IASB-IASA-IASBO JOINT ANNUAL CONFERENCE What School Boards Should Know About Online Learning

November 19, 2011

The 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.

Learn more about disruptive innovation: http://www.youtube.com/watch?v=nJ7EG58J5eo

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

online.

--Clayton M. Christensen

Promising Practices In Course Quality

• Virtual classrooms • Recorded sessions • Discussion boards, wikis,

blogs • Virtual Office hours • Oral Examinations • Purposeful weekly

communication from teacher to student

• Proctored Exams

Types of Courses

• Web-enabled: Traditional course supported with out-of-school electronic resources.

• Hybrid (Blended): Learning is split between traditional classroom and electronic learning that might be in school computer lab or outside school.

• Online: All learning activities occur outside traditional classrooms. Orientation sessions and exams may occur at schools.

Schools implement online learning in a variety of ways. Local implementations look differently, depending on students served, local resources, and local policies.

Presenters

• Cindy Hamblin, Illinois Virtual School

chamblin@ilvirtual.org • Jeffrey L. Hunt, DuPage ROE jeffreyhunt@comcast.net • Kathy Tracey-Olesen, CAIT

ktracey@cait.org • Phil Lacey, Niles Township High

School District 219 — philac@d219.org

Illinois Virtual School (IVS) is a statewide, online program supported by the Illinois State Board of Education (ISBE). • IVS partners with public and

private schools in an effort to expand educational opportu-nities for students. ILS-aligned, online courses are available for students in grades 5-12.

• Illinois-certified teachers facilitate every course offered through IVS. Teachers grade students’ work, provide feedback, assist the students with pacing in their courses, and utilize a synchronous web conferencing tool when students need assistance.

State-wide Professional Development

Illinois Virtual School Profes-sional Development Delivery System (IVS-PD) has been built to allow educational partners (state, re-gional, and district) to offer pro-fessional development through the IVS platform.

CAIT uses an instructional systems approach called ADDIE (Analysis, Design, Development, Implementa-tion, Evaluation) to frame the devel-opment of all its eLearning projects. This model is grounded in both re-search based methodologies and practical experience. As every web-based instructional project is differ-ent, the use of such a model pro-vides for a level of consistency to en-sure a quality product. DuPage ROE has started two projects: • Administrator Academy Course

about online learning taught online for school administrators.

• Assistance to area school districts wanting to investigate how online learning can be used in their schools.

Professional Development Preparing Teachers for Online Learning Online Learning Opportunities in District 219 BOE Five Year Goal #3: Engaging students in anywhere/anytime learning by providing laptop computers to expand their learning op-portunities. Student’s World: Science Department ran summer hybrid courses as mandatory for sophomores taking AP courses. Instructional Goal: Use LMS (Moodle) as preparatory instructional context. 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

summer Faculty World: Professional Development to develop the capacity for Virtual Instruction. What does it take to prepare instructors to develop / offer hybrid instruction? 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.org Monterey Institute (NROC): http://www.montereyinstitute.org/nroc/

How do I learn more?

Center for the Application of Information Technology — www.cait.org Illinois Virtual School — www.ilvirtual.org DuPage County ROE — www.dupage.k12.il.us Niles Township High School — url.219.org/aal Join our online community at ilearnonline.wikispaces.com

Remote Education Programs Act (97-0339) (Revised 2011)

Allows a school district, by resolution of its school board, to establish a remote educational program. Defines "remote educational program" as an educational program delivered to students in the home or other location outside of a school building that meets specified criteria. Provides that days of attendance by students in a remote educational program may be claimed by the school district and shall be counted for general State aid purposes in accordance with the State aid formula provisions of the Code. The law requires that the district create a Remote Education Plan for each student. 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 Certification

The Illinois State Board of Education has written rules for tracking attendance.

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).