inacol western committee
DESCRIPTION
Online Meeting ppt from Nov. 7, 2011TRANSCRIPT
Welcome to the Weston Committee Meeting for iNACOL, Nov. 7, 2011
Kathryn Knox, Colorado Virtual AcademyKatie Swistowicz, Wyoming e-academy
Co-chairsRob Darrow, President , Online Learning Visions.com
iNACOL ReportRob Darrow, PresidentOnline Learning VISIONS.com
What do these numbers mean? 54
A. Number of responses receivedB. Number of issues identified in surveyC. Number of programs identified
11A. Number of individual schoolsB. Number of states representedC. Number of topics as top concerns
File transfer of survey
Meeting Dates 2011-2012—take a moment and put them on your calendar
1st Monday of the month, except January
Date TimeNovember 7th 12 noon MST (2 ET)
December 5th 12 noon MST (2 ET)
January 9th 12 noon MST (2 ET) ~second Monday
February 13th 12 noon MST (2 ET)
March 12th 12 noon MST (2 ET)
April 9th 12 noon MST (2 ET)
May 14th 12 noon MST (2 ET)
Top responses > 40%
Answer Options Response Percent Response Count
Sharing best practices 77.8% 42
Blended Learning Models (district, charter or school)64.8% 35
Online pedagogy 61.1% 33
Course development 61.1% 33
Learning management systems 46.3% 25
Virtual school management 46.3% 25
Data-driven decision making in online environment42.6% 23
Common Core Standards 40.7% 22
Topics—invitations coming your way soon to participate!December: Best practices in full time virtual programs with discussion: identifying what makes a difference for success 2 participantsJanuary: Best practices in part time/supplemental programs with discussion: identifying what makes a difference for success 2 participantsFebruary: Blended Learning programs and discussion; course development, management, teacher accountability—2 participants neededMarch: Blended Learning programs part 2 and discussion—2 participants neededApril: online pedagogy and local advocacy/parents and community– 2 participantsMay: tbd based on previous conversations
Co-Chair Contacts• Kathryn Knox [email protected]
• Colorado Virtual Academy• http://www.covcs.org
• Katie Swistowicz [email protected]• Wyoming e Academy of Virtual Education• http://www.fortwashakieschool.com/fwhs/
Summary of top concerns shared• At risk needs, retention/attrition, high mobility and
achievement, reducing mobility, engagement, motivation, participation
• Teacher support in a “ubiquitous environment,” accountability, evaluation, personalization
• Appropriate curriculum for wide needs• Sustainability with growth• RtI, logistics, attendance, tracking, enrollment• Legislative challenges• Limited resources, maintenance, marketing, time
Areas of Struggle:at risk needs
retention and/or attrition
high mobility &
achievement
reducing mobility
engagement, motivation, participation
Areas of Strength:
Our teaching staff does a remarkable of supporting students & communicating with students and local site facilitators. We also have a clearly defined credit recovery program that is being accessed by many hundreds of students. ~~Montana Digital Academy
We do a great job removing barriers for bricks and mortar schools to use online courses in a blended model. ~~Lane Education Service District, Orgeon
SIATech is based on a successful, competency-based model; as a dropout recovery program, we individualize and engage students very well. ~~California
Areas of Struggle:Teacher
support in a “ubiquitous
environment”
accountability
evaluation
personalization
Areas of Strength:
Providing specially designed instruction to special education eligible students in a virtual environment. ~~ Estacada Web Academy & Early College, Oregon
We have a very tight feedback loop on using data to improve curriculum and instruction to try to meet individual student needs. ~~Open High School of Utah
[Long-term] professional development model and teacher supervision model. ~~Idaho Digital Learning Academy
Selected survey comment--for discussion:
• We continually remind districts of the opportunities to eliminate time as a barrier to learning. They operate with the self-imposed illusion that many of their current practices are mandated, when, in reality, they are self-imposed historical routines.
• We struggle to find the funding for continued professional development for Oregon's districts. Declining revenue forecasts continue to cause districts to reallocate funds to instruction, which is as it should be. Funding for job-embedded, ongoing professional development needs to come from outside sources all too frequently.
Expectations to make this a successful and strong committee