Two Key Online Learning Issues An iNACOL Perspective

1. Two Key Online Learning IssuesAn iNACOL Perspective Matthew Wicks Chief Operating Officer International Association for K-12 Online Learning

2. International Association for K-12 Online Learning (iNACOL) • iNACOL is the premier K-12 nonprofit in online learning • Provides leadership, advocacy, research, training, and networking with experts in K-12 online learning. • 4200+ members in K-12 virtual schools and online learning representing over 50 countries • Annual conference – Virtual School Symposium (VSS): New Orleans in October 2012 • “Ensure every student has access to the best education available regardless of geography, income or background.” • Next Generation Learning Challenges – Gates Foundation • Our strategic areas of focus in online and blended learning: • Policy • Quality • New Learning Models

3. QUALITYASSURANCE Making sure online & blended learning improve results

4. The online and blended learning field holds tremendous potential to support the development of all students • The field already plays an important role in “filling gaps” in the current system by, for example: • Providing engaging learning for today’s generation of students • Increasing the availability of high-quality courses and teachers • Providing greater and more efficient opportunities for credit recovery and extended learning opportunities • The field holds the potential to have significantly greater impact by: • Creating and supporting a student-centered system, with • Teaching and learning tailored to individual student needs, and • Progression based on mastery rather than seat time

5. We view iNACOL’s role as doing what it takes to ensure that the field reaches its full potential Where we seek to be • All students have access to online and blended models • The models are effective in developing their college- and career-readiness Where we are today Where we couldwell arrive • Some students have access to online and blended models • The effectiveness of these models in developing college- and career-readiness is largely unknown and likely varies widely • All students have access to online and blended models • But many or most of these models are no more effective than traditional classroom instruction

6. Achieving the destination we seek is likely to be a multi-stage process, with progress made one step at a time Where we seek to be Quality 2.0 • All students have access to online and blended models • Models enable them to become college-ready,including students who require significant competency gain in order to progress • Models are aligned to the Common Core or other college- and career-ready standards and support significant gains in competency, as demonstrated by growth on benchmark assessments Quality 1.0 • The majority of students have access to online and blended models • Models are effective in developing college-ready knowledge and skills • Models are aligned to the Common Core or other college- and career-ready standards and develop student competency, as demonstrated by proficiency on benchmark assessments Where we are today • A growing number of students have access to online and blended models • Models meet programmatic guidelines, output standards (e.g., completion), and/oroutcome standards based on current generation state assessments • Some students have access to online and blended models • Models may meet programmatic, input guidelines (e.g., teacher-student ratios)

7. Competency education Customizing student learning, advancing on mastery

8. Working Definition of Competency • Students advance upon mastery. • Competencies include explicit, measurable, transferable learning objectives that empower students. • Assessment is meaningful and a positive learning experience for students. • Students receive timely, differentiated support based on their individual learning needs. • Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions.

9. Competency-based learning Performance or competency based learning is fundamental to personalizing learning at scale and It challenges almost all of our assumptions about the present system Resource: www.CompetencyWorks.org

10. How Students Learn