2012 school board conference presentation


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Presentation from Online Learning: What School Boards Need to Know. Presented at Triple I conference by Cindy Hamblin, Jeff Hunt, and Phil Lacey

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2012 school board conference presentation

  1. 1. Joint Annual Conference ofIASB/IASA/IASBONovember 17, 2012 Online Learning: What School Boards Should Know
  2. 2. Joint Annual Conference of IASB/IASA/IASBOPresenters:Cindy HamblinIllinois Virtual SchoolJeffrey HuntDuPage Regional Office of EducationPhilip LaceyNiles Township High School District 219
  3. 3. Expanding Educational Access and Opportunities for Students •Can you identify students that would benefit from an enrichment or advanced placement course(s) a not currently offered? •Are there students facing scheduling conflicts (e.g course options, time of semesters)? •Do you have students needing to recover credit or earn credit over the summer or in the midst of a semester? •Have you identified students that need a remote education program (off-site)?
  4. 4. Participant QuestionWhat is your interest inonline learning? ● I am curious; I am here to find out more. ● We are discussing online learning in our district. ● We are actively planning an online program. ● We have an online program.
  5. 5. Essential Question How are you preparing your graduates to learn in the post secondary digital environment?
  6. 6. Essential Question How can you address students needs and interests in low enrollment courses/subjects?
  7. 7. Essential QuestionHow do you getyour Board policiesready for digitallearning?
  8. 8. Essential Question How do you prepare your teachers to teachwith digital learning esources?
  9. 9. Essential Question How do you ensure that your students receive quality digital courses?
  10. 10. Creating Urgency After todays session we hope that the larger issues with digitallearning will create a higher level of urgency for this matter in your school district.
  11. 11. Definitions● iNACOL – International Association for K-12 Online Learning● OER – Open Educational Resources (Free or inexpensive course content.)
  12. 12. Definitions http://www.sloanconsortium.org/
  13. 13. Key Components for a Virtual Program● Instruction● Curriculum● Technology
  14. 14. Blended Learning
  15. 15. Blended Learning
  16. 16. 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. Florida Virtual School● May have pacing charts to evenly divide work.● May have weekly deadlines.
  17. 17. Overview
  18. 18. TRENDSImpacting theLandscape of Online and Blended Learning
  19. 19. Numbers: Online Enrollments● 2009, 2 million (est.) online class enrollments in K-12.● 2012, several million estimated or slightly more than 5% of the total K-12 student population● Thirty-one percent (31%) of higher education students took at least one online course in the fall 2010 term. Sloan C group predicts 40% by 2012.● 2011 - online and blended learning opportunities exist for at least some students in all 50 states plus DC. http://www.inacol.org
  20. 20. Technology Trends in K-12 Education
  21. 21. Educational Trends ImpactingOnline and Blended Learning
  22. 22. ILLINOIS
  23. 23. DIGITAL LEARNING COUNCIL http://digitallearningnow.com/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 their education 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 for evaluating 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!
  24. 24. Illinois Policy REMOTE EDUCATIONAL PROGRAM (REP)● Public Act 96-0684 (HB 2448, 8/25/09) and modified PA 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.
  25. 25. Two Key Elements for Establishing REP1. Adopted School Board Policy: 2. Student Remote Educational Plan: ○ Criteria for participation ○ Specific achievement goals ○ Limits on numbers of students ○ Assessments or grade levels ○ Progress reports ○ Approval process for ○ Teacher/student interaction participation ○ Designation of supervising adult ○ Process to develop student ○ Other family responsibilities plans ○ Consistency with IEP ○ System for calculating clock ○ Participating in district programs hours of attendance ○ Responsible district administrator ○ Process for renewal ○ Term ○ Specific location or locations for delivery
  26. 26. 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 student’s GSA.● ISBE rules require documentation of active participation to claim GSA.● District policy and data must be submitted to ISBE.
  27. 27. Illinois Virtual School (IVS) - The state’s 5-12 supplemental online program● Contract awarded to the Peoria County Regional Office of Education in 2009 ● In 2009, ISBE awarded a 7 year contract to the ROE to manage and operation its virtual school program.● IVS is a Supplemental Program ● Supplemental online programs provide a small number of courses to students who are enrolled in a school separate from the online program. Illinois Virtual School
  28. 28. Illinois Virtual School (IVS) Mission● 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. ISBEs Virtual School Program for Illinois
  29. 29. IVS Partners with Public & Private Schools● Online, instructor-facilitated courses ○ 126 semester courses ○ 23 Advanced Placement semester courses ○ Experienced, IL Certified, Highly Qualified Instructors ○ 58 current part-time instructors ○ Completed online pre-service program● Course content and instruction is delivered through the IVS learning management system. ○ Students work at their own pace. ○ Majority of the instruction is asynchronous ○ Synchronous web-conferencing tools available in every course. IVS (5-12) Program
  30. 30. ● Flexible Enrollment Dates. Each term has 17 weeks of instruction.● Courses are approved by NCAA and College Board ○ Ceeb Code: 140188● IVS Student Information System (SIS) ○ Monitor student progress. ○ SIS is available to students, parents, and school personnel ○ Completion certificate provides recommended grade and percentages● Cost is $250 per semester course. NOTE: District decides if the school or parent pays for the course. IVS (5-12) Program
  31. 31. D a ta
  32. 32. Components of a Quality Online or Blended Program
  33. 33. Technology
  34. 34. ToolsProductivity SuiteAudio (headphones w/ mic)Video (webcam)Software
  35. 35. CostsTCO● User Tools● Content● LMS● SIS
  36. 36. LMSLearning ManagementSystem● Moodle● Blackboard● Desire to Learn
  37. 37. SIS Student Information System ● Use existing ● Use seperate ● Integrate data ● Features
  38. 38. Synchronous CommunicationFacilitates "Live" Conversation● Adobe Connect● Elluminate● Google Hangout
  39. 39. www.kpk12.com
  40. 40. Technology ConsiderationsInteroperability Among User ToolsTCOLMSSIS / LMS InteroperabilitySynchronous Communication
  41. 41. Curriculum
  42. 42. Development Issues● Common Core● NCAA approval● Technical know how
  43. 43. Course Development Philosophy● Borrow (steal) it● Buy it● Build it yourself
  44. 44. Realities image source
  45. 45. OER ContentNROC● http://www.hippocampus.org/CK12● http://www.ck12.org/Concord Consortium● http://www.concord.orgMoodleShare● http://moodleshare.orgOER Evaluation Tools● www.oercommons.orgCurated List of Resources: http://goo.gl/xh5fP
  46. 46. www.kpk12.com
  47. 47. Content ConsiderationsContent AcquisitionOER RoleQualityMeasuring Student OutcomesDistrict Alignment
  48. 48. Professional Development Establishing an Effective Professional Development Program image source
  49. 49. Common Myths / Misconceptions● Virtual schools and regular school counselors can handle the few participating students without 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 don’t really teach at all! http://www.inacol.org/research/docs/NACOL_PDforVSandOlnLrng.pdf
  50. 50. 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. http://www.inacol.org/research/docs/NACOL_PDforVSandOlnLrng.pdf
  51. 51. Prepare for the "Why?" ● Concisely Define Purpose ● Purpose Drives Design ● Effectively Convey Goal ● Build Consensus image source
  52. 52. Purpose StatementDistrict 219 has instituted Board Goal #3: Anywhere,Anytime Learning. As students receive devices andparticipate in a re-written curriculum (BOE Goal 2Ensuring a guaranteed and rigorous curriculum andcommon final exam) teachers need to be able toeffectively leverage the educational potential thesedevices offer students. Tech 1 exposes teachers to awide variety of common resources (web 2.0,collaborative, FOSS) which will help them effectivelyselect and develop educational experiences for theirstudents.
  53. 53. Wisconsin Illinois ● 30 hours of PD for e- ● Current IL Certification learning/online classroom ● Highly Qualified in instruction. Content Area ● Course content based on the iNACOL National Standards for Quality Online Teaching http://dpi.wi.gov/imt/onlinevir.html image source
  54. 54. PD ConsiderationsNeed Cabinet/BOE level supportRequired or optional trainingTimeline for completionContentCredit / remuneration options image source: http://farm1.static.flickr. com/64/191668056_20bbc7e89e_o.jpg
  55. 55. www.kpk12.com
  56. 56. Programmatic DevelopmentWhat is the purpose / reason for your PD program?Do current offerings support your online learninginitiative?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?
  57. 57. PD ResourcesiNACOL: National Standards for Quality Online Courses ● http://www.inacol.org/research/nationalstandards/ISTE: NETS ● http://www.iste.org/standards.aspxiNACOL: PD for Virtual Schooling and Online Learning● http://www.inacol.org/docs/NACOL_PDforVSandOlnLrng.pdfD219 Anywhere, Anytime Resources● http://url.d219.org/aal
  58. 58. Quality Assurance
  59. 59. Quality Assurance image source This is not course rigor!
  60. 60. Quality Assurance Quality Course Design
  61. 61. Inputs and OutputsPROMISING PRACTICES Quality Assurance
  62. 62. PROMISING PRACTICES Provide students multiple pathways to learn: ● Text ● Audio ● Video
  63. 63. Quality AssuranceEffective programevaluation● Participation targets● Completion goals● Cost targets● Student feedback● Comparison to traditional courses/subjects
  64. 64. PROMISING PRACTICES● Requiring students have interactivity with the teacher and other students. Image Credit
  65. 65. PROMISING PRACTICES● Requiring weekly, purposeful communication between the teacher and individual students. Image Credit
  66. 66. PROMISING PRACTICES● Regular formative assessments, followed by periodic formal evaluations by outside reviewers.
  67. 67. Interaction Triangle Content Student ●Essential Understandings ●Course Goals ●Student insightsStudent Teacher
  68. 68. PROMISING PRACTICES● Using live virtual sessions with software like Blackboard Collaborate or Abobe Connect. Image Credit
  69. 69. Quality Assurance● Measures for academic performance. Image Credit
  70. 70. PROMISING PRACTICES● Delivering an Engaging and Challenging Course. Image Credit
  71. 71. Quality Assurance Measures● Student outcomes ○ Achievement ○ Growth
  72. 72. PROMISING PRACTICES● Using the same course outlines, major assessments and courses examinations as face-to-face courses. Image Credit
  73. 73. Quality Assurance Measures● Postsecondary and Workforce Readiness.
  74. 74. PROMISING PRACTICES● Proctoring major assessments and final exams. Image Credit
  75. 75. Quality Assurance Measures● School Improvement initiatives and practices.
  76. 76. PROMISING PRACTICES● Challenging problems for accelerated (gifted) students. Image Credit
  77. 77. Quality Assurance Measures● Graduation/Retention Rates
  78. 78. PROMISING PRACTICES● Adding oral exams at milestone points in the course to check for understanding. Image Credit
  79. 79. Quality Assurance IssuesHow are non-traditional programstreated in the accreditation of your schools?
  80. 80. INTERACTION TRIANGLE Content Student ● •Essential Understandings ● •Course Goals ● •Student insights Student Teacher
  81. 81. Policy & Leadership
  82. 82. WHO CAN BE SUCCESSFUL?●Achievement and Self-Esteem● BeliefsResponsibility/Risk Taking● Technology Skills and Access● Organization and Self-RegulationRoblyer, M.D. and Marshall, J. (2002). Predictionsuccess of virtual high school students: Preliminaryresults from an educational success predictioninstrument.
  83. 83. COURSE TARGET AUDIENCES Excellent Students, “A”, “B” Average Students, “C” Struggling Students Credit Recovery
  84. 84. Digital Teaching and LearningOrganizational Belief How does online learning address organizational issues, not just online learning issues?
  85. 85. Digital Teaching and Learning Organizational Belief● Role of Leaders ○ Online Learning ○ Technology ○ Curriculum and Instruction ○ Finance and Operations ○ Senior level
  86. 86. Digital Teaching and Learning Organizational Belief Endorsing is not Leading….
  87. 87. Teacher-related PoliciesContracts & licensure ●Charter, District-led ●Core vs. electivesSpecial licensure ordevelopment Teacher evaluation ●ESS, Career/Tech Ed (CTE) ● State/district process ●Charter- ensuring link to student dataTeacher-student contact time ●Remote, live sessions, F2F, blend? Teacher Union ●MOU’s?, ●Support for online ed teachers?
  88. 88. INACOL DEMOGRAPHICS STUDY www.glickconsulting.com
  89. 89. INACOL DEMOGRAPHICS STUDY www.glickconsulting.com
  90. 90. Where do I start?www.ilvirtual.orgTodays presentation: ● Administrator Academy Course.Todays handout: ● Regional effort to helphttp://tinyurl.com/2012Handout schools with digital learning opportunities.
  91. 91. Todays ResourcesPresentation:http:// Handout: http://tinyurl. com/2012Handout