Exhibit A.

Study Awareness Materials and Commitment Statements

Revised Dec 14, 2007

![](media/image1.jpeg){width="1.25in" height="0.8006944444444445in"}The
Effects of Kentucky Virtual High School's

Hybrid Course in Algebra I on Teaching Practices,

Classroom Quality, and Adolescent Learning

# Research Project Summary

![](media/image2.jpeg){width="2.0069444444444446in"
height="1.5in"}Algebra I has emerged in recent years as a critical
gatekeeper course, necessary to prepare students for the rigorous
mathematics curriculum required for high school graduation and
successful post-secondary experiences. Therefore, providing Algebra I
teachers with the very best resources and professional development to
ensure effective instruction has become a priority in Kentucky and
across the nation. This research study is designed to test, through a
rigorous experimental design, an approach that combines online and
technology enhanced instruction with face-to-face classroom instruction
to address this need. This hybrid or "blended" approach has shown
promising results in Kentucky and elsewhere.

Teachers who receive the intervention in this study will apply the
hybrid approach using the Kentucky Virtual High School's (KVHS) online
course curriculum in Algebra I. They will be supported by extensive
professional development in hybrid instruction and research-based
practices for teaching Algebra I. The KVHS course is fully aligned with
national and new state standards for Algebra instruction. The results on
improved instructional practices, classroom quality, and student
learning will be compared to those in control sites in which Algebra I
instruction will continue as it has with traditional classroom
instruction.

Participating schools will be randomly assigned to either an
intervention group or a control group in Spring 2008 and participating
teachers will assume the intervention or control status assigned to
their school. Data collection for both intervention and control groups
will begin in the Spring 2009, and continue through spring 2010.
Participating teachers in the intervention schools will begin
professional development in May 2008, and will continue with the
facilitated face-to-face and online support of a master teacher as they
implement the intervention in school year 2008-2009. Teachers will
continue to have access to all of the online resources for instruction
in 2009-2010, as well as on-demand support from KVHS. Results of the
study will be made available following a technical review by the U.S.
Department of Education, Institute for Education Sciences.

## Who Will Be Conducting the Research and How It Will Be Funded

The research will be conducted by the Regional Educational
Lab-Appalachia, housed at The CNA Corporation in Alexandria, VA, and is
funded by the United States Department of Education, Institute of
Education Sciences. The Principal Investigators (PIs) for the study will
be Dr. Linda Cavalluzzo from The CNA Corporation and Dr. Deborah Lowther
from Education Innovations, Center for Research in Education Policy
(CREP), University of Memphis, TN. Dr. Cavalluzzo is an expert in
virtual and online programs, and in empirical analyses of teacher
effectiveness and workforce issues. Dr. Lowther is an expert in
technology integration and co-author of two leading technology
integration textbooks, which have received national awards and have been
translated into multiple languages, *Instructional Technology and Media
for Learning* and *Integrating Technology into the Curriculum*.

Implementation of the intervention will be supported by KVHS staff from
the Kentucky Department of Education, and by one or more master teachers
of mathematics from the Collaborative for Teaching and Learning (CTL), a
not-for-profit consulting and professional development organization
based in Louisville, KY. The KVHS staff and the master teacher will be
available for support throughout the study. The master teacher will
serve as the primary facilitator for effective practices in Algebra I in
a hybrid environment.

# Research Summary Continued

## Key Research Questions

![](media/image3.jpeg){width="1.5in" height="1.125in"}The study will
measure the effects of the hybrid instructional format on:

-   instructional practices of teachers,

-   classroom quality, and

-   mathematics learning of adolescents.

In addition, researchers will measure differences in effectiveness among
students with different characteristics, such as gender, race/ethnicity,
income, and age.

## 

## Data Collection and Measures of Effectiveness

Data will be collected from teachers and students in the intervention
and control groups in each of the following areas. To gauge program
effectiveness, outcomes in the intervention group will be compared with
outcomes in the control group before and after the intervention.

-   **Student mathematics knowledge and skills**: based on
    post-assessments of Algebra I knowledge, including an end-of course
    assessment and PLAN score in mathematics in the fall of 10^th^
    grade, controlling for prior performance in mathematics, as measured
    by scores on the 8^th^ grade KCCT.

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-   **Additional student outcomes:** In addition to outcomes on
    assessments in mathematics, subsequent course enrollments in
    mathematics, course grades, and high school continuation rates will
    be examined.

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-   **Instructional practices and classroom quality:** a range of
    indicators will be analyzed using data collected through (1) surveys
    of teachers; and (2) classroom observations that will take place
    during one-day visits to each school in the Spring of 2008-2009.

-   **Baseline data for all Algebra I students: b**aseline
    administrative data must be collected for all Algebra students in
    the study. These data will be used to help ensure that any measured
    differences in outcomes between students in intervention and control
    schools are a result solely of the intervention.

## [What Teachers in the Control Group Can Expect]{.mark}

Regionally-located sessions will be offered to teachers in the control
group in the fall of school year 2008 that will provide an overview and
describe their responsibilities during the study, and discuss
opportunities for receiving the intervention at the conclusion of the
study. Alternative sessions will be offered for teachers unable to
attend the initial meetings.

##  Professional Development Teachers in the Intervention Group Can Expect

A one-day workshop for intervention group teachers will take place in
Spring 2008. Teachers will receive an orientation and initial training
in the use of courseware for the KVHS Algebra I course, and for
professional development in research-based practices for Algebra I. From
this point forward, teachers will be enrolled in an online classroom
that will provide access to the courseware they will use for Algebra I
instruction beginning in school year 2008-2009. The online classroom
will also serve as the forum for communicating with their learning
community over the course of the project.

![](media/image4.jpeg){width="1.725in"
height="1.2972222222222223in"}Teachers will also attend a two-day
workshop at the conclusion of the 2007-2008 school year and one-hour
online meetings every week for five weeks during the summer, focused on
effective practices for Algebra I. Independent learning activities will
be assigned prior to each online session. This design was specifically
chosen to get teachers off to a good start with the professional
development program, and to ensure that each teacher is comfortable with
use of the online resources that the program will draw on. The goal of
the two-day workshop is to complete four units of the course, leaving
five more to be completed over the summer.

During the 2008-2009 school year teachers will instruct their Algebra I
classes in a blended format. Weekly online discussion sessions led by a
master teacher will help teachers draw on resources introduced during
the summer, as well as their own experiences, to build context for
instruction, select strategies appropriate to development of key
mathematical concepts, and discuss plans and experiences. Teachers will
receive a schedule of upcoming topics, and will be required to select in
advance at least one session per month in which they will participate.

Classroom teachers will continue to have access to the online
instructional materials, in 2009-2010. Teacher supports in 2009-2010
include continued access to online resources and to their learning
community. In addition, teachers may call or e-mail KVHS to answer
questions, or for assistance.

# Participation

## Eligibility

Schools in Kentucky housing a 9^th^ grade may be eligible for
participation in this study.

## Selection

Invited schools that wish to participate must complete the enclosed
application materials verifying that the availability of technology and
technology supports to accommodate the technology-based curriculum, the
willingness of their Algebra I teachers to participate in the study, and
building and district level administrative support for the study.

![](media/image5.jpeg){width="1.875in" height="1.40625in"}

## Assignment to Intervention and Control Groups

After a sufficient pool of eligible participants is obtained, the list
of participating schools will be randomized to assign schools to either
the intervention or control groups. Once the school is assigned, all
Algebra I teachers in the school will be assigned to the same group. The
intent is to assign approximately 30 schools to the hybrid approach and
30 to continue their normal instructional approach.

## Participant Requirements

+-----------------------------------+-----------------------------------+
| **Schools**                       | **Teachers**                      |
+-----------------------------------+-----------------------------------+
| -   Have adequate technology and  | -   Teach Algebra I during school |
|     technology supports, as       |     year 2008-2009                |
|     established and verified by   |                                   |
|     KVHS                          | -   Agree to participate in data  |
|                                   |     collection                    |
| -   Agree to data collection plan |                                   |
|                                   | -   Agree to participate in       |
| -   Agree to participation by all |     professional development      |
|     teachers of Algebra I         |                                   |
|                                   | -   Complete the enclosed teacher |
| -   Complete the enclosed         |     form and submit according to  |
|     administrator form and submit |     the application procedures    |
|     according to the application  |                                   |
|     procedures                    |                                   |
+-----------------------------------+-----------------------------------+

## 

# Frequently Asked Questions

##  {#section-2 .FAQ}

##  {#section-3 .FAQ}

## Why does my school have to agree to participate in the study before we know whether we will be assigned to an intervention or control group? {#why-does-my-school-have-to-agree-to-participate-in-the-study-before-we-know-whether-we-will-be-assigned-to-an-intervention-or-control-group .FAQ}

Random assignment of participants is critical to the validity of the
study. Randomization ensures that the intervention group does not vary
systematically from the control group in ways that may distort
measurement of the effectiveness of the intervention.

##  {#section-4 .FAQ}

## If my school is chosen as a control site, when will we be able to try the hybrid approach? {#if-my-school-is-chosen-as-a-control-site-when-will-we-be-able-to-try-the-hybrid-approach .FAQ}

KDE will give enrollment priority to the control schools by having an
initial registration period open only to them. Control schools will be
able to enroll in the program at this point, if they wish. At the end of
this initial registration period, any remaining slots will be opened by
KDE to non-study schools.

##  {#section-5 .FAQ}

## Will students in participating classrooms be able to drop, add, or change Algebra I classrooms if they wish? {#will-students-in-participating-classrooms-be-able-to-drop-add-or-change-algebra-i-classrooms-if-they-wish .FAQ}

Yes. Schools should follow their normal policies and procedures
regarding student assignments.

##  {#section-6 .FAQ}

## There are three teachers of Algebra I in my building, and only two of them want to participate in the study. Is this acceptable? {#there-are-three-teachers-of-algebra-i-in-my-building-and-only-two-of-them-want-to-participate-in-the-study.-is-this-acceptable .FAQ}

It is the desire and intent of the research that every teacher teaching
Algebra I in a building selected as an intervention site is using the
hybrid approach. This is important to ensure that students enrolled in
Algebra I for the 2008-2009 school year are not assigned purposely to
specific classes because of the teacher's participation in the study. If
this requirement is a concern, you should contact Dr. Linda Cavalluzzo
or Dr. Linda Hargan to discuss your situation.

##  {#section-7 .FAQ}

## My Algebra I teacher is retiring this Spring. Will this prevent us from participating? {#my-algebra-i-teacher-is-retiring-this-spring.-will-this-prevent-us-from-participating .FAQ}

No. As long as the school commits to the participation of the
replacement teacher, we will offer alternatives for those teachers to
receive the required professional development to enable them to
participate fully in hybrid instruction.

# Application Process and Contact Information

Applications are enclosed. Please note that [EACH TEACHER]{.underline}
participating in the project must complete an application form. If you
need additional forms, please make copies. Also, the administrator form
must be signed by the building principal as well as by the district
superintendent, who has been informed of your invitation to participate
in this study.

If you have questions concerning the project overall, the professional
development requirements, etc., contact:

Linda Hargan or Jo Ann Mosier, CTL, 502-895-9500

<lhargan@ctlonline.org> or <jmosier@ctlonline.org>

If you have questions about your technology status and resources and
requirements for the study, contact:

Terri De Yong, KDE, 502-564-4772

<terri.deyong@education.ky.gov>

If you have questions about the research design or specific data
collection procedures or instruments, contact:

Linda Cavalluzzo, CNA, 703-824-2197

<cavallul@cna.org>

**Please mail or fax application materials to:**

Dr. Linda Hargan

Collaborative for Teaching and Learning

2303 River Road, Suite 100

Louisville, KY 40206

Fax: 502-895-9521

Responses to this data collection will be used only for statistical
purposes. The reports prepared for this study will summarize findings
across the sample and will not associate responses with a specific
district or individual. Researchers will not provide information that
identifies you, your school, or your district to anyone outside the
study team, except as required by law.

Administrators Commitment Statements

![](media/image1.jpeg){width="1.0729166666666667in"
height="0.6875in"}The Effects of Kentucky Virtual High School's Hybrid
Course in Algebra I on Teaching Practices, Classroom Quality, and
Adolescent Learning

School Name: District:

Principal Name:

School Phone: School Fax:

School Address:

Principal's School E-Mail Address:

# Algebra I School Information

Current number of faculty teaching Algebra I:

Total number of Algebra I class sections:

Please complete the following information for each Algebra I teacher.
Please add a separate sheet if additional space is needed. (please
print)

+-----------------+---------------------+-------------+---------------+
| **Teacher       | **State             | **\# of     | **Teacher     |
| Name**          | Identification      | Algebra I** | Expected to   |
|                 | Number**            |             | Return in     |
|                 |                     | **Class     | 07-08**       |
|                 |                     | Sections**  |               |
+-----------------+---------------------+-------------+---------------+
|                 |                     |             |               |
+-----------------+---------------------+-------------+---------------+
|                 |                     |             |               |
+-----------------+---------------------+-------------+---------------+
|                 |                     |             |               |
+-----------------+---------------------+-------------+---------------+
|                 |                     |             |               |
+-----------------+---------------------+-------------+---------------+

Total number of students currently enrolled in Algebra I:

9th graders 10th graders Other (specify grade)

# Technical Requirements

In order to make the most of your online learning experience, there are
several technical requirements that schools and individual participants
will need to fulfill. Please review the guidelines below to help ensure
your online success.

**Minimum System Requirements**

**Microsoft Windows**

-   [Operating System]{.underline}: Windows 2000 or XP

-   [Internet Browser]{.underline}: Microsoft Internet Explorer 6.0 or
    7.0, Netscape 7.1 or 8.0, or Firefox 1.0

-   Sound Card & Speakers

-   Web Browser with Java enabled

-   Real One Player 2

-   Macromedia Flash Player

-   Macromedia Shockwave Player

**Macintosh OS**

-   [Operating System]{.underline}*:* Mac OS 10.2, 10.3, or 10.4

-   [Internet Brower]{.underline}*:* Netscape 7.1, Firefox 1.0, Apple
    Safari 1.0, 1.1, 1.2 or 2.0

-   Sound Card & Speakers

-   Web Browser with Java enabled

-   Real One Player 2

-   Macromedia Flash Player

-   Macromedia Shockwave Player

My school has  high-speed and/or  dial-up Internet access for
students, either through a laboratory or lap tops on carts.  No  Yes
Other:

+--------------------------------------------+-------------------------+
| What is the maximum number of students     | Lab(s)                  |
| able to be served by the lab(s) and/or lap |                         |
| tops on carts?                             | Lap tops on carts       |
+--------------------------------------------+-------------------------+

Each teacher of Algebra I has high-speed Internet access in the
classroom and continuous access to an LCD, Smartboard, or similar
projection device.  No  Yes Other:

Technology Coordinator's Signature: Date:

Technology Coordinator's Printed Name:

Statement of Commitment

I support the participation of my school in the **Kentucky Hybrid
Algebra I Research Project**, and have assurance of the Algebra I
teachers identified above of their commitment to the project. If my
school is chosen as a control site, we will welcome observers into the
school, make time available for student assessments, and provide
requested data as described in the research study materials.

If my school is selected as an intervention site, the identified
teachers will participate in the required professional development, we
will welcome observers into the school, make time available for student
assessments, and provide requested data, as described in the research
study materials. I understand that each participating Algebra I class
must be scheduled into to the computer lab or equivalent a minimum of
two class periods per week in order to ensure effective implementation
of the hybrid Algebra I course, and make that commitment.

I understand that responses to this data collection will be used only
for statistical purposes, that the reports prepared for this study will
summarize findings across the sample and will not associate responses
with a specific district, school or individual, and that no information
will be provided that identifies me, my teachers, or my district to
anyone outside the study team, except as required by law.

Principal's Signature: Date:

Principal's Printed Name:

I have reviewed the research study materials and I support the
participation of this school in the **Kentucky Hybrid Algebra I Research
Project**. If I should leave my position, I will inform my successor of
the importance of the study and continued school participation through
the completion of the research.

Superintendent's Signature: Date:

Superintendent's Printed Name:

**THANK YOU FOR YOUR INTEREST IN THIS VERY IMPORTANT RESEARCH
OPPORTUNITY!**

Teacher Commitment Statement

![](media/image1.jpeg){width="1.0729166666666667in"
height="0.6875in"}The Effects of Kentucky Virtual High School's Hybrid
Course in Algebra I

on Teaching Practices, Classroom Quality, and Adolescent Learning

Make copies of this form as needed for each Algebra I teacher.

Teacher Name:

School: District:

Principal Name:

School Phone: School Fax:

Teacher's School E-Mail Address:

Home Address:

Home Phone: Cell Phone:

Teacher's Home E-mail Address:

I prefer to receive electronic communications:  At Home  At School 
Both

Are you currently teaching Algebra I?  No  Yes

If yes, At which grade(s)? How many classes of -- Regular:

How many classes? Advanced:

Avg. \# Students per period: Remedial:

Do you plan to remain in your current building and assignment for next
year?

 No  Yes

Are you currently certified to teach mathematics?  No  Yes

If not, please describe your existing certification.

Are you certified to teach at the grade level you are assigned?  No 
Yes

If not, please specify the grade levels for which you are approved.

Number of years teaching: Number of years teaching Algebra I:

Do you, or have you taught other mathematics courses?  No  Yes

If yes, please list . Currently:

2006-2007:

2005-2006:

Have you taught on-line?  No  Yes

If yes, what course(s)? When?

(Please turn over.)

Have you ever taught a hybrid course?  No  Yes

If yes, what course(s)? When?

Have you ever taken an on-line course?  No  Yes

If yes, what course(s)? When?

I have  high-speed and/or  dial-up Internet access

 At Home  At School  In My Classroom Other:

I have an LCD, Smartboard or equivalent projection device in my
classroom.  No  Yes

Statement of Commitment

I am interested in participating in the **Kentucky Hybrid Algebra I
Research Project**. If my school is chosen as a control site, I will
welcome observers into my class periodically, make time available for
student assessments, and provide requested data as described in the
research study materials. I will continue to teach Algebra I to the best
of my ability as a professional educator.

If my school is selected as an intervention site, I will participate in
the required professional development, welcome observers into my class
periodically, make time available for student assessments, and provide
requested data, as described in the research study materials. I will
implement the hybrid Algebra I course to the best of my ability as a
professional educator.

I understand that responses to this data collection will be used only
for statistical purposes, that the reports prepared for this study will
summarize findings across the sample and will not associate responses
with a specific district or individual, and that no information will be
provided that identifies me or my district to anyone outside the study
team, except as required by law.

Teacher's Signature: Date:

Teacher's Printed Name:

**THANK YOU FOR YOUR INTEREST IN THIS VERY IMPORTANT RESEARCH
OPPORTUNITY!**

(***Letter from the Chief State School Officer to Eligible Districts and
Schools)***

Dear Principal,

The Kentucky Department of Education is pleased to inform you and your
Superintendent that your school may participate, if you so choose, in [a
federal study]{.mark} involving the teaching of Algebra I. The research
study will quantify the benefits, in terms of improved instructional
practices, classroom quality, and student outcomes, of teaching Algebra
I in a hybrid classroom environment. Teachers in hybrid classrooms will
use Kentucky Virtual High School's (KVHS) online course curriculum in
Algebra I to help support student learning. KVHS's hybrid course is
fully aligned with new state and national standards. Teachers who
participate in the program will learn, with a community of other
participating teachers, effective practices, strategies, and activities
in hybrid and Algebra I instruction.

Kentucky Virtual High School is a KDE program that, since 2000, has
brought online courses to students who lack other access to the classes
they need. In the past two years, KVHS has been experimenting with using
the curriculum in face-to-face classes to help support effective
instruction, and is quite enthusiastic about the improvement
participating teachers have seen in their classrooms. It is our goal,
and that of the Institute of Education Sciences at the U.S. Department
of Education, that at the conclusion of this study, we will know just
how effective the approach can be. If it is as effective as we hope,
steps will be taken to make hybrid instruction more widely available to
students and teachers in Kentucky (and nationally).

Qualified applicants will be randomly assigned to either a treatment or
control group. Random assignment in treatment and control groups is
critical to accurate measurement of the effectiveness of instructional
interventions. As you consider this opportunity, be assured that
responses to this data collection will be used only for statistical
purposes, that the reports prepared for this study will summarize
findings across the sample and will not associate responses with a
specific district, school, or individual, and that no information will
be provided that identifies participants or their district to anyone
outside the study team, except as required by law.

We feel honored that one of our programs has been identified as a
promising practice that is worthy of careful evaluation and possible
recommendation for more widespread use. Please read the enclosed
research summary brochure and review the application package as you
consider your potential participation with your Algebra I teachers.
Staff from the Collaborative for Teaching and Learning will contact you
soon to determine your interest, or you may contact them as described on
the last page of the brochure.

Sincerely,

Chief State School Officer

***(Follow-up e-mail from the Commissioner, Kentucky Department of
Education)***

DATE

Dear Principal,

I am writing to encourage you to consider participation in a research
study on the teaching of Algebra I using a combination of
classroom-based and on-line instruction. This is a [federal
initiative,]{.mark} and the results will provide critical information to
educators in Kentucky and the nation concerning the effects of this
approach on student learning. You may have received information in the
mail concerning the study, but to date we have either not received a
response as to your interest or ability to participate, or in some
instances, you indicated inadequate lab facilities as your reason for
not participating.

Background materials about the study are attached for your review. As
you consider or reconsider this request, please be assured that KDE is
willing to offer technical assistance to enable you to participate.

I would like to emphasize that information collected in support of this
study will be used only for statistical purposes. The reports prepared
for this study will summarize findings across the sample and will not
associate responses with a specific district, school or individual. The
study team will not provide information that identifies you, your
school, or your district to anyone outside the study team, except as
required by law.

In the next few days you will be contacted by phone by either Linda
Hargan or Jo Ann Mosier, from the Collaborative for Teaching and
Learning. Please try to take or return the call so that they can explain
the requirements for participation and make a determination of the
status of your school\'s participation.

Thank you for taking time from your busy schedule to address this issue.

Commissioner

Kentucky Department of Education

Attachments:

Letter from Commissioner, KDE

Brochure

School and District Commitment Form

Teacher Commitment Form