Transcript Lawrence Paska: Coordinator of Technology Policy

New York’s State
of Virtual Learning
NYSCEA
March 1, 2013
Lawrence M. Paska, Ph.D.
Coordinator of Technology Policy
[email protected]
www.p12.nysed.gov/technology
Pathways to Mastery
To solve the Crisis of Engagement, we must
move away from the “one size fits all”
model and utilize
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Career and Technical Education
STEM
Online and Blended Learning
The Classroom
Traditional
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Worksheets
Packets
Single Approach
Desks in Rows
Follow Steps
Memorization
Learn and Forget
Courtesy of Shenendehowa Teachers
Common Core
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Manipulatives
Technology
Multiple Approaches
Activity Centers
Discovery
Understanding
Mastery
Vision of Technology for
Teaching and Learning
Multiple environments will exist for teaching and learning,
unbound by place, time, income, language or disability.
The classroom, gymnasium, laboratory, library, theater,
and museum will be a workspace for teachers and learners
but will not always be a physical space. Students will
access learning resources anywhere, anytime through the
use of technology.
USNY Statewide Learning Technology Plan, February 2010
http://www.p12.nysed.gov/technology/techplan/
Regents’ Statewide
Learning Technology Plan
Goal # 4: Provide policies, standards, and guidance on quality
digital content development and delivery; accessibility;
information literacy; and ongoing, sustained professional
development in pre-service and in-service education.
Goal # 7: Develop and/or revise Commissioner's Regulations
and Department policies to promote sustained support for the
delivery of quality instruction for all learners through digital
means.
Goal # 9: Identify and/or develop incentives for the expansion
of digital learning across USNY.
Credit for Online and Blended Courses (June 2011) - Part 100.5(d)(10)
are aligned with the applicable New York State learning standards for the
subject area in which instruction is provided;
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provide for documentation of student mastery of the learning outcomes
for such subjects, including passing the Regents examination in the subject
and/or other assessment in the subject if required for earning a diploma;
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provide for instruction by or under the direction and/or supervision of a
certified teacher (if instruction is to be provided by a school district, BOCES,
or pursuant to a shared service agreement), or of a teacher of the subject
area in which instruction is to be provided (in the case of a registered
nonpublic school or charter school);
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include regular and substantive interaction between the student and the
teacher providing direction and/or supervision; and
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satisfy the unit of study and unit of credit requirements in section 100.1(a)
and (b) of the Commissioner's Regulations.
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Blended Course
Instruction in a specific subject consisting of
teacher-to-student, student-to-student and/or
student-to-content interactions that occur
through a combination of classroom-based
digital and/or internet-connected media
(§100.5[d][10][i][b]).
Blended Learning Example
A teacher who holds a New York State teaching
certificate in the subject area in which instruction is
provided and who is employed by the New York
State school district or BOCES delivers 90 minutes of
instruction per week in a face-to-face classroom
setting, and another 90 minutes of instruction is delivered
through student participation in a web-based presentation
and discussion from a museum, institution of higher
education, or other cultural institution which is supervised by
the teacher who holds a New York State teaching certificate
in the subject area in which instruction is provided and who is
employed by the New York State school district or BOCES.
What is a unit of study and
a unit of credit?
100.1 Definitions
As used in this Part:
a. Unit of study means at least 180 minutes of instruction per week
throughout the school year, or the equivalent.
b. Unit of credit is earned by:
1. the mastery of the learning outcomes set forth in a New York Statedeveloped or locally developed syllabus for a given high school subject,
after a student has had the opportunity to complete a unit of study in
the given subject matter area; or
2. pursuant to section 100.5(d)(1) of this Part, a passing score of at
least 85 percent or its equivalent on a department-approved
examination in a given high school subject without the completion of a
unit of study, and the successful completion of either an oral
examination or a special project.
NYSED Virtual Advanced
Placement (VAP) Program
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Increase the successful participation of low
income students in virtual learning (online
and blended instruction) Advanced
Placement® (AP®) courses and tests.
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Provide greater opportunities for lowincome students to demonstrate collegeand career-readiness and mastery of the
New York State Learning Standards.
NYSED Virtual Advanced
Placement (VAP) Program
Goals:
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enable larger and more diverse groups of students
to participate and succeed in virtual learning AP®
programs and receive AP® credits,
provide enhanced professional development to
teachers offering the courses,
increase the number of virtual learning AP®
courses available to students statewide and,
help build increased capacity at the district level to
participate in available and expanding virtual
learning opportunities.
NY STEM
Advanced Coursework Program
Aligned to Common Core Standards, College-Level
Work, and AP® Coursework
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5-day Institutes in Math and Science focused on
aligned curriculum through vertical teaming will be
held during the Mid-Winter Recess, February 1822, 2013 and Spring Recess, March 25-29, 2013.
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Additional training opportunities will be ongoing
with blended face-to-face and online professional
development through August 31, 2014.
NY STEM
Advanced Coursework Program
Announcing Cohort 2
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A second chance for math, science, and
technology teachers in grades 7-12.
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Available to teachers in districts with one or more
schools in Needs Improvement status during the
2009-2010, 2010-2011, and 2011-2012 school
years.
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Held in the New York City and Long Island areas
(district/individual responsible for travel).
Issues to Consider
Course Alignment to NYS Learning Standards
 Broadband Capacity and Access
 Standards for Online Courses
 iNACOL’s National Standards of Quality for Online
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Courses
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Content
Instructional Design
Student Assessment
Technology
Course Evaluation and Management
21st Century Skills
Some NYSED Recommendations for
Teaching and Learning Online
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District-level committees to examine online learning policies
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Ensure adherence to principles of universal design
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Assess student needs and interests for online courses
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Assess online program availability compared to student need
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Create and adopt local district policy for online courses
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Provide professional development opportunities
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Develop a district process to evaluate online content
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Use common evaluation standards, like iNACOL and ISTE
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Communicate with parents on online learning
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Evaluate district-created and vendor-purchased content
For More Information
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NYSED Online and Blended Learning web page (with Q&A
and other guidance) posted at:
http://www.p12.nysed.gov/technology/Online/online.html
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NYSED Virtual Advanced Placement (VAP) Program:
http://www.p12.nysed.gov/technology/Online/VAP.html
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Advanced Coursework in STEM Program (Race to the Top):
http://www.collegeboard.org/nystempd
THANK YOU!