Online Learning Trends: Views from the field Bruce Friend NACOL John Watson Evergreen Consulting

Agenda Introductions Trends  NACOL needs assessment findings  State audits and responses Q&A: your key issues

K-12 Online Learning Trends Virtual Schools are offering more than just for-credit courses (test preparation, remediation, professional development, blended learning options) Corporate positioning in the marketplace in the areas of technology and online content State policies that encourage online learning, while also addressing accountability Development of online content repositories; shared content

Needs Assessment Service Survey of 2750 counselors, administrators, and district leadership in eight states (DE, FL, GA, KY, MS, NM, SC, TN) Purpose of Needs Assessment:  Provide the “customers” of the state-led virtual schools a forum for voicing what they feel are the most needed courses and services that should be offered in an online environment  Assist the virtual schools with prioritizing their offerings  Identify common points of need across the region which may result in collaboration and cost savings between online programs

Sampling of Results Using Online Learning for School Improvement In seven of the eight states, over 50% of the responses stated that the use of online learning opportunities was part of their overall school/district improvement plan; with most of the responses stating that online learning is a very important part of their overall improvement plan.

Sampling of Results Current Usage of Online Learning The use of online courses and services is strong and continues to grow across the region. Of the 2750 responses received, nearly 70% responded that students in their schools already participate in online learning opportunities. Using online courses for credit recovery and for first-time credit acquisition are the two most common usages of online learning. The state-led virtual school is the primary provider used for online learning opportunities in four of the eight states.

Sampling of Results Current Usage of Online Learning In each of the eight states, there appears to be some limitations placed on the number of online courses that student may enroll in; however, it should be noted that the percentage of responses that stated such limits exist is no more than 30% in any one state. Commonly mentioned limits include:  Limiting students to the number online credits that they may earn in a given school year (with two credits being a common number from those who place such limits)  Limiting students to online courses only if the course is not available at their traditional school

Sampling of Results Current Usage of Online Learning While there was some level of participation across all of the various reasons that respondents could choose from, the more common student populations currently taking online courses include:  Students who desire online course to fulfill graduation requirements  Students who were unsuccessful in traditional classroom environments  Students who are having scheduling conflicts  Students who want courses not currently offered at their school The reasons identified as to why some students to not partake of online learning opportunities varies across the region. A lack of awareness that online learning opportunities exist as well as funding issues are the two consistently given reasons.

Sampling of Results Level of Need for Online Courses Algebra I and AP Calculus were identified as the most needed online math courses. Biology, AP Biology, and Physical Science were the three online science courses identified as the most needed. English I was identified as most needed online language course. AP US History and Economics were identified as the most needed online social studies courses. Spanish I was overwhelming identified as most needed online world language course.

Sampling of Results Level of Need for Online Services The demand for credit recovery courses was strong with Algebra I identified as the course in which an online credit recovery opportunity was needed most. The demand for online remediation (non-credit) opportunities was very strong The need for online end-of-course test preparation was quite strong across the region, with science, math, and English identified as the curriculum areas in which online end-of-course test prep is needed the most. There were many requests to have access to online courses focused on serving the ESL population. There was a strong desire to have blended learning options made available by the virtual school

Sampling of Results Level of Need for Professional Development There was a great deal of interest expressed in having online professional development delivered through the virtual school to be made available to all teachers in the state. The most commonly identified topics for online professional development include: Teaching with technology tools Assessment strategies Classroom management Reading strategies Working with ESL students Content specific training

“Nobody anticipated this…” — Commissioner of Education A different view…

In response…

Colorado Association of School Boards Full-time online charter school State-funded supplemental online program University of Colorado Law School

First principles Public education should include a variety of high quality options Don’t stifle innovation; continuous evaluation Teachers are an integral part of online learning Parental involvement should be encouraged

First principles Some policies don’t fit; new policy should address these inconsistencies OLL should not be subject to state education policies that impose barriers of time and place Resources to support online programs must be sufficient…

Key element: public input Two public hearings: both exceeded expectations Extensive written comments Comments made a difference “This is our best option; don’t take it away”

Extensive recommendations Create an online division within CDE Require certification of multi-district online providers based on capacity CDE create online quality standards Require annual program reporting Reform funding of online students Fund a state-led supplemental online program Address use of physical facilities by online programs

Next step: recommendations to law SB 215 implements almost all of the Commission’s recommendations HB 1066 funds a state supplemental online program

Outstanding issues Funding Learning centers Other black swans?

Online Learning Trends: Views from the field Q&A