Michigan
Online Courses, Offline Grades: What Some Michigan Schools Are Doing
As online learning becomes a fixture in Michigan’s K–12 landscape, Michigan Virtual was curious about how student scores in online courses are interpreted and applied locally. While state law outlines general requirements for awarding credit, districts retain significant flexibility in how those grades appear on transcripts. This brief explores how eight Michigan districts are navigating those decisions—and why their approaches vary.
Michigan's K-12 Virtual Learning Effectiveness Report, 2022-23
Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2022-23 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 80 data tables.
Balancing the Risks and Rewards of AI Integration for Michigan Teachers
This groundbreaking study examines how Michigan educators view artificial intelligence in the classroom, revealing that while K-12 teachers tend to be more hesitant about AI compared to administrators and curriculum designers, those who regularly use AI technologies generally hold more positive attitudes. The research highlights AI's potential for personalizing learning and empowering teachers as facilitators, while acknowledging concerns about equity, academic dishonesty, and the need for clear implementation guidelines. These insights suggest that increasing K-12 teacher familiarity with AI through training and establishing protocols for responsible use could be key to successful integration.
Tailoring Learning for Teachers: The Power of Personalized Professional Development
Through the strategic implementation of personalized professional learning, Plymouth-Canton Community Schools (P-CCS) has successfully transformed its approach to educator professional development. Through a blend of in-house curriculum creation, external resources and partnerships, technology utilization, and opportunities for educator choice based on feedback as well as their unique needs and aspirations, they've cultivated a culture of enthusiastic engagement and reflective growth.
Making Learning “Sticky” Through A Work- and Project-Based Program at Hamilton Community Schools
Hamilton Community Schools (HCS) in Michigan has developed an innovative work-based learning program to prepare students for future employment and expose them to in-demand career pathways. The program aims to close the skills gap and provide greater access to educational training opportunities. HCS collaborated with businesses and higher education institutions to create a multi-year program focused on experiential and project-based learning. Students have the chance to explore high-wage careers through site visits, job-shadowing, and apprenticeships, gaining the necessary skills for informed decisions about their futures.
From Seat Time to Mastery: Competency-Based Education at Fraser Public Schools
With their Portrait of a Graduate and Strategic Plan as guiding principles, Fraser Public Schools began a deliberate journey towards competency-based education. By prioritizing policies, pedagogy, structures, and culture, Fraser has taken steps towards making their vision for CBE a reality—empowering students to discover their passions and become lifelong learners.
Michigan's K-12 Virtual Learning Effectiveness Report, 2021-22
Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2021-22 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 80 data tables.
Understanding Inequity in Michigan K-12 Online Education
Since legislation passed in the late 2000s requiring online experiences for Michigan K-12 students and establishing online charter schools, enrollment in online courses in Michigan has steadily increased. Depending on their race and ethnicity, socio-economic status, and special education status, students had markedly different outcomes in their online courses. This report is intended to understand K-12 online education from an equity perspective, and more thoroughly, to understand if all Michigan K-12 students are receiving equitable education online.
Programs, Pathways, and Proficiency Scales Anchor Student-Centered Learning at Berrien Springs Public Schools
Driven by their commitment to what they call “The Shamrock Way,” Berrien Springs Public Schools (BSPS) offers personalized learning opportunities where students can learn and grow in a caring environment. They are also committed to personalizing professional development for teachers so that they can experience personalized learning for themselves. This case study explores how through a variety of programs, pathways, and virtual learning options as well as a willingness to meet students where they are and a dedicated effort to encourage students to take ownership of their learning and develop agency, BSPS is making learning student-centered.
Through Community and Culture, Oxford Community Schools Makes Learning Student-Centered
Driven by a culture of sustained improvement, support from the community, and a shared vision for student success (their Portrait of a Graduate), Oxford Community Schools is making learning student-centered. This case study details how through their K-12 International Baccalaureate program, well-developed career and technical education program, early college program that empowers students to take ownership of their education, and virtual academy that is customized to meet the needs of individual students, Oxford meets students at their point of need.
Michigan's K-12 Virtual Learning Effectiveness Report, 2020-21
Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2020-21 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 80 data tables.
Empowering Teachers and Capturing Kids’ Hearts®: The Public Schools of Calumet, Laurium, and Keweenaw’s Journey Toward Student-Centered Learning
This case study explores the motivations behind The Public Schools of Calumet, Laurium, and Keweenaw's shift towards making learning more student-centered. They are breaking the mold of traditional grade levels, spurring creativity and cross-curricular connections with makerspaces, personalizing learning with a multitude of programs and pathways, taking a "student first" approach, and meeting the diverse needs of students and their families. As a school district, they have made some intentional decisions, stepped outside of their comfort zone, harnessed their professional learning, and ultimately capitalized upon the constant state of change in education resulting from the COVID-19 pandemic, realizing that they can't afford to—and don't want to—return to "normal."
A Vision of Digital Learning in Michigan K-12 Schools
Schools and districts throughout Michigan continue to adopt educational technologies for the purposes of increasing student engagement and performance. This MVLRI research study explores how Michigan schools and districts are leveraging digital resources to meet the academic needs of students and their families both now and beyond pandemic learning. Specifically, the study focused on the instructional strategies schools are moving toward, what digital resources are being used, and the myriad factors that are accelerating or hindering the use of digital resources.
Competency-Based Education: A Path Towards Equitable Learning for Michigan Students
As school leaders across the nation are seeking to provide equitable learning opportunities for the students they serve, many are looking to design and implement competency-based learning models in their schools. While the process of shifting from a traditional education model to one that is competency-based can be challenging, school leaders are motivated by the model’s promise of equity and greater relevance for students and an increase in engagement and performance for all students.
“It’s Just Too Much”: Meeting the Social and Emotional Needs of Michigan Educators
This study assesses the SEL resources and supports that have been used to help Michigan teachers and administrators. Through an online survey of teachers and educators across Michigan, we examined what district and schoolwide resources have been leveraged, and what strategies teachers and administrators have used to help themselves, which ultimately benefits students, families, and communities. Additionally, attention was paid to the perceived effectiveness of these resources and strategies and challenges associated with their implementation. By understanding Michigan K-12 educators’ well-being and their SEL needs, we hope that teachers and administrators can find ways to meet their SEL needs and maintain a positive well-being, which will ultimately make their jobs more satisfying and fulfilling.
Student-Centered Learning In Michigan K-12 Schools: Factors that Impact Successful Implementation
While the more traditional teacher-centered model of education does work for some students, it does not work for all. By connecting with district administrators, school administrators, and teachers through both a survey and interviews, this study aimed to capture the ways in which some Michigan K-12 schools are implementing student-centered learning practices along with the factors that impact the successful implementation of such practices. It is our hope that the effective practices, guidance, and advice gleaned from the many innovative educators who so generously gave their time to participate in this study will help other school and district personnel overcome their own barriers to successful implementation of a more student-centered approach to learning.
Michigan's K-12 Virtual Learning Effectiveness Report, 2019-20
Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2019-20 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 50 data tables at the end of the report.
Learning Continuity in Michigan: Plans and Perceptions From Spring 2020 Emergency Remote Instruction
With the COVID-19 related school closures in spring 2020 and the need to modify learning models for the start of the 2020-21 school year, Michigan schools were pushed to adopt remote instruction and student support. This research study seeks to understand the learning continuity plans formulated by districts, as well as teacher, parent, and student perceptions of how these plans were executed.
Flexible Start for K-12 Online Courses: Michigan Virtual Case Study
Exploring ways in which online learning can meet the unique needs of all students in Michigan schools, a team of Michigan Virtual staff investigated how online learning programs are structured to accommodate flexible start and end dates for students taking online courses. Interviews with several virtual programs in Michigan and a look at virtual schools in other states provided a sense of how some schools enabled flexible enrollment options.
LMS Selection and Implementation: Michigan Virtual Case Study
As more and more schools are adopting the use of digital content to support their online and blended programs, schools and districts are raising the selection and implementation of an appropriate learning management system/platform (LMS) as a top priority. During the 2019-20 school year, Michigan Virtual evaluated, selected, and implemented a new learning management system through which the majority of its online student courses are delivered. The Michigan Virtual Learning Research Institute (MVLRI) documented this process and is sharing the experience with schools and districts within and beyond Michigan that are considering the adoption of a new LMS.
Categories
- Ai (4)
- Blended Teaching & Learning (14)
- Effective Practices in Online Learning (22)
- Effectiveness Reports (13)
- Mentoring (7)
- Michigan (44)
- Motivation & Social Emotional Learning (6)
- Online Teaching and Professional Development (21)
- Program Evaluation / Quality / Policy (27)
- Research in Review (11)
- Special Populations (13)
- Student Centered Learning (10)
- Student Pacing (10)