NYSCEAMarch 1, 2013

Lawrence M. Paska, Ph.D. Coordinator of Technology Policy

lpaska@mail.nysed.gov www.p12.nysed.gov/technology

New York’s State of Virtual Learning

Pathways to Mastery

To solve the Crisis of Engagement, we must

move away from the “one size fits all”

model and utilize

Career and Technical Education STEM Online and Blended Learning

The Classroom

Traditional

Worksheets Packets Single Approach Desks in Rows Follow Steps Memorization Learn and Forget

Common Core

Manipulatives Technology Multiple Approaches Activity Centers Discovery Understanding Mastery

Courtesy of Shenendehowa Teachers

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 learnersbut will not always be a physical space. Students willaccess learning resources anywhere, anytime through theuse of technology.

USNY Statewide Learning Technology Plan, February 2010http://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.

• are aligned with the applicable New York State learning standards for thesubject area in which instruction is provided;

• 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;

• 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);

• include regular and substantive interaction between the student and the teacher providing direction and/or supervision; and

• satisfy the unit of study and unit of credit requirements in section 100.1(a) and (b) of the Commissioner's Regulations.

Credit for Online and Blended Courses - (June 2011) - Part 100.5(d)(10)

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 teachingcertificate in the subject area in which instruction isprovided and who is employed by the New YorkState school district or BOCES delivers 90 minutes ofinstruction per week in a face-to-face classroomsetting, and another 90 minutes of instruction is deliveredthrough student participation in a web-based presentationand discussion from a museum, institution of highereducation, or other cultural institution which is supervised bythe teacher who holds a New York State teaching certificatein the subject area in which instruction is provided and who isemployed by the New York State school district or BOCES.

What is a unit of study and a unit of credit?

100.1 DefinitionsAs 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 State-developed 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

• Increase the successful participation of low income students in virtual learning (online and blended instruction) Advanced Placement® (AP®) courses and tests.

• Provide greater opportunities for low-income students to demonstrate college- and career-readiness and mastery of the New York State Learning Standards.

NYSED Virtual Advanced Placement (VAP) Program

Goals:

• 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

ProgramAligned to Common Core Standards, College-Level Work, and AP® Coursework

5-day Institutes in Math and Science focused on aligned curriculum through vertical teaming will be held during the Mid-Winter Recess, February 18-22, 2013 and Spring Recess, March 25-29, 2013.

Additional training opportunities will be ongoing

with blended face-to-face and online professional development through August 31, 2014.

NY STEM Advanced Coursework

ProgramAnnouncing Cohort 2

A second chance for math, science, and technology teachers in grades 7-12.

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.

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 Courses Content Instructional Design Student Assessment Technology Course Evaluation and Management 21st Century Skills

Some NYSED Recommendations for Teaching and Learning

Online District-level committees to examine online learning policies

Ensure adherence to principles of universal design

Assess student needs and interests for online courses

Assess online program availability compared to student need

Create and adopt local district policy for online courses

Provide professional development opportunities

Develop a district process to evaluate online content

Use common evaluation standards, like iNACOL and ISTE

Communicate with parents on online learning

Evaluate district-created and vendor-purchased content

For More Information

NYSED Online and Blended Learning web page (with Q&A and other guidance) posted at: http://www.p12.nysed.gov/technology/Online/online.html

NYSED Virtual Advanced Placement (VAP) Program: http://www.p12.nysed.gov/technology/Online/VAP.html

Advanced Coursework in STEM Program (Race to the Top):http://www.collegeboard.org/nystempd THANK YOU!