Alternative Learning ExperienceWorkgroup

As you arrive, use a sticky note to write one question/comment or concern you have about ALE.

WELCOME

November 16, 2010Olympia, WABrouilett Conference Room

IntroductionsNameOrganizationOne hope for the day

Norms of ConductRespect questionsMonitor your own airtimeNo hostile languageFocus on goals and objectivesRepresent your districtAssume positive intentionsAvoid use of cell phones, checking

email, etcUse Parking Lot to air concerns or

issues

ALE GoalsProvide a high quality public

educationFiscal and academic

accountabilityGood stewards of public funds

Why the workgroup?Planned review of 2005 rules 3-5 years

after adoptionExpansion of online/digital/virtual

programs with statewide enrollment scope

Legislative concernMajor audit findingsAreas of concernFor transparent and open re-write

process that involves the ideas and voice of districts implementing ALE programs

Background and DataBackground on ALE programsTopics of concernData Sources

◦Audit◦WALA ◦OSPI reports (ALE, Assessment,

Online Learning)

2005-06 2006-07 2007-08 2008-09 2009-10180

190

200

210

220

230

240

250

260

ALE Programs

2005-06 2006-07 2007-08 2008-09 2009-100

5,000

10,000

15,000

20,000

25,000

30,000

Total ALE Headcount

2005-06 2006-07 2007-08 2008-090%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percent of ALE Headcount by Type

Contract Based Learning Digital or OnlineParent Partner

AUDIT FINDINGS

ISSUE: STIPENDS AND PARENTAL REIMBURSEMENT

2005-06 2006-07 2007-08 2008-09$0

$100

$200

$300

$400

$500

$600

$700

Average Stipend Amount

1 2 3 40

10

20

30

40

50

60

Programs Offering "Stipends"

Stipends under $500 Stipends over $500 Stipends over $1000

2005-06 2006-07 2007-08 2008-090

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

10,000

Stipend Programs - Headcount

2005-06 2006-07 2007-08 2008-090

20

40

60

80

100

120

140

160

180

200

Average Headcounts

Average Headcount - StipendAverage Headcount - Non-Stipend

ISSUE: STATEWIDE ASSESSMENT PARTICIPATION

0

10

20

30

40

50

60

70

80

90

100

5.9

33.3

43.3

50

35.337.3

66.7

24.9

45

3.8

10th Grade Reading - % of Students with No Score

Online Schools (Line is State Average)

Perc

ent

of

Stu

dents

wit

h N

o S

core

0

10

20

30

40

50

60

70

80

90

100

10th Grade Reading - % of students meeting standard

ReadingPercentMetStandard ReadingPercentMetStandardExcludingNoScore

Perc

ent

of

Stu

dents

Meeti

ng S

tandard

State Aver-age

2005-06 2006-07 2007-08 2008-090%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Written Student Learning Plans

1.0 FTE .9 to .99 FTE .5 to .9 FTE Less than .5 FTE

ISSUE: INTER-DISTRICT “CHOICE” TRANSFERS

Choice Transfers – Sept. 201023,927 ALE students reported11,830 (49%) ALE students

transferred from one district to another

(Note: this is probably an undercount.)

Other Known IssuesDistrict oversight of ALE programsRole of the teacherContact requirement concernsTracking student progress and

documentation concernsHigh school courses being “taught” that

were not for credit, and elementary courses that do not align with GLEs. 

Special education◦Being told to drop the IEP to gain entrance

ALE GoalsProvide a high quality public

educationFiscal and academic

accountabilityGood stewards of public funds

WAC 392-121-182Alternative learning experience

requirements.

Section 1: Alternative Learning Experience Purpose/DefinitionProvides an alternative method of

determining full-time equivalent (FTE) enrollment for learning experiences that are:◦ Individualized courses of study.◦ Supervised, monitored, assessed, and evaluated

by certificated staff.◦ Provided in whole or in part outside the regular

classroom setting, including those provided digitally via the Internet or other electronic means.

Allows for part-time enrollment.Does not limit alternative instruction provided

with federal or local resources.

Section 2: School board policies The requirement of a written plan for each student (WSLP). The ratio of certificated instructional staff to full-time equivalent

students. A description of how student performance will be supervised,

monitored, assessed, evaluated, and recorded by school staff. The requirement that each student have direct personal contact with

school staff at least weekly, until the student completes the course objectives or the requirements of the learning plan

The require that each student's educational progress be reviewed at least monthly

At the discretion of the school district board, a description of the responsibilities of the student's parent(s) or guardian.

A designation of one or more school district official(s) responsible for monitoring compliance and reporting at least annually to the school district board of directors on the program.

An agreement to comply with the State Board of Education WAC 180-50 and 180-51 for course equivalencies and graduation requirements.

Reimbursable expenditures

Section 3: Implementation StandardsAccessibility for students with disabilities. Responsibility of district to provide instructional

materials in line with learning plan. Instructional materials shall be provided in accordance with RCW 28A.320.230

Work based learning and contracting must comply with applicable WACs ( WAC 392-410-315 and 392-121-124, WAC 392-121-188 and RCW 28A.150.305)

Parent acknowledgment of ALE vs. home-based instruction

The school district shall institute reliable methods to verify a student is doing his or her own work.

Accreditation of online ALE programs

Section 4: Written Student Learning PlanStart and end datesEstimated average number of hours in learning

activitiesDescription of how weekly contact is fulfilled Include learning goals and objectives. Course

syllabi may be used to meet this requirement. Identify essential instructional materials Include timelines and methods of evaluation.Be developed and monitored by district

certificated staff.Timelines and methods for evaluation Include connection with EALRs and graduation

requirements.

Section 5: Enrollment reporting Full-time equivalent student in WAC 392-121-122 and the

number of hours the student is expected to engage in learning activities

Estimated average weekly hours of learning activity described

Monthly count dates◦ based on the estimated average weekly hours of

learning activity Enrollment is based on the existing definition of a full-time

equivalent (FTE) student. Actual reported student FTE is based on estimated hours of instruction in the written plan as long as the student’s progress review is satisfactory.

If a student’s progress review indicates a lack of satisfactory progress, the next month the actual hours are tracked and in ensuing months, the FTE is based on the actual hours of documented learning activity.

Students who have not met with appropriate school staff for 20 consecutive school days must be excluded from the enrollment count.

School districts must report alternative learning enrollment annually to OSPI.

Section 6: Accountability for student performance Minimum performance evaluation schedule and process Assessed at least annually, using, for full-time students,

the state assessment for the student's grade level and using any other annual assessments required by the school district.

Part-time students shall also be assessed at least annually. However, part-time students who are either receiving home-based instruction under chapter 28A.200 RCW or who are enrolled in an approved private school under chapter 28A.195 RCW are not required to participate in the assessments required under chapter 28A.655 RCW.

Students enrolled full-time in nonresident ALE schools, programs, or courses shall have the opportunity to participate in any required annual state assessments at the district of residence.

It is the responsibility of the enrolling district to facilitate all necessary coordination with the district of residence.

Assessment results for students assessed according to these provisions shall be included in the enrolling district's accountability measurements.

Section 7: Program evaluationEngage in periodic self-evaluation

of these learning experiences in a manner designed to objectively measure their effectiveness.

Section 8: Annual reportingTypes of programs and course offeringsStudent headcount and full-time

equivalent enrollment claimed for basic education funding.

Ratio of certificated instructional staff to full-time equivalent students enrolled in alternative learning experience courses or programs.

Identify alternative learning experience enrollment of students provided under contract

Section 9: DocumentationBoard policyAnnual board reportsWritten student learning plans Documentation of contact

(weekly, monthly, evaluations, assessments)

Enrollment substantiationSigned guardian enrollment

documentation.

ALE GoalsProvide a high quality public

educationFiscal and academic

accountabilityGood stewards of public funds

Workgroup areas of concernUsing the provided stickers

weight the areas of concern of most interest to the organization you are representing.

◦You can use your stickers in anyway you choose, spread across different issues, all to one issue, etc.

Small GroupGroup 1: State Assessment

(participation and logistics) Group 2: Stipends/reimbursement Group 3: Clarity (documentation,

contact requirements, student progress)

Group 4: Role of Teacher Group 5: Wildcard- something

surprising may come out of the group, can also focus on choice, district oversight, reporting requirements

Small Group WorkSelect a recorderSelect a reporterBrainstorm probing questionsBrainstorm solutions that address

the probing questionsPrepare a brief report to the

group using the large sticky note and markers provided

ALE GoalsProvide a high quality public

educationFiscal and academic

accountabilityGood stewards of public funds

Questions

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