Online Meeting ppt from Nov. 7, 2011

1. Welcome to the Weston
Committee Meeting for
iNACOL, Nov. 7, 2011
Kathryn Knox, Colorado Virtual Academy
Katie Swistowicz, Wyoming e-academy
Co-chairs
Rob Darrow, President , Online Learning Visions.com

2. iNACOL Report
Rob Darrow, President
Online Learning VISIONS.com

3. What do these numbers mean?
54
A. Number of responses received
B. Number of issues identified in survey
C. Number of programs identified
11
A. Number of individual schools
B. Number of states represented
C. Number of topics as top concerns

4. File transfer of survey

5. Meeting Dates 2011-2012—take a
moment and put them on your calendar
1st Monday of the month, except January
Date Time
November 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)

6. Top responses > 40%
Response
Answer Options Response Percent
Count
42
77.8%
Sharing best practices
64.8% 35
Blended Learning Models (district, charter or school)
33
61.1%
Online pedagogy
33
61.1%
Course development
25
46.3%
Learning management systems
25
46.3%
Virtual school management
42.6% 23
Data-driven decision making in online environment
22
40.7%
Common Core Standards

7. 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 participants
January: Best practices in part time/supplemental programs with
discussion: identifying what makes a difference for success
2 participants
February: Blended Learning programs and discussion; course
development, management, teacher accountability—2
participants needed
March: Blended Learning programs part 2 and discussion—2
participants needed
April: online pedagogy and local advocacy/parents and
community– 2 participants
May: tbd based on previous conversations

8. Co-Chair Contacts
• Kathryn Knox kknox@covcs.org
• Colorado Virtual Academy
• http://www.covcs.org
• Katie Swistowicz KSwistowicz@fremont21.k12.wy.us
• Wyoming e Academy of Virtual Education
• http://www.fortwashakieschool.com/fwhs/

9. 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

10. Areas of Struggle:
at risk needs
retention
and/or
Areas of Strength:
attrition
high mobility
& Our teaching staff does a
achievement remarkable of supporting
students & communicating We do a great job SIATech is based on a
with students and local removing barriers for successful, competency-
site facilitators. We also bricks and mortar schools based model; as a dropout
reducing have a clearly defined to use online courses in a recovery program, we
mobility credit recovery program blended model. ~~Lane individualize and engage
that is being accessed by Education Service District, students very well.
many hundreds of Orgeon ~~California
students. ~~Montana Digital
engagement, Academy
motivation,
participation

11. Areas of Struggle:
Teacher
support in a
―ubiquitous
environment‖
Areas of Strength:
accountability
We have a very tight
Providing specially feedback loop on [Long-term]
designed instruction using data to improve professional
evaluation to special education curriculum and development model
eligible students in a instruction to try to and teacher
virtual environment. meet individual supervision model.
~~ Estacada Web student needs. ~~Idaho Digital
Academy & Early ~~Open High School of Learning Academy
College, Oregon Utah
personalization

12. 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.

13. Expectations to make this a successful
and strong committee