IASB Handout 2011


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This is the handout from What School Boards Should Know About Online Learning from the IASB Conference, November 19, 2011

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IASB Handout 2011

  1. 1. IASB-IASA-IASBO JOINT ANNUAL CONFERENCE What School Boards Should Know About Online Learning November 19, 2011The Trends:• Michigan and Alabama are requiring an online course before high school graduation.• K-12 online courses growing at 30% a year.• In 2009, 30% of higher ed students took courses online. Types of Courses Promising Practices In Course Quality• Web-enabled: Traditional course • Virtual classrooms supported with out-of-school electronic • Recorded sessions resources. • Discussion boards, wikis,• Hybrid (Blended): Learning is split blogs between traditional classroom and • Virtual Office hours electronic learning that might be in • Oral Examinations school computer lab or outside school. • Purposeful weekly• Online: All learning activities occur communication from outside traditional classrooms. teacher to student Orientation sessions and exams may • Proctored Exams occur at schools.Schools implement online learning in a If rate of adoption follows thevariety of ways. Local implementationslook differently, depending on students classic disruptive innovationserved, local resources, and local policies. model, by 2018, 50% of all high school courses will be Presenters online.• Cindy Hamblin, Illinois Virtual School --Clayton M. Christensen chamblin@ilvirtual.org• Jeffrey L. Hunt, DuPage ROE jeffreyhunt@comcast.net• Kathy Tracey-Olesen, CAIT ktracey@cait.org Learn more about disruptive innovation:• Phil Lacey, Niles Township High http://www.youtube.com/watch? v=nJ7EG58J5eo School District 219 — philac@d219.org
  2. 2. Illinois Virtual School (IVS) isa statewide, online programsupported by the Illinois State CAIT uses an instructional systemsBoard of Education (ISBE). approach called ADDIE (Analysis,• IVS partners with public and Design, Development, Implementa- private schools in an effort to tion, Evaluation) to frame the devel- expand educational opportu- opment of all its eLearning projects. nities for students. ILS- This model is grounded in both re- aligned, online courses are search based methodologies and available for students in practical experience. As every web- grades 5-12. based instructional project is differ-• Illinois-certified teachers ent, the use of such a model pro- facilitate every course offered vides for a level of consistency to en- through IVS. Teachers grade sure a quality product. students’ work, provide feedback, assist the students with pacing in their courses, and utilize a synchronous web conferencing tool when students need assistance. DuPage ROE has started two State-wide Professional projects: Development • Administrator Academy Course about online learning taughtIllinois Virtual School Profes- online for school administrators.sional Development Delivery • Assistance to area school districtsSystem wanting to investigate how online(IVS-PD) has been built to allow learning can be used in theireducational partners (state, re- schools.gional, and district) to offer pro-fessional development throughthe IVS platform.
  3. 3. Professional DevelopmentPreparing Teachers for Online LearningOnline Learning Opportunities in District 219BOE Five Year Goal #3: Engaging students in anywhere/anytimelearning by providing laptop computers to expand their learning op-portunities.Student’s World: Science Department ran summer hybrid coursesas mandatory for sophomores taking AP courses.Instructional Goal: Use LMS (Moodle) as preparatory instructionalcontext.Overall success perceived by instructors• Students handled technology well• Students seem to be more successful than in past• one issue where different instructor taught course in Fall than summerFaculty World: Professional Development to develop the capacityfor Virtual Instruction.What does it take to prepare instructors to develop / offer hybridinstruction?Open Educational Resources: Free or inexpensive digital content.Some of the content is made available at no charge or highly dis-counted from the support of grants.OER Commons: www.oercommons.orgMonterey Institute (NROC): http://www.montereyinstitute.org/nroc/ How do I learn more?Center for the Application of Information Technology —www.cait.orgIllinois Virtual School — www.ilvirtual.orgDuPage County ROE — www.dupage.k12.il.usNiles Township High School — url.219.org/aalJoin our online community at ilearnonline.wikispaces.com
  4. 4. Remote Education Programs Act (97-0339) (Revised 2011)Allows a school district, by resolution of its school board, to establish aremote educational program. Defines "remote educational program" as aneducational program delivered to students in the home or other locationoutside of a school building that meets specified criteria. Provides that daysof attendance by students in a remote educational program may be claimedby the school district and shall be counted for general State aid purposes inaccordance with the State aid formula provisions of the Code.The law requires that the district create a Remote Education Plan for eachstudent. The plan must account for the following components: Goals Assessments Progress Reports Expectations, processes, and schedules Family Responsibilities IEP Requirements Participation Responsible Parent Program Administrator Term of Participation Location of Participation CertificationThe Illinois State Board of Education has written rules for trackingattendance. For the purposes of determining average daily attendance for General State Aid under Section 10- 29 of the School Code [105 ILCS 5/10-29], a school district operating a remote educational program shall document, and make available to the State Superintendent of Education or his designee upon request, a written or online record of instructional time for each student enrolled in the program that provides sufficient evidence of the student’s active participation in the program (e.g., log in and log off process, electronic monitoring, adult supervision, two-way interaction between teacher and student, video cam).