The Eclectic Corner

Posted on April 2, 2013 by Ben Ozgur

Our school’s blog is not all about what our staff and teachers have to say. We want to give students a chance to voice their thoughts as well. This week, welcome to the “Eclectic Corner”: a new blog brought to you by Rachel Durs, a current 21CCCS student. Rachel’s blog for this week is about being different, and why that’s special. Enjoy a taste of something new and tune in for more blogs by Rachel to come!

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There’s no denying that Oscar Wilde said it best: “Be yourself – everyone else is already taken.” Wilde was not only well-spoken. He also a brilliant writer and wonderfully eclectic – two things I aspire to be in my own life. But, by-and-large, I’ll concentrate on just one of these things today (and I bet you can guess which one, given the title of this piece).

It may not feel like being eclectic is a critical issue affecting us today, but it is actually a very important topic worth discussing. This day in age, I feel that society teaches people (children and teens especially) that the most important thing in the world is “fitting in.” If an individual cannot fit in, others may make that individual feel as if his/her life is over. This thinking is not only dangerous. It is inherently wrong.

All our lives, we’ve heard words like “geek,” “nerd,” “eccentric,” and maybe even “eclectic,” thrown out to describe individuals. These terms set people apart because they imply that such individuals do not fit into a larger group. Instead, they are something different. But, not everyone should conform to a specific group identity. In fact, I will argue that being eclectic is not about identifying yourself by specific terms or restrictive character traits. It’s just the opposite.

I picked the term “eclectic” to describe myself because it’s not a negative word in any way, shape, or form. The word “eclectic” means “deriving ideas, styles, or tastes from a broad and diverse range of sources.” It sounds like something we might all want to strive to achieve. Unfortunately, because society asks us to all fit in, individuals who are eclectic are more often labeled as “weird” or “strange,” as opposed to being recognized for their unique and special qualities. I’ll argue that being “weird” is the best possible thing that could happen to a person, and I can guarantee that there are more of us eclectics out there than anyone realizes. All we need to do is find each other and embrace that so-called “weirdness,” and re-identify it as being “eclectic.”

The truth of the matter is that “normal” does not exist. There is no “normal” human being; everyone has his/her own unique spin on life. We have different interests and hobbies, loves and hates, or things that make us cry. Every person on earth is an individual, making him different in a number of ways. People are like puzzle pieces. Every puzzle piece has its own unique picture and surface. There are some pieces that absolutely do not fit with each other, making assembly more difficult. Individuals in society may reject the pieces that don’t seem to fit. But, a box of puzzle pieces will allow that a picture will emerge once all the pieces have been put in their proper spots. In the end, it’s all a matter of finding which pieces match up with each other, no matter how different they are.

I think life is that “bigger picture” and everyone here is an individual picture looking for another piece to bind to. You may think that piece on the other end of the board has nothing in common with you, but since you’re all part of the same picture, surely there must be something. Together, we all “fit in” because we are all a part of making the picture. How does this translate to our everyday lives? Above all, realize that being yourself is always the best way to go. Be true to who you are.

Thank you for reading and I hope to see you back here soon.

Tough Lessons Taught to a Cyber Charter Student

Posted on March 20, 2013 by Ben Ozgur

LITITZ, PA, When Liam Blevins was denied eligibility to participate in Warwick School District’s school play this past fall, he and his parents were more than disappointed. The district contested that students who attend cyber charter schools, though they are public schools, are not eligible for a variety of extracurricular activities.

Per Pennsylvania’s Charter School bill, students are eligible to participate in all after-school extracurricular activities provided within a resident’s home school district, so long as those activities meet after the school day.

When a child leaves his home district, taxpayer dollars used to pay for various school needs are transitioned from the home school district to the charter school. So, is a student who chooses to attend a cyber or a charter school no longer a member of his community? The student is no longer a citizen of education, but a dollar amount floating amidst a rocky educational landscape.

In their conception, charter schools were intended to serve the greater community by introducing innovative teaching and learning models to benefit students. Instead, competition and tension have resulted, driving the different types of schools apart. But who has been left feeling the most divided? Students like Liam Blevins.

When I asked the Blevins’ what led them to choose 21^st Century Cyber Charter School (21CCCS) for Liam’s schooling, they were adamant to express support for their school district.

“We would have kept Liam in his district. But, he was not being challenged. Liam’s competitive, and an avid learner. His school [did not] build a curriculum that could recognize his abilities,” Mr. Blevins said.

When Liam became negative about school, the Blevins’ sought an alternative education at 21CCCS, where individualized instruction was available. It was not anticipated that such a decision would lead Liam to be disenfranchised in other ways.

Through various emails and communications, Warkwick Assistant Superintendent for Secondary Education, Dr. Robin Felty, stated that students must partake in the school’s choral program to participate in the play. Interestingly, this policy was more clearly defined to Warwick residents in the fall of 2012, not long after Liam’s request to join the play. The Blevins’ requested further information.

In a letter written from the superintendent, indicators and anchors were detailed to outline which music skills are assessed for 5^th grade students. But, Liam had already passed the 5^th grade as a student of Warwick SD. Further, the 6^th grade curriculum was not provided as an entity separate of the 5^th grade curriculum. It was also explained that Liam failed to meet the 6^th grade music curriculum standards as a member of the charter school. However, Liam is required to participate in music courses as a 6^th grader in a cyber charter school. Additionally, Liam had been eligible to participate in the play the year before at Warwick. In fact, he had been given the play’s leading role– an honor typically reserved for older students.

Liam and his family went on to address the school board. At the meeting, Superintendent, Dr. April Hershey said, “Warwick School District is committed to providing educational opportunities including academics, the arts and athletics to all eligible Warwick School District students. District residents, students and families who have chosen alternative school options have limited access to programs and services based on Pennsylvania law and district policy.”

Ultimately, in spite of efforts, Liam was not permitted to participate in the school play. He was, however, contacted by the Day Spring Christian Academy. He was offered a chance to participate in their school’s play and he accepted. The play will open on April 12th.

Through this experience, Liam learned to stand up for himself and has brought attention to an issue that will assumedly persist. He learned how to make lemonade from lemons, and hopes to use this experience as something to learn from.

The fact remains that students throughout the commonwealth have been granted the right of choice in education. They may find the instructional means, in a public charter school such as 21CCCS, to support their vision of learning. But how can students maintain a place within their communities? Is this not the intention of public schooling? Perhaps only time can tell.

A Day on the Hill Means Changes Are Pending for Charter and Cyber Charter Schools

Posted on March 18, 2013 by Ben Ozgur

PENTAX Image — Photo provided by capitol.com

Last Thursday, March 14, Pennsylvania’s Education Committee met in a caucus room with seating for 200 in Harrisburg. The PA House opened their doors to the public in an attempt to gain insight on recent bill proposals, House Bill 618 and House Bill 759.While the caucus room only holds about 200 people, the rotunda within the capitol was also open to the public, so they could watch and listen in on the room’s happenings. Nearly 100 additional people filled the rotunda area, and their shouts of approval could be heard throughout the capitol, as they responded to testimony and discussion throughout the day.

Why were there so many constituents in attendance?

And why was 21st Century represented there as well?

These bills offer new solutions to the funding structure currently in use for charter and cyber charter schools in the state. At present, charter and cyber charter schools receive monies from school districts when a student transfers from his home school district to another public institution. Although there are deduction allowances in place, many say the formula is broken. School districts contest too much money is already given to charter and cyber schools. Because these schools operate differently from traditional bricks-and-mortar schools, what it takes to fund them properly is simply under speculation.

The caucus room was heated Thursday. Advocates and opposers of the bill alike have a lot to say. School district officials, such as the superintendents and office managers present, believe that direct pay from the state to charter and cyber schools will alleviate current tensions. Others believe it simply costs less to educate students through charter and cyber schools. Those who believe education costs are varied cite cyber schools as not having needs for student transportation, facilities maintenance, library services, school health, and more. What was somehow misrepresented was the fact that cyber schools, instead, have various technological needs, state testing expenses, and more. Charter and cyber schools have very different needs and, therefore, very different expenses than traditional bricks-and-mortar schools.

Following the testimony of school superintendents, student and parent organizations, business managers, and the like, Education Committee members questioned testifiers in an effort to give voice to the public and gain clarity on the plausible effects of approving pending bills 618 and 759. It is the hope of all in attendance that the cries of the public will be heard, understood, and utilized, as lawmakers work to build the best funding structure possible. The greatest hope of all is that the needs and interests of the students will remain at the forefront of the issue.

Keep informed! Follow us on Twitter @21cyberschool, or check out our new School Choice Movement page on Facebook!

Is Research Difficult for You?

Posted on March 12, 2013 by Ben Ozgur

Learn some of the facts about using the internet for research through this informational visual. You may be surprised what you learn.

Graphic provided by OnlineEducation.net

A Mom On Cyber School

Posted on March 11, 2013 by Ben Ozgur

Attending cyber school is a choice given to students and parents, which has been made accessible due to the School Choice Movement. This movement has created learning options for students whose needs are not being met in traditional brick-and-mortar school environments. For a parent and child advocate like Suzanne Baumann, choosing cyber school was about finding new learning methods for her son. In a recent conversation with her, I learned a lot about what cyber school has done for her son and what it continues to offer for students like him.

“The reason many parents place their children in cyber school isn’t because they are too lazy to get up on time for school. It’s because they are not satisfied with their education,” Baumann says. She believes that her son’s school failed to provide the kind of learning from which he could benefit. And Baumann is adamant that choosing something different for her son does not mean she has chosen something inferior, as some have been led to believe.

Baumann wants to help dispel rumors and misperceptions. Her son attends 21^st Century Cyber Charter School, where classes are taught through two web-based platforms. Lessons and assignments are stored in one web space, while a separate platform allows for virtual interactions with teachers. Students learn to utilize technology in new ways, which will serve them in life after they leave school. They learning to build interactive web-based posters, create videos, build blogs, and express their creativity in entirely new ways. These are things on which traditional schools are not focused.

Traditional schools and cyber charter schools alike are developing curriculum using the Common Core, which is recognized state wide in Pennsylvania. What differentiates brick-and-mortar schools from the cyber and charter schools is simply the delivery of those standards. How a teacher executes lessons and interacts with students varies between schools. Different delivery models work better for different students. Granting students the opportunity to choose an optimal learning model is what helps to inspire and invigorate students to learn.

What could be so bad about that? Currently, pending legislation in Pennsylvania seeks to restructure funding to cyber charter schools. This means potentially closing some of the smaller schools that cannot survive these cuts. This will limit school choice, which ultimately limits opportunities for student learning. Baumann claims further regulations will not benefit the children.

“I wish the government would let the people make their own choices. Yes, we all need rules and regulations, but you certainly do not need to take our freedom away. We should choose where our child can get the best education. My son has supposedly had a learning disability for reading. He struggled to read for years. So, he was placed in a special class and was given IEP for several years,” Baumann said.

By the time her son reached the 7th grade, he was still only reading at a 4th grade level. Baumann was told that her son had ADHD. Yet, instead of feeling glad to have identified a potential problem, she felt scrutinized and ostracized. She was told that her son’s challenges were a result of her own failure to read enough to him as a child. What was Baumann’s response? She adamantly defends that she read to her son constantly. She wonders why writing him an IEP and stamping him with a disability didn’t lead to progress. Having her son labeled led to different treatment by teachers. Baumann says, “My son was basically being bullied by the school and not the students. The students didn’t judge him for his learning disability, it was the teachers.”

When her son entered 21CCCS, his grades changed dramatically. His success level, confidence, and overall quality of life transformed. As a current 7^th grader, he is at the top of his class, achieving A’s consistently. Baumann says, ” I always talked highly of my child, but now I can brag about him.” She and her son are thrilled with the progress made in such a short amount of time. How can this be something that the government wants to see taken away from students?

The money issue is one that persists. It is always on the legislative landscape. The claim is that cyber charter schools cost taxpayers too much money. They are draining funds away from the public school system. But, charter schools are considered a part of the public school system. They receive funding from the state to educate students. When a child chooses between schools, whichever he chooses is the school owed monies for his education.

Baumann feels that the assumptions made about the costs for cyber schools are unfair. “In the long run, the school district is making more money than the cyber school. They are getting 20% of our tax dollars for a child who doesn’t even attend their school. So, that 20% can pay for either lighting in a traditional school, or a computer at the cyber school.”

Baumann’s understanding is not far from the truth. Traditional schools are eligible to receive a percentage of per pupil costs, based on a deduction structure put in place several years ago. The question remains as to what is truly equitable, and what funding structure will most behoove student learning.

The bottom line, argues Baumann, is that parents deserve a choice for their children. She says, “They always say there is nothing like the love of a mother for their child. Well don’t you think that I love my child enough to know that he deserves a better education than the one our school district was giving?”

It’s not easy to argue with that.

Recent Article Tackles Cyber School Option

Posted on March 4, 2013October 27, 2015 by Ben Ozgur

An active parent recently reached out to our school to let us know about an article that had been run by a local media outfit. The article had circulated through our own offices, because it related directly to our learning community. The article depicted how cyber schools are viewed in the larger public eye, and what one senator hopes to do about it.

As a learning community, it is critical that we are well informed of what is being written and published about cyber schools. Our community is comprised not only of teachers and students, but also parents, staff, and the greater public that will be affected by the education of its citizens.

This article, unfortunately, misrepresents the reality of cyber schooling. The article suggests that Senator Schwank hopes to restructure cyber schools, offering them through school districts within the brick-and-mortar buildings. The argument for this is that cyber schools are costing school districts too much money without yielding results. Cyber schools are “not producing for our kids.”

In reality, cyber schools are eligible to receive a portion of the monies used by each school district to educate our children, on a per pupil basis. This means that if it costs a school district $10,000 per pupil, per school year (for example), only a portion of that money is send to the charter school to pay for school expenses. Deductions are allowed, per a funding formula crafted by the state several years ago. This formula is not a form of tuition. It asks schools to transfer funds that they will no longer use, when a student leaves his/her home school district. In most cases, due to deduction allowances, the total funds received by a charter school is much less than what a school district actually spends on its students.

It is questionable whether or not a newly proposed bill will speak to the real consumers in need: the students. Building in-house cyber programs for each school district and may restrict the “school of choice” paradigm. “School choice” means providing different types of schools to students throughout the state, which allows children the opportunity to explore an educational experience most in sync with their learning styles. Retaining children in a district-based cyber learning experience removes their ability to choose the type of learning environment in which they can thrive.

Finally, a question was raised as to whether or not our cyber schools are producing results. 21CCCS has made AYP fairly consistently over the years. Our students are attending prestigious colleges and universities. They are pursuing their dreams with the foundation build through our form of education. We are empowering students by giving them the opportunity to learn in a way that suits them.

It is not only important to understand the implications of articles published in our area. It is important to recognize that the misrepresentation of facts may lead legislators to craft new alternatives to education that may inhibit your child’s ability to succeed. Being informed and active in your community can help to get the message out about school choice.

2013- 2014 Budget Plan for Education

Posted on February 19, 2013October 27, 2015 by Ben Ozgur

Governor Corbett has unveiled a plan for the 2013-2014 state budget that will bring state spending to $11.7 billion dollars, or 41% of the state’s General Fund budget. This is considered unprecedented, in that the monies slated for education seem astronomical. This is roughly a $90 million increase from last year’s budget, per the Pennsylvania Department of Education.

Regardless of the promising outline created, the question still in the minds of many at this point is simply: what monies will be slated for charter schools? The budget plan looks to increase spending on things such as the following:

$5.5 billion for Basic Education Funding to the state’s 500 school districts
$1.03 billion for Special Education
$100 million for Accountability Block Grants
$62 million for Career and Technical Education
$1.08 billion for the school employees’ retirement system
$634.5 million for student transportation
$544.5 million for school employees’ Social Security

So much is at stake with regard to the “School of Choice Movement.” With this in mind, it is the hope of many that Pennsylvania state legislation will soon speak to the needs of alternative schools, as well as other needs.

What Defines a Cyber School Teacher?

Posted on February 5, 2013October 27, 2015 by Ben Ozgur

The required skills set of today’s teacher has changed. Schools used to hire orators, conversationalists, and projectors of ideas. Being a teacher meant knowing how to convey information to a large group. Over time, that image changed. Today, teachers are not just speaking to a large group. Gone are the days of the traditional lecture with its “sage on the stage” mentality. Teachers are expected now to act as guides and mentors who can identify and harness the skills and strengths of their students. A teacher must be a flexible, out-of-the-box thinker who can react on his feet and tackle the unforeseen challenges of a diverse classroom.

Teachers are setters of expectations, drivers of innovation, and relationship builders. They are masters of their content areas who can communicate their passions to students and exchange new ideas to help uncover the passions of their students. The classroom has become a place that is NOT all about the teacher, but all about the student.

And yet, with the introduction of cyber schooling, the required skills needed by a teacher are shifting yet again. A cyber school teacher must adapt his skills, diversifying them in even more ways. So, how does this occur? How do the skills of a teacher change or morph to meet the needs of a cyber student?

Various schools handle this topic differently. In some cases, the cyber staff works remotely. This means they log in from a home office or some other remote location to work with their students. Teachers are isolated from their colleagues, but work in a way that mirrors how their students work. They have a computer, a phone, and an Internet connection at their disposal. They interpret information through a screen by reading text, chatting, having a phone conversation, or maybe a video chat. The idea here is that because a remote teacher acts just as his students, he has the potential be more compassionate and understanding toward the trials and troubleshooting that occur in a cyber environment.

But, working remotely doesn’t work for every school staff. At 21^st Century Cyber Charter School, we do things a little differently. Our teachers are required to work on ground, from our home office in Exton, Pennsylvania. While work from home is an option on snow days and the like, the majority of time is spend in our office, working together, collaborating, and communicating. Teachers’ work spaces are organized by subject area. Desks face each other, and a daily open dialog is not only welcomed, but expected. When a student experiences challenges, our teachers are sitting right next to one another. They can help to develop strategies and solutions for students in a matter of minutes. Teachers talk so regularly with one another that they can anticipate and integrate lessons across different content areas.

So, how does this change the face of teaching? Teachers are not just orators or presenters. They are adapters, modifiers, and creative thinkers. They are able to speak to students in more ways than one: through writing, webinars, videos, webcams, and more. Teachers must also have the technological savvy to foresee teaching and learning options. They must have the courage to try new things as technology constantly evolves. They are dynamic thinkers and innovators who can bring our children into the future.

At 21CCCS, we are fortunate to work with a wide range of talented individuals. The strengths of each teacher come together to make our school a different kind of place. Having our teachers work from one place means creating availability for students. Multiple teachers work in one space so that when a student needs help with a given assignment, a teacher can ask for assistance from colleagues. Many times in our school, we hear the phrase, “I’m still working with this student. He’s almost got this concept! Can you help my other student for a few minutes while I finish up?” Teachers here rush to each other’s aid and offer assistance to students constantly as a result. We don’t just work together spatially, but pedagogically as well. We’re helping to reinvent the teacher of the 21^st century.

To learn more about our incredible teachers, CLICK HERE.

Pending Legislation from the House

Posted on January 31, 2013August 31, 2023 by Ben Ozgur

Pennsylvania State House Representative Mike Turzai has spoken. In a legislative proposal released January 25, 2013, Turzai outlined a Charter and Cyber Charter Funding Reform Package speaking to the need for a variety of changes to alternative school fiscal planning.

What does a proposal of this nature mean for Pennsylvania’s charter and cyber school populations? If passed, it could mean a lot of things. Among the action items are goals to address the current special education funding formula, the calculation of school district deduction allowances, direct payment planing for charter schools, and the charter renewal processes. This is a significant piece of legislation, as it speaks to some of the concerns voiced across the state for several years.

So, how is everyone taking this piece of legislative action?

In an article recently released by The Commonwealth Foundation, writer Priya Abraham notes the proposal is somewhat shortsighted due to its negligence of big-picture considerations. There are currently some 32,000 students already enrolled in charter and cyber charter schools, statewide. The demand for these schools, as well as enrollment in those schools, are on the rise. Serious cuts in funding are sure to have a serious impact on a large number of students. Massive cuts hurt the ability of currently operating schools to function at the same level as they have been. Included in the proposal is the allowance for school districts to cut up to 50% of costs incurred for things like extracurricular activities, student health services, and library services. Unfortunately, these deductions are not being met with new allowances for additional costs incurred by cyber charter schools. Such funding is currently being used for things like server space, networking maintenance, additional information technology specialists, computer hardware and software, and more.

Abraham writes, “The most egregious is a proposal allowing school districts to deduct 50 percent of the cost of any in-house cyber program they offer from the payments they owe independent cyber schools. Legislators touted the measure as one that that would “spur competition between school districts and cyber charter schools.” In reality, the measure would limit competition and effectively take the decision about which cyber program is better out of parents’ hands.”

Abraham acknowledges that the very purpose of the School Choice Movement is to put the power of choice in the hands of parents and students. However, limiting resources for alternative schools makes the choice between which school to pursue that much harder. Would you prefer your students attend a school with limited resources and fiscal means? Or would you prefer to send your child to a school where his or her needs can be adequately met?

The Pennsylvania Coalition of Public Charter Schools is an organization that works to voice the needs for quality and accountability in public education. They have responded to the release of this pending legislation with a resounding voice of contention. In a news release dispersed last week, they wrote, “This proposed legislative package neglects to include real reform which could increase accountability and transparency while fostering a nurturing environment for high-quality schools. Instead it mandates arbitrary cuts, piles inequity upon inequity, signals the beginning of the end for good cyber charter schools, and is a severe blow to school choice in Pennsylvania.”

What, then, is the answer? Some will wait to see the outcome of this pending legislation, while others feel called to action. As a cyber charter school, we hope that decisions made will consider the impact on students. We want to meet the needs of our unique population, and continue to provide the utmost support for learners. As a public school, we want the ability to cater to the growth and development of our community of learners. We hope this is the goal of others as well.

Beating Test Anxiety

Posted on January 30, 2013October 27, 2015 by Ben Ozgur

I’ll be the first to admit that I had severe test anxiety when I was in middle and high school. For many, the things I might describe are unfathomable– maybe crazy sounding. But, here are some of the things I used to experience:

In spite of hours of preparation, as the night before a test approached, my nerves started to jitter. I was nervous about performing well on the test, which is the most common fear for anxious testers. I would feel my heart pounding, and my fingers and arms shaky. I would think about the items I’d memorized for the test, reciting and writing them down, checking that I had remembered every last thing. Sleeping the night before a test was never an option. The adrenaline would pump through me just enough to get me through a sleepless night and to the test, after which I would crash, feeling exhausted and drained. Oh, and did I mention that these feelings were often shared for quizzes, too?

My mother tried, to no avail, to help me with my anxiety. She would remind me that I was over-prepared. That I knew the material. That my grades would be great. And if they weren’t it wasn’t the end of the world. But the sweaty palms, jittery body, nausea, and inability to eat beforehand were overwhelming– to say the least. When I finally got to the test, I would freeze. It would take a few minutes before I could feel ready to collect my thoughts start the test. I didn’t think there was a solution. And, I thought I was alone in my anxiety. I thought I was just plain crazy.

So, what has changed since the days when I was a kid? Well, for starters, there is perhaps more emphasis placed on testing. Kids are tested constantly, especially through state standardized testing. While offering more tests more frequently might help to diffuse student anxiety (because they are conditioned to take more tests more often) there may be some students who experience a compounding effect on their anxiety. But, more importantly, offering more tests means we have become more aware of test anxiety as an issue. This means that parents are getting better advise to help their children.

Among the suggestions are the following:

Encourage students to get plenty of sleep before the test
Ask students to draft about their fears or concerns on paper
Have students present the information they know. If they can teach the concept, they know the concept
Provide an ample breakfast the morning of the test
Encourage students to limit their distractions during the test (This might mean avoiding clothing or jewelry that a child may play with during the test. I am am earring twirler– so I never test with earrings in!)
Provide encouragement and feedback after the test. Share in students’ piece of mind after the test is over

Do you have tips of your own? Comment on our Facebook page! We’d love to know what you do to avoid or suppress test anxiety!

21st Century Cyber Charter School

Category: Controversy