DLC Training for August 10, 2010

Watch the archived session of the August 10 Distance Learning Coordinator Training Session.

LOCK Session for August 3

Joe Baisley, the distance learning coordinator from Currituck County, presents "Different Options for Managing DL Textbooks."

Director's Blog: Finding Fidelity in a Blended World

The North Carolina Virtual Public School, www.ncvps.org, enters new territory this Fall of 2010 as we have our first ever funding formula mandated by our state legislature. For the first time in our history, school districts have to compare the value of our services amidst a sea of online and blending learning providers. The question school districts are asking right now is how do you find fidelity in a blended world? Because ncvps.org also operates under a state board policy that requires us to approve all e-learning courses for credit in North Carolina, I thought I'd share this week the three big ideas we advise school districts on when looking for fidelity in a blended world of learning providers.

First, all content is not created equal. United States students took courses from state virtual schools, education management organizations, higher education institutions, and corporate e-learning providers to the tune of “75 % of United States school districts having one or more students in a fully-online or blended course environment this past year" (Patrick, 2010). Yet, content experiences often vary. In many instances, many players in this space struggle to align with state standards, invoke existing research on blended learning, and/or focus more on technology
engagement, than rigor.

Director's Blog: Exceptional Times Call for Exceptional Designs

In the fall of 2009, The North Carolina Virtual Public School (NCVPS) began discussions with the North Carolina Department of Public Instruction (NCDPI) around the requirement that Occupational Course of Study (OCS) students would soon need a highly qualified subject matter expert in their exceptional children's classrooms.

The problem was a difficult one in that even though many OCS teachers were certified as exceptional children's teachers, their certification did not meet the new standard of highly qualified subject matter experts in each classroom. Enter NCVPS.org. As we began to thought partner around the possibilities of our blended model with NCDPI, a new blended model emerged - exceptional times call for exceptional
designs.

In this model, the face-to-face OCS teacher supports the student's unique needs and co-teams with the NCVPS.org teacher who is both certified in the unique content area (Algebra I for example) and trained to meet the Individualized Education Plan (IEP) needs of the student as well.

LOCK Session for July 27, 2010

Beth Bock and Gwen McCormick, both recently retired distance learning advisors, discuss the impact of NCVPS and e-learning in their districts.




See more Audio at TeacherTube.com.

Director's Blog: The Value of Virtual

21st Century Leaders and Learners:

LEARN NC (http://www.learnnc.org/) and NCVPS have been partners for the last three years in providing innovative programming for North Carolina educators and stakeholders. Recently, my Chief Technology Officer (CTO), Chanin Rivenbark and I were asked to do two separate webinars from our GO LIVE effort (http://sites.google.com/site/ncvpsgolive/) for 30 Chief Technology Officers around the state as a part of LEARN NC's partnerships with the School of Government's CeCTO program http://www.sog.unc.edu/.

The focus of these webinars is how students and teachers use Web 2.0 for learning, with some discussion of open source, cost savings, implications of a remix & share culture, moving toward modular/blended learning, and how CTO’s can support and lead this type of environment. Because of NCVPS' unique work in the areas of 21st Century Leadership and Innovation, Dr. Setser and Mrs. Rivenbark have recorded two short, fifteen minute webinars below to help Superintendents and CTO’s in their planning for district wide technology savings, strategic planning, and implementation. In light of the funding formula discussion last week, these services continue to highlight the "value add" of your North Carolina State Virtual Public School.

Dr. Setser's webinar for Superintendents and CTOs:
http://www.ncvps.org/docs/home/LearnNC-CTOtraining/NCVPS-LFIfocusWithBryanSetser.html

Chanin Rivenbark's webinar for CTOs:
http://www.ncvps.org/docs/home/LearnNC-CTOtraining/NCVPS-SystemsFocusWithChaninRivenbark.html

Have a great week with the virtual advantage of ncvps.org and www.learnandearn.gov
--

Smart Technologies

Dr. Bryan Setser leads the discussion on smart technologies and working with CTOs in North Carolina districts.

LOCK Session: July 20, 2010

Today's topics: NCWise updates, LEO updates, fall enrollment.

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.