NYSCEA March 1, 2013 Lawrence M. Paska, Ph.D. Coordinator of Technology Policy New York’s State of Virtual Learning

Pathways to Mastery To solve the Crisis of Engagement, we must move away from the “one size fits all” model and utilize Career and Technical Education STEM Online and Blended Learning

The Classroom Traditional Worksheets Packets Single Approach Desks in Rows Follow Steps Memorization Learn and Forget Common Core Manipulatives Technology Multiple Approaches Activity Centers Discovery Understanding Mastery Courtesy of Shenendehowa Teachers

Vision of Technology for Teaching and Learning Multiple environments will exist for teaching and learning, unbound by place, time, income, language or disability. The classroom, gymnasium, laboratory, library, theater, and museum will be a workspace for teachers and learners but will not always be a physical space. Students will access learning resources anywhere, anytime through the use of technology. USNY Statewide Learning Technology Plan, February

Regents ’ Statewide Learning Technology Plan Goal # 4: Provide policies, standards, and guidance on quality digital content development and delivery; accessibility; information literacy; and ongoing, sustained professional development in pre-service and in-service education. Goal # 7: Develop and/or revise Commissioner's Regulations and Department policies to promote sustained support for the delivery of quality instruction for all learners through digital means. Goal # 9: Identify and/or develop incentives for the expansion of digital learning across USNY.

are aligned with the applicable New York State learning standards for the subject area in which instruction is provided; provide for documentation of student mastery of the learning outcomes for such subjects, including passing the Regents examination in the subject and/or other assessment in the subject if required for earning a diploma; provide for instruction by or under the direction and/or supervision of a certified teacher (if instruction is to be provided by a school district, BOCES, or pursuant to a shared service agreement), or of a teacher of the subject area in which instruction is to be provided (in the case of a registered nonpublic school or charter school); include regular and substantive interaction between the student and the teacher providing direction and/or supervision; and satisfy the unit of study and unit of credit requirements in section 100.1(a) and (b) of the Commissioner's Regulations. Credit for Online and Blended Courses - (June 2011) - Part 100.5(d)(10)

Blended Course Instruction in a specific subject consisting of teacher-to-student, student-to-student and/or student-to-content interactions that occur through a combination of classroom-based digital and/or internet-connected media (§100.5[d][10][i][b]).

Blended Learning Example A teacher who holds a New York State teaching certificate in the subject area in which instruction is provided and who is employed by the New York State school district or BOCES delivers 90 minutes of instruction per week in a face-to-face classroom setting, and another 90 minutes of instruction is delivered through student participation in a web-based presentation and discussion from a museum, institution of higher education, or other cultural institution which is supervised by the teacher who holds a New York State teaching certificate in the subject area in which instruction is provided and who is employed by the New York State school district or BOCES.

What is a unit of study and a unit of credit? Definitions As used in this Part: a. Unit of study means at least 180 minutes of instruction per week throughout the school year, or the equivalent. b. Unit of credit is earned by: 1. the mastery of the learning outcomes set forth in a New York State- developed or locally developed syllabus for a given high school subject, after a student has had the opportunity to complete a unit of study in the given subject matter area; or 2. pursuant to section 100.5(d)(1) of this Part, a passing score of at least 85 percent or its equivalent on a department-approved examination in a given high school subject without the completion of a unit of study, and the successful completion of either an oral examination or a special project.

NYSED Virtual Advanced Placement (VAP) Program Increase the successful participation of low income students in virtual learning (online and blended instruction) Advanced Placement® (AP®) courses and tests. Provide greater opportunities for low- income students to demonstrate college- and career-readiness and mastery of the New York State Learning Standards.

NYSED Virtual Advanced Placement (VAP) Program Goals: enable larger and more diverse groups of students to participate and succeed in virtual learning AP® programs and receive AP® credits, provide enhanced professional development to teachers offering the courses, increase the number of virtual learning AP® courses available to students statewide and, help build increased capacity at the district level to participate in available and expanding virtual learning opportunities.

NY STEM Advanced Coursework Program Aligned to Common Core Standards, College-Level Work, and AP® Coursework 5-day Institutes in Math and Science focused on aligned curriculum through vertical teaming will be held during the Mid-Winter Recess, February , 2013 and Spring Recess, March 25-29, Additional training opportunities will be ongoing with blended face-to-face and online professional development through August 31, 2014.

NY STEM Advanced Coursework Program Announcing Cohort 2 A second chance for math, science, and technology teachers in grades Available to teachers in districts with one or more schools in Needs Improvement status during the , , and school years. Held in the New York City and Long Island areas (district/individual responsible for travel).

Issues to Consider  Course Alignment to NYS Learning Standards  Broadband Capacity and Access  Standards for Online Courses  iNACOL’s National Standards of Quality for Online Courses Content Instructional Design Student Assessment Technology Course Evaluation and Management 21st Century Skills

Some NYSED Recommendations for Teaching and Learning Online District-level committees to examine online learning policies Ensure adherence to principles of universal design Assess student needs and interests for online courses Assess online program availability compared to student need Create and adopt local district policy for online courses Provide professional development opportunities Develop a district process to evaluate online content Use common evaluation standards, like iNACOL and ISTE Communicate with parents on online learning Evaluate district-created and vendor-purchased content

For More Information NYSED Online and Blended Learning web page (with Q&A and other guidance) posted at: NYSED Virtual Advanced Placement (VAP) Program: Advanced Coursework in STEM Program (Race to the Top): THANK YOU!