Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j6JMTcG24899; Tue, 19 Jul 2005 18:29:38 -0400 (EDT) Date: Tue, 19 Jul 2005 18:29:38 -0400 (EDT) Message-Id: <30D2C945E07BB743B34975D8B146A9BF10AD69@mailbe-la03.lausd.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "Bakin, Barry" <barry.bakin@lausd.net> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3677] RE: Welcome Jere Johnston X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 1182 Lines: 23 I look forward to the discussion. Is it too late to add a few questions? If not, here they are! What is the general funding model that you're working with in project IDEAL and how are your traditional classes and schools being impacted by students who are attending regular classes because they can now study online? Are you assuming that the online population is a completely different population than those who come to class? Does studying online increase the number of students who attend in classrooms in any way? If the school providing the online course gets funding for the number of students, do the students have to be local or state residents? For the most part, California schools get funded by students coming to a school and sitting in a chair while making progress on standardized tests such as CASAS. There is a distance learning component, but at some point students have to come to a school and turn in their work on a regular basis in order for the school to receive funding. How are you addressing this with online work? Barry Bakin Pacoima Skills Center Division of Adult and Career Education Los Angeles Unified School District barry.bakin@lausd.net
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