Building the Next Generation School:

Transcription

1 Building the Next Generation School: How Administrative Visionaries are Overcoming Challenges to Implement Online Education By Julie Evans, CEO, Project Tomorrow A K 12 and Project Tomorrow White Paper Part Two of a Series: Administrators Challenges and Opportunities

2 Introduction It is widely accepted today that the current school model needs to change. Yet the vision of a next generation school that will effectively drive improvements in student learning is not yet clear. For many, that school must include a wide range of educational technologies, but questions still remain: Which technology tools will have the greatest impact on student outcomes? What are the barriers to implementing those technologies, and how can we overcome those barriers? What will be the value of these investments over time within our schools and districts? In this white paper, Building the Next Generation School: How Administrative Visionaries are Overcoming Challenges to Implement Online Education, Project Tomorrow examines the latest Speak Up survey results to reveal new findings on how school and district leaders are overcoming barriers to implement emerging educational technologies. Specifically, we will shine a spotlight on the transformation of the learning process through online education. This paper is the second in a series, entitled Administrators Challenges and Opportunities. It was commissioned by K12 Inc., and the findings are based on the Speak Up 2010 National Data which includes unfiltered feedback of 3,578 school and district administrators representing 1,340 districts nationwide. The goal is to share the insights of administrators who are implementing new solutions, and to provide input into critical local and national discussions around the value of technology solutions as a key component in education reform. In the first white paper, Leveraging Technology to Close the Achievement Gap: A Critical Peer Survey, we focused on how administrators are tapping into online learning to close the achievement gap, increase high school graduation rates, and improve college preparedness. As our nation s schools and districts strive to meet higher expectations, innovative administrators are working toward a new vision for more effective teaching and learning models. In this white paper, we examine a cohort of administrators who we call Online Learning Visionaries. These Online Learning Visionaries believe that online education models hold the greatest potential for increasing student achievement. As you evaluate how to more effectively meet the needs of students, the insights of these fellow administrators will provide input and guidance into that critical process. Learning Models Employed by Online Learning Visionaries Today s Online Learning Visionaries (OLVs) are distinguished by their higher aspirations for the role of online learning as well as by their substantive online implementations. Consider: Fully one-third of these administrators provide blended online learning which combines face-to-face instruction with online course work 26% offer students complete online course options 12% run a fully virtual school In terms of learning environments, OLVs are implementing a range of online models as described in Table 1. Pg. 1 Building the Next Generation School

3 Table 1: Online learning environments implemented by OLVs Type of online learning model Blended online model A combination of online and face-to-face instruction in which the student learns in part at a supervised brick-and-mortar location and in part through online delivery with some element of student control over time, place, path, and/or pace. 100% online classes taught by teachers Individual, teacher-led courses that take place over the Internet, with the teacher and student separated geographically. Supplemental online curriculum Provides online content to supplement student learning, including remediation and accelerated content on specific topics but not an entire course. Virtual school model Full-time, off-site, online education. Designed to provide all of the courses, teaching, and other student support (e.g., counseling) through the virtual model. Online Learning Visionaries 33% 26% 20% 12% Project Tomorrow, 2011 OLVs highly value the role of technology in learning. A majority of these administrators say that the use of technology is extremely important to their students success (54%). They are well aware of how students view the benefits of online learning. For example, our findings show students who have taken an online class agree that online learning: Provides greater control over their learning (60%) Makes it easier to review class materials (45%) Increases their motivation to learn (31%) Facilitates opportunities for more attention from their teachers (24%) OLVs also have high expectations for the online learning experiences of the next generation of teachers. Our findings show OLVs expect that pre-service teachers will: Have participated in an online professional learning community (48%) Have taken an online class (39%) Have already taught an online class (20%) These expectations underscore the commitment and vision of these administrators to the expansion of online education as a critical solution to transform learning for all students. Consistent with this vision, 33 percent of OLVs offer online courses to current staff in order to support professional development and professional learning communities. Pg. 2 Building the Next Generation School

4 A District Expands Its Online Options An example of an Online Learning Visionary is Kim McClelland, Assistant Superintendent of Falcon School District 49 in Colorado Springs, Colorado. She initially implemented online learning with a virtual school powered by K 12 to address overcrowding. Now, to improve student performance across the district, she is expanding online learning to include a blended model, where students receive instruction through both online and face-to-face delivery. Further, online options are available to all of the district s brick-and-mortar schools. McClelland says the breadth of online options enables Falcon School District 49 to differentiate instruction to our students while branching out to the entire community of Colorado Springs. We are also able to provide credit recovery and meet the needs of our alternative education students. Students are very engaged and are enjoying the different solutions available for every type of learner. One measure of results: virtual school enrollment mushroomed from 59 in its first year (2010) to 339 in What are the challenges to this new vision for online learning? In spite of having a clear vision for expanding the use of online learning models within their schools and districts, the Online Learning Visionaries identify challenges others have posed to that vision. These include: 1. Concern about the quality of student teacher interactions in online classes For many, the picture of online learning is so dramatically different from traditional classroom instruction that it is difficult for them to grasp how students and teachers will interact. The Online Learning Visionary, therefore, must clearly illustrate the logistics of the interaction, as well as illuminate the unique benefits associated with online learning when students and teachers succeed via this method. 2. Limitations on funds to support the startup or expansion of online learning programs Visionary leaders are often stymied by financial constraints in implementing their reforms. Within online learning, the limitations extend beyond the local school board or governance structure. In many states, policies about seat time and instructional minutes are lagging behind many current and emerging online learning models. While it is often challenging to overcome state policies, many visionary administrators are creatively structuring programs and schools within their districts to provide increased online learning access. Additionally, some are tapping into more traditional funding sources (like traditional hard-copy textbook funds or state and federal funding initiatives) to pay for course licenses and teacher professional development. A common characteristic of Online Learning Visionaries is their perseverance in the face of difficult challenges such as funding limitations. 3. Lack of capacity or skills to create academically rigorous online courses and lack of knowledge in how to effectively evaluate the quality of online courses These twin capacity challenges point to an important decision point: do we build our own online courses, or do we purchase or license online courses through a reputable third party? For those that have a legacy of building from within, the issue of having the internal capacity and skill to create academically rigorous and appropriate courses is a significant challenge. Even for districts with a strong tradition of creating their own technology infrastructure, the development of appropriately engaging and interactive online courses can be intimidating. The realization that the creation and implementation of online learning is a different animal leads many to seriously consider third-party solutions. Thus, the second challenge of how to properly evaluate the quality of these third-party solutions becomes paramount. The Speak Up data can be helpful in this process as it reveals a new national norm for what administrators (and in particular, Online Learning Visionaries) believe are the key characteristics of a high-quality online course. This is described in more detail in the next section. Pg. 3 Building the Next Generation School

5 4. Providing adequate technology infrastructure and support mechanisms for online courses Many schools and districts continue to struggle with how to effectively support a wide range of emerging technologies in the classroom. In fact, for the past four years, one-third of administrators have noted technology support as a key challenge within their school or district. It is not surprising that visionary administrators wrestle with how to provide an adequate technology infrastructure to support online learning. As with the development of courses, some schools and districts are outsourcing the management of online learning environments to third-party providers due to their expertise and capacity. And web-based, online learning solutions can eliminate the need for internal infrastructure. Personalized Learning Across a Wide Spectrum An online program that has successfully overcome these challenges is PSD Global Academy in the Poudre School District of Fort Collins, Colorado. Principal Heather Hiebsch believes a blended online environment offers educators the opportunity to personalize learning for every student. From RTI to special education to advanced learning, PSD Global Academy meets the needs of more than 170 students though a continuum of online options, with curriculum powered by K 12. The Academy offers: Classrooms equipped with technology tools A blended curriculum that takes place in a traditional class with an online component Blended schedules with some online courses taken from home as well as at school Plus, a fully online school The Academy also has an on-campus facility where students attend three days a week for RTI, special education, individualized learning, and advanced learning program support. Hiebsch recommends, If you are thinking of launching an online program, approach it as you would a good lesson plan. Start with your objectives and work backward. And as you build your plan, it is critical to involve the key team members early in the process, including IT, HR, and especially your district leadership. PSD Global meets the diverse needs of more than 170 students, online. What defines quality in online learning? As more schools and districts adopt online learning, there has been an increased focus on evaluating the quality of these models. In fact, from 2009 to 2010, three times more administrators noted evaluating the quality of online courses or curriculum as a key challenge in providing more online learning opportunities. The Speak Up data on this topic provides important new insights into the priorities of administrators when evaluating the quality of the online instructional process. Particularly instructive are the expectations of those administrators who highly value online learning. Table 2: How do you define quality in an online course or curriculum? Quality Identifier Online Learning Visionaries Course is aligned to curriculum standards 79% Ease of use by students and teachers 68% Student achievement results with the course or curriculum 57% Course was developed by a classroom teacher with content expertise 45% Course has embedded assessments built in 44% Pg. 4 Building the Next Generation School

6 Clearly, evaluations of quality are directly linked to the key challenges faced in the implementation of online learning. Employing high-quality curriculum (as defined by the OLVs) would help overcome several of the key implementation challenges. For example, if an online course provided by a third party is aligned to curriculum standards, linked to demonstrated student achievement results, and includes embedded assessments, you may not need to invest as heavily in internal capacity to develop academically rigorous courses. Thus, the discussion about how to appropriately evaluate the quality of online instructional programs and what defines quality for your school or district can be leveraged to help mitigate many concerns within your community. A Four-Year Record of Innovation and Success Mechanicsburg Exempted Village School District in Mechanicsburg, Ohio, successfully implemented an online program that has met each of the quality identifiers noted above. The district had selected online courseware developed via A+nywhere Learning System by K 12, containing more than 5,000 lessons with over 200,000 pages of research and objective-based, problem-solving content, as well as standards-based A+ assessment, alignment, and curriculum management tools. As a result of implementing A+, the district s performance against state standards has steadily improved. Mechanicsburg systematically integrated online programs into its Framework for Learning. Here s how: By eliminating study hall in favor of longer class periods and increased student engagement, time is allocated for targeted enrichment time when students use online courses during the day. Enrichment time is divided into different segments focused on student needs: assessments, lessons, and other activities such as reading and research in elective courses. Through assessments, students are matched with instructional content appropriate to their ability. This enables teachers to focus on the individual student, ensuring that consistent evaluations and quick intervention help struggling students stay on track. At the same time, this approach allows advanced students to progress at their own pace. Since implementing their A+ online learning solutions, Mechanicsburg Exempted Village School District has continued to improve in the state s indicators and Performance Index. In fact, the Ohio Department of Education rated the district Excellent with Distinction, the state s highest rating, for the school year. The following shows the district s progression as a major result of their integrated online learning approach: : Excellent with Distinction : 96.4 Effective : 95.7 Excellent : 93.7 Online learning program initiated : 91.2 Prior to online program Note: The Ohio Department of Education rating is based on a Performance Index Score that measures the total number of students at each performance-indicator level set by the state. Mechanicsburg received an Excellent rating in after exceeding the state s value-added growth measure as a district. A Performance Index Score of 100 earns an Excellent rating, which Mechanicsburg achieved in with a score of The district achieved Excellent with Distinction after exceeding a year s worth of growth on the state s value added measure. Mechanicsburg s innovative approach to online learning has improved performance each year. Pg. 5 Building the Next Generation School

7 Concluding Thoughts When considering new models of education, it s easy to be stymied by long-held paradigms, such as the mental picture of a traditional school: a rectangular classroom with rows of desks facing front, bookshelves along the sides, and motivational posters on the walls. The Online Learning Visionaries are moving beyond these old paradigms. They are building their vision of 21st-century learning by adding into the picture laptops for every child, digital resources and tools such as games, simulations and animations, and interactive whiteboards. And while this is a good starting point, our vision for the next-generation school must transcend our current ways of thinking to fully take advantage of emerging technologies and new research on student learning. In this series of specially commissioned white papers, our goal is to provide innovative insights into the development of a new vision that capitalizes on the potential of online learning to be a transformational agent within our schools and districts. The Speak Up data findings, combined with the real world perspectives shared by administrators highlighted in these white papers, provide a powerful motivation for questioning those long-held paradigms and working together to build a new vision for 21st-century learning that engages today s students and enables increased student achievement. About the Speak Up National Research Project and Speak Up 2010 Speak Up is a national initiative of Project Tomorrow, the nation s leading education nonprofit organization dedicated to the empowerment of student voices in education. The Speak Up National Research Project annually polls K 12 students, parents, and educators about the role of technology for learning in and out of school and represents the largest collection of authentic, unfiltered stakeholder voices on digital learning. Since fall 2003, over 2.2 million K 12 students, parents, teachers, librarians, principals, school technology coordinators, and district administrators have shared their views and ideas through Speak Up. K 12 educators, higher education faculty, and business and policy leaders all report that they regularly use the Speak Up data to inform federal, state, and local education programs. Demographics of reporting sample In fall 2010, Project Tomorrow surveyed 294,399 K 12 students, 42,267 parents, 35,525 teachers, 2,125 librarians, 3,578 school/district administrators, and 1,391 technology leaders representing 6,541 public and private schools from 1,340 districts. Schools from urban (34 percent), suburban (29 percent), and rural (37 percent) communities were represented. Over one-half of the schools that participated in Speak Up 2010 were Title I eligible (an indicator of student population poverty), and 34 percent have more than 50-percent minority population attending. The Speak Up 2010 surveys were available online for input between October 18, 2010 and January 21, The Speak Up surveys included foundation questions about the use of technology for learning, 21st-century skills, and schools of the future, as well as emerging technologies (online learning, mobile devices, and digital content), science instruction, and STEM career exploration. In addition, educators shared the challenges they encounter integrating technology into their schools and districts. The data results are a sample; schools and districts self-select to participate and facilitate the survey-taking process for their students, educators, and parents. Any school or school district in the United States is eligible to participate in Speak Up. In preparation for data analysis, the survey results are matched with school level demographic information, such as Title I, school locale (urban, rural, and suburban), and ethnicity selected from the Core of Common Data compiled by the National Center for Education Statistics ( The data is analyzed using standard cross-tab analysis, and Pg. 6 Building the Next Generation School

8 key variables (such as Internet and device access) are tested for statistical significance. To minimize bias in the survey results, Project Tomorrow conducts significant outreach to ensure adequate regional, socioeconomic, and racial/ethnic/cultural distribution. To participate in Speak Up, organizations register, promote the survey to their constituents, and schedule time for their stakeholders to take the 15- to 20-minute online survey. Starting in February 2011, all participating organizations receive free, online access to their data with comparative national benchmarks. Staff from Project Tomorrow summarize, analyze, and verify the national data through a series of focus groups and interviews with representative groups of students, educators, and parents. About Project Tomorrow Project Tomorrow is the nation s leading education nonprofit organization dedicated to the empowerment of students voices in education. With 15 years experience in the K 12 education sector, Project Tomorrow regularly provides consulting and research support about key trends in K 12 science, math, and technology education to school districts, government agencies, business, and higher education. For additional information, visit us at tomorrow.org. We can also be found at: twitter.com/speakuped or Facebook.com/speakuped. About K12 Inc. For over a decade, K 12 has partnered with districts, schools, and agencies to strengthen the promise of American education. From our complete, full-time online programs, to models that blend online curriculum with classroom instruction, to credit recovery and supplemental courses we re helping schools in over 2,000 districts across all 50 states close the achievement gap every day. Visit us online: K12.com/educators or K12.com/educators/contact-us. To speak with a representative: Pg. 7 Building the Next Generation School