NCVPS Funding Formula: The Why, What, and How for NC School Districts

See the Webinar with NCVPS's CEO, Dr. Bryan Setser, and state superintendents.

Dr. Setser and the superintendents discuss the new funding formula and its why, what, and hows for the North Carolina school districts.

Director's Blog: Leaders Leverage "Both/And" Options for NCVPS Students

A few years ago, I participated in two district's sessions about Crucial Conversations: Tools for Talking When Stakes are High - http://www.vitalsmarts.com/. During these workshops one concept, known as the Sucker's Choice, resonated with me and continues to ring true today around the NCVPS Funding Formula. By definition, A Sucker's Choice is limiting thinking to "either/or" options when "both/and" options are available. In assessing the reaction to this week's budget legislation regarding the NCVPS funding formula, I want to explore how leaders can be savvy in their approach to planning for virtual/blended learning by focusing on “both/and” solutions.

We have heard some "crucial conversations" around the state this week that flow as follows; "We’re not enrolling kids in NCVPS, because you guys are taking our ADM. You can tell me all the great stuff you want about what it does for kids, teachers, and our community but we are going to do our own thing locally and we'll figure out how to leverage the Internet on our own.”

However, innovative leaders understand the benefits of using online and blended learning in their districts and are already contacting NCVPS with "both/and" questions and solutions. District leaders have decided that "free or not," NCVPS provides unprecedented access to courses they cannot offer in their district. Leaders realize that students are succeeding with these options: Learn and Earn Online (www.nclearnandearn.gov), emerging modular learning units, and occupational course of study opportunities that NCVPS provides.

Leaders choose “both/and” options, because they've seen the value of NCVPS’ credit recovery and they understand how to balance NCVPS with other service options like Novanet and/or Plato. More importantly, leaders are asking the right questions about the 75/25-budget model and how to strategically plan their instructional technology approach for the future in this budget climate. Student and parent needs for advanced placement and world language courses taught by highly qualified instructors are not going away, and school leaders realize that NCVPS has become synonymous with results for today's students (http://www.ncvps.org/results/). I am very encouraged by several school systems who invited our staff to help them co-develop their fiscal and learning management approach based on the new funding formula so NCVPS can assist them in tough budget times with courses they would otherwise have to abandon.

As district leaders make choices to limit or expand options with NCVPS, it is very important that leadership teams ask key questions regarding what their goals and objectives look like without NCVPS’ professional development, resources, and thought leadership. Simply put, technology and online/blended learning challenges will not cease and desist. Rather, tomorrow's world will require even more exposure to our offerings.

This fall the State Board of Education will consider a policy that would establish a graduation requirement for e-learning as is required in states such as Michigan, Alabama, Arkansas, and Florida. In addition, we are focused on developing a catalogue of services for districts and schools based on modular, mobile, and blended learning. Leaders know that now, more than ever, they have to define the "both/and options" for students in their district.

As one Superintendent stated in a board meeting this week, "When I first came to this district, very few students had access to advanced placement courses and/or college credit. NCVPS and LEO have increased these choices from 35 courses to over 609 during the past few years. While I know we will have a price tag for distance education in the future, I am confident that this board will elevate a choice to fund it as a top priority for our students. It levels the playing field, brings the world to their doorstep, and is easily prioritized over other technology efforts that have not yielded such results for kids."

The following steps are what I'm seeing from innovative leaders across the state who will continue and expand their partnership with NCVPS. First, they learn. As more details are released regarding the funding formula, they examine their district’s budget line items that support 1:1 computing, servers, professional development, and other items to decide how to prioritize their funding.

Second, they seek the truth. They are not giving in to rumors and “what-ifs,” but ask principals to evaluate schedules, needs, and gaps that NCVPS and LEO can help serve. In addition, they know that details about the funding model are being developed, including white papers and presentations, which NCVPS will craft with the Department of Public Instruction leadership.

Third, they are focused on results. As one superintendent stated to me, "There will always be a finite pot of money, yet how we use it is the real genius of leadership." Therefore, savvy leaders look at data on NCVPS/LEO. They get a feel for opportunities to augment teaching positions and services. They assess the climate and resources and act with intentionality regarding blended learning. However, they do not do it alone. Leaders talk with peer districts, evaluate how NCVPS/LEO can help with coaching and support, and adjust their plans to not fall for the "either/or" choices. Rather, the best in class leaders that I have the pleasure of working with everyday “vent about funding and then invent solutions for ‘both/and’ thinking for their districts kids.”


Bryan Setser

Executive Director, NCVPS

Director's Blog for June 17, 2010

21st Century Summer Learners and Leaders:

NCVPS is proud to announce another record breaking summer. With over 10,000 enrollments, we have worked very hard since our last e-letter and vidcast to help school districts solve problems and fill gaps for North Carolina students. While our summer enrollment period is now closed, we are continuing to ramp up for fall and year long enrollment, and we have many exciting programs ahead for the Fall of 2010 including modular learning, our occupational course of study pilots, and our mobile learning integration in our courses.

However, this week's eletter and subsequent vidcast focuses on using this summer to become a blended learner and leader. 5 steps are provided for superintendents, central office staff, principals, and distance learning advisors to really hone blended learning skills to build capacity for blended learning in North Carolina School districts.

Step 1: Enroll in an Online Course, Module, and/or Feed

The reason NCVPS built our World Is Open Book Study : http://sites.google.com/site/ncvpsgolive/book-study-world-is-open is so you would not have to. Take some time to go through the modules themselves. Have your staff do so? Set the items as a summer agenda at your leadership cabinet meetings and discuss how an open world is impacting your school district.

LOCK Session: District Planning with NCVPS

Hope Johnston, the distance learning coordinator from Charlotte-Mecklenburg Schools, shares the district's planning strategies for implementing NCVPS courses.

Virtual Advantage Radio: May 19 Episode 2

J, Adam, and Melissa discuss how the VLCs support NCVPS instructors.

Instructors can read more at this Quick Reference Guide.

Virtual Advantage Radio: May 19 Episode

J and Adam discuss NCVPS summer school with a parent.




See more Audio at TeacherTube.com.

LOCK Session for May 18

NCVPs was honored and privileged to have three central-office distance learning coordinators (DLCs) present in the Live Classroom today. The presenters were Richard "Dick" McFall (Durham), Sharon Rhodes (Buncombe), and Joe Baisley (Currituck). The key topics included NC WISE & NCVPS business principles & user requirements, best practices, AdHoc reporting, and also Summer Semester start up.

Here's the mp3 recording of today's session:





Here is the support material that the presenters used:

From Richard McFall, DLC in Durham County



From Sharon Rhodes, DLC in Buncombe County

Follow this link for directions on how to create and use the ad hoc reports.

From Joe Baisley, DLC in Currituck County

Chapel Hill - Carrboro Schools Are Going Google!

Check out Chapel Hill-Carrboro City Schools new Google Site here.

Virtual Advantage VidCast: Parental Support

David Edwards, James Bell, and Adam Renfro discuss parental support in e-learning.



Be sure to read Melissa Davis's blog post on parental support.

Guest Blog: Parental Support for the Online Learner

[Guest blog from Melissa Davis, Virtual Learning Consultant]

According to a 2009 report by the Sloan Consortium, the total number of students taking online courses through their districts is now more than a million nation-wide and two thirds of districts with students engaged in online courses expect their online courses to grow. These are unprecedented numbers and the trend continues to move in the direction of online learning in order to meet the needs of students. The report also indicates more than 75% of schools need online learning to offer courses not otherwise available in the face to face environment. From credit recovery to Advanced Placement and college level courses, online learning offers opportunities for all students. Numerous studies have also explored and indicate the strong correlation between parental involvement and student achievement.

With that said, it has become increasingly important for parents to familiarize themselves with ways to assist e-Learners and help them to achieve optimal results in the online environment. Parents can help their children master the skill of learning independently, while providing them with encouragement and support at home. Some parents are reluctant to continue helping their child at home as they grow older due to the more difficult subject matter. Despite this fact, parents remain one of the most vital learning resources children have.

Learning is a process that requires new understandings to be connected to prior knowledge. This blog provides suggestions that will provide practical advice on how parents can help their children be successful online learners.

1. Constantly monitor your child’s progress in the online course.
2. Ensure students have the technology and textbook resources needed to be successful e-Learners.
3. Encourage your child to seek help immediately if they become confused, overwhelmed or disorganized.
4. Help students prepare targeted questions to ask their teacher if they do not understand a concept.
5. Encourage and support academic integrity.
6. Review the course syllabus with your child and help them set realistic goals and a timeline to complete assignments.
7. Communicate with your child about their assignments, homework, projects, office hours, discussion boards, due dates, etc..
8. Provide regular communication with the online teacher through email, phone calls, instant messaging, office hours, etc..
9. Communicate with the Distance Learning Advisor at the school on a consistent basis.
10. Plan for the future!

Remember, parental involvement during middle school, high school and beyond still remains an important component for academic achievement and for the developing individual!

Strategies to Expand Rural Enrollment in North Carolina Virtual Public School Courses

Executive Summary

Interns from the Duke Sanford School of Public Policy presented the findings of their study of rural school high schools students in NCVPS to the North Carolina State Board of Education. They presented information about enrollment of students in rural, low-wealth schools and presented 4 recommendations. These recommendations directly confirm that the online high school is heading in the right direction, since initiatives and processes were already underway prior to the study being finalized. Below are each of the four recommendations and current status of projects/initiatives that NCVPS has undertaken.

RECOMMENDATION ONE – Conduct Rigorous Survey

1 – NCVPS currently conducts an annual survey through the Friday Institute of Educational Innovation in which data is used to directly impact strategic planning for curriculum, technology and support services. Data from the 2009 report shows major increase in stakeholder feedback and positive response to NCVPS products and services.

2 – NCVPS also conducts adhoc surveys that include student feedback, distance learning advisor (DLA) feedback and teacher feedback. This data has also been used to strategically target rural schools and school districts with training and marketing resources.

3 – Student surveys are currently used at the end of each semester to gain feedback related to curriculum content, teacher communication and support services. Students are also surveyed through the annual survey issued by the Friday Institute.

Continue reading here.

Guest Blog: Examining “Rigor” in Online Content

Guest Blog By Michelle Lourcey

The word “rigor” is thrown around so much these days in educational circles. There are varied definitions for it and just as many opinions as to what it should look like in a classroom. Anyone can claim their teaching or their content is rigorous as there are not many hard and fast indicators to justify or deny that such rigor exists.

The same is true for online content providers, including those for Credit Recovery. One can claim rigor but what does that rigor really look like within the content?

Barbara Blackburn in her book, Rigor is NOT a Four Letter Word (2008), discusses the rigor issue in education, and she references the powerful study that came out in 2006 called “The Silent Epidemic: Perspectives of High Schools Dropouts.” What is interesting about this study, and what Blackburn points out, is that of the 500 dropouts that were the focus on the study, 88% weren’t failing school, and 70% believe they could have graduated.

Here are some of the salient points that Blackburn found from the study that were “rigor-related:”

· 47% of dropouts said classes weren’t interesting

· 66% would have worked harder if more had been demanded of them

· 81% called for more “real-world” learning opportunities

· 75% wanted smaller classes with more individual instruction

Blackburn’s definition of rigor is that “Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.”

This definition must apply to all online options, including credit recovery options as well. If a student has not shown a mastery knowledge of the goals and objectives of the NCSCOS, then already a foundational gap exists in the student’s learning that will certainly show itself again. NCVPS has definite beliefs as to what rigor looks like when it comes to not only Credit Recovery but all online learning.

· For credit recovery, the course recovery process should do more than meet an immediate need. While it may be more convenient to give students a few hours in front of a computer screen and this is the end of the recovery process, NCVPS believes that credit recovery programs should ensure that all the goals of the NCSCOS are being achieved.

· For all NCVPS courses, NC certified teachers individualize and differentiate instruction for each student.

· The teacher / student ratio is one teacher for every twenty students for credit recovery and one teacher for every thirty students for other NCVPS courses.

· Our content must be engaging and challenging with “real-world” connections and 21^st century themes.

· Students interact with the content by reading, viewing, and hearing it in order to address all learning styles.

· Students must show their online teachers that they can make the learning their own through assessments that require creation and synthesis, more than just pointing and clicking at answers.

· Students should be prepared to go onto the next level of instruction.

· There should not be gaps in the student’s learning just because the student went through a credit recovery program.

And finally, it’s about integrity with that rigor….we want the classroom teachers of North Carolina to be confident that when one of their students goes through an NCVPS credit recovery course or any NCVPS course, they know that the student demonstrated learning of the content and is ready to move forward with the next instructional goals.

Why perpetuate gaps for students? Why choose credit recovery options that meet an immediate need but not a student’s long term learning needs? Shouldn’t we demand more from our students when a class is failed? Of course we should.

More to come on this topic in the weeks to follow!