www.inacol.org supporting critically at-risk students through blended & online learning november...
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www.inacol.org
Supporting Critically At-Risk Students Through Blended & Online LearningNovember 13, 2014 – San Diego, CASIATech Alternative Accountability
Forum
Maria WorthenVice President, Federal & State Policy
iNACOL’s Mission
To ensure all students have access to a world-class education and quality blended and online learning opportunities that prepare them for a lifetime of success.
www.inacol.org
Galaxy of Members
3,361 Teachers & Educators
Private & Independent Schools
Full-time Online Schools
Researchers & Evaluators
State Departments of Education
Regional Education Agencies
Colleges & Universities
Public School Districts
Non-profit/Associate
State Virtual
Schools
Think Tanks
Philanthropy/Foundations
Tech Tools Providers
BlendedSchools
Part-time Online Programs
Next Generation Learning Partners
Online Content Providers
EMOs
International Programs
Parents
OER
Policy Makers
Tutoring/Services
iNACOL State Policy Frameworks
• Create competency-based education systems
• Improve student access and equity – access to blended & online learning
• Measure and assure quality from inputs to outcomes
• Support innovative educators & schools• Support new learning models through
connectivity, data systems, and security
It’s About Equity: High-Quality Opportunities for All Students
Credit Recovery
Aspiring athletes and performers
Medically Fragile
ELL
Accelerated Students
Need to work and/or support family
Traditional Public/Private
Special Education
Rural Students
The Opportunity Gap
• US high schools offering– Calculus: 50%– Physics: 63%
• US high schools that don’t offer full sequence of Algebra I and II, Geometry, Biology, Chemistry: 10-25%
• High schools with the highest percentage of black and Latino students – 1/4 do not offer Algebra II – 1/3 do not offer Chemistry.
Source: US Department of Education Office for Civil Rights. (March 2014)
New Solutions through Online Learning
• 40% of US high schools do not offer AP courses– 75% of districts use online learning to offer Advanced
Placement or college-level courses.
• Teacher Shortages– 40% of public school districts in America today say they
need online learning resources because certified teachers are not available for traditional face-to-face instruction.
• 60% of schools and districts say they need online learning for credit recovery.
• More than 50% need online learning to reduce student scheduling conflicts to graduate on time.
Com
pete
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End of grading period
Credit: Steve Kossakoski, New Hampshire Virtual Learning Academy
Com
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Credit: Steve Kossakoski, New Hampshire Virtual Learning Academy
5-Part Working Definition: Competency-based Learning
1. Students advance upon mastery.2. Competencies include explicit, measurable, transferable learning
objectives that empower students.3. Assessment is meaningful and a positive learning experience for
students.4. Students receive timely, differentiated support based on their
individual learning needs.5. Learning outcomes emphasize competencies that include
application and creation of knowledge, along with the development of important skills and dispositions.
- from S. Patrick, C. Sturgis. Cracking the Code; www.CompetencyWorks.org
In a proficiency system, failure or poor performance may be part of student’s learning
curve, but it is not an outcome.
-Proficiency Based Instruction and Assessment, Oregon Education Roundtable
State Virtual Schools (2014)
Fully Online Schools (2014)
Research Highlights
• U.S. Department of Education study of Online Learning, “Evaluation of Evidence-based Practice in Online Learning: A Meta-Analysis and Review of Online Learning Studies” (2009)
• “Overall, the meta-analysis found that students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.”
• “instruction combining online learning with face-to-face elements had a larger advantage . . .students the participated in online learning and who spent more time on task benefited the most.”
Harvard Study: Florida Virtual School
• “We do not find any evidence of negative effects of virtual education on student learning, and a finding of equivalent quality, on average, between FLVS and non-FLVS courses may suggest a higher level of productivity in the FLVS courses”
www.inacol.org
Quality Assurance & Accountabilityfor Online Learning
Making Data Work for Students
Inputs
National Standards of Quality
Teaching & Learning
• Assess upon entry• Learning GPS• Continuous improvement• Formative, progress
monitoring & summative assessment
Outcomes
Performance Metrics tied to:• Accountability• Funding• Continuation
Inputs: iNACOL National Quality Standards
Online Courses Online Teaching Online Programs
www.inacol.org
Teaching & Learning
• Assess upon entry• Learning GPS• Continuous improvement• Formative, progress monitoring &
summative assessment• Multiple pathways of learning to meet
individual learning goals
Outcome Measures for Full Time Online Schools
• Proficiency• Individual student growth along a
trajectory• Graduation rates• College and career readiness• Closing the achievement gap• Fidelity to a student’s academic goals
Outcome Measures for Supplemental Online Courses
• Proficiency• Individual student growth along a
trajectory
Using Outcome Data
• Program improvement • Accountability
Next Generation Accountability
• All accountability metrics tied to teaching and learning– Competencies aligned to academic standards– Assessment is a positive learning experience
• Individual growth along a trajectory• Summative data rolled up from multiple points in
time• Incentivize continuous improvement of student
learning, rather than “autopsy”
www.inacol.org
Q & A
Contact:Maria Worthen
http://www.inacol.orghttp://www.competencyworks.org