Listen and learn: Edtalk 
Purpose: To illustrate how a large public school district successfully addressed common educational challenges through the implementation of a district A la Carte virtual program. By sharing their experience, the presentation aims to inform educators and administrators about the benefits of the A la Carte model and inspire them to consider similar technology interventions.
Educational Challenge/Situation: The educational challenge faced is multifaceted, including overcrowded classrooms, diverse learning paces among students, and the need for greater flexibility in curriculum delivery. These issues often result in decreased student engagement and effectiveness in traditional classroom settings.
Objectives:
This presentation aims to inform and inspire educators and administrators by showcasing a real-world example of how a district supplemental virtual program can address common educational challenges. It provides practical knowledge, skills, and competence to consider and implement similar technology interventions to improve student engagement and educational outcomes.
Outline:
I. Introduction (3 minutes)
-Greeting and overview of the presentation
-Establish the focus on a large public school district's experience with personalized learning through supplemental asynchronous virtual courses
II. Background of the Metro-Area Public School District (5 minutes)
-Briefly introduce the school district
-Share size, location, and student demographics
III. Rationale for Personalized Learning (6 minutes)
-Discuss the district's motivation for embracing personalized learning (strategic plan) through the district virtual program
-Highlight the specific educational challenges the district faced
IV. Supplemental Asynchronous Virtual Courses: Key Features (6 minutes)
-Review the fundamental aspects of asynchronous virtual courses (assuming audience familiarity)
-Explain how these courses were integrated as supplements to traditional education
V. Real-Life Case Study: The School District's Journey (10 minutes)
-Detail the district's experience with implementing a supplemental virtual program
-Share data and success stories to illustrate the impact on student engagement and learning outcomes
VI. Strategies for Successful Implementation (8 minutes)
-Outline the district's approach to ensuring effective personalized learning through the virtual program
-Discuss strategies for training teachers and supporting students
VII. Addressing Challenges (7 minutes)
-Acknowledge obstacles faced during the implementation process
-Describe how the district tackled these challenges and lessons learned
VIII. Interactive Discussion: Best Practices (7 minutes)
-Engage the audience in a brief discussion on best practices for implementing the supplemental model
-Encourage participants to share their insights and experiences
IX. Q&A Session (5 minutes)
-Open the floor for questions and discussions
-Allow participants to seek clarification or share their perspectives
X. Outcomes and Impact (4 minutes)
-Highlight measurable outcomes, such as improved graduation rates and student satisfaction
-Discuss the district's impact on the broader educational community
XI. Future Directions and Sustainability (4 minutes)
-Explore the district's plans for the future of the supplemental virtual program
-Discuss how the program can be sustained and scaled
XII. Conclusion and Key Takeaways (4 minutes)
-Summarize the main points of the presentation
-Reiterate the significance of personalized learning and virtual program in the district's context
XIII. Call to Action and Resources (3 minutes)
-Encourage participants to explore further resources or connect with the district for additional information
-Share contact details and relevant websites
Interaction:
Interaction will occur through audience participation in the interactive discussion and the Q&A session. Participants will be encouraged to share their thoughts, experiences, and questions. The presentation aims to foster engagement by providing practical insights and a platform for dialogue.
Basham, J., Smith, S. J., Greer, D. L., & Marino, M. T. (2013). The scaled arrival of K-12 online education: Emerging realities and implications for the future of education. Journal of Education, 193(2), 51-59.
Durães, D., Carneiro, D., Jiménez, A., & Novais, P. (2018). Characterizing attentive behavior in intelligent environments. Neurocomputing, 272, 46-54.
Gemin, B., & Pape, L. (2017). Keeping pace with K-12 online learning, 2016 (13th ed.). Evergreen Education Group. https://files.eric.ed.gov/fulltext/ED576762.pdf
Keengwe, J., Schnellert, G., & Mills, C. (2012). Laptop initiative: Impact on instructional technology integration and student learning. Education and Information Technologies, 17(2), 137-145.
S. 289. (2012). Senate Bill 289. http://www.legis.ga.gov/Legislation/20112012/127888.pdf
U.S. Department of Education (USDOE). (n.d.). Competency-based learning or personalized learning. https://www.ed.gov/oii-news/competency-based-learning-or-personalized-learning
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