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Principal details growth, outcomes and supports for K—2 online program
Summary
Rebecca Fuller, principal of the district's K—2 online program, told the board the program emphasizes teacher-family relationships, a teacher-coach model and targeted interventions; she reported enrollment increases, a reported 9—2 passing rate around 84% last year and ongoing efforts to improve first-try passing rates.
Rebecca Fuller, principal of the K—2 online program, gave the Princeton Public School District board an overview of the program's structure, enrollment and student outcomes, saying the program centers on relationships and a teacher-coach model for family communication.
"My name is Rebecca Fuller, principal of the K12 online program," Fuller said, describing how teachers and families use portfolios, live sessions and a teacher-coach to create continuity and routines for students learning remotely. Fuller showed photos and short video clips of students presenting projects, including a student-built robot shared during a live session.
Fuller reviewed performance and enrollment data from the prior school year. She said the program's 9—2 passing rate ended the year "at" about 84% and that first-try passing rates were roughly 76% for the period she discussed. She also reported full-time K12 totals and noted that a high share of full-time online students live out of district: roughly 62% of full-time 9—2 students and about 71% for the K— program were out-of-district, Fuller said.
Fuller described supports designed to boost success: an onboarding process, a seminar-success guided study hall for students needing additional routines and individualized support (taught by Jay Joseph Belar), and enrichment electives offered as eight-week rotations. She credited a partnership with Venture for in-person activities and field trips that supplement asynchronous learning.
Board members and staff praised the program's outcomes. One board member called the reported results "unbelievable numbers for an online school," citing attendance and pass rates as unusually strong for remote instruction.
Fuller also described curriculum and platform work: the program has implemented new courseware after a vendor change (Apex to Edum) and continues to refine interventions to raise pass rates in the 9—2 grades.
The board did not take formal action on the presentation; Fuller's update was provided for information and to inform ongoing referendum and programming conversations.
