inacol webinar: keeping pace with blended and online learning

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Keeping Pace with K-12 Online and Blended Learning: A Guide to Policy and Practice 2013 (10 th Edition) John Watson, Evergreen Education Group Amy Murin, Evergreen Education Group November 2013

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This iNACOL webinar took place on November 13, 2013 and featured John Watson and Amy Murin discussing the findings from the Keeping Pace Report. Download the free report here: http://kpk12.com/

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Page 1: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Keeping Pace with K-12 Online and Blended Learning:A Guide to Policy and Practice 2013 (10th Edition)

• John Watson, Evergreen Education Group• Amy Murin, Evergreen Education Group

November 2013

Page 2: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Contact Information

John Watson – [email protected] Murin – [email protected]

Evergreen Education Group

Page 3: iNACOL Webinar: Keeping Pace with Blended and Online Learning
Page 4: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Keeping Pace 2013 is proudly sponsored by:

www.kpk12.com

Page 5: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Program Advisory Board• Suzanne Falkenstein

Athenian Schools• Lynn Torres

Lufkin ISD (TX)• Kimberly Loomis

Clark County School District• James H. Hardman

Crown Point Community School Corporation (IN)• Kevin Croghan

Denver Public Schools• Greg Ottinger

San Diego County Office of Education

• Chris ThumanScottsdale Unified School

District • Robert Cole

Howard County Public School System (MD)• Richard Frank

Metropolitan Nashville Public Schools (TN)• Frank Goodrich

Minneapolis Public Schools• David Haglund

Riverside Unified School District

Page 6: iNACOL Webinar: Keeping Pace with Blended and Online Learning

KEEPING PACE CATEGORIES• Single-district programs

• Blended schools• Multi-district FT online

• State-supported Supplemental• Private / Independent

Page 7: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Is K-12 Blended Learning Disruptive? May 2013

Page 8: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Fully Blended SchoolsHow Keeping Pace defines fully blended schools:• A stand-alone school w/ a school code.• Much of the curriculum is delivered

online. • Attendance is required at a physical

site during the school year for more than just state assessments.

Page 9: iNACOL Webinar: Keeping Pace with Blended and Online Learning

States with Fully Blended Schools

Page 10: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Single District Programs

• Riverside Unified School District• Metro Nashville Public Schools• Clark County School District• Washington DC Public Schools• Minneapolis Public Schools

* Blended courses * Fully online option * *Supplemental online courses * Teacher

professional development * BYOD / 1:1 programs *

Page 11: iNACOL Webinar: Keeping Pace with Blended and Online Learning

2013 : 29 states : 310,000 studentsLost Virginia, redefined Hawaii

Page 12: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Contiguous counties

Grades 3-12 only

1 school,3,000 Ss

3% of Ssper district

Statewide cap of .018 %

(900) of all Ss

Initial enrollment limited to 1,500 Ss. Min. of 75% in-district Ss. No school shall exceed 5,000 Ss. Restrictions lifted or schools closed based on school perf.

1 school, limited

# schools, # students per

school

2% Ss statewide, <5% in-district Ss, <10 schools

Page 13: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Types of restrictions

# of students

Out-of-district

# of schools

Michigan

New Hampshire, Arkansas

Tenn.

OregonMass.

Iowa

Other -Texas: Grades 3-12

California: Contiguous counties

Page 14: iNACOL Webinar: Keeping Pace with Blended and Online Learning

State-supported Supplemental Options

Page 15: iNACOL Webinar: Keeping Pace with Blended and Online Learning

SVS 2013 : 27 states, 742,728 enrollmentsLost Connecticut and Louisiana in SY13-14

Page 16: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Course choice

Keeping Pace defines a course choice program as one that allows:1. Students to choose to take a course from one or

more providers, where2. A district cannot deny a student’s request to

enroll in an out-of-district course, and 3. Funding follows the student at the course level.

Page 17: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Course choice

Keeping Pace defines a course choice program as:1. Students can choose to take a course from one

or more providers, 2. A district cannot deny a student’s request to

enroll in an out-of-district course, and 3. Funding follows the student at the course level.

Page 18: iNACOL Webinar: Keeping Pace with Blended and Online Learning

States with Course Choice Programs

Page 19: iNACOL Webinar: Keeping Pace with Blended and Online Learning

State Year Started # Enrolls Key Notes

Arizona 2009-10Grades K-12

Data not available

State authorizes providers; 74 in SY 2013-14Funding is prorated based on % of ADM

Florida 2002, 2009-10Grades K-12

428,315 enrollments

All districts must make PT + FT options available to all K-12 studentsFunding based on completion

Georgia 2012-13Grades 9-12

25,877 enrollments

Georgia Virtual School is only provider$250 / student / course + appropriation

Louisiana 2013-14Grades 9-12

New State authorizes providers; 45 in SY 2013-14Funding based on appropriation + grants

Michigan 2013-14Grades 5-12

New Up to 2 courses from MVS or statewide catalog80% funding w/enrollment, 20% on completion

Minnesota 2003-04Grades K-12

9,933 enrollments

State authorizes providers; 27 in SY 2013-1488% of proportional ADM to provider; can be based on seat time or completion

Utah 2011-12Grades 9-12

1,279 enrollments

State authorizes providers50% funding w/enrollment, 50% on completion

Course Choice Program Details

Page 20: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Close but not quite . . . • Oklahoma: Final determination and selection of the

provider(s) is left to the discretion of the local district.• Texas: Restrictions. Districts and charter schools . . .

– Are not required to pay for more than 3 year-long courses each year,

– may deny access to courses if the district or charter school offers a substantially similar course, and

– have the final say over which course provider a student chooses.

• Kansas, Oregon, and Wyoming: Legislation is not in place to support a student’s right to choose at the course level, although there are mechanisms for students to split their course loads among multiple providers.

Page 21: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Private / Independent Schools: Why no history of online /blended?

• Perceived lack of need until recently• Many public online programs evolved from

distance education; that is not the case with private / independent schools

• Private / independent schools known for “high-touch” environment, which is not consistent with the perception of online

Page 22: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Private / Independent Schools: Why now?

• National Association of Independent Schools identifying growing number of online & blended programs in its report, “Stories of Excellence: Case Studies of Exemplary Blended and Fully Online Learning”

• OESIS Conference• Way to cut costs

Page 23: iNACOL Webinar: Keeping Pace with Blended and Online Learning

What states allow private students to take state-supported supplemental courses?

• Yes, 8 states: Alabama, Florida, Georgia, Iowa, Ohio, South Carolina, Texas, Utah

• No, 21 states• The other 21 states do not have state-

supported supplemental options

Page 24: iNACOL Webinar: Keeping Pace with Blended and Online Learning
Page 25: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Key Policy Issues

• Online learning requirements• MOOCs

Page 26: iNACOL Webinar: Keeping Pace with Blended and Online Learning

States with Online Learning Requirements

Page 27: iNACOL Webinar: Keeping Pace with Blended and Online Learning

MOOCs in K-12

• K-12 Teaching in the 21st Century– Michigan Virtual University & Kent State University– In-service teachers, pre-service teachers, and high school

students interested in teaching as a profession• ilearnOhio has authorized 14 MOOCs created by

Coursera; students apply for FlexCredit• AP Computer Science MOOC designed by Amplify

being piloted in districts around the country• Florida legislation directing DOE to figure out how to

authorize MOOCs for credit in the future

Page 28: iNACOL Webinar: Keeping Pace with Blended and Online Learning

MOOCs in K-12

The Promise: Reasonable or free access to a wide variety of online courses designed by top faculty

around the world.

• Challenge: How will credit be issued? • Challenge: How will courses be funded

(development and participation)? • Challenge: Will providers be held to quality and

accountability standards?

Page 29: iNACOL Webinar: Keeping Pace with Blended and Online Learning

What educational goal are you trying to meet?

Planning for Quality: Questions and Timelines

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Traditional Time

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Additional tasks for Time-Shift Program

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End Goals for Each Program

Page 37: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Keeping Pace 2013 is proudly sponsored by:

www.kpk12.com

Page 38: iNACOL Webinar: Keeping Pace with Blended and Online Learning

Contact Information

John Watson – [email protected] Murin – [email protected]

Evergreen Education Group