Evaluation Report

Evaluating the use of Cyber High Courseware in the

Studies Classes at Del Puerto High School

Submitted By: Richard Jones

Submitted To: Marcos Huerta and Dr. John Thompson
Submission Date: December 12, 2014

Summary
Program Being Evaluated
This report represents an evaluation of the use of Cyber High courseware in the Studies classes at
Del Puerto High School in Patterson, California. Cyber High is a collection of online
courseware, managed by the Fresno County Office of Education, which can be purchased and
used throughout the state of California. The courses are standards-based and cover both core and
elective subjects. Del Puerto High School is an alternative education high school that purchased
and integrated these courses into their master schedule. Students are given access to the courses
by enrolling in an elective class known as Studies. Del Puerto High School elected to use Cyber
High courses within the Studies classes with the goals of providing students with additional
opportunities for credit remediation, access to college prep and other courses not currently
offered on campus, and to encourage students to work on credit remediation outside of the
regular student day.
Purpose and Steps of the Evaluation
The purpose of this evaluation was to determine the effectiveness of the Cyber High courses and
Studies classes in attainting the goals Del Puerto High School has established for this program.
Each step of the evaluation was designed for the purpose of collecting, analyzing, and providing
data regarding the progress that DPHS has made in attaining these goals. The evaluation started
as a meeting between the evaluator, administrator, and Studies teachers at Del Puerto. This
meeting provided background details about the selection and use of Cyber High courseware and
the development of the Studies classes. Research was then conducted to locate additional
information about the Cyber High materials as provided by the Fresno County Office of
Education. All of these findings were used to identify the data sources and instruments that
would be used in the evaluation. Surveys were conducted on both teachers and students involved
in this program. Multiple data sources were then analyzed and the findings were compiled in this
evaluation report. The evaluator hopes that this report can used to improve any areas of concern
regarding the success of this program.
Evaluation Findings
The evaluation determined that students are gaining access to opportunities for accelerated credit
remediation; however, only 54.5% of students are meeting the schools goal of earning five or
more credits toward graduation. The evaluation also found that more than 71% of the credits
earned in the Studies classes are from college prep courses. An issue has emerged regarding the
courses from which the college prep credits are being earned as only 14% of them are from a
subject other than English. The evaluation went on to find that roughly 68% of the total credits
earned were from courses that are not offered in the traditional master schedule. A concern did
surface in that a large portion of students stated that they have never been shown a list of courses
that are offered by Cyber High. Finally, the evaluation highlighted a general lack of willingness
by students to work on credit remediation outside of the regular student day. There needs to be
additional follow-up to determine a better understanding as the source of this attitude.

Description of the Program Being Evaluated

Intended Users, Length, and Context of Use
Cyber High courses were designed to provide students with access to content that might not be
accessible to them in traditional educational settings. In essence, the authoring organization
(Fresno County Office of Education) uses the internet as a way of providing online curriculum to
schools and students throughout the state of California. The program was designed for high
school students, but middle school students are allowed to take the courses. The length and
duration of use is established by the schools that elect to use the program. The Cyber High
courses are asynchronous, meaning students determine the pace of instruction.
At Del Puerto High School, Cyber High courses are offered through the use of Studies classes
that have been built into the schools master schedule. Studies classes are considered elective in
nature and are currently offered three times during the student day. Each Studies period is one
hour in length, and students are allowed to take them multiple times depending upon student
need and class population limits. Students are given the opportunity to sign up for the Studies
classes prior to the start of each trimester. This takes place through the use of a scheduling
survey whereby students identify the elective courses they wish to take for the following term.
Students who enroll in a Studies class will remain there for the entire 12-week trimester.
Program Objectives
The following is a list of goals and objectives that Del Puerto High School established for the use
of Cyber High courses in the Studies classes:
Goals/Objectives as Articulated by Del Puerto High School

To provide credit remediation opportunities for students with credit

deficiencies (objective is for students to complete five or more credits)
To provide access to college prep courses
To provide access to courses that are not offered at Del Puerto High School
To encourage students to work on credit remediation outside of school hours

Program Components
The Fresno County Office of Education manages much of the content and credit reporting
associated with running the Cyber High courses. They process the exam scores and issue
transcripts to the school after students have completed a course. FCOE handles the purchasing of
courseware as well, which can come from either a school or district funding level. Courses are
purchased for individual schools; thus, they cannot be used as a district-wide program. The
length of the contract is determined at the time of purchase.
The authoring organization has developed the curriculum based on the California Content
Standards for each subject area. Each course is worth a possible five credits, but students earn
one credit at a time (for each exam passed). A course credit is issued only after a student earns

60% or higher on an online exam. The exams have been created by the authors of the Cyber
High program, and students are only allowed to take them in front of a credentialed individual
from the school site that is utilizing the courseware. This is all specified in the contract that the
school receives upon the purchase of services
Del Puerto High School has developed a schedule by which students can work on Cyber High
courses during the school day and while under the supervision of a credentialed staff member.
This takes place in the Studies classes mentioned earlier in this section. The courseware consists
mostly of reading, watching videos, and completing quizzes, all of which are delivered online.
These activities are supervised by a credentialed teacher, but it does not require that the teacher
be credentialed in each of the subject areas students are enrolled in. In addition, the instructor
serves the purpose of granting permission for students to take the exams as is required by the
authoring agency. Students are allowed to continue working on the coursework itself without
outside supervision. Finally, students are allowed to enroll in a maximum of two courses at any
one time, but they have the ability to drop a course and begin a new one at will.
Upon enrolling in the Studies classes, students meet with the Guidance Learning Coordinator at
Del Puerto High School to discuss the courses that would be most appropriate for them to take
on Cyber High given their current credit deficiencies and expected pace of graduation. This
involves a review of the students transcript to insure accuracy in the selection process. Once the
courses have been identified, students are given a code to access the online coursework. Students
work at their own pace in completing the assignments and exams. Their progress is monitored by
the instructor through the use of a weekly reflection log, goal-setting worksheet, and by viewing
the course tracking component in the online interface. Together, these elements form the basic
structure and procedures that guide the implementation of the Cyber High coursework in the
Studies classes offered at Del Puerto High School.
Evaluation Method
Participants
Del Puerto High School offered three periods of Studies during the first trimester of this school
year with a total enrollment of 55 students. Data were collected on all 55 students as they relate
to the number of credits earned and the type of courses that were completed. A student survey
was implemented for this evaluation, but it was only administered to 46 of those students. This
was due to the fact that one of the Studies teachers did not implement the survey as planned;
thus, those students were not able to respond to the questions. Those students were later
identified and invited to participate in the survey outside of their normal class hours. In the end,
35 out of the 55 students enrolled in the Studies classes responded to the student survey. This
equates to a participation rate of 63.6%.
This evaluation was based on the participation of several parties associated with the
implementation of Cyber High and Studies classes. The site Guidance Learning Coordinator,
Stephanie Neves, was included in the evaluation as she provided the majority of the data relating
to the credits earned during the evaluation period. James Hensley and Brenda Munoz, two of the
three instructors who currently teach Studies classes, were also involved in the evaluation by

providing details about class structures and the goals of the program. They were also
instrumental in assisting with the implementation of the student surveys. Mr. Hensley and Ms.
Munoz each teach one period of Studies. The remaining Studies teacher was not included in the
evaluation despite efforts to do so. Finally, the site secretary, Catherine Manning, was involved
in the evaluation as she provided details about the students enrolled in these courses.
Procedures
This evaluation focused on the first trimester in which the Studies classes operated during the
2014-2015 school year. Students are only enrolled in the Studies classes for one trimester at a
time, after which schedules change and students move to other courses. The evaluation started
after the courses had already gotten underway, but did not finished until after the final day of
class. The time frame was deemed acceptable given the nature of the schools objectives for the
program and the focus on summative data analysis. During the evaluation process, the classes ran
as scheduled with little interaction between the evaluator and the students. The students were not
made aware of the evaluation until the student survey was given in the final week of the course.
The initial focus of the evaluation centered on the collection of background information about
the Cyber High courseware, the goals of the program (according to the school), and the structure
of implementing the courses within the Studies classes. This required several meetings between
the evaluator, Guidance Learning Coordinator, and Studies teachers. It also called for the use of a
teacher survey. The survey was created on Google Forms and shared with the instructors via
email. Data were also collected about the origins and purpose of Cyber High as stated by the
authoring agency. This information was located on the Fresno County Office of Education
Website for Cyber High and has been included in Appendix F.
Roughly five weeks into the evaluation, data sources were identified based on the goals the
school had established for the Cyber High courseware and Studies classes. This led to the
creation of a student survey that would be administered during the final week of the course. The
survey was created on Google Forms and was shared with the Studies teachers via email. The
teachers posted the link in their Google Classrooms and asked students to complete it. Two of
the three teachers carried out the request. The evaluator put forth additional efforts to collect
survey responses from individuals in the class that did not participate by personally inviting them
to take it when they had free time. A few students responded to the offer. All of the responses
were compiled and have been presented in this report.
The latter parts of the evaluation focused on collecting data relating to student completion of
course credits as well as the writing of the evaluation report. The timing of this data collection
was important because it had to be done after the students finished their final day in the Studies
classes. The courses ended during the first week of November and data were gathered in the first
week of December. This was made possible via electronic report that was downloaded from the
Cyber High administrators account. It was then transferred to an electronic spreadsheet
(Appendix A) and prepared for final analysis. This analysis allowed for a comparison with the
sites goals and the eventual writing of the evaluation report.

Data Sources
The following is a list of factors for which data was collected during this evaluation. The surveys
were created in Google Forms and administered through Google Classroom:
Student and Teacher Understanding of the Programs Goals
-A question was included in the student survey to measure their understanding
of the programs goals (Appendices B and C).
-A questing was included in the teacher survey to determine their understanding
of the program goals (Appendices D and E).
Student Awareness of Courses Offered By Cyber High
-A question was included in the student survey to measure their awareness
of the courses that are offered by Cyber High (Appendices B and C)
Student Completion of Credit Remediation
-A report was collected from Cyber High that lists the courses and credits each
student completed during the first-trimester in Studies classes. The data
have been synthesized and listed in Appendix A.
Student Encouragement to Take College Prep Courses
-The teacher and student surveys (Appendices B through E) included a
question to measure whether or not students are being encouraged to take
college prep courses.
-A report was collected from Cyber High that lists the number of college prep
courses that students completed during the duration of the Studies classes.
The data have been synthesized and listed in Appendix A.
Student Completion of Courses Not Offered on Campus
-A question was included in the student survey to measure whether or not students
took Cyber High courses for the expressed purpose of completing classes
that are not offered on campus. (Appendices B and C)
-A report was collected from Cyber High that lists the courses that student took
during the first trimester of Studies. The data relating to student
completion of courses that were not offered on campus was synthesized
and placed in a column within Appendix A.
Results
Data Regarding Credits Earned and Courses Taken
The main purpose of the Cyber High courseware and Studies classes is to remediate credits. The
data showed that 54.5% (30 of 55) of students were able to earn five or more credits during the
Studies class. Here is a general breakdown of the number of credits students earned.
Total Credits
Earned
Number of
Students

0-4

5-10

11-15

16-20

25

25

The school also placed an emphasis on encouraging students to take college prep courses. The
evaluation determined that 71.7% of the credits earned were from college prep courses.
Additional attention was paid to the number of credits earned from Cyber High courses that are
not offered at DPHS. The evaluation found that 67.8% of the credits earned came from courses
not offered at the school. A general breakdown of the total credits earned in these areas has been
provided in the table below, and a full listing by student has been included in Appendix A.

Total Number of
Credits Earned

College Prep
Credits Earned

Credits Earned From

Courses Also Offered
at DPHS

Credits Earned
From Courses Not
Offered at DPHS

258

185

83

175

Student Survey
The student survey was used to determine student understanding of the program goals, reasons
for selecting the courses they took, level of encouragement for taking college prep courses, and
willingness to work on courses outside of the student day. A full copy of the student survey
results can be found in Appendix C. An abbreviated version of the most relevant questions and
responses has been included below:
Question: Are you aware of the
goals and objectives of the
Cyber High Program?
Yes
No

Question: Were you ever shown a

list of courses offered by the Cyber
High Program?

Number of
Responses
0

20

Yes
No

Number of
Responses
0

40

10

20

30

Question: How would you categorize your reasons for selecting the
courses that you took in Cyber High? (Check all that apply)
Taken to make up missing credits
Taken because it was not offered on campus
Number of
Responses

Taken to replace a class that is offered on

Taken because it was college prep
Taken because it sounded interesting
0

10

20

30

40

Question: How often were you encouraged to take college prep courses
during the Studies class?
Never
Seldom
Sometimes
Often
Always

Number of Students Selecting the

Response
0

10

15

20

Question: How would you rate your willingness to work on Cyber High
courses outside of the regular student day?
Always
Regulary
Sometimes

Number of Reponses

Rarely
Never
0

10

12

Teacher Survey
Much of the teacher survey focused on providing the evaluator with information about the
background and purpose of Cyber High. Both teachers responded that the purpose was credit
remediation. When asked about the purpose of the Studies classes, both teachers responded that
they are for working on the Cyber High courses; however, one of these teachers also suggested
that it is for working on other courses that they take at Del Puerto High School. When asked to
describe how often they encouraged students to take college prep classes, both teachers
responded often. A full listing of teacher survey responses can be found in Appendix E.
Discussion
The purpose of this evaluation was to determine the extent to which the Cyber High courseware
and Studies classes are meeting the goals set forth by Del Puerto High School. This is an
essential component of an evaluation with this type of goal-based focus. Thus, it is appropriate to
discuss each of these goals in relation to the data that were collected.
Goal/Objective 1: Remediation of Credits
The credit remediation data revealed that only 54.5% of students earned five or more credits
during this trimester in Studies. A deeper examination into the data reveals that only 29% of
students actually remediated credits, meaning they earned more than the five credits they might
have earned in a traditional course offered during that period. In addition, 29% (75 of 258) of the

overall credits were earned by five students. This stands in stark contrast to the bottom 25
students (those earning less than five credits) who earned a total of 37 credits. This is an area of
concern that DPHS may wish to address should future data reveal a similar trend.
Goal/Objective 2: Access to College Prep Courses
This combination of Cyber High and Studies classes is the only means by which students at
DPHS can currently take college prep courses. The school has emphasized the important role this
plays in student acceptance into four-year colleges. The percentage of credits completed from
college prep courses vastly outnumbers those earned from courses that are not college prep (71%
to 29%). However, only 27 of the 185 college prep credits earned were from courses other than
English. This is not representative of the variety of courses that are required for gaining
admission to a four-year college.
Goal/Objective 3: Access to Courses Not Offered at Del Puerto High School
The data for this goal was somewhat conflicting when comparing the results of the student
survey to the printout of the credits earned. The survey results showed that only four students
selected their classes because they were not offered at Del Puerto High School. That said, the
credit remediation data highlights the fact that 67.8% of credits earned were from courses not
offered at the school. Thus, while students may not have purposefully selected Cyber High
courses because they are not offered at DPHS, there is significant evidence to suggest that they
are in fact completing them regularly.
Goal/Objective 4: Encourage Students to Work on Coursework Outside of the Student Day
While this was not the overarching goal of the organization, there was some mention of hoping
that the use of online courseware would encourage students to work on credits outside of the
student day. The survey suggests that the vast majority of students are not willing to work on
Cyber High courseware outside of the student day. In fact, 62.9% of students stated that they
would never or rarely be willing to work on Cyber High coursework outside of the school day.
The wording of the question purposefully removed the requirement that they have the
technological means of completing the coursework and just focused on willingness.
Overall Evaluation Comments
After a thorough examination of the data relating to the goals and objectives of this program, the
evaluator has determined that the Cyber High courseware and Studies classes are providing
opportunities for student to remediate credits, take college prep courses and courses not offered
at DPHS, and to work on earning credits outside of the student day. It is concerning that only
54.5% of the students are earning five or more credits during their trimester in Studies class. A
follow up analysis should be done to compare this passing rate with the percentage of students
earning five credits in a traditional course at this school. The school is ultimately responsible for
determining if these results are sufficient, but it is the opinion of the evaluator that this rate is
below the standards that should be acceptable given the impact on the school budget and master
schedule. The school should also work on plan to better monitor student progress throughout the
trimester, including the possibility of removing students from the course if they are not
demonstrating efforts to remediate credit deficiencies.

The evaluator commends the schools efforts to encourage students to work on college prep
courses within this program. The issue is that only 14.6% of the college prep credits earned were
from a subject other than English. This statistic would suggest that students are taking courses in
college prep, but they are not taking the multitude of subjects that would be needed for them to
attend a four-year college. While this is not the current aim of the school, it does appear that this
is its direction. In addition, if the biggest concentration of students enrolled in Studies are taking
English classes, it would be advisable for DPHS to make an effort to place a teacher who is
credentialed to teach English in at least one of the Studies classes. Those positions are currently
held by individuals credentialed to teach science, art, and mathematics.
The evaluator recognizes the steps the school has made in providing access to courses that are
not offered at DPHS and to allow students to work on credit remediation outside of the school
day. However, an effort needs to be made to provide students with a copy of the courses offered
by Cyber High as the student survey makes it apparent that many of the students have never seen
a full list of such classes. This would likely increase the diversity of classes that are taken by
students. Finally, the school needs to conduct a follow-up survey to determine the number of
students who have the technological means to work on their credits after the student day. The
survey suggests that students have a low willingness to work outside of the student day, but it
would be helpful to obtain more information about why this is the case.
Project Cost
The total cost of this project has come in as estimated ($8,662.36) in the Response to Request for
Proposal that was submitted to Del Puerto High School on September 20, 2014. This budget was
submitted and agreed upon by both parties prior to the start of the evaluation services. As was
previously discussed, the final payment is due on December 19, 2014. The evaluator recognizes
the importance of providing accurate accounting information, so a copy of the invoice has been
included in Appendix G.
This cost of this evaluation consisted almost entirely of the daily per diem rate of the evaluator.
This price included researching the goals and objectives of the program, conducting the surveys,
collecting and analyzing the credit remediation data, meeting with the participants, and writing
the evaluation report. The background research took six days to complete including the
interviews with the participants for the evaluation. The surveys took one day to create and
roughly two days to administer. It took three days to acquire and organize the credit remediation
data. The final 10 days of the evaluation were spent analyzing the remaining data, writing the
evaluation report, and presenting the findings to the stakeholders. Lastly, the $15 copy fee was
spent on the printing of all data sources and copies of the evaluation report. The $15
communications fee was used to pay for Wi-Fi services during the evaluation.

Appendix A: Synthesis of Credits Earned

Credits Earned in Cyber High

Trimester 1

The following tables were constructed based on the data from the Cyber High program. The
original printouts from the organization were not included because they contain personal student
data that cannot be shared with outside parties. Requests for the original documents can be made
to Marcos Huerta, the principal of Del Puerto High School.

Student
Number

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24

Total Number
of Credits
Earned

Number of
Credits Earned
from College
Prep Courses

Number of
Credits Earned
from Courses
also Offered at
DPHS

Number of
Credits Earned
from Courses
not Offered at
DPHS

0
7
7
6
11
4
5
2
6
8
1
1
7
0
3
1
0
1
4
11
5
7
1
1

0
7
2
1
11
4
0
2
6
8
1
0
2
0
3
1
0
1
0
6
5
7
1
1

0
7
0
0
0
4
0
0
1
8
1
0
0
0
0
0
0
0
0
11
0
7
0
0

0
0
7
6
11
0
5
2
5
0
0
1
7
0
3
1
0
1
4
0
5
0
1
1

25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
Totals

3
1
2
8
6
1
13
1
6
0
1
2
2
1
2
0
10
20
5
10
5
5
15
5
5
5
5
5
5
5
5
258

3
1
2
8
5
1
13
1
6
0
1
1
2
0
2
0
5
20
5
10
5
0
5
5
5
0
5
0
0
0
5
185

3
0
0
3
0
0
0
1
6
0
0
1
0
0
0
0
5
15
0
0
0
0
5
0
0
0
5
0
0
0
0
83

0
1
2
5
6
1
13
0
0
0
1
1
2
1
2
0
5
5
5
10
5
5
10
5
5
5
0
5
5
5
5
175

Please note that original copies of the Cyber High printouts were not included in this evaluation
because they contain sensitive student data that cannot legally be shared with the public.

Appendix B: Student Survey Questions

Evaluation Course Project

Student Survey Questions

Part 1: Open Ended Responses

1. Why did you enrolled in the Studies class?
2. Who decided the courses that you took in this class? (Did you have any input?)
3. If you could change one thing about the Studies class, what would it be?

Part 2: Scaled/Multiple Choice Responses

1. Are you aware of the goals and objectives of the Cyber High program?
A: Yes
B: No
2. How would you categorize the courses that you took in Cyber High? (Check all that apply)
A: Taken to make up missing credits
B. Taken because it was not offered on campus
C. Taken to replace a class that is offered on campus
D. Taken because it was college prep
E. Taken because it sounded interesting
3. How satisfied are you with the courses that are offered in the Cyber High program?
1: Extremely unsatisfied
2: Mostly unsatisfied
3. Somewhat satisfied
4: Mostly satisfied
5. Very satisfied
4. How often were you encouraged to take college prep courses during the Studies class?
1. Never encouraged
2. Seldom encouraged
3. Sometimes encouraged
4. Often encouraged
5. Always encouraged

5. How often, during the course, did you meet with the teacher to discuss your progress in
the course?
1: Never met
2: 1-2 times per month
3. Every other week
4: Once per week
5: More than once per week
6. How would you rate your willingness to work on Cyber High coursework outside of the
regular student day?
1: I never worked on it outside of class
2: I rarely worked on it outside of class
3. I sometimes worked on it outside of class
4. I regularly worked on it outside of class
7. Were you ever shown a list of courses offered by the Cyber High program?
A: Yes
B: No
8. Were you ever asked to create a goal for the number of credits you were expected to earn in
the Studies class?
A: Yes
B: No
9. Would you be willing to take Cyber High courses in a future Studies class?
A: Yes
B: No

Appendix C: Student Survey Reponses

Student Survey Responses

1. Why did you enroll in the Studies class?
Because I needed to gain credits so I can pass.
I was missing 15 credits, History and a English class. I was behind alot of work so I tried to get ahead.
To help me earn more credits for different classes
I got enrolled in studies class because I need credits on history so I could graduate.
i enrolled because i need the credits
I enrolled in the Studies class because i was behind a few credits and needed to get them caught up.
The reason why I enrolled in Studies is because I needed credits one for math and I need a lot for
electives.
i enrolled in the studies class so i can catch up on courses that i need to graduate this year.
To make up credits.
i didnt ask to enroll in this class
I enrolled because I needed to catch up on my missing credits.
I didn't enroll, i was placed in the studies class.
Because i need credits
i was just put into that class.
i didnt
To earn credits faster.
i enrolled in the studies class because i needed credits
to get my credits up
Because I wanted to graduate early
to take the classes I needed to take to graduate with my friends
I didn't ask to sign up but they gave it too me
2 c how many credits I could earn in 1 trimester
my friends told me to take it
i didnt want to take any other classes that period and TA was taken
I enrolled in Studies class to take Cyber High courses on the computer. I need to earn more credits to
graduate this year because I do not want to be a 5 year high school student.
I did not want to work as a TA in the office.
to graduate with my class

i heard they were easy to passed

the class was the only elective offered that period
i did not have a choise
cuz it was the only one that i had not taking that period
I enrolled because I wanted to take challenging college prep classes. My school does not offer them
during the day.
the school leader's made me take it
to take classes on the computer
the other classes were full so i had no choose

2. Who decided the courses that you took in this class? (Did you have any input?)
I did get to pick what courses I would like to take for my studies.
I choose to go in that class to make up my credits. When I transferred from Patterson High to Del Puerto I
was already in cyber high there at Patterson High.
I don't know who decided the courses I took in Studies. No I didn't have any input but they were courses I
needed.
Ms. Neves chose the classes I needed and that I'm taking right now.
Ms.Neves
The counselor
Mis.Nibbs and Myself we where looking for where I needed most credits.
yes, i did have an input on which classes i had to take for cyber high because the course im taking is the
course i need to pass.
I decided to take these courses.
i dont know
I chose what classes I wanted to take.
Im not sure who decided my courses that i took, all i know is i did not have any input.
My student counselor
im not sure.
mrs neives and no i didnt have any input
I was given help by my counselor to get the classes that I needed.
the principal
the vice pricipal
I asked to take classes from the teacher but he didnt let me
The councilor
I asked the school principal

I took the ones I was missing for graduation. It was mostly elective credits that I earned.
i took the easiest ones that my friends had told me about
i needed four classes to stay in skull so i signed up for this
The teacher looked at my transcript and suggested some for me. I picked the one's that he suggested.
Mrs. Neves gave me a list of options and I took 3.
the teacher told me which ones to take
i did
the principal and teacher
the office people told me witch classes to take
i asked the teacher for some of them. he gave me ones that wanted
I requested the courses and worked with the school counselor.
the school leaders and the teecher
I was told to take classes by the teacher
the lady in the office

3. If you could change one thing about the Studies class, what would it be?
I don't see anything to change really.
I wish I was able to actually do the class. I was not allowed to take any exams till the last day, final.
Throughout the time I had it I did nothing but just did the work, not the exams.
Nothing because I haven't encountered any problems in studies
I would change that you could only take the final quiz only 3 times.
take off my physics and chemistry class
I wouldn't change anything.
To be able to take the last test that counts till we passed it.
i would like to change the outlook of it, and make it more understanding.
To be able to take the final quiz at home, because maybe student want to finish taking there quizzes at
home.
easier courses
I would choose more English classes. English seemed very easy on Cyberhigh.
I like the studies class the way it is i wouldn't change anything about it.
its too boring.
eat during.
to use the laptops on more projects
How to go about studying, like something that has you learn more efficently.

Nothing
nothing
Give students more choice to take other classes
Don't let people in who play video games all period
Nothing
I would like to see it offered for afterschool program
make the class's easier... they have to much reading
i would have a different teacher work in the class
I would offer it to students more than one time per day. I learned better in this setting than in the regular
classrooms.
Offer it before school so kids can work when they ride the bus early.
only let students in who want to earn credits and not play video games all period. it is destracting
make it funner
make it so students don't have to ask the teacher permission to take the tests
more variety of classes for students
everything
I would push more kids to try the tougher classes. They seem to all take the same easy courses (like
News and Health).
i would let students have more say in the classes we take
get rid of it and bring back PE
don't force kid's to take it

1. Are you aware of the goals and objectives of the Cyber High program?
Yes = 31
No = 4

2. How would you categorize the courses that you took in Cyber High? (Check all that
apply)
Taken to make up missing credits = 32
Taken because it was not offered on campus = 4
Taken to replace a class that is offered on campus = 7
Taken because it was college prep = 4
Taken because it sounded interesting = 7

3. How satisfied are you with the courses that are offered in the Cyber High program?
Extremely Unsatisfied = 1
Mostly Unsatisfied = 3
Somewhat Satisfied = 11
Mostly Satisfied = 12
Very Satisfied = 8

4. How often were you encouraged to take college prep courses during the Studies class?
Never encouraged = 9
Seldom encouraged = 5
Sometimes encouraged = 15
Often encouraged = 5
Always encouraged = 1

5. How often, during the course, did you meet with the teacher to discuss progress in the
course?
Never met = 2
1-2 times per month = 8
Every other week = 9
Once per week= 10
More than once per week = 6

6. How would you rate your willingness to work on Cyber High courses outside of the
regular student day?
I never worked on it outside of class = 11
I rarely worked on it outside of class = 11
I sometimes worked on it outside of class = 6
I regularly worked on it outside of class = 7

7. Were you ever shown a list of courses offered by the Cyber High program?
No = 21
Yes = 14

8. Were you ever asked to create a goal for the number of credits you were expected to earn
in the Studies class?
No = 10
Yes = 25

9. Would you be willing to take Cyber High courses in a future Studies class?
No = 7
Yes = 28

Appendix D: Teacher Survey

Evaluation Course Project

Teacher Survey Questions

Part 1: Open Ended Responses

1. What is the purpose of the Cyber High program?
2. What is the purpose of the Studies classes?
3. What are the specific objectives for students in the Studies classes?
4. What/who determines the courses that students take in your class?
5. How do you monitor student progress toward attainting the objectives for the course?
6. What are the benefits of using the Cyber High courses?
7. What are the drawbacks of using the Cyber High courses?

Part 2: Scaled Response

8. How prepared do you feel to assist students in the courses they are enrolled in?
1: Not at all prepared
2. Somewhat prepared
3. Mostly prepared
4. Very prepared
9. In general, how would you rate the time on task for students enrolled in your class?
1: Very little time on task
2. Sometimes on task
3. Mostly on task
4. Excellent time on task
10. To what degree are students encouraged to take college prep courses in your class?
1. Not encouraged at all
2. Sometimes encouraged
3. Often encouraged
4. Always encouraged

Appendix E: Teacher Survey Responses

Teacher Survey Responses

1. What is the purpose of the Cyber High program?
Cyber High is a credit recovery program that allows students to move at their own pace to make-up
credits in subjects they are deficient in.
Credit remediation.

2. What is the purpose of the Studies classes?

Studies allows students to work on Cyber High, Senior Project, or other assignments for classes they
have not finished. Students have access to computers connected to the internet, their google accounts,
and other materials to help them be successful.
Mainly for students to take Cyberhigh courses.

3. What are the specific objectives for students in the Studies classes?
Students will work in an independent manner to complete coursework in a variety of subject areas.
Students will use technological resources to maximize their learning.
Students will learn to set realistic academic goals.
Work on Cyberhigh courses at their own pace. Complete activities and quizzes. Take final exam at end of
each unit which earns them a credit for their coursework.

4. What/who determines the courses that students take in your class?

The counselors review the students' transcripts to determine the courses students need to make-up and
then assign the appropriate courses.
School administrators who check student transcripts to see which classes students need.

5. How do you monitor student progress toward attainting the objectives for the course?
Student progress is monitored in a variety of ways. Students complete a weekly goal/activity sheet that is
reviewed by the instructor. The instructor is also able to view and print out a students activity/progress of
Cyber High activity. The instructor also approves the Final Exams students must take to earn their credits.
Students are asked to complete a weekly log where they track their progress. At different times they are
asked to print off their progress directly from the Cyberhigh program.

6. What are the benefits of using the Cyber High courses?

Students can work at their own pace to make-up many credits in a short amount of time. Students can
make choices about their learning (ie - which assigned course to work on, which unit to work on, etc.)
Students are able to quickly earn credits if they are motivated to do so.

7. What are the drawbacks of using the Cyber High courses?

Students become distracted, get "lost online", the content is too difficult for many students that have
language and/or processing deficiencies, the courses/final exams are too dependent on multiple choice
questions or very specific questions from the reading as opposed to concept/theme/big idea questions.
Most courses are College Prep with no standards based courses for students that have already
demonstrated difficulty with the subject matter.
Students can easily get distracted and off task when working on computers. Also, Cyberhigh courses
require a lot of reading, which is a problem for many students.

8. How prepared do you feel to assist students in the courses they are enrolled in?
Somewhat prepared = 1
Mostly prepared = 1

9. In general, how would you rate the time on task for students enrolled in your class?
Sometimes on task = 1
Mostly on task = 1

10. To what degree are students encouraged to take college prep courses in your class?
Often encouraged = 2

Appendix F: Cyber High Background Printout

Policies
Introduction
The Portable Assisted Study Sequence (PASS) program began in California in 1978 and is
accredited by Roosevelt High School, under the auspices of Fresno Unified School District. The
California PASS Program is administered by the Fresno County Office of Education and the
California Department of Education, Migrant Division. The PASS Program is a nation-wide high
school program for migrant students in grades 9-12. It is designed to provide portable units of
study to supplement the efforts of migrant high school students to earn credit toward graduation.
The mission of the PASS Program is to provide academic core and elective course work that is
aligned with California State Content Standards and Frameworks, and to promote critical
thinking opportunities through dynamic and interactive assignments. The PASS Program courses
have been divided into: (1) English language arts; (2) mathematics; (3) science; (4) social
studies; (5) life skills; and (6) art and health education. Selected courses also meet the University
of California's a-g requirements.
Cyber High is the sister program to PASS and utilizes an electronic curriculum delivery system.
Cyber High integrates educational curriculum and technology by using the power of the Internet
to break down barriers and provide students with opportunities and resources not possible in the
traditional educational setting.
This Policy Manual has been developed to assist PASS and Cyber High users to familiarize
themselves with the program policies and procedures. This Policy Manual is divided into subject
areas, each of which contains a group of related policies.
These Program Policies may be subject to change.

Reference
Cyber High Credits/License Agreement/Policies. Retrieved from https://www.cyberhigh.org/

Appendix G: Invoice for Evaluation Services

Invoice #8520234
Bill To: Del Puerto High School
640 M Street
Patterson, CA 95363

Richard Jones
EdTech Evaluations
555 1st Street
Patterson, CA 95363

Total Cost of Evaluation

Description of Services
Personnel
Richard Jones (Lead Evaluator)
Total Cost for Personnel
Materials and Consumables
Copies
Communications
Total Cost for Materials and Consumables

Cost

Quantity

Total Cost

$500 per day

16 Days

$8,000
$8,000.00

$15.00
$15.00

1
1

$15.00
$15.00
$30.00
$8030.00
$632.36
$8,662.36

Subtotal
Tax (7.875%)
Total Cost for Evaluation

Payment Schedule
Date
September 27, 2014
October 31, 2014
December 19, 2014

Amount Due
$3000.00
$3000.00
$2662.36

Amount Paid

Check Number

$3000.00
$3000.00
$0

#3693
#3829