Handout to the IASB-IASA-IASBO Conference November 17, 2012. Presenters included Cindy Hamblin, Jeffrey Hunt, and Phil Lacey

1. IL-CTO
IASB-IASA-IASBO JOINT ANNUAL CONFERENCE
Online Learning: What School Boards Should Know
November 17, 2012
The Trends:
• Alabama, Florida, Georgia, Idaho, Michigan, Virginia and West Virginia require an
online course before graduation.
• K-12 online courses enrollments now at several million or slightly more than 5% of the
total K-12 student population.
• Blended programs are the fast-growing segment.
Promising Practices In
Course Quality
• Virtual classrooms
• Recorded sessions
• Discussion boards, wikis,
blogs
• Virtual Office hours
• Oral Examinations
• Purposeful weekly
communication from
teacher to student
• Proctored Exams
Online Learning is . . .
education in which instruction and
content are delivered primarily over
the Internet. (Watson & Kalmon,
2005).
Blended Learning is . . .
a formal education program in which
Presenters
a student learns at least in part
through online delivery of content
• Cindy Hamblin, Director, Illinois Virtual and instruction with some element
School, chamblin@ilvirtual.org of student control over time, place,
• Jeffrey L. Hunt, Director, IL CTO, path, and/or pace
jeff.hunt@ilcto.org AND
• Phil Lacey, Director of Instructional at least in part at a supervised brick-
Technology, Niles Township High and-mortar location away from
School District, philac@d219.org home. (Innosight Institute, 2012)

2. IL-CTO
fourteen different 17- week terms are
available to the student. Students
Illinois Virtual School (IVS) is a wanting to work hard and finish a
statewide, online program course in less time can do it!
supported by the Illinois State Students needing more time
Board of Education (ISBE). reviewing difficult content can do it!
Students needing to pick up a ½
Why Consider Online Learning credit course to graduate with their
Through Illinois Virtual School class, can sign-up for a course after
(IVS)? Online learning expands the traditional spring term (e.g.,
educational access and improves February, March or April). Online
educational outcomes in numerous learning provides flexibility for the
ways, including: student and school.
1) Expanding the range of
courses available to 3) Affording opportunities to at-
students, especially in rural risk students, elite athletes,
schools, beyond what a performers in the arts, and
single school can offer; IVS homebound students; allowing
offers 126 (.5) credit courses to them to continue their studies
students. Twenty (20) different outside the classroom; IVS offers
(.5) semester AP courses are a full range of core credit courses.
available. World language School districts that have submitted
courses covering six different a Remote Education Policy and Plan*
languages. In addition, electives to ISBE, can use IVS courses to meet
from science, social science, fine the required guidelines. Online
arts, health, and learning meets the needs of non-
business/technology are traditional students.
available. All courses are *Public Act 96-0684 (HB 2448,
facilitated by IL-certified 8/25/09) and modified PA 97-0339
instructors and are offered to (HB 3223, 8/12/11): Authorizes
students in grades 5-12. school districts to create and offer
“remote educational programs”
tailored to individual student needs
and claim GSA for those programs.
2) Providing flexibility to 105 ILCS 10-29.
students facing scheduling
conflicts and enrollment
needs beyond the Contact IVS today to learn more
traditional fall and spring about courses & services available!
terms; IVS offers flexible
enrollment. For 2012-2013,

3. IL-CTO
Professional Development
Preparing Teachers for Online Learning
Online Learning Opportunities in District 219
BOE Five Year Goal #3: Engaging students in anywhere/anytime
learning by providing laptop computers to expand their learning op-
portunities.
Student’s World: Science Department ran summer hybrid courses
as mandatory for sophomores taking AP courses
Instructional Goal: Use LMS (Moodle) as preparatory instructional
context
Overall success perceived by instructors
• Students handled technology well
• Students seem to be more successful than in past
• one issue where different instructor taught course in Fall than
summer
Faculty World: Professional Development to develop the capacity
for Virtual Instruction
 Developed 3 Tiered Course offering
 Level 1 Course required
What does it take to prepare instructors to develop / offer hybrid
instruction?
How do I learn more?
 Illinois Virtual School -- http://ilvirtual.org
 iNACOL’s How to Start Online Program – http://goo.gl/wJK8B
 Niles Township High School -- https://d219.org/aal
Join our online community — http://ilearnonline.wikispaces.com

4. IL-CTO
Remote Education Program Act
Public Act 96-0684 (HB 2448, 8/25/09) and modified PA 97-0339 (HB
3223, 8/12/11): Authorizes school districts to create and offer “remote
educational programs” tailored to individual student needs and claim GSA
for those programs (105 ILCS 10-29 School Code). Guidelines for the REA
are being written by the ISBE.
Definition of Remote Education Program (REP): “(a) An educational
program delivered to students in the home or other location outside of
a school building.” These programs will be subject to requirements
and parameters as set forth in the Act.
The law requires that the district create a Remote Education Plan for each
student. The plan must account for the following components:
Goals
Assessments
Progress Reports
Expectations, processes, and schedules
Family Responsibilities IEP
Requirements
Participation Responsible
Parent Program
Administrator Term of
Participation Location of
Participation Certification
The Illinois State Board of Education has written rules for tracking
attendance.
For the purposes of determining average daily attendance
for General State Aid under Section 10-29 of the School
Code [105 ILCS 5/10-29], a school district operating a
remote educational program shall document, and make
available to the State Superintendent of Education or his
designee upon request, a written or online record of
instructional time for each student enrolled in the
program that provides sufficient evidence of the student’s
active participation in the program (e.g., log in and log off
process, electronic monitoring, adult supervision, two-way
interaction between teacher and student, video cam).