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  • QRs, started in 2007-2008, has three stages: Internal Review, QR Site Visit, and Post-QR. In the Internal Review, administration and staff are invited to evaluate their program and practices, and identify the strengths and challenges. The Quality Review team reviews this information prior to the site visit. The Quality Review Site Visit involves conversations by a Ministry-appointed team with the DL school’s administration, teachers and clerical staff. The goal is to identify areas of strength and challenges in all areas of the educational experience: operations, professional development, technology, content development, and other. Typically, observations by the Quality Review Team are congruent with the input by staff and administration from the Internal Review. A Quality Review Report, signed off by the Manager of the e-Learning Programs Unit, contains details about the school, observations about practices, operations and facilities, and provides recommendations. In the Post-QR, the DL school reports on the measures they have taken to address the Quality Review Team’s recommendations. Reports from the 2007-2008 Post-QRs indicate that the DL schools have taken active and significant steps to address their areas of challenge. The table below indicates the areas of recommendation by school; each school provided evidence of how they had addressed these issues.
  •  Professional Development:Clarifying roles, providing professional development and creating stronger linkages and supports through professional learning communities (across school and district boundaries) Technology:Implementing or increasing use of web 2.0 tools (Elluminate, video blogs, wikis, discussion boards, smart boards) in the DL classroom, and/orstandardizing the learning management system (Moodle)  Other:Creating opportunities for increased use of DL, and making connections to the wider DL communityDeveloping a community advisory report to support the distributed learning model, increasing the use of support blocks for cross-enrolled students, and creating a community of learners in a grade 10 to 12 self-paced environment. developing connections with other SDs, provinces and countries.  Content Development:Dedicating DL teacher time to developing content (in schools and across districts) lessons will be incorporating programming languages for robotics, 3-D modeling and web design.  Operations: creating extra staff positions to support their DL programs: creating a clerical/registrar position, and DL department head and administrator, coordinator, technician, video support and clerical positions.
  • We have arranged for the Open School BC to continue to host CEET on their server for another year.We are upgrading to the latest and greatest version of Elgg (1.6).We are improving the look and feel of the site.Not one, but two moderators (Sandy Hirtz and Randy Labonte), will shepherd the community alongWe will provide simple tutorials to give teachers a quick sense of what a given tool is all about.A special guest-speaker will be featured in an Elluminate session re-launch of CEET in October.Subsequent special guest-speaker events will be held regularly, in addition to any that you facilitators might like to arrange.Our initial focus will be on Distributed Learning educators, but that will be broadened to include all K-12 educators in the province over time.We will use CEET as a test-bed for research into the usefulness of the Elgg community platform for educators and students.

Presentation for TDEA 09 Presentation Transcript

  • 1. Distributed Learning
    in British Columbia
  • 2. Distributed Learning Vision
    Results
    Choice
    Quality
  • 3. Framework for Our Model
    Legislation and policy
    Equitable funding model
    Accountability: Audits
    Evidence of student achievement: Data
    Student services and coordination: LearnNow BC
  • 4. Characteristics of Our Model
    DL = student learning at a distance from teacher
    Any student can access DL
    Any student can enrol anytime throughout the year
    Choice to take courses from anywhere: even more than one school/board/authority
  • 5. The Virtual School Partnership
    Ministry
    School Boards
    Policy, Legislation
    Funding
    Delivery - Quality services
    to students
    Coordination of Technology and
    Support Structures
    Virtual School Society
  • 6. DL by the Numbers
    Public Boards of Education Number of DL Schools:
    with DL Agreements:
    06/07: 46 51 schools
    07/08: 46 51 schools
    08/09: 46 50 schools
    09/10: 47 53 schools
    Independent DL Schools: 12
    Enrolments:
    07/08 48,941 students 15,956 FTEs ~125,000 courses
    08/09 59,345 students 20,570 FTEs ~164,000 courses
  • 7. Enrolment Growth: Headcount
  • 8. DL Continuum in BC
    Homebound Learner-centric
    Blended Community-centric
    Virtual Provincially -centric
    Provincial
    Local
    Geography
    Size
    Small
    Large
    Site attendance
    Required
    Optional
    Primarily local
    Primarily at a distance
    Instruction
  • 9. Legislation
  • 10. 2006 Legislation, Bill 33
    • Recognizes DL in legislation
    • 11. Only one enrolling school for K-9
    • 12. Allows cross-enrolment in Grades 10-12
    • 13. Each Board requires a DL Agreement with the Ministry
    • 14. DL exempt from class size limits
  • DL Agreement
    5 years, renewable by Ministry
    Commitment to quality and standards
    Transparent investment
    Staffing and training for teachers
    Commitment to stop payments/reimbursements to parents
    Regular student data submissions
    Participation in satisfaction surveys, FSAs
    Support for LearnNow BC
  • 15. Funding
  • 16. DL “Active” Policy
    • Funding only provided when student becomes active
    • 17. DL equivalent to attendance
    Planning
    Parent
    Commitment
    Communication
    Marked
    Assignment
    K-9
    10-12
  • 18. Grades K-9 Funding
    Bricks and Mortar
    September
    100% FTE
    Aboriginal – 100%
    ESL – 100%
    Supplements -rural, teacher salary, etc
    February
    Count
    June
    Sept
    Distributed Learning
    September
    100% FTE
    Aboriginal - 100%
    ESL - 100%
    Supplements – rural, teacher salary, etc
    February
    50% FTE
    Anytime- School Year
    May
    33% FTE
    June 30
    * 2009/2010: FTE base is $5,851
  • 19. Grades 10 - 12
    Bricks-and-Mortar
    Enter September
    FTE: (1/8 FTE/course)
    Aboriginal – 100%
    ESL – 100%
    Supplements - rural, teacher salary, etc
    July
    Summer
    Learning
    February
    Count
    June
    Sept
    Distributed Learning
    September
    1/8 FTE/course
    Aboriginal – 100%
    ESL – 100%
    Supplements - rural, teacher salary, etc
    February
    1/8 FTE/course
    Anytime
    May
    1/8 FTE/course
    * 2009/2010: FTE base is $5851; 1/8 is $731
  • 20. Adults
    Adults funded as Grade 10-12 students
    ~$500 per course
    Meet Active criteria
    Throne Speech commitment: “Education Guarantee”
    Provincial or approved courses listed on LearnNow BC
    Different than CE tuition free courses
  • 21. Support Blocks
    • Neighbourhood school claims
    • 22. Only in September
    • 23. 1 DL block per student
    • 24. If claimed, max FTE=1
    • 25. Must be at least one other real course
    (program cannot be a single support block only)
  • 26. Standards
  • 27. BC’s DL Standards
    The DL standards are intended to:
    Make DL a credible option
    Clarify roles and responsibilities
    Identify the elements of quality programs
    Provide a framework for accountability and continuous improvement
  • 28. Digital Learning Content Standards
    The digital learning content standards are intended to:
    set out how to develop course materials suitable for distributed learning
    guide development of new content, and the evaluation of existing content
  • 29. Quality
    Compliance and Quality Reviews
  • 30. Audits
    Main Focus areas:
    Evidence of compliance with funding policy, including Active student participation
    Teacher supervision and teacher-led assessment
    Students must be ordinarily resident
    Required Areas of Study are met
    Education programs are secular
  • 31. DL Quality Review
    • Separate process from audits
    • 32. Based on school and staff self-reflection
    • 33. Focus on student achievement and related data
    • 34. Emphasis on Quality and Standards
    Achievement
    Engagement
    Professional Development
    Support
  • 35. Achievement Data Collection
    Ability to monitor basic student achievement at the course/program level
    Continuous collections to reflect continuous entry
    Evolving view versus single snapshot
    SADE: Student Achievement Data Exchange
    4 collections/year
  • 36. DL Satisfaction Survey
    Now open year round!
    Responses to-date:
    • 150 K-7 students & parents
    • 37. 507 secondary students
    • 38. 173 secondary parents
    Total: 830
    https://www.awinfosys.com/surveyfull3/2008-2009/dlsurvey/main/
  • 39. Quality Review Process
  • 40. Quality Review Recommendations
    Professional Development (team work)
    Technology
    Interconnectivity
    Content Development
    Operations
  • 41. Collaboration & Networking
  • 42. Community Tools
  • 43. CEET
    Community of Expertise in Educational Technology http://elgg.openschool.bc.ca/
    • Free professional learning
    • 44. Peer Mentoring (synchronous & asynchronous)
    • 45. Learn how to teach with Web 2.0 tools
    • 46. Live online events & guest speakers
    • 47. Aggregation of resources, links, information
  • Links
    BC Ministry of Education Distributed Learning
    http://www.bced.gov.bc.ca/dist_learning/
    BC Distributed Learning Agreement
    http://www.bced.gov.bc.ca/dist_learning/documents/dist_learn_agmt.pdf
    BC Distributed Learning Standards
    http://www.bced.gov.bc.ca/dist_learning/documents/dl_standards.pdf
    LearnNow BC
    http://www.learnnowbc.ca