails, actual phone calls. Of course, we were not able to talk with all of them (numbers disconnected, no answer, voicemail box full) but 34 families out of the 59 students of concern spoke with our teachers and worked as a team with their child's homeroom teacher over the last month of school to help their child succeed. Who wouldn’t be proud of that effort!
Third, the results of this effort yielded the following results: Two-way communication with guardians and engaging them directly produced notable results. The average grades of those 32 students increased by 59.66%, or 13.7 grade points in just four weeks. These averages were calculated based on course grades at the mid-marking period in April compared to the final grades in the classes. A grade point increase of 13.7 across 32 students in multiple classes is a significant improvement, as this is more than one letter grade improvement on average. The 32 students were enrolled in 96 different courses, with students failing between one to seven courses when the data was pulled in April. By the end of the school year, 64 of those 96 enrollments (66.67%) passed. Clearly involving parents on a personal level and providing support leads to improved outcomes for learners.
Finally, we determined that the average full-time student in Extended Campus has 24 different opportunities to interact live with a real teacher during their school week.
Beyond the improved grades, teachers reported increased satisfaction in their job, sharing that families were appreciative of the outreach and this made teachers feel proud of the approach that they were taking. One teacher shared that it “gave a peek into the lives of our students even more.” Teachers noted that similarly to students, parents need structure, support, and advice with online learning. There was genuine relationship-building as teachers reported creating goals for students, seeing students meet those goals, and sharing those wins with families. There was a noticeable improvement in morale amongst our teachers; often, our teachers feel helpless when students do not progress in their courses. The parent outreach efforts gave our teachers a concrete task to do, and that accomplishment helped provide a boost to the end of the year, a time that is typically stressful for teachers.
We are so committed to providing the resources and dedicated teachers when other options just aren’t working. Our belief that everyone deserves to take the courses they need comes to life in our live, engaging online platform in World Language, and Hard-to-Staff Subjects. We want to provide these opportunities for Anyone, Anywhere!
5 Ways Live Online Learning Delivers Value
As online learning continues to evolve, live virtual sessions stand out as a powerful way to keep students connected, engaged, and achieving meaningful results. Recent research shows that when done right, live instruction online can rival—and sometimes even surpass—the effectiveness of traditional classrooms. Here are five reasons why:
1. Real-Time Interaction Drives Engagement
Live sessions create a dynamic, two-way exchange between students and teachers. This immediacy allows learners to ask questions, share ideas, and receive feedback in the moment—keeping them actively involved in the learning process.
2. Personalized Support Boosts Understanding
Teachers can quickly identify when a student is struggling and adjust their approach on the spot. This tailored support helps ensure students grasp challenging concepts before moving on.
3. Stronger Sense of Community
Live classes help build relationships between teachers and students, as well as among peers. Seeing faces, hearing voices, and sharing discussions foster a sense of belonging, which is linked to better motivation and persistence.
4. Increased Accountability and Participation
The structure of scheduled live classes encourages consistent attendance and participation. Students are more likely to stay on track with assignments and stay engaged with the curriculum when they know their presence matters.
5. Comparable—and Sometimes Better—Learning Outcomes
Research indicates that well-designed live online learning can match or exceed the academic performance outcomes of in-person classes. When combined with thoughtful instructional design, the format offers flexibility without compromising quality.
We know these are busy times - but if you can’t find a teacher and need a long or short term solution, we are here to help.
Best,
Pat
Thank you Pat for sharing your insight, experience and expertise —
“To create that environment where a student will reach out and seek help, the adults need to take steps to have students be able to be vulnerable and take risks. It is hard to ask for help. So having the adults actively reaching out to build a relationship helps to support and scaffold the self-advocacy skills students need to meet and often exceed their own expectations.”