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Working together on the frontiers of education, AVLI is partnering with schools on hybrid learning programs to connect students, classrooms, and expertise. Learn more about our two forward focused approaches below. SCHOOL COLLABORATION Pope Francis calls us to create a culture of encounter. He tells us, This is important: to get to know people, listen, expand the circle of ideas. The world is crisscrossed by roads that come closer together and move apart, but the important thing is that they lead towards the Good.” Working together on the frontiers of education, AVLI is partnering with schools on hybrid learning programs to connect students, classrooms, and expertise. Learn more about our two forward focused approaches below. ABOUT ARRUPE BRIDGES ABOUT FLUENCY PROGRAM Arrupe Bridges Project A Collaborative Classroom Initiative What It Is A virtual ecosystem for school-inspired classes that combines collaboration, quality teachers, strong pedagogy, and the creative use of technology to reach and embolden young people. Why Collaborate Some schools have what other schools need. Some schools have promising programs that would benefit from a larger and/or diversified audience. Some schools want to explore new delivery models that will make them more efficient and effective. Some schools have an apostolic or global citizenship agenda they are looking to fulfill. What AVLI Provides A large network of member schools filled with quality teachers. A proven pedagogical approach, technology platform, and support system. Proof-of-concept for a hybrid, collaborative course design to connect schools and engage students. An openness to learn, and an eagerness to serve. How it Works Communication Arrupe Bridges offers new modes of communication between teachers, students, and schools. Students meet and work with classmates from their respective schools in preparation for combined class meetings featuring the teacher and students from both schools. Teachers and students interact asynchronously and synchronously as students work toward completing course outcomes. Engagement In a Bridges course, teachers engage students unencumbered by the strictures of physical classrooms. Time and place no longer restrict collaboration as teachers and students work together despite differences in schedule and time zone. Students participate in live Zoom meetings, chats, and local class meetings, and asynchronously through discussion boards, collaborative assignments, and peer-to-peer feedback. Assessment Teachers challenge students with authentic assessments whereby students prepare for and engage in debates with their partner school, collaborate on literary analysis essays, or even create and produce their own movies highlighting local cultural artifacts. The Bridges format encourages effective formative and summative feedback cycles encouraging a growth mindset for teacher and student alike. "It is a thrill and a privilege to watch students as they develop, through independent study and group interactions, a sophisticated vocabulary for discussing the great diversity of human culture and their place within it." Dr. Taiko Haessler, Bridges Teacher - Arrupe Virtual "Being able to learn at my own pace with more relaxed deadlines and larger, more involved assignments makes me a lot less stressed and allows me to better organize. Bridges challenged me to budget my time, and I was rewarded when I did." Nick P., Bridges Student FLUENCY Language Learning Foreign Languages Unlocked: Engaging Network, Collaboration, and Youth To build a model for high school language learning that leaves no willing student behind in the singular quest for fluency. The Challenge From climate change to international trade to migrancy to human rights and more, we live in a complex and interrelated world. Global problems require global leadership. Our ability to communicate with one another has never been more important. Yet, in the United States, only 20% of K-12 students and 7.5% of college students study a foreign language. It is important, then, that we ensure a high quality experience for those engaged in language learning, as well as to provide other students a compelling vision and opportunity to make language learning appealing. Among the various school disciplines, world languages present schools with a unique set of challenges that often lead to suboptimal utilization of teachers, uneven student experiences and outcomes, and program continuity concerns. The Initiative Using our network of 90+ Catholic high school partners across North America, we intend to gather a team of leaders, language teachers and experts to create a model for high school language learning that leaves no willing student behind in the singular quest for fluency. The teachers and leaders we engage in the process will be the very best in our network, highly effective in attaining positive student outcomes and oriented toward growth and improvement. Beyond important conversations regarding program infrastructure, frameworks, timing, sequencing, technologies, design, and teacher professional development, the team will explore more nuanced issues of accountability, assessment, school reporting, student-teacher social contracts, harnessing student motivation, and specific targeted student skill building. Why Focus on Fluency? Guaranteeing fluency to program participants elevates expectations and attracts excellence. Fluency is a desirable, concrete, and measurable standard of quality. It serves as the “bullseye” for the program design team, FLUENCY program teachers, and participating schools, students, parents, and other stakeholders. Fluency provides for a skills-based approach where regular assessment produces actionable data to continually improve student performance and program design. The Value of FLUENCY Schools win. The FLUENCY initiative elevates schools’ world language programs by providing a unique, reliable, high quality learning option. Schools could use FLUENCY to complement current programs, add new language options, or off-board a struggling language to focus internal resources on high impact programs. Students win. For those up to the challenge, FLUENCY will provide a pathway to documented second language proficiency. Students will meet, learn, and share with other students possessing the same language interest, and they will gain important learning and life skills. In short, they will receive the lifetime gift of bilingualism. Want to get your school involved? Through capitalizing on the power of the online environment, we aim to provide school-inspired collaborative programming to advance Catholic secondary education. Whether it be one or both of these programs, see how your students could benefits from such unique opportunities. Get in Touch RELATED CONTENT Cross Currents Cross Currents is our blog and media platform where we share and discuss important topics in education. Read blogs you're interested in. Resource Library A hub of information for all those interested in the AVLI community.

Through online learning and our blended programming, Arrupe Virtual Learning Institute helps member Catholic high schools, their students, and teachers thrive. We are the leading resource for technology-infused Catholic education. Our mission is to provide the best online and blended college preparatory coursework for students, professional development for educators, and collaborative opportunities for Catholic schools. PORTAL LOGIN WHY THE NAME ARRUPE? WHAT WE DO Through our online and blended programming, we help member Catholic high schools, their students, and teachers thrive. STUDENTS & PARENTS We do online and blended coursework for kids. Through our network of member schools, we offer a variety of program options to meet the needs and interests of their students. THE STUDENT BENEFIT TEACHERS & PROFESSIONALS We do professional learning, collaboration, and teaching opportunities for educators. Our network is filled with exceptional teachers. Our goal is to maximize their impact. TEACHER OPPORTUNITIES SCHOOLS & MEMBERS We work with and through schools. As a member-based organization, our student and teacher programming supplements and strengthens schools' offerings, solves problems, and opens doors. BECOME A MEMBER WHY ARRUPE? Fr. Pedro Arrupe believed in the power of relationships, writing, "In every person, with all of his or her concrete circumstances, there is a value that does not depend on me, but that makes that person like me. God is within the other, with his love, waiting for me. And this is a call I cannot neglect." MORE ABOUT ARRUPE THE AVLI BLOG CROSS CURRENTS An Arrupe Virtual media platform to share and discuss important topics in education. Credit Recovery Options That Preserve Academic Rigor LEARNING 3 min read Struggling to be Productive LEARNING 5 min read Supporting Students in Online Learning 3 min read READ ALL BLOGS OUR ACCOMPLISHMENTS & FOOTPRINT Over the past 3 years, we have had 10,204 student course enrollments 1,002 dual credits earned for college See the AVLI Experience Thanks for the quality work you do and the opportunities you provide for our students. Sr. Katrina Lamkin, O.P. Rosary High School, Aurora, IL BE IN THE KNOW Subscribe to receive the latest blogs, news and updates. First name* Last name* Email* SUBMIT

This is a ROBUST, full-credit course which may be applied as a Mathematics credit. It is designed for students wanting to accelerate their Math track at their traditional school. FAST TRACK MATH-Algebra II - Trig Course Dates : June 15 - Aug. 14, 2026 Eligibility : Freshmen, Sophomores, and Juniors Course Listing : Mathematics Fees : $425 Credits : 1 WHAT TO EXPECT REGISTER NOW < ALL COURSES Course Description Algebra 2 and Trigonometry serves as the critical "pivot point" of high school mathematics—the intersection where foundational concepts meet the complex logic required for Calculus. In this intensive summer online course, students will master the bridge between intermediate and advanced algebra, building the momentum needed for Precalculus and beyond. The curriculum provides a rigorous exploration of polynomial, rational, exponential, and logarithmic functions. Students will also dive deep into the unit circle, trigonometric identities, and periodic functions, developing the algebraic fluency and analytical precision essential for long-term mathematical success. No textbook is required; however, students will be required to use different technological tools to discover and explain course content. The course has an estimated time commitment of 6-8 hours per day, Monday through Friday for 8 weeks. MEET YOUR TEACHER Ms. Martin Ms. Martin has taught math for over 30 years and has taught AVLI’s FAST-TRACK summer math courses for over a decade. She loves math and loves to help students learn the subject very deeply so they can love it too.

Credit recovery has become a necessary strategy for high schools working to keep students on track for graduation. But with expanded access has come an important concern: can students recover credits without compromising academic standards? The answer is yes, but only when schools evaluate programs carefully and prioritize quality, pacing, and accountability. Flexibility should never mean lowering expectations. Why Oversight and Design Matter The National Education Policy Center’s Virtual Schools in the U.S. Annual Report  has repeatedly documented uneven academic outcomes across full time virtual programs, particularly when oversight and accountability structures are inconsistent. The takeaway for school leaders is not that online learning is ineffective, but that quality varies significantly depending on design and monitoring. Credit recovery programs that emphasize speed alone can risk reducing rigor. Strong models, by contrast, preserve standards while offering structured flexibility and documented instructional support. How to Evaluate Credit Recovery Models Administrators can ground their evaluation process in secondary specific standards such as the Aurora Institute’s National Standards for Quality Online Programs , which outline expectations for governance, instruction, assessment, and student support in K to 12 online environments. A strong evaluation process should consider: Curriculum alignment and depth: Does the course reflect the same scope, sequence, and learning objectives as the original credit bearing class?  Assessment integrity and mastery expectations: Are students required to demonstrate understanding through meaningful assessments?  Active instructional presence: Are certified instructors monitoring progress, providing feedback, and communicating regularly with students?  Structured pacing and progress benchmarks: Are there defined milestones that help students stay on track? Programs should balance flexibility with accountability, particularly for high school learners. Using a framework like this shifts the conversation from convenience to academic integrity. Pacing Without Shortcuts Flexibility is one of the strengths of online credit recovery, but flexibility must be paired with accountability. Research from the Aurora Institute on competency based education  emphasizes that advancement should be based on demonstrated mastery rather than seat time. Similarly, Michigan Virtual’s research publications  on K to 12 online course effectiveness consistently highlight that structured pacing support and active instructor engagement are associated with higher completion rates and improved outcomes. In practice, rigorous recovery programs balance: Self paced options where appropriate Teacher led models with defined weekly expectations Synchronous and asynchronous learning opportunities AVLI courses allow students to set the pacing model they need while maintaining academic rigor and meeting expectations. Students may move at an individualized pace, but credit is awarded based on demonstrated understanding, not simply time spent. That distinction preserves standards while expanding access. Monitoring, Accountability, and Support Secondary online research from organizations such as Michigan Virtual’s Effectiveness Report underscores the importance of early progress monitoring in improving course completion rates. Students are more likely to succeed when instructors actively track engagement and when schools establish defined intervention practices. To ensure student success, AVLI programs involve: Regular communication between student and teacher Regular feedback provided by the teacher on student work Weekly communication to parents and schools to keep them informed of student progress and achievement. This structure allows for intervention when needed before challenges escalate.and  provides opportunities to inform families when patterns of disengagement appear, strengthening accountability beyond the digital classroom. Credit recovery should not feel isolated or transactional. It should function as a guided academic process. Preserving Standards While Expanding Opportunity Credit recovery plays an important role in promoting graduation pathways and educational equity. However, preserving academic rigor must remain central to program selection and implementation. AVLI Credit Recovery Programs are designed with the intention to prioritize curriculum quality, balance pacing with mastery, and establish clear monitoring systems. With these safe guards, credit recovery can uphold graduation standards while supporting students who need another opportunity. Schools do not have to choose between flexibility and rigor. AVLI, with its thoughtful implementation, can deliver both. If your school is reviewing credit recovery options and wants support in maintaining academic standards while expanding access, AVLI partners with schools to design structured, accountable pathways that protect rigor and promote student success. Contact our team to learn more.

CONTRIBUTOR: Jeff Hausman, AVLI Founder & President A few months back, we received word that our petition to join the Rome Call  was accepted. In response to the introduction and rapid development of artificial intelligence, AVLI has been exploring how to best adopt AI into our work and, more importantly, how to foster effective and responsible use in young people. Our desire to join the Rome Call was to ensure that our approach to this burgeoning phenomena would remain rooted in a decidedly humanistic ethos - where tools and technologies of all kinds are recognized for their utility and capacity to serve humanity which necessarily has one foot in the present and a second in the future. For the purpose of this article, when I speak of artificial intelligence, I am referring to the specific form of AI known as large language models (ChatGPT, Gemini, Claude…). It is hard to deny the capacity AI has demonstrated across multiple domains. Some detractors will point to AI’s tendencies to “hallucinate” and/or produce inaccurate information which is obviously problematic. Still, the world before AI was not devoid of factual misrepresentation, data manipulation, “hallucinations”, and straight-up gobbledygook.  The larger issues with AI relate to ethics, and they are numerous, largely unresolved, and rarely discussed in the public square. Not since the advent of the atomic bomb has there been a time in human history where our dominion over the natural world has been more apparent and precarious. In recognizing our awesome responsibility, this is a time for treading lightly - not to stop, but to proceed with care. What I worry about most is not the power of AI, but the power of AI in the hands of foolish men and women.  Fueled by the prospect of vast wealth, developers of AI are building tools they don’t fully understand, with little concern for consequence, and largely inadequate safeguards. While the number of promising applications is ever expanding, so are the pitfalls. Bad actors of all nationalities and political stripes are using AI to intentionally sow false narratives and discontent. Image generators are being used to exploit, objectify, and dehumanize. And AI is raising the specter of more sophisticated identity theft schemes and scams. In short, AI slop is less about “AI” and more about the humans directing it.  It’s also become more clear that advances in AI will have considerable impact on our natural resources, power infrastructure and more, yet there doesn’t appear to be any acknowledgment that the only way to responsibly usher in this new age is to address these issues in a sober, coordinated manner that weighs costs against benefits and takes into consideration the greater good. Take, for instance, fresh water. AI requires vast quantities of it to keep its computing infrastructure cool. It’s also required to maintain life and human flourishing. So what happens in times or locations of scarcity? Do people take precedence over machines? If yes, is that all  people or just some? What about animals and all other living things? What happens if our food supply and our information supply begin competing for the same water? Who gets to decide? In Brave New World , Aldous Huxley wrote, “Great is truth, but still greater, from a practical point of view, is silence about truth.”  This feels like our current modus operandi. To achieve breakthrough status, some would argue that we have to be willing to take the good with the bad. Perhaps. But it also seems highly plausible that many of the more substantial potential harms could be mitigated by simply slowing down and being more purposeful and transparent.    Additionally, much more time should be devoted to determining which breakthroughs are actually desirable. Building powerful machines  is different from building powerful technologies  that are meant to improve quality of life. At this point, it feels like we are building machines and then trying to backfill purpose.  I recognize this isn’t the rosiest picture. To be clear, what I’ve written above captures my own neurotic sense of reality regarding AI. It may or may not resonate with you, and many working in the world of AI may consider these thoughts to be completely unfounded. You may also get the sense that I am anti-AI which is not really the case. In my role, it’s important to consider such matters and their implications on the educational landscape which, for me, means thinking about our young people today and striving to educate them for a life of meaning and purpose over the next twenty or thirty years.  Thus, when I consider my own response to AI, what I recognize mostly is my lack of agency over its progression and outcomes, and its impact on my future self - and that’s coming from a fairly connected person with stable work and a shorter horizon. I can only imagine how young people must feel with the normal pressures of adolescence now amplified by social media, traditional paths to success being questioned, and the world at large feeling more volatile. The paradox for young people is that, while they reckon with the uncertainties that AI has introduced, they also recognize the power AI possesses in helping them quickly and efficiently negotiate our traditionally transactional form of schooling. Among teachers and administrators, much attention has rightfully been given to student use of AI for essay writing. It’s hard to remove thinking from the writing process, so focusing on authentic writing is important. However, students are also using AI to summarize texts they don’t want to read, record and summarize lectures, outline projects, create presentations, generate practice questions, build computer code, and more. Which of these things are appropriate? Which are detrimental to learning? I certainly don’t have the answer. At AVLI, we’re attempting to reframe these questions around the role of productive struggle  in revealing through patience and perseverance a hope-filled future. Viewed through the lens of hope, we recognize the capacity of AI to extend human thinking and to draw us closer in solidarity to improve the human condition. Viewed through the lens of struggle, we recognize that we cannot rely on AI to do all of the work. In order for AI to extend our thinking, we must first attain the requisite level of knowledge within a particular domain to be able to perceive next-level pathways. Depending on the circumstances, all of the AI use cases mentioned above could support a students’ acquisition of knowledge. So too could constructive dialogue, immersion, experimentation, reflective practice, and numerous other approaches unrelated to AI. The key is to obtain agreement between teacher and students on what needs to be learned and why, and then set an appropriate course of action and related guardrails that allows students some level of agency over the means by which their learning is achieved.  To some, the prospect of promoting productive struggle amongst students may seem like a losing proposition. After all, when it comes to their studies, patience and perseverance aren’t qualities your average teen is known to demonstrate. Couple that with the public-facing value proposition of AI to quickly and effortlessly produce information in succinct, consumable packets, and asking kids to embrace difficulties seems fruitless. However, I believe that what teens might lack in patience and perseverance they make up for in a desire to pursue something of meaning - even the cynics. In that regard, there has never been a better time to encourage and expect intrepid behavior from our students and from ourselves. It’s time to set sail for destinations not fully known, and in so doing, we become advocates and agents of the AI era. And through the productive struggle we have fostered in our students, they will be prepared to help guide the complex ethical conversations of our future world toward the common good. vol 7 issue 7

A school wide guide for administrators and counselors Student success in online learning is rarely about motivation alone. At the high school level, outcomes are shaped largely by the systems schools put in place to support engagement, communication, and follow through. Research consistently shows that structure, adult presence, and clear expectations are among the strongest predictors of success in secondary online courses. This guide focuses on school-wide strategies administrators and counselors can use to support students enrolled in online courses through AVLI, with an emphasis on scalable systems rather than individual student coaching. Establishing Clear Roles, Expectations, and Communication Before diving into specific strategies, schools benefit from establishing a shared understanding of roles and communication. Key considerations include: Clarifying the roles of counselors and on site staff as well as expectations for students regarding their online engagement. Establishing clear points of contact for academic, behavioral, or technical concerns Setting shared expectations for monitoring progress and addressing issues Research from SUNY Online  emphasizes that timely communication and instructor presence are critical to online student success at the secondary level. In practice, this means students receive regular feedback on assignments, understand when to expect responses to questions, and know how concerns will be escalated if they arise. Predictable communication rhythms reduce confusion and help prevent disengagement before it escalates. Creating Flexible Support Structures for Different Course Types AVLI courses vary in structure. Some follow a more self paced model, while others include weekly assignments, assessments, or live components. Because of this variation, the most effective school wide supports focus less on uniform schedules and more on visibility, clarity, and consistency. Helpful approaches include: Ensuring counselors and designated staff are receiving regular reports on student progress  Establishing consistent check in points, even if timing varies by student or course Helping students understand expectations specific to their course type, including pacing and assessment cadence Research published through ERIC  shows that clearly organized expectations and visible support systems improve engagement and persistence in secondary online learning. Even when courses differ in structure, students benefit when schools provide clarity and predictable support. Supporting Engagement at Scale in Online Learning Engagement is often framed as an individual student responsibility, but schools can support it at scale through intentional systems. Monitoring Engagement and Progress Rather than waiting for problems to surface, schools benefit from regularly reviewing participation and progress indicators. Research from Michigan Virtual shows that early identification of disengagement allows the online instructor, counselor, or designated school staff member to intervene before students fall significantly behind. Encouraging Feedback and Connection Frequent feedback and visible adult involvement matter. Research on social presence demonstrates that students are more engaged when they feel connected to instructors and supported by their school community. Regular progress updates, counselor check ins, and coordinated outreach reinforce that students are not navigating online learning in isolation. Normalizing Help Seeking Consistent messaging from administrators and counselors can reduce stigma around asking for help. When online learning is framed as a supported experience rather than a test of independence, students are more likely to seek assistance early. Preparing for Common Challenges Supporting students also means preparing for challenges before they escalate. School wide readiness includes: Identifying missed assignments early and responding consistently Supporting students who experience technical or access issues Knowing when counselors, administrators, or online instructors should step in Preparing for challenges also includes thoughtful communication with families. When appropriate, informing parents or guardians early about engagement concerns helps reinforce expectations and ensures students receive consistent support across school and home environments. While parents do receive weekly reports, a follow up from the school can ensure that information is being received and reviewed as intended. Clear, proactive communication prevents surprises and strengthens accountability. Supporting Students Through AVLI Partnerships Schools do not have to manage online learning alone. AVLI is designed to function as a partner embedded within school systems, not as an external provider operating separately. Through AVLI, schools benefit from: Ongoing communication between online instructors and school staff Instructional feedback provided by teachers from AVLI member schools Shared responsibility that reduces staff workload while maintaining academic support This collaborative model allows administrators and counselors to focus on coordination and student well being, while AVLI instructors provide subject matter instruction and assessment. Conclusion Supporting students in online learning is a school wide effort rooted in structure, communication, and partnership. When administrators and counselors establish clear systems and work closely with AVLI, online courses become a sustainable extension of the school’s academic program rather than an added burden. Thoughtful support helps ensure students remain engaged, connected, and positioned for success.