What School Boards Should Know About Online Learning

• 1. What School Boards Should Know About Online Learning
  • Joint Annual Conference of IASB/IASA/IASBO November 19, 2011

• Today's presentation file

• • http://goo.gl/NHjXv

• Today's handout file

• • http://goo.gl/p977g

2. Joint Annual Conference of IASB/IASA/IASBO Presenters: Cindy Hamblin Illinois Virtual School Jeffrey Hunt DuPage Regional Office of Education Philip Lacey Niles Township High School District 219 Kathy Tracey-Olesen Center for the Application of Information Technologies 3. WHY DO WE CREATE OPPORTUNITIES FOR STUDENTS?

• • Legal

• • Co-curricular for complete experience at school.

• • Address specific learning issues

• • Prepare student for the future

• • • AP Courses

• • • School to Work

• • • STEM

• • • Career

• • • 21st Century

• • • Learn online

4. Creating Urgency

• After today's session we hope that the larger issues with digital learning will create a higher level of urgency for this matter in your school district.

5. Participant Question

• What is your interest in online learning?

• • I am curious; I am here to find out more.

• • We are dicussing online learning in our district.

• • We are actively planning an online program.

• • We have an online program.

6. Essential Question

• Howare you preparing yourgraduates to learn in the post secondary digital environment?

7. Essential Question

• How can you address students' needs and interestsin low enrollment courses/subjects?

8. Essential Question

• How do you get your Board policies ready for digital learning?

9. Essential Question

• How do you prepare your teachers to teach with digital learning resources?

10. Essential Question

• How do you ensure that your students receive quality digital courses?

11. FIVE TRENDS IN K12 EDUCATION Cloud Computing Personal Devices Open Source Increasing Bandwidth Digital Content

• • OER

• • Online Courses

• • Web 2.0

• • Social Networking

12. Definitions

• • iNACOL International Association for K-12 Online Learning

• • OER Open Educational Resources (Free or inexpensive course content.)

13. Definitions http://www.sloanconsortium.org/ 14. Blended Learning

• • Mixture of face-to-face and computer-based instruction.

• • (Also known as hybrid courses.)

• • Sometimes computer-based at school, sometimes out of school.

• • Teachers work with student individually during computer-based instruction times.

Carpe Diem H.S., Yuma, AZ 15. Online Learning

• • Students work at the time of their choice.

• • May work at home or at school

• • Have contact electronically with teacher and other students.

• • May have pacing charts to evenly divide work.

• • May have weekly deadlines.

• Florida Virtual School

16. ONLINE LANDSCAPE K12 Leaders Content Providers Education Reformers("Free Marketeers") 17. 18. Trends National and Illinois Perspective 19. Numbers: Online Enrollments

• • 2009, 2 million (est.) online class enrollments in K-12.

• • Nearly 1/3of all students in higher education took courses in fall 2010.

• • 2011 - online and blended learning opportunities exist for at least some students in all 50 states plus DC.

http://www.inacol.org 20. ESTIMATE OF ADOPTION

• • If rate of adoption follows the classic disruptive innovation model, by 2018, 50% of all high school courses will be online.

• -- Clayton M. Christensen

21. 22. 23. 24. 25. ILLINOIS 26.

• • IVS 5-12

• • • Enhancing Educational Opportunities for Students through Online Courses. IVS Courses are Offered in Partnership with the Local School.

• • IVS-PD

• • • Delivering Online Professional Development Opportunities to Illinois Educators.

ISBE's Virtual School Program for Illinois 27.

• IVS Partners with Public & Private Schools

• • Online, instructor-facilitated courses

• • • 100+ courses including AP, electives and Middle School

• • • Experienced, IL Certified, Highly Qualified Instructors

• • Flexible Enrollment Dates

• • Courses are approved by NCAA and College Board

• • IVS provides Completion Certificate

IVS (5-12) Program 28. 29. Policy 30. REMOTE EDUCATIONAL PROGRAMS

• • Public Act 96-0684(HB 2448, 8/25/09) and modifiedPA 97-0339(HB 3223, 8/12/11):Authorizes school districts to create and offer remote educational programs tailored to individual student needs and claim GSA for those programs.105 ILCS 10-29.

• • Prior law : GSA could only be claimed for virtual programs offered in a classroom or other traditional school setting.

• • Broad district discretion, provided the program and plan meet legislative criteria.

31. Two Key Elements for Establishing REP

• • Adopted School Board Policy:

• • • Criteria for participation

• • • Limits on numbers of students or grade levels

• • • Approval process for participation

• • • Process to develop student plans

• • • System for calculating clock hours of attendance

• • • Process for renewal

• 2.Student Remote EducationalPlan:

• • • Specific achievement goals

• • • Assessments

• • • Progress reports

• • • Teacher/student interaction

• • • Designation of supervising adult

• • • Other family responsibilities

• • • Consistency with IEP

• • • Participating in district programs

• • • Responsible district administrator

• • • Term

• • • Specific location or locations for delivery

32. REP: Other Requirements

• • Students remain enrolled in a school district attendance center, and are tested and included for all State/federal accountability determinations.

• • Certified/Highly Qualified Teachers responsible for critical instructional activities.

• • GSA claimable for any days up to limit of students GSA.

• • ISBE rules require documentation of active participation to claim GSA.

• • District policy and data must be submitted to ISBE.

33. DIGITAL LEARNING COUNCIL 1. Student Eligibility:All students are digital learners. 2. Student Access:All students have access to high quality digital content and online courses. 3. Personalized Learning:All students can customize theireducation using digital content through an approved provider. 4. Advancement:Students progress based on demonstrated competency. 5. Content:Digital content, instructional materials, and online and blended learning courses are high quality. 6. Instruction:Digital instruction and teachers are high quality. 7. Providers:All students have access to multiple high quality providers. 8. Assessment and Accountability:Student learning is the metric forevaluating the quality of content and instruction. 9. Funding:Funding creates incentives for performance, options and innovation. 10. Delivery:Infrastructure supports digital learning. Each element includes recommended actions for lawmakers and policymakers! http://digitallearningnow.com/ 34. DIGITAL LEARNING COUNCIL

• The recommended legislative actions were used in building

• the data collection instrument for the

• Report Card on Digital Learning.

• October 2011: The Report Card on Digital Learning was released detailing

• state-by-state progress on the recommended legislative actions.

• • Utah- SB 65 established the Statewide Online Education Program making digital learning available to all grade 9-12 Utah students.

• • Idaho- Education officicals passed on November 3, 2011, a plan that requires allhigh school students to take at least two credits online to graduate.

• • Alabama- students entering the ninth gradeare required to complete one online/technology enhanced course or experience prior to graduation.

• BE PROACTIVE - NOT REACTIVE

35. RecentPolicy Example

• • Passed 2011

• • Contains 10 elements of Digital Learning Council

• • Funding follows student

• • Funding based on successful completion

• • Parents and students choose provider and class.

• • Mastery trumps seat time

• • 2011-12 -- students can take 2 classes.

36. 37. Curriculum 38. DEVELOPMENT ISSUES

• • Common Core

• • NCAA approval

• • Technical know how

39. COURSE DEVELOPMENT PHILOSOPHY

• • Borrow (steal) it

• • Buy it

• • Build it yourself

40. CONTENT

• OER

• • NROC

• • CK12

image source 41. CONTENT

• NROC

• • http://www.montereyinstitute.org/nroc/

• • http://beta.hippocampus.org/

• CK12

• • http://www.ck12.org/flexbook/

• Georgia Virtual Learning

• • http://www.gavirtuallearning.org/Resources.aspx

• Illinois Virtual School

• • http://ilvirtual.org/

image source 42. http://www.ILvirtual.org TOUR OF AN IVS COURSE 43. 44. Professional Development

• Establishing an Effective Professional

• Development Program

image source 45. PRO F ESSIONAL DEVELOPMENT

• Common Myths / Misconceptions

• • Virtual schools and regular school counselors can handle the few participating studentswithout leadership support.

• • Any regular classroom teacher is already qualified to teach online.

• • Any highly qualified face-to-face classroom teacher is ready to teach a quality online course that has previously been prepared or purchased. Some say those who teach a section that is already online dont really teach at all!

http://www.inacol.org/research/docs/NACOL_PDforVSandOlnLrng.pdf 46. PROFESSIONAL DEVELOPMENT http://www.inacol.org/research/docs/NACOL_PDforVSandOlnLrng.pdf

• Common Myths / Misconceptions

• • Virtual schooling will fit with regular school routines and practices. The technology coordinator and counselor will provide any professional development necessary.

• • Newly qualified teachers who learn about virtual schooling in their preservice programs will be ready to teach online when they graduate.

47. PROFESSIONAL DEVELOPMENT

• Prepare for the "Why?"

• • Concisely DefinePurpose

• • Purpose drives design

• • Effectively convey / defend concept

image source 48. PROFESSIONAL DEVELOPMENT

• District 219 has instituted Board Goal #3: Anywhere, Anytime Learning. As students receive devices and participate in a re-written curriculum (BOE Goal 2 E nsuring a guaranteed and rigorous curriculum and common final exam ) teachers need to be able to effectively leverage the educational potential these devices offer students. Tech 1 exposes teachers to a wide variety of common resources (web 2.0, collaborative, FOSS) which will help them effectively select and develop educational experiences for their students.

49. PROFESSIONAL DEVELOPMENT

• Wisconsin

• • 30 hours of PD for e-learning/online classroom instruction.

• • Course content based on the iNACOL National Standards for Quality Online Teaching

• http://dpi.wi.gov/imt/onlinevir.html

image source 50. PROFESSIONAL DEVELOPMENT

• Considerations Prior to Development

• Need Cabinet/BOE level support

• Required or optional training

• Timeline for completion

• Content

• Credit / remuneration options

• for participants

image source: http://farm1.static.flickr.com/64/191668056_20bbc7e89e_o.jpg 51. Professional Development

• Program Development

• • What is the purpose / reason for your PD program?

• • Do current offerings support your online learning initiative?

• • Who will receive PD?

• • In what setting will participants receive instruction?

• • Where will your curriculum come from?

• • How will you define success from your PD program?

52. PROFESSIONAL DEVELOPMENT

• iNACOL: National Standards for Quality Online Courses

• • http://www.inacol.org/research/nationalstandards/

• ISTE: NETS

• • http://www.iste.org/standards.aspx

• iNACOL: PD for Virtual Schooling and Online Learning

• • http://www.inacol.org/docs/NACOL_PDforVSandOlnLrng.pdf

53. 54. Quality Assurance 55. Quality Assurance image source This is not course rigor! 56. Quality Assurance

• Quality Course Design

57. Quality Assurance

• Effective program evaluation

• • Participation targets

• • Completion goals

• • Cost targets

• • Student feedback

• • Comparison to traditional courses/subjects

58. PROMISING PRACTICES

• • Delivering an Engaging and Challenging Course.

Image Credit 59. PROMISING PRACTICES

• • Using the same course outlines, major assessments and courses examinations as face-to-face courses.

Image Credit 60. PROMISING PRACTICES

• Provide studentsmultiple pathways to learn:

• • Text

• • Audio

• • Video

61. PROMISING PRACTICES

• • Proctoring major assessments and final exams.

Image Credit 62. PROMISING PRACTICES

• • Using live virtual sessions with software likeBlackboard CollaborateorAbobe Connect .

Image Credit 63. PROMISING PRACTICES

• • Requiring students have interactivity with the teacher and other students.

Image Credit 64. PROMISING PRACTICES

• • Requiring weekly, purposeful communication between the teacher and individual students.

Image Credit 65. PROMISING PRACTICES

• • Adding oral exams at milestone points in the course to check for understanding.

Image Credit 66. PROMISING PRACTICES

• • Challenging problems for accelerated (gifted) students.

Image Credit 67. PROMISING PRACTICES

• • Regular formative assessments, followed by periodic formal evaluations by outside reviewers.

68. INTERACTION TRIANGLE Student Teacher Student Content

• • Essential Understandings

• • Course Goals

• • Student insights

69. WHO CAN BE SUCCESSFUL?

• • Achievement and Self-Esteem

• • BeliefsResponsibility/Risk Taking

• • Technology Skills and Access

• • Organization and Self-Regulation

• Roblyer, M.D. and Marshall, J. (2002).Prediction success of virtual high school students: Preliminary results from an educational success prediction instrument.

70. COURSE TARGET AUDIENCES Excellent Students, A, B Average Students, C Struggling Students Credit Recovery 71. INACOL DEMOGRAPHICS STUDY www.glickconsulting.com 72. INACOL DEMOGRAPHICS STUDY www.glickconsulting.com 73. Where do I start?

• www.ilvirtual.org

• Today's presentation:

• • http://goo.gl/NHjXv

• Today's handout:

• • http://goo.gl/p977g

• • Administrator Academy Course in development.

• • Regional effort to help schools with digital learning opportunities.

74. Today's Handouts

• Presentation:

• • http://goo.gl/NHjXv

• Handout

• • http://goo.gl/p977g