virtual signed
TRANSCRIPT
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
A P P E A R A N C E S
Martez Hill, Executive DirectorState Board of EducationMeeting Chair
Committee Members
Eliz ColbertAndrew CoxPaul DavisHelen NanceKevin Piacenza (via telephone)Becky Taylor
Sherry Thomas (via telephone)
NC Virtual Academy
Christopher WithrowSteven MoodyTravis MitchellMarjorie BenbowSara Struhs (online)Mary Gifford, Consultant, K12, Inc.
Office of Charter Schools
Joel Medley, DirectorDeanna Townsend-Smith
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
P R O C E E D I N G S1
(Transcriptionist's Note: Chairman Hill called2
the meeting to order. Ms. Townsend-Smith called3
the roll, after which the Pledge of Allegiance was4
recited and the ethics statement was read.5
Chairman Hill explained the procedure for the6
presentation and called Christopher Withrow of NC7
Virtual Academy to the podium.)8
Mr. Withrow: Good morning, committee9
members. We thank you for the opportunity to come and speak10
before you today. We look forward to this and we're very11
proud to be with you today to share the vision and the12
mission of North Carolina Virtual Academy.13
Before you on the screen is our mission statement14
that we have outlined within our application. The important15
highlights that I'd like to mention of our mission statement16
is that the purpose is to be an innovative school to provide17
different types of learning environments and technologies to18
students who may not have been exposed to these in the past.19
Additionally, we are--we as a board are going to20
hold ourselves as well as our management team accountable to21
all the state policies and procedures and accountability,22
which of course we will be accountable to the state of North23
Carolina according to the policies and procedures set forth24
by the Department of Public Instruction.25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
A brief history about North Carolina Virtual1
Academy: this process began roughly about seven years ago.2
In 2005 I was employed for a school district, Warren County3
Schools, as the chief technology officer. During that time--4
I had previously been a band director for Wayne County Public5
Schools, and so education of course has always been forefront6
of my mission.7
And while I was there, I looked at the way our8
learning was taking place in our school district and realized9
that we had some shortcomings. So I proposed to our board10
and our superintendent, "Let's try a different approach to11
working with our students. Let's create a virtual school."12
Now, we recognize that virtual education is13
definitely not going to work for every child. However, it's14
an opportunity for children who work in that type of environ-15
ment to excel and succeed.16
We had tremendous success in our--in our program.17
Based upon that success, we realized that, you know, it's not18
just Warren County Schools children that could benefit from19
this, but also all children in North Carolina. Hence we20
began the process of moving toward a virtual school21
application.22
So seven years ago, we put our first application23
in for a virtual school. Fast forward to about three years24
ago, realized the procedures and policies changed with our25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
General Assembly, we took the opportunity to apply again for1
a virtual school. We all came together to again present this2
opportunity to our children. We believe wholeheartedly there3
are children that can benefit from the options that are4
afforded by virtual education.5
As you can see, we are excited to be a part--or be6
considered for the virtual pilot. We definitely believe that7
two pilots--in the state of North Carolina two pilot virtual8
charter schools is a really good thing. It gives the state9
as well as the virtual school administrators an opportunity10
to study the successes and be able to report back any11
recommendations we have for the state department.12
So again, we look forward to collaboration with13
DPI. We have met with Philip Price and the DPI staff and Dr.14
Townsend and had a wonderful discussion that day about15
reporting, financial reporting and student data reporting,16
and realizing that there are changes with reporting in this17
different type of environment, but we definitely look forward18
to the collaboration of making this a successful experience.19
Chairman Hill: Okay. So Joel and Deanna are20
going to be capturing detailed notes. And after we go21
through the question and answer section, they will summarize22
the questions and the answers and then we'll move to the next23
topic. So with that said, I will open the floor for any24
member of this committee to ask questions about the mission,25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
purposes, and goals section of the application. Yes, ma'am.1
Committee Member: Why did you choose K12,2
Incorporated to partner with?3
Mr. Withrow: Well, based on my experience4
that I had with Quest Academy, which is the virtual school in5
Warren County Schools that I built in 2005, I've had exposure6
to a lot of different vendors. Some of those would include7
class.com, Adventa, Cambium Learning, Pearson, and so I've8
had experience with working with different providers.9
And so based on the size of K12, its strength and10
it being the lead largest provider of content and curriculum11
in virtual learning in America, based on the quality of the12
instruction they have and the alignment that they do, we felt13
like it was in the best interest of our school district to14
work with what we considered the industry leader.15
At the time, three years ago, we did--we were16
aware of Connections, which is owned by Pearson, the ones who17
make PowerSchool. They were operating in North Carolina, so18
we evaluated them. But we ended up working with K12 because19
we do believe that they are the number one vendor in the20
space.21
Chairman Hill: So the floor is open. I22
don't necessarily need to recognize you, but just let's be23
respectful of each other and let's not try to talk over each24
other. So any other questions around the mission, purpose,25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
and goals sections?1
(No response.)2
Chairman Hill: So let's move to the3
education planning section.4
Committee Member: Martez, I have a question.5
So the application calls for a description of the major6
instructional methods. So you talk about synchronous7
sessions, data, innovations in digital learning, direct8
instruction.9
But tell me, what exactly is going to be happening10
in the online classroom, like what is the teacher expected to11
do and what can the students and parents expect from inside12
the classroom? These things you've listed you've painted13
very globally, but I was wondering if you could describe it14
more specifically. What does it look like? What will the15
teachers be doing? What will the parents know the teachers16
are doing, et cetera?17
Mr. Withrow: Absolutely. And by the way,18
I would like to recognize also--and please forgive me for19
this. I would like to recognize the board members I have20
with me so when they respond, you will know who is speaking21
to you.22
We have Mr. Steve Moody, Mr. Travis Mitchell,23
Sarah (sic) Benbow. We also have online Sara Struhs. And24
our final board member--he's unavailable to be with us today.25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
He's sequestered on a naval base in California and is unable1
to attend. I'd also like to recognize in the gallery--there2
are parents here that are in support of both virtual charters3
and we'd like to recognize them as well.4
Regarding the educational plan, I would like to5
ask Mr. Travis Mitchell to speak on that. And probably for a6
more in-depth answer, we'll probably ask one of our7
consultants to help out as well.8
Mr. Mitchell: Thank you. To give you a9
high level overview of what a day looks like, the school day10
will reflect the plan that is described in the individualized11
learning plan, which is going to be assessment driven. So12
it's a data driven plan for each student.13
For most of the students it will include regular14
instructional sessions with a certified teacher in math,15
reading, and language arts, and these sessions will be daily16
sessions. The sessions will begin with a classroom of17
students, small group or one on one. Students are expected18
to spend roughly an hour each day in core--four core course19
areas and up to an hour a day in art, music, or a language or20
languages.21
The synchronous instruction time will complement22
the online lessons that students would receive and are23
expected to complete. Synchronous instructional sessions24
will be scheduled to fit into a routine, so they will vary25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
student by student, but there will be a routine.1
For instance, a student may have a small group2
math instruction at 9:30 a.m. three days a week, work on math3
independently one day a week, and receive tutoring one day a4
week. I'm going to ask our K12 representative, Mary, to5
speak a little bit more to a day in the life of a student.6
Ms. Gifford: Good morning. I think Travis7
really hit the highlights. But generally the individualized8
learning time will be developed upon enrollment. It's going9
to be based on prior assessments and other information such10
as attendance patterns, areas of success, areas where11
students are struggling. And that will drive what that day12
looks like, like Travis described. It's going to be the13
combination.14
The expectation is that kids will spend about an15
hour a day in each content area roughly. It's going to look16
a little differently student by student. If I'm a student17
who needs more help in math, I'm going to have more18
synchronous, more small group, and probably one-on-one19
tutoring with the math instructor. If I don't need help in20
math, but I need help in reading, I may have that kind of21
level of support in reading.22
There will be some synchronous and some23
asynchronous instruction. Everything is delivered up through24
the online school, which is kind of the nerve center. And25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
the nerve center will basically describe the sessions as well1
as the online content and offline content a student should2
do. Parents may help by looking at that a week at a time or3
a day at a time. And it really does lay out very4
specifically what they have to do to prep as well as what5
they will do independently and what they will do6
synchronously with an instructor.7
The teachers also plan their day with some office8
hours built in as well as time for grading. It's important9
that students receive regular feedback. When we survey10
families and students and ask them what would make them more11
successful in the online setting, universally they answer12
more feedback from teachers. And so within the teacher day,13
in addition to instructional time, tutoring time, there will14
be grading time. It's really important to provide that15
feedback.16
Committee Member: Well, my question is not17
really about the whole day. My question is about instruc-18
tional methods. So you both mentioned an hour a day in core,19
an hour a day in instruction. What is inside that hour?20
Like what is the student doing? Is it a lecture? Are we21
lecturing? Are we reading? Like what are we doing22
in that time?23
I don't want the whole day. I just want to know24
if you have key instructional strategies that every teacher--25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
or the secondary teachers will use these and the elementary1
teachers will use these. You know, what does it look like?2
Ms. Gifford: Yes, ma'am. So generally3
what should be happening is the best practices from a brick4
and mortar setting translated into a virtual setting. So if5
it were a one-on-one tutoring session, it would be about6
finding out where the student has gaps, which would be7
informed by an assessment.8
And so typically a student would take an assess-9
ment and I as an instructor would see where the student has10
not answered the assessment correctly. I would focus one-on-11
one tutoring, also small group instruction, in on those gaps.12
I would focus primarily on some of the areas that13
are most closely in line with the state standards or things14
that are cumulative in nature. If you think of math, having15
any singular gap is going to affect you downstream.16
And so the teachers would inform one on one as17
well as small group instruction based on regular assessments.18
We do develop customized pathways for students that involve19
regular assessments to drive that instruction.20
In a larger group, it would be very typical of21
what you would see in any effective online class. You would22
have a period of time where they are getting the students'23
attention, where they are introducing content, where they are24
checking for--checking whether or not the student understands25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
the content, reinforcing it. There are times when they are1
going to be using small groups within online sessions.2
Committee Member: These are synchronous---3
Ms. Gifford: (interposing) These would be4
synchronous, correct, synchronous--larger group synchronous.5
And a lot of that is, again, the teacher actually doing what6
is the steps of good instruction, getting their attention,7
introducing--you know, the intro set, checking for under-8
standing, the things you would normally do.9
The teachers go through training in advance of10
this to make sure that they understand how to manage a11
classroom in the virtual setting. And then additionally12
there will be many observations of teachers with instruc-13
tional coaches as well as the principal will observe the14
teachers, provide coaching to the teachers to make sure that15
those synchronous sessions are quality.16
Committee Member: How does this work for K-3?17
Ms. Gifford: So for K-3, it will depend on18
the reading ability of the student. The K1-2 curriculum19
specifically has things designed for emergent readers and20
they have a lot of offline materials as well. For instance,21
every K1-2 student gets a phonics tile kit. And so they22
have--they have a tile kit that has all of the different23
phonemes in it. A lot of the K through 3 in the home is not24
independent work. It is work driven by the learning coach at25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
home, which in many cases is the parent.1
The teacher will have different kinds of sessions2
that they do with the students, a lot of smaller group,3
listening to them learn to read, listening to how they're4
forming words, those kinds of things. It really will be very5
driven by the learning coach in the home, though, at K1-2.6
As they begin reading more, they become more independent.7
Committee Member: So it's less online, but you8
supply a lot of materials for those coaches to hopefully do9
the job you're assuming they're doing?10
Ms. Gifford: Yes, ma'am. And in fact11
while we talk a little about the online school kind of being12
the nerve center and driving the instruction, particularly in13
the lower grade levels, they will receive 40 to 60 pounds of14
materials, offline materials. And we really think it's15
important for them to be engaged in those offline materials16
in those earlier years.17
About 50 percent of their time would be spent18
online in those early grades and then in the middle19
elementary, it would be up into the 50 to 60 percent. By20
middle school it would be 60 to 70 percent, and then in high21
school it gets upward of 70 percent online. But in those22
lower levels they need to be offline in the stuff, if you23
will.24
Committee Member: So the parents you're saying25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
are typically the learning coaches in the home; is that1
correct?2
Ms. Gifford: Yes, ma'am. It's typical for3
a parent to be a learning coach.4
Committee Member: Well, what if the parent is5
not, you know, providing that role like they should be?6
Ms. Gifford: So if a parent is not--well,7
first of all we would hope that the parents would be8
committed to this. This is indeed a lifestyle choice. This9
is not for everyone. And particularly in the lower grade10
levels, it does require the engagement of a loving adult, in11
most cases a parent.12
And so during the enrollment process this is13
communicated very carefully to parents. The expectation of14
the parents in the lower grades indeed is very different than15
in the upper grades. And it is important that they have a16
learning coach there and that they agree that there will be17
some form of a learning coach available to the student during18
instructional time.19
Committee Member: How is that monitored?20
Ms. Gifford: If I may, the teachers will21
have conferences not just with the students, but with the22
learning coaches. And we do those conferences during23
instructional times to make sure that during the day the24
teacher--the learning coach is available to talk with the25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
teacher.1
You know, they may be home six hours a day, but it2
may not be while the student is learning. What the teacher3
will be trained to do is to affirm that the parents are4
available during that instructional time for the student.5
Ms. Nance: I have two questions. Do you6
allow your teachers to work for a traditional school system7
in a school at the same time they're working for you?8
Mr. Withrow: Ms. Nance, the instructors9
that we will hire, they will be full-time instructors for10
North Carolina Virtual Academy.11
Ms. Nance: Okay. And my second question12
is--it's really about EC or exceptional children. I'm having13
difficulty understanding--what you're saying is a lot of your14
students will choose this type of education because they are15
not traditional students. They have other things going on.16
And a lot of those students would need IEPs and 504s.17
And some of the--sort of explain to me how you're18
going to meet those needs and then how you're going to19
provide all the compliance information that the EC department20
for DPI requires.21
Mr. Withrow: Well, I think all of our22
students, not just the EC students, will have an IEP. So23
every single one--we will have a structured plan for every24
one of them. We are committed with EC in handling the EC25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
children. Yes, we do expect a good supply to come in,1
whether they have anything from cyberbullying to they're2
preparing to go to the Olympics and they need a different3
time to work.4
But with EC, we will hire certified people who are5
EC trained and qualified, and these experts will be the ones6
who will handle the evaluations of the children. They will7
be the ones who will be responsible for creating the plans of8
how to deliver the education to them. I believe that maybe9
you could address that more in depth.10
Committee Member: Well, I have one easy11
question. How do you evaluate a student?12
Mr. Withrow: Well, we---13
Committee Member: (interposing) If you're14
doing home school and students who haven't been in a15
traditional school system or currently in private schools,16
they have not been--have not been analyzed by anybody to see17
if they qualify for federal funds.18
Mr. Withrow: That is absolutely true, and19
that's part of the initial process with Child Find, which is20
a federal requirement. We will perform Child Find on every21
single child every single year to determine what needs and22
services they may need. So far as--but assessments, you23
mentioned that.24
The children will be taking benchmark tests. We25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
will do initial assessments. We have the Study Island1
assessments. They also will be required to take any EOC and2
EOG assessments that's required.3
Committee Member: I understand that. I guess4
what I'm feeling is a little bit with some of those special5
children, somebody really needs to go in and look at them and6
give the tests and--do you have some way that you're doing7
that? Do you contract with people or what do you do?8
Mr. Withrow: Yes, ma'am. Let me---9
Committee Member: Okay.10
Ms. Gifford: Yes, ma'am. So the process11
really starts upon enrollment, and Child Find should start at12
the point of enrollment. And so the teachers will be trained13
on Child Find. The regular education teachers will be14
trained on Child Find. And that will be a combination of15
observations they have in their virtual classroom, telephonic16
conversations, and then observations at kind of like the17
beginning of the school year, events and things, where they18
can observe students.19
During the enrollment process, families will be20
asked if they've ever received services or if they currently21
are under a current--an IEP. Those documents will be22
collected and reviewed. An IEP team--for students who have23
existing IEPs, an IEP will be--team will be convened to see24
if a new IEP that reflects the virtual setting.25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
For instance, if an IEP currently contains1
extended time, in the virtual setting that might look a2
little bit different than it does in a brick and mortar3
setting because the virtual setting is mastery based and not4
necessarily time bound.5
So an IEP team will be convened. A special6
education teacher will be assigned to every student as well7
as a regular education teacher for a student who has a8
current IEP. The IEP will be convened. They will get their9
procedural safeguards notifications in the mail like you10
would traditionally. Typically that IEP meeting would be11
convened in a synchronous classroom session, so it would be12
online. Some of the IEPs would be convened face to face.13
Related service providers would be looped in,14
school psychologists if the students need evaluations, if15
their evaluations are out of date. There will be contracted16
related service providers across the state that would do the17
appropriate evaluations in a face-to-face setting because18
that's the most effective way to assess those students. And19
that information would be fed into that IEP team and would20
inform the IEP decision.21
The related services might go on, you know, during22
the school year. It may be that they need accommodations in23
the classroom, which would be something the special education24
teacher and the regular education teacher have to25
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Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
accommodate.1
They may be a student who has a physical dis-2
ability who would need some form of assistive technology.3
They may need a translator--because they have some form of a4
visual impairment, they may need an audio translator. They5
may need a very large keyboard if they are visually impaired.6
So there will be different kinds of assistive technologies7
that will be a part of this.8
So kind of to serve these students well, it starts9
with enrollment. It starts with a lot of evaluation and10
assessment, regular ed professional, special ed professional,11
related service professionals, and then assistive technology12
to make sure that the students' full range of needs are being13
met.14
Committee Member: And to follow up on that, one15
of the things that's very difficult for charter schools is to16
keep up with all the compliance that's required by the17
federal government so that you can receive the federal funds.18
How do you--what do you have in place to make sure that you19
have that done?20
Ms. Gifford: So there are few things that21
will be in place. There is a database that tracks every22
single student that has a 504 plan or a special ed IEP. As23
Chris mentioned, everyone is going to have an individualized24
learning plan that's additionally tracked.25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
But for the students that fall into those two1
categories, there is a database and a software system that2
will be used that actually tracks the required related3
services: is it 30 minutes a week, is it 40 minutes a week,4
who is the assigned provider, are they doing it, when is5
their annual evaluation, have we had the discussion about6
extended school year. All of those things that are7
compliancy requirements are a part of that.8
Additionally, we'll be using some software that is9
unique to North Carolina that drives what needs to be in the10
IEPs, the behavioral plans and things like that.11
Committee Member: Who puts all that information12
into the data because it's the classroom teacher, I think,13
that is dealing mostly with the students. Is that who is14
putting it in there, the information?15
Ms. Gifford: It will depend on--it will16
depend on who the school chooses to give access to it. A lot17
of the information--there will be, particularly in grades K18
through 3, a lot of students who are receiving speech only.19
And so the related service provider would be the one putting20
that in there.21
The regular ed teacher, the special ed teacher,22
and any related service providers will certainly have read23
access. They all need to know what's going on with that24
student at any point in time.25
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KAY McGOVERN & ASSOCIATES (919) 870-1600
Suite 117, 314 West Millbrook Road FAX 870-1603
Raleigh, North Carolina 27609-4380 (800) 255-7886
The people who need to be providing input will1
have write access as well. If they are requiring accommoda-2
tions within the classroom, then yes, the regular ed teacher3
should be entering those. If the special ed teacher is4
providing more of those accommodations, the special education5
teacher would enter those. So it really depends on what is6
driven by that IEP.7
Ms. Nance: Okay. And I just have lots8
of questions, but this is--I don't know that you have an9
answer for this one. I actually run a charter high school10
and I have students who sometimes take online classes in the11
summer, and they do much better in the summer on those than12
they do in the classroom. But we're concerned that they have13
someone helping them so much with that class that it's not a14
true picture of what's happening for that child. I don't15
know if you have any way of monitoring that kind of a16
situation.17
And then I know you have regional centers where18
they go do the testing. And I just wondered how difficult it19
is for people to get--to really make that happen. You have a20
lot of ideas and they're good ideas. I think where I21
struggle is how much they can actually be implemented.22
Ms. Gifford: That's a fabulous question.23
Good teaching is good teaching, and so what good teachers are24
going to be doing is having those students in a lot of25
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synchronous sessions, whether one on one, small group, or1
classroom based, and actually require student participation,2
checking for knowledge. And again, even if it's a large3
classroom session--if I have 20 students in my Algebra I4
class, if I am conducting that class appropriately, I will be5
checking for understanding with the students.6
The web based classroom has a polling function.7
It has the ability to call on students individually. The8
equipment the students will be using will include a micro-9
phone so that they can be interactive with the teacher. So I10
think it starts with good instruction and the teacher11
checking for understanding along the way, irrespective of12
what kind of session it is.13
I think also teacher feedback. When teachers read14
material--teachers are pretty well trained on what is student15
driven and what is not. To be extra safe, there is a web16
based software called Turnitin. All short answer essays or17
long essays are run through Turnitin to verify that the18
student has not plagiarized, but the teacher feedback is19
going to be important.20
Phases of work for students--all phases of work21
for students--you know, I think the teachers will be very22
well trained on this, and it is something that good teachers23
can pick up on. And again, it really relates to that engage-24
ment. If the student is engaged with the teacher, the25
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student is going to do his own work and the teacher will be1
able to see that it's his own work.2
The ultimate backstop, however, will be the end of3
instruction assessments since those are offered in a4
proctored setting, and that really will be what determines if5
the student has mastered the content.6
Committee Member: I'd like to revisit the EC7
situation because I do feel like you will have some EC8
parents that think this will be a good fit for them for9
various reasons, you know.10
And I know how difficult it is to make sure that11
you're implementing that to the degree of the law, and I feel12
like you've had the experience in other states. Can you tell13
me how you have served other EC students effectively to14
provide a free and appropriate education in the least15
restrictive environment, and are there any outstanding issues16
or concerns or complaints that you've had and how you've17
dealt with those.18
Ms. Gifford: So generally the special19
education population in the virtual academies across the20
country who partner with K12, the percentage runs slightly21
above the state percentages usually. It's usually 13 to 1422
percent enrolled in the virtual academies compared to usually23
like 11, 12 percent for a state average.24
We do track them as a subgroup, as we're required25
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to for state testing. They do also--we give surveys to the1
families. We want to understand if their related services2
were provided timely and things like that. We also make sure3
that we are actively participating in monitorings. I think,4
you know, almost every one of the virtual academies across5
the country is part of a seven year federal monitoring that6
happens at some point in time.7
Most state departments of ed are on a two to three8
year cycle for monitorings, and so those happen in some9
states. I think of Arizona, for instance. Child Find is10
something that is audited annually. Every single 45 day11
screening is touched by an auditor to ensure that it was done12
timely and done completely.13
So I think that there is evidence on the14
compliancy side from state and federal departments of ed and15
independent auditors. I think there is also evidence16
externally from student performance as a subgroup on state17
standardized assessments.18
As far as how we do, these students typically stay19
at a longer rate. When we look at withdrawal rates of all20
students, the special education students typically stay a21
little bit longer than regular education students. And we do22
generally serve students from pretty much all of the23
different disability categories. There will be fewer in24
some. A lot of them, again, are speech only. A lot of them25
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are SLD students, a high percentage of autistic students.1
We do very effective--we're very effective at2
having related service provision in the behavioral coaching3
area and also in parent training in the behavioral coaching4
area. And having the students in the home sometimes is a5
very good solution, but it does require a true behavioral6
coach for the parent then as well as for the student. And7
that is one of those related service providers that is8
recruited immediately, because again, we will get a lot of9
students in the autism spectrum. Any other specific10
things---11
Committee Member: (interposing) Do you ever12
feel like you need to recommend an alternative placement for13
a student? Have you had those situations?14
Ms. Gifford: There have been a couple of15
cases where there have been recommended alternative16
placements, that the IEP team has recommended alternative17
placement.18
It is rather rare, but it is somewhat--in some19
states where the schools are not run--I think of like for20
instance California where the virtual schools run under the21
independent study law. And there are some different22
categories there in different things. It is not a true open23
charter--open enrollment charter school like in many states.24
In California there may be some cases of that because they25
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operate actually under a different law. They operate under1
the independent study law, which has some different2
restrictions.3
Committee Member: So did you have some diffi-4
culty in California with that? I mean---5
Ms. Gifford: (interposing) Actually,6
there are no difficulties in California. There was--there7
was a series of complaints filed by the teachers union, not8
parents and students and not teachers teaching at the school,9
but by the teachers union. And the department of education10
summarily dismissed every single one of the complaints within11
two weeks of receipt.12
Chairman Hill: Yes, sir.13
Mr. Davis: A couple of questions. First14
one, going back to Dr. Colbert's, you described what a15
typical day looks like. What do you have in place for16
students that don't meet the expectations that you have of an17
hour per day per core, that are not meeting the expectations18
of time spent?19
Having worked with virtual public schools, I see20
that it's not for every student and I see that there are21
students that really do struggle with being self motivated to22
meet those expectations.23
Mr. Mitchell: I think one of the beautiful24
things about the pilot season that we're entering in with25
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proctors, meeting the EC accommodations, 504 accommodations.1
Could you please address how you'll conduct state testing?2
Ms. Gifford: Thank you. So state testing3
is something that I believe K12 has as a core competency in4
many states. Departments of education will actually use the5
testing plans that we develop with our partner schools as6
samples for other virtual schools, and they routinely7
evaluate and come on site.8
It starts with good planning in the beginning.9
Again, if we have all the information in that special10
education database, we will know which students need11
accommodations or not.12
It also starts with mapping where the students13
live. And this is something that feeds in as soon as--14
teacher hiring as well. Once students enroll, you look at15
the map across the state and try to hire teachers in close16
proximity to where the students live. That will become17
important because they will also be the test proctors.18
And so the testing plan goes into place, you know,19
way before school starts, as soon as we start knowing where20
students are enrolling. The sites are planned based on the21
numbers of kids needed. Additional sites may be planned or22
the layout of a plan may be planned--laid out based on23
accommodations that are necessary.24
With respect to test security, there will be a25
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test coordinator that will be hired by the principal. The1
test coordinator will ensure the training of all of the2
proctors, the signing of the oaths, and things like that.3
That person will also be ultimately responsible for the4
security of the materials, both secure and nonsecure testing5
materials.6
There will be close inventories. There will be7
training as to where they may be housed. They may not be8
housed in your garage, for instance, things like that. They9
will have very close descriptions of that.10
We also need to in the virtual setting think a11
whole lot about students' safety and security. These are12
students who are not typically in settings like this on a13
day-to-day basis. And in many cases the parent will be14
dropping the student off and then picking the student up. So15
we have things like security bracelets for the students and16
things like that to make sure that we're thinking of student17
security as well.18
You know, test materials, the secure and nonsecure19
materials, are returned on kind of a chain of custody kind of20
approach where we have documents that travel with every21
single box of materials that describe exactly who had custody22
of it at what time and in what way was it taken care of. It23
is--it is a logistical orchestra, it is something wonderful24
to watch, and it is a core competency.25
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We also have a software that is described in the1
charter application. We call it--it's called Testing2
Nirvana, and it indeed is Nirvana. It does allow us to track3
where every single student is with respect to testing4
responsibilities.5
I would know--if I was a teacher in a testing6
center and I was short two students in third grade writing to7
hit my 95 percent mark, I would know that instantaneously8
with a very interactive dashboard so that the people in the9
school office would work to find those two students who need10
to get to testing, also very good for security of students.11
So between good planning in the beginning, hiring12
teachers in the right places, planning the sites, and then13
ensuring that the data is in the databases, both the special14
ed database as well as the Testing Nirvana database, to15
ensure that the students are in the right places at the right16
time in taking assessments.17
Chairman Hill: So Committee Members, we can18
circle back if you have additional questions under the19
education plan section. But I want to ensure that we spend20
sufficient time looking at governance, capacity, operations,21
and financial planning.22
Committee Member: Could I ask one question23
before we leave it?24
Chairman Hill: Yes, ma'am.25
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Committee Member: Okay, because it's kind of1
big here. You know, I know it's different dealing with2
behavioral issues and discipline and suspensions, that sort3
of nature with virtual. So how are you going to ensure due4
process when you're dealing with a student with a suspension?5
How have you done that or how do you plan to deal with that6
in North Carolina--suspension and/or expulsion?7
Ms. Gifford: So I'd like to do two things,8
if I may, one assuming a general ed student and one assuming9
a special education student. If the student is special10
education, there will be a manifestation hearing and the11
things that would normally have to happen before it could go12
to a suspension or an expulsion process. The governing board13
is the ultimate arbiter of who stays in that school or not.14
And so the policies that the board will adopt will describe15
what is expected for an engagement perspective.16
I believe it will be informed by the work that the17
board does with DPI and Philip Price here regarding18
attendance and what attendance looks like in the virtual19
setting. I think that is still being decided. Once that is20
firmly decided, it will be put in the board's policy manual.21
Families will be made aware of it. There will be escalation22
paths in there. I think Travis described a little bit of23
working to get them more engaged should they not be engaged.24
But if they--if all of those attempts fail and25
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it's well documented, then there will be a suspension hearing1
or an expulsion hearing depending on what the board would2
like at the board level. And that would be an in-person3
hearing, and the board would have to--for convenience sake,4
we would figure how to get the board to the place most5
convenient to the student. It can't be a hardship to the6
student and the family to attend. But I imagine that those7
will actually be quite rare, especially given the law that is8
associated with the pilot where the parent has to kind of9
declare intent for enrolling.10
I think that there will be a lot that happens on11
the front end regarding setting expectations and then again12
following the policies that are determined for attendance.13
But the board will be the ultimate arbiter and they'll have14
policies in their handbooks.15
Chairman Hill: Okay. So let's move to16
governance and capacity. Are there any questions from17
committee members?18
Ms. Nance: Well, I can start. I don't19
mean to hog the questions. I just have a charter school, so20
I kind of understand some of the things that you're facing.21
And one of the things I see and was a little22
confused about is you have a principal and an executive23
director. Can you explain their roles and some of their--in24
one place the salary was there and then in another--for one25
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and not for the other and--anyway, share.1
Mr. Withrow: Sure. Ms. Nance, I would say2
that the information for the salaries for both is listed in3
the budget. Unfortunately, when the information was uploaded4
to the template or the web based system, the numbers got5
shifted in different locations.6
And you'll see for example in the printed document7
on page 109, that entire section is missing from the online8
web portion even though it was submitted. So there will be9
places that--the information was submitted. You just don't10
see it because it's not there through the web based system.11
Ms. Nance: Okay.12
Mr. Withrow: But I would like to ask Mr.13
Moody if he would discuss the executive director and14
principal differentiation.15
Chairman Hill: And I'll remind everyone,16
please pull the mic up to the mouth.17
Mr. Moody: Okay. Thank you. We see the18
executive director as the leader, the leader of the charter19
school, the face of the charter school, the liaison with the20
Office of Charter Schools, the person who makes sure that the21
policies of the board are complied with and are implemented22
and that financial controls are met and the budget is23
followed and all of those areas.24
And the principal works to implement the education25
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service provider's plan and works with the teachers, training1
and managing the staff and helping them provide the education2
services to the individual students.3
Mr. Withrow: I'd also like to add that one4
of the differences is the fact that the executive director5
will be an employee of the board. The principal will be an--6
be hired by the service provider.7
It's the--the board is really concerned about8
making sure that compliance is met, that all policies and9
procedures are followed. We realize that the teachers that10
we hire are going to be teachers of--employees of the board.11
They're not going to be employees of the service provider, so12
it's important that the board has governance over all aspects13
to assure compliancy and all regulations are followed. And14
so that's really one of the key purposes of the executive15
directors. They must manage the day to day to take care of16
all these responsibilities.17
Ms. Nance: So I'm hearing you say the18
executive director is hired by the board, and the--everybody19
else is hired by the--K12; right? No?20
Mr. Withrow: No, ma'am. The executive21
director--the executive director and the teachers will be22
employees of the board.23
Ms. Nance: Okay.24
Mr. Withrow: (interposing) The25
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administrators---1
Ms. Nance: (interposing) I'm sorry. I2
get confused.3
Mr. Withrow: That's okay. And the4
administrators will be the employees of the service provider.5
Ms. Nance: Okay. Okay. And then--so6
the ultimate responsibility for the school other than the7
board is that executive director, and they report to you?8
Mr. Withrow: Yes.9
Ms. Nance: Okay.10
Chairman Hill: Any other questions regarding11
governance or capacity?12
(No response.)13
Chairman Hill: Let's move to operations.14
Committee Member: I have a question regarding15
transportation. And I've heard a lot of different situations16
where, you know, a family may have to transport to an17
assessment center or they may have to be transported for a18
hearing. And then I was reading about some virtual clubs and19
field trips and whatnot. Can you tell me how transportation20
is going to be handled because a lot of these families will21
have difficulty with that.22
Mr. Withrow: Right. Well, primarily we23
are expecting that parents will be in participation of the24
transportation and we will provide a web site where parents25
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can sign up for carpooling. We'll have social media sites1
for the parents, not the students, to coordinate this.2
We are committed that every student is not going3
to be challenged to get to a location. And having said that,4
we have made provisions in our plan. In our budget plan on5
page 114, we have several categories that we address6
financially how to assist students who are challenged in7
getting back and forth to locations.8
One of the things we're fortunate is our service9
provider being so large as they are and having a presence in10
so many states, they already have experience dealing with11
hardships with transportation. So we are committed that if12
it's necessary that we provide some form of transportation13
that it will be provided for, including up to if a child has14
multiple day testing, for example an EOC, if it's a hardship,15
that we will definitely make accommodations for them to have16
overnight arrangements.17
We're also committed to having locations very18
close to where the children are at. We would not expect a19
child from Haywood County to drive all the way to Boone,20
North Carolina to take a test. So we will be having our21
locations close by.22
But ultimately we are committed to if a child has23
a hardship for transportation, we have made provisions in our24
budget, again, on page 114. And we also have a provision on25
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page 113 that addresses that specifically.1
In the event, which we don't anticipate, but if--2
in the event that we run short on those funds, we do have a3
3 percent surplus in our budget that we can also reallocate4
funds also. Also--Mr. Moody, anything you would like to add?5
Mr. Moody: That pretty much covers it.6
Ms. Nance: Okay.7
Chairman Hill: Please.8
Ms. Nance: I just have to ask questions9
because it's hard for me to understand things sometimes. And10
under Facility, you have a 3,000 square foot building in11
North Carolina that serves as the administrative offices.12
And I'm not a technology person, so Mr. Davis might can help13
me. But anyway, all the infrastructure for doing this and14
all the world of IT stuff, where is that located?15
Mr. Withrow: Right. You're correct. We16
will have a 3,000 square foot, or generally that size, space17
that will be located in Wayne County in the area of18
Goldsboro. And that will act as our administrative facility,19
a place to store materials. It can also be used as a testing20
site.21
From the technology standpoint, that will be22
provided by our service provider. And they have two23
locations, one in Virginia. And they have an external,24
off-site location in case of a hurricane, disaster, wherever25
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and Guilford.1
Mr. Withrow: Well, so far as the choice of2
one county, you're right. I am the board chair and I do live3
there. And the board recognizes that we absolutely want to4
have our hand on this--this school.5
However, we also realize that our--we can accept6
students from any county in North Carolina. So the location7
really was part of the governance, but it's also that we8
recognize that eastern North Carolina is underutilized or9
represented in the charter situation.10
However, when it came to the three schools that we11
listed, or three school districts in the application, that12
was really a function of the web based application form.13
They only allow us to put in three districts. We could14
have--if the form had allowed, we could have made up a15
simulation of every school district in North Carolina.16
Unfortunately, we only had to choose three.17
And based on our evaluations, based upon our18
polling data, these districts theoretically could provide the19
most students of any of the counties. So we chose those to20
make our simulation out of what a typical 1500 student load21
would come from.22
But the reality is we do anticipate that all--any23
child in any county in North Carolina can apply. And we24
definitely don't expect, as it shows in the application, 61525
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students are coming from Wake County because that would be1
overrepresented.2
Chairman Hill: Let's move to the financial3
plan section.4
(Pause.)5
Chairman Hill: Any questions?6
Committee Member: Do y'all have any kind of7
partnering or anything that's ever done with a local school8
system to support them in any way while you're doing what9
you're doing? I mean some charter schools do community10
service and different kinds of things with the area they're11
located.12
Mr. Withrow: I would say that we would13
definitely explore those type opportunities. Since we're not14
a functioning charter school yet, we have not broached those15
arrangements. But definitely we are willing to work with16
other school districts as well, and for that matter17
Communities in Schools, any other type of volunteer18
organizations, civic groups, and whatnot, any way that would19
benefit our students. I would like to ask Mr. Mitchell to20
jump in on it because that's an area of his expertise.21
Mr. Mitchell: Once again, I think we have a22
wonderful opportunity to create a collaborative environment.23
Because this is a pilot program, it is vitally important that24
we include as many stakeholders across the state as possible.25
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So what we think is vitally important is that we fan out1
across the state and that we begin to have conversations,2
meaningful conversations, about what collaboration could look3
like.4
There is a great opportunity for us to not only5
engage school districts, but also those school districts that6
have partnerships with grassroots organizations. In order7
for us to serve the unique needs of our students, the program8
delivery is one piece. Addressing academic needs is another9
piece. But we really want to make sure that we address the10
whole student.11
And in order to address the whole student, we've12
got to have other resource partners at the table to help--to13
help undergird the academic experience. Just because it is a14
virtual environment does not mean that unique needs of the15
students completely go away.16
So we want to make sure to engage the stakeholders17
who are working with those students where they may be, the18
school districts that are accustomed to dealing with students19
in a particular geographic area, and then creating a map that20
shows the overlay of those service organizations against21
where our student populations are coming from.22
Committee Member: Is that being done anywhere23
else, any other schools that this--this company--from K1224
that's partnered?25
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Mr. Mitchell: I believe there's a very1
unique partnership in Arizona. I believe there are 20 plus2
YMCA, boys and girls clubs, and other community organizations3
that are in partnership with the statewide charter. I think4
it's a wonderful model for North Carolina.5
Committee Member: I'm guessing somebody on the6
phone wants to ask a question, maybe.7
Chairman Hill: So if you're listening in,8
you may need to take us off of speakerphone because we can9
hear---10
Committee Member: (interposing) Or did they11
want to ask a question?12
Chairman Hill: ---the pushback, the13
flowback, of if you have any questions, please chime in.14
Committee Member: I have a small question about15
the budget with health insurance. I notice that for the16
administrator the health insurance is $12,000 a year, but for17
the teachers it's like $6,000 a year. But the teachers are18
full-time employees; correct? So why is there a big19
difference there?20
Mr. Withrow: You're correct. The teachers21
are full-time employees just like the executive director is.22
I'm trying to find that line item where you're saying that23
the salary differentiation is different.24
Committee Member: I believe it's on page 121,25
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health insurance $12,000 under Administrative for one person1
it says, but $6,000---2
Mr. Withrow: All right. What Mr. Mitchell3
was explaining to me was the fact that it is--it is a4
percentage of the salary is what--if I understood correctly.5
Committee Member: The health insurance is?6
Mr. Mitchell: It's just a pro forma7
percentage of the salary. That's the delta. So the8
executive director's salary is higher, and so what was9
attributed against it was a projected cost of insurance at10
the percentage rate.11
Committee Member: I have a question about class12
size. Could you--could you discuss your understanding of13
what the class size max and mins are?14
Mr. Withrow: Well, as we've stated in our15
charter application that in the lower grades we are expecting16
no greater than--which is based on also the state law--that17
50 children per teacher or 50 students per teacher. And then18
at our high school grades it's 150 to 1 teacher ratio.19
Committee Member: Well, help me understand.20
Does that mean one teacher to 150 students at one time or is21
it one teacher to 30 students per section or---22
Mr. Withrow: Yeah. Essentially the 150--23
that does not mean they will be all at one time. Just like24
in a traditional semester based school, you're going to have25
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is the teacher will be able to see the student. The student1
will be able to see the teacher. The students will not see2
each other---3
Committee Member: (interposing) Each other.4
Ms. Gifford: ---for security purposes.5
Additionally, there is the ability to have students inter-6
acting. If I am having them write an essay, for instance,7
and they are in the outline phase where they're doing their8
web map, their mapping of ideas, I would put them in little9
breakout rooms. I would have three kids in a breakout room.10
And as the teacher, I would be able to see the little groups11
of three and I would be able to see what they're doing.12
I would give them whiteboard privileges. They13
would be writing for each other. They would be talking with14
each other real time. I would be able to listen to what15
they're saying. I would be able to see what they're saying16
and I would cause them to interact with each other.17
And then I'd pull the whole class back together,18
all 20 of them back together, and I would have them reporting19
out to each other on what they did, you know, just basically20
converting good teaching practices from the brick and mortar21
setting into a virtual setting.22
Ms. Nance: In that chat room is there23
discussion through writing, though? It's not through verbal?24
Ms. Gifford: There is both, ma'am.25
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Ms. Nance: And verbal?1
Ms. Gifford: Yes, both verbal and writing,2
yes.3
Ms. Nance: Okay.4
Ms. Gifford: Yes.5
Chairman Hill: Okay.6
Committee Member: I have a couple of questions.7
I read--and I hate to go back to the educational plan, but I8
have something under education and governance real quickly.9
There were several things in the educational plan10
that referred to "We may offer" or "We plan to offer." So11
some of them were kind of gray whether you're going to offer,12
you will offer, or they're just kind of maybes. That13
language was in there a lot. Can you tell me why?14
Ms. Gifford: So if I may, the application15
has very clearly outlined what is minimally required. I16
think that what we've heard from the board is that they want17
options depending on what that student population looks like.18
They're expecting certain kinds of students to19
come, and so they are thinking that they may need more credit20
recovery options. They may need a secondary occupational21
course therapy--or course selection immediately rather than22
in year two.23
There's some of this that they are going to phase24
in. I think what we have heard from them is they have the25
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meeting monthly or quarterly? I was not clear. I think it1
mentioned both in there.2
Mr. Withrow: It is. It is both mentioned3
in there. Minimally, there is a call for at least a4
quarter--once per quarter. However, we are also stating that5
during the regular school cycle we will be meeting every6
month.7
Committee Member: And where will you be8
meeting, in Wayne County?9
Mr. Withrow: We're not--we haven't worked10
out that part of it yet. It could be online, you know, a11
virtual meeting, which also would allow the parents to12
participate virtually as well. The board members, as you can13
see demographically, are scattered across the entire state,14
so it could be a virtual meeting with parents virtually15
involved and of course any member of the public for that16
matter.17
Chairman Hill: Okay.18
Committee Member: Just one final--oh, I'm19
sorry. Go.20
Mr. Davis: I'm curious as to why you21
chose to do a K-12 school as opposed to a 9-12 school, which22
might be more comfortable for people understanding virtual23
education. Not to sound argumentative, but elementary24
virtual school sounds almost like public funded home25
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schooling.1
Mr. Mitchell: I'm not sure this is a very2
academic response, but I do know that digital natives are3
early adopters of the digital space. My own experiences with4
children have been that the use of mobile devices--if we're5
going to do it as a pilot project, we also have to look at6
the baseline assumptions that we're making.7
We know that kids from grades K through 3 are8
using digital devices more than ever before. To get good9
data off year one, I think it's important to adjust learning10
styles and the delivery of the program to that incoming11
kindergarten population. From there we can get12
baseline data on engagement and usage.13
Chairman Hill: One last question.14
Committee Member: One final question that I15
have. Okay. So--and again, you know, we read lots of16
things, so this is your chance to dispel any rumors or17
mistruths, whatever.18
Can you tell me if you have been terminated--in19
fact terminated by states, and if so, how many? You know, we20
hear rumors of three, four, five different states who either21
have terminated or are working to terminate relationship with22
K12, and that's concerning.23
Mr. Withrow: I guess what I would say to24
you is that K12 has not functioned in the state of North25
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Carolina nor has our charter as of yet.1
Committee Member: Right.2
Mr. Withrow: We are of course asking for a3
positive response from you-all, so we don't have that4
experience. However, I know that there has been other5
experiences that K12 has experienced, and one of their6
representatives is here and they probably could address that7
because I can't discuss how North Carolina's is because8
they've not been utilized yet.9
Committee Member: Yeah. I'd like to hear about10
K12 and their relationship in other states, if they've been11
terminated or are in the process of being so.12
Ms. Gifford: Yes, ma'am. There are no13
charters that have been revoked that we have been partnered14
with a nonprofit charter board. Nonprofit charter boards15
have not terminated contracts. There are a handful of16
contracts that have not renewed. And rather than continue as17
managing the school, K12 has continued as a curriculum18
provider.19
Like in Colorado, for instance, K12 still has20
three schools that it manages in Colorado and one school that21
it provides the curriculum to, but that contract was not22
terminated. It was--it was shifted from a management23
contract to a curriculum contract. But there are no24
contracts that have been terminated, nor any charters that25
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have been revoked.1
Committee Member: Okay, so not charters2
revoked, but are there states that are ending services with3
K12 as a service provider?4
Ms. Gifford: K12 does not provide managed5
services to states. We partner with---6
Committee Member: (interposing) Well, with---7
Ms. Gifford: (interposing) I'm sorry; so8
we partner with districts or with charter schools. And so at9
this point the states have not terminated those either.10
There is discussion of potential ending of a--not a charter11
school, but a district program in Tennessee at the end of the12
year, but the law actually sunsets. And so on June 30th of13
2015, the virtual law in Tennessee sunsets. And so that14
school could be closed if that--if that legislation is not15
continued.16
Mr. Withrow: I'd also like to add, if I17
may, as I saw Mr. Medley with his red card--I did want to18
also let committee members know that we are--the board is19
very committed to working with you and making this a20
successful experience.21
Dr. Townsend sent us the rubric on this past22
Thursday, and the board has pored over the questions that23
you-all had and we have worked on responses to them and would24
love to give them to you when this session is over. We want25
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to show you we are making the commitment that, you know, we1
will do everything we can to make this the most successful2
school in North Carolina.3
Chairman Hill: I have one final question.4
Could you--the K12 representative--could you elaborate in5
terms of the difference between being a management organiza-6
tion versus a curriculum provider? And could you also7
address any challenges and successes that you may have had in8
Pennsylvania?9
Ms. Gifford: Absolutely, Martez. So K1210
provides management and curriculum services typically to11
charter schools, but to some districts, like as in the case12
of Tennessee. And that is where K12 has the responsibility13
for, you know, recommending policies and actually getting14
things done day to day in the school.15
K12 also provides curriculum to over 2,000 school16
districts and charter schools across the state (sic). There17
are roughly between 40 and 50 charter schools where we have a18
management relationship, but there are like 2,000 where K1219
provides courses to them. And it could range from a couple20
of courses to full-time courses, but K12 does not have21
responsibility for managing, making policy recommendations,22
or anything like that. So that is kind of the two different23
buckets that it falls into.24
With respect to Pennsylvania, the charter is up25
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for renewal for one of our managed schools in Pennsylvania.1
We have two schools we manage in Pennsylvania, and one of2
them is up for renewal at the end of this fiscal year.3
And that school board is very responsible and went4
through a very detailed RFP process for all of the different5
components of the school, not just management, but all the6
components of the school. And they have awarded eight7
different contracts to different vendors for different parts8
of running a school.9
K12 was awarded the curriculum contract for that10
school moving forward beginning July 1 of 2015, providing the11
charter is renewed. So all of this coincided with the normal12
chain of events that happens when a charter is up for13
renewal. They went through an RFP process in advance of the14
charter being renewed, and K12 will be the curriculum15
provider pursuant to that RFP moving forward.16
Chairman Hill: Okay. Thank you. Thank you17
very much. I would like to spend some time receiving a18
summary review and allow the committee to discuss what your19
pleasure may be in terms of making a recommendation to the20
state board. So let's spend maybe five to ten minutes and21
then call the roll in terms of what the recommendation may22
be, so Deanna?23
Dr. Townsend-Smith: Okay. So during the24
discussion there were concerns raised on if K12 had been25
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terminated in any state. Specific questions were raised1
about the incident in PA.2
In the mission, purposes, and goals section there3
were questions regarding the reasons for choosing the4
particular EMO and on who helped to write the application.5
There were also questions directed on the rationale for6
opening K-12 instead of 9-12.7
In the education plan section, the committee8
discussed the instructional method and strategies concerning9
what the teacher does and student activities. There were10
numerous EC concerns raised as well as how the educational11
plan will work for K-3 students. Implementation of ideas12
proposed seems difficult and needs further clarity.13
Questions were directed to the applicant group to address the14
concerns.15
State testing compliance was explored during the16
interview to understand how the school will comply with17
testing requirements for the state. Additionally, concerns18
were raised on the process and procedures of suspension and19
expulsion of students. The applicant group was also asked20
questions regarding the areas of the application where they21
stated that they may offer certain services.22
In governance and capacity the role of the23
executive director and the principal was explored. There24
were also questions raised on where and how often the board25
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would meet to oversee the school.1
In operations there were transportation concerns2
regarding transporting students to testing centers and other3
locations. The facility cost and technology infrastructure4
with the location for both were raised in addition to backup,5
if there was a breakdown in communication due to a storm, et6
cetera. There were also questions raised on why the7
particular location was chosen surrounding the rationale of8
the districts chosen within the application.9
And finally, in the financial plan the partner-10
ships were questioned, if the applicant group had formed11
partnerships to involve stakeholders. There was a question12
asked regarding the disparity between the administrator and13
teacher health insurance differences in the budget. Class14
size minimum clarifications was a question of the group, and15
clarification on how students would interact with students--16
how students would interact with each other in different ways17
was also explored.18
Chairman Hill: Okay. I'll open the floor19
for any additional questions or comments.20
Ms. Nance: I actually have a question of21
DPI, and I don't know if that's you, Martez, or Joel. Has22
anybody looked at what it will cost DPI to be able to audit23
these students actually being in wherever they're supposed to24
be and doing their thing? I know when they do our school,25
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they make visits. They come see the students in the seats.1
And I don't know how DPI keeps up with that for this kind of2
a setting.3
Dr. Medley: If you heard the conversation4
that began where there had been meetings between members from5
the department with representatives from both the applicant6
groups, there are some pieces that are being looked at as far7
as what the funding is going to look like, the student8
accounting, withdrawal rates, those type of pieces. So a lot9
of that is being worked out to be presented to the state10
board in January.11
Is there a specific analysis of what that is going12
to cost per person or per school? I do not know if that13
exists, and I don't think that has been calculated or14
tallied. There is going to have to be, you know, monitoring15
of the schools, just like we would normally do as a depart-16
ment for any of the charter schools. Some things are going17
to be incumbent upon each group to provide to us when18
requested. And a lot of that is being packaged together as19
part of the charter agreement.20
Chairman Hill: Other comments or questions?21
Ms. Taylor: Well, I don't think we can22
ask them any more questions; right?23
Chairman Hill: Well, we---24
Ms. Taylor: (interposing) Or maybe---25
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Chairman Hill: (interposing) We want to1
spend maybe the next five, seven minutes and then figure out2
what the will of the committee is.3
Ms. Taylor: I'm still a little bit4
concerned and maybe other--the committee can say if you've5
heard something different. I'm still concerned about what6
happens in the home since we're putting a lot of responsi-7
bility on the parent as a--as the learning coach. I mean8
there's a huge responsibility there.9
Now, we're dealing with a typical home school10
family, which could be a large percentage of these families11
for all I know. Those--I would assume many of those parents12
served in that role.13
But it's just real discerning (sic) that we may14
have students in a situation that might not be as structured,15
especially when we're talking about young children, K-3,16
which we know how critical it is for the social aspects of17
the academics--it's more than just, you know, the--you know,18
teaching reading and math. There's a lot that goes on in19
teaching a child how to respond in a structured academic20
environment. So I--you know, it's--you know, maybe there's21
another committee member who could speak up and share22
thoughts on that or how you've interpreted it.23
Ms. Nance: Well, I know from my24
experience that--and we're supplemental, so we're very25
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different. We're not the full load. But there is--1
particularly in the summer--you were talking about summer.2
There is an underestimation on the part of the family often3
about the amount of time required.4
And I didn't get to ask, but I wanted to talk5
about how do they really communicate the amount of time it6
requires. It does require--to do it well as a student and to7
learn what's there to be learned, it requires most of the8
same time commitment it would if you were going to show up in9
a traditional school. And so, you know, I think that is---10
Ms. Taylor: Right. Well, you know, I do11
think we're--North Carolina is ready to look at a virtual12
charter. There is no doubt. And I think, you know, we're13
ready to look at it.14
I think what scares me is the jumping in too big,15
too fast, too large, too long, you know, because to me a16
pilot is a pilot. And we do need a pilot. We need some--as17
they indicated on their first screen, you know, we want to--I18
think how they worded it, we want something refined, studied,19
reported on. And that is what the state board wants as well20
as I'm assuming most stakeholders.21
So I do have a concern that we just are very22
careful in how we do this because it's not necessarily that23
we're just opening up a virtual charter school big time24
forever and ever. We hope that's where we're going to go,25
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but this is a pilot.1
And I think we can keep tha