Distance Learning Plans

Per PIN 19-17, Job Corps center operators are responsible for developing and deploying distance learning plans. Below are a series of questions that should be answered by any such plan. These questions were developed by participants in the National Office of Job Corps’ Distance Learning Workgroup. They are being shared to guide your efforts in developing your plans. **HOWEVER, these should not be considered official guidance and/or requirements from the Office of Job Corps.** As suggested in PIN 19-17, further guidance and requirements are forthcoming.

 

Student Strategies

  1. How will the center communicate its distance learning approach and expectations to its students?
  2. How will the center ensure that there is continuity of instruction and learning?
    • How frequently will students interact with instructors and materials?
  3. How will the center ensure equality of access to instruction?
    • How will the center survey students’ access to the internet and devices to adapt the instructional approach to the student’s level of access?
    • How will the center ensure instruction is differentiated:
      • to students with disabilities, in accordance to their IEPs and 504 plans, and
      • to English language learners?
  4. How will the center determine whether or not students are “ready to learn”?
    • Which staff members/departments will reach out to students?
    • How will the determination be documented?
    • How will the center work with staff inside and partners outside of the center to move the student into “ready to learn” status and document these updates?
    • How frequently will the “ready to learn” status be reassessed?
  5. What strategies will the center employ to ensure maximum student participation and engagement?
    • How will the center explicitly teach students the expectations for distance learning engagement?
    • How will the center monitor those behavioral expectations and provide consistent feedback to students?
  6. What actions will you take if students do not choose to participate in distance learning?
  7. What roles will parents/guardians and/or other social support persons play for minor students with regards to distance learning?
    • How will the center support parents/guardians to play this role?
  8. What is the center’s distance learning schedule for academics, CTT, and collaborative lessons that cover both areas?

Existing Human Resources

  1. How will the center assess the skills and access levels of its staff to determine how each staff member can best support distance learning?
  2. How will center staff and departments be reassigned to support distance learning? If staff will not be reassigned, please provide rationale.
  3. How will instructional staff who are not “ready to teach” be supported and assisted with transitioning to that status?
  4. How will instructors without internet access and devices provide instruction, be granted access and devices, or be reassigned?
  5. How will instructional staff document student interactions and track students’ progress?
  6. How will non-instructional staff engage with students to troubleshoot issues and maintain motivation?
  7. How will the center set up and staff a Help Desk to assist students and staff with connectivity/technological issues?

Existing Other Resources

  1. How will existing center resources be repurposed to support distance learning?
  2. How will the center provide teachers with the resources they need to carry out distance learning in all of the forms needed, e.g., online and snail mail?

MyPACE and Career Preparation Curricula

  1. How will instructors teach online MyPACE and CPP coursework remotely to students who are ready to learn and have internet access and supported devices?
    • What new processes will be put in place?
    • Will any additional software or websites be used, other than those linked in MyPACE?
    • Will synchronous instruction take place? If so, how?
  2. How will instructors teach MyPACE and CPP coursework remotely to students who are ready to learn but do not have internet access and supported devices?
    • What new processes will be put in place?
    • Will synchronous instruction take place? If so, how?

Online HSD Programs

  1. How will instructors teach online HSD coursework remotely to students who are ready to learn and have internet access and supported devices?
    • What new processes will be put in place?
    • Will any additional software or websites be used?
    • Will synchronous instruction take place? If so, how?
  2. How will instructors teach online HSD coursework remotely to students who are ready to learn but do not have internet access and supported devices?

Brick-and-mortar HSD Programs

  1. How will instructors teach HSD coursework remotely to students who are ready to learn and have internet access and supported devices?
    • What software or websites will be used to support these students?
    • Will synchronous instruction take place? If so, how?
  2. How will instructors teach online HSD coursework remotely to students who are ready to learn but do not have internet access and supported devices?

High School Equivalency Exam Preparation

  1. If HSE testing sites are still open near your center or near where students are currently living, how will the center ensure students can safely get to and from the testing site and safely test?
  2. If HSE testing sites are not open near your center or near where students are currently living:
    • how will the center ensure students, both with and without connectivity, stay engaged and motivated in the exam preparation process, and/or
    • how will these students be reassigned to HSD coursework without loss of credit for their accomplishments to date?
  3. If HSE test prep classes continue, how will instructors teach HSE prep coursework remotely to students who are ready to learn and have internet access and supported devices?
    • What software or websites will be used to support these students?
    • Will synchronous instruction take place? If so, how?
  4. If HSE test prep classes continue, how will instructors teach HSE prep coursework remotely to students who are ready to learn but do not have internet access and supported devices?

Basic Skills Instruction in Literacy and Numeracy

  1. How will instructors teach basic skills instruction remotely to students who are ready to learn and have internet access and supported devices?
    • What software or websites will be used to support these students in literacy?
    • What software or websites will be used to support these students in numeracy?
    • Will synchronous instruction take place? If so, how?
  2. How will instructors teach basic skills instruction remotely to students who are ready to learn but do not have internet access and supported devices?

Career Technical Training

  1. How will instructors teach CTT knowledge-based coursework remotely to students who are ready to learn and have internet access and supported devices?
    • What software or websites will be used to support these students?
    • Will synchronous instruction take place? If so, how?
  2. How will instructors teach CTT knowledge-based coursework remotely to students who are ready to learn but do not have internet access and supported devices?
  3. How will instructors teach CTT skill-based coursework remotely to students who are ready to learn and have internet access and supported devices?
    • What software or websites will be used to support these students?
    • Will synchronous instruction take place? If so, how?
    • How will students demonstrate their acquisition of the skill?
    • If students cannot demonstrate their acquisition of a skill, e.g., because specialized equipment is involved, how will instructors ensure the underlying knowledge is retained until the student can demonstrate the skill?
  4. How will instructors teach CTT skill-based coursework remotely to students who are ready to learn but do not have internet access and supported devices?
    • How will students demonstrate their acquisition of the skill?
    • If students cannot demonstrate their acquisition of a skill, e.g., because specialized equipment is involved, how will instructors ensure the underlying knowledge is retained until the student can demonstrate the skill?
  5. Can industry-recognized credentials still be attained remotely? Please specify how for each program.
  6. For CTT programs that require externships, work-based learning, or skill-demonstrations such as clinicals, how will students,
    • complete these requirements remotely, or
    • maintain their knowledge until they can complete these requirements?

Student and Staff Training

  1. How will your center determine which staff are familiar with distance learning tools and techniques and will therefore not require training?
  2. How will your center develop a training plan for instructors and support staff who require professional development in distance learning?
  3. What tasks will instructors and support staff be performing until they have acquired the knowledge needed to deliver distance learning?
  4. How will your center provide training to students on the specific distance learning platforms your center has adopted?

Monitoring, Documentation and Accountability

  1. How will instructor and student interactions be documented?
  2. How will support staff and student interactions be documented?
  3. How will efficacy of distance learning be assessed:
    • for individual students, and
    • for individual instructors?
  4. How will student progress be documented?
    • How will hours of instruction be documented for follow-up TABE testing?
  5. How will informal summative assessments be employed to ensure learning loss of formerly taught skills is not occurring?
  6. How will the distance learning process be administered and managed by teachers?
  7. How will distance learning be overseen and monitored by department heads?
  8. How will distance learning be overseen and monitored by corporate leadership?