Thursday, March 30, 2006
Status Update
The HB 1275 passed the House of Representatives this morning by a wide margin. It will now head for the Senate for their process. The SB 912 companion bill is on the Senate Calendar for perfection.
From Representative Danie Moore
The following a from Representative Danie Moore's Capitol Reports:
New Educational Opportunities
March 3rd, 2006
In my years as a classroom teacher, I was always committed to helping each of my students succeed in life. Yet, sometimes unavoidable circumstances limited some of my students. I remember a particular student that was faced with a long-term illness that kept her home-bound. Although we did our best through weekly home visits, it was very difficult for her to receive the same quality of education as before her illness. That is why I am excited about House Bill 1275, which will provide a better way for students like this young lady to keep up in their studies. This bill also opens up new educational opportunities to all Missouri’s students, but especially to students in rural and disadvantaged school districts.
The Missouri Virtual Public SchoolHouse Bill 1275 proposes a special state-wide school, the Missouri Virtual Public School (MVP School). Just like any other public school, the MVP School would be required to have certified teachers and meet state curriculum guidelines, accreditation standards, and performance measures. Unlike regular schools, the MVP School will be able to reach students wherever they are through the use of computers and the internet.
Students who are home-bound with long-term illnesses or disabilities will be able to continue to receive a high-quality education. Students who must be removed from school for other reasons, such as discipline problems, will have an alternative way to continue or complete their education.
As well as meeting the needs of students who cannot attend a regular school, the MVP School will greatly increase the learning opportunities for students in rural or disadvantaged schools. Many school districts have a difficult time attracting teachers in math, science, foreign languages, and various specialized subjects. Some school districts are not able to provide challenging courses to their best students because they do not have enough students to form a class or the finances to cover the costs. An interactive and internet-based school overcomes these obstacles, providing an equality of opportunity to all Missouri’s students.
The MVP School will not be only available to rural and special needs students. A student who would like to work during the day and finish his high school diploma in the evening would have that opportunity. Parents who are concerned about the safety of their child at school could choose to have their child study within the protection of their own home. Families that currently home school their children are not required to enroll in the MVP School, but would be free to choose to participate. They could use the virtual school to provide only the courses they need assistance in, or to provide the entire curriculum for their children. Students in a variety of situations will find the MVP School an effective way to meet their educational needs..
The extra-curricular activities and sports programs of the local school district are available to MVP School students even if they take all of their courses through the virtual school. Parents may choose whether their child is provisionally enrolled in the local district, allowing them to participate in these activities. The district will then receive 15% of the state aid it normally receives for a student in order to cover the costs associated with providing these opportunities.
The MVP School will receive the other 85% of state aid, whether the student is provisionally enrolled in the local district or not. Overall, the MVP School should save money for the state. Currently, an average of $7,000 is spent per student. The estimated cost of educating one MVP student is only $5,200.
As great as this idea sounds, I believe new programs should be tested. The MVP School will begin as a pilot program while we evaluate its effectiveness. For the first year of the program, enrollment will be limited to the equivalent of 500 full-time students. Then, over the succeeding two years, funds will be set aside for 250 more students each year.
When I was a classroom teacher, my job was to ensure that my students received the best possible education. As a state representative, my job has been extended to looking for ways to provide the greatest educational opportunities to all of Missouri’s students. I am proud to support new and innovative ideas in education while working to make sure that education remains our number one priority.
New Educational Opportunities
March 3rd, 2006
In my years as a classroom teacher, I was always committed to helping each of my students succeed in life. Yet, sometimes unavoidable circumstances limited some of my students. I remember a particular student that was faced with a long-term illness that kept her home-bound. Although we did our best through weekly home visits, it was very difficult for her to receive the same quality of education as before her illness. That is why I am excited about House Bill 1275, which will provide a better way for students like this young lady to keep up in their studies. This bill also opens up new educational opportunities to all Missouri’s students, but especially to students in rural and disadvantaged school districts.
The Missouri Virtual Public SchoolHouse Bill 1275 proposes a special state-wide school, the Missouri Virtual Public School (MVP School). Just like any other public school, the MVP School would be required to have certified teachers and meet state curriculum guidelines, accreditation standards, and performance measures. Unlike regular schools, the MVP School will be able to reach students wherever they are through the use of computers and the internet.
Students who are home-bound with long-term illnesses or disabilities will be able to continue to receive a high-quality education. Students who must be removed from school for other reasons, such as discipline problems, will have an alternative way to continue or complete their education.
As well as meeting the needs of students who cannot attend a regular school, the MVP School will greatly increase the learning opportunities for students in rural or disadvantaged schools. Many school districts have a difficult time attracting teachers in math, science, foreign languages, and various specialized subjects. Some school districts are not able to provide challenging courses to their best students because they do not have enough students to form a class or the finances to cover the costs. An interactive and internet-based school overcomes these obstacles, providing an equality of opportunity to all Missouri’s students.
The MVP School will not be only available to rural and special needs students. A student who would like to work during the day and finish his high school diploma in the evening would have that opportunity. Parents who are concerned about the safety of their child at school could choose to have their child study within the protection of their own home. Families that currently home school their children are not required to enroll in the MVP School, but would be free to choose to participate. They could use the virtual school to provide only the courses they need assistance in, or to provide the entire curriculum for their children. Students in a variety of situations will find the MVP School an effective way to meet their educational needs..
The extra-curricular activities and sports programs of the local school district are available to MVP School students even if they take all of their courses through the virtual school. Parents may choose whether their child is provisionally enrolled in the local district, allowing them to participate in these activities. The district will then receive 15% of the state aid it normally receives for a student in order to cover the costs associated with providing these opportunities.
The MVP School will receive the other 85% of state aid, whether the student is provisionally enrolled in the local district or not. Overall, the MVP School should save money for the state. Currently, an average of $7,000 is spent per student. The estimated cost of educating one MVP student is only $5,200.
As great as this idea sounds, I believe new programs should be tested. The MVP School will begin as a pilot program while we evaluate its effectiveness. For the first year of the program, enrollment will be limited to the equivalent of 500 full-time students. Then, over the succeeding two years, funds will be set aside for 250 more students each year.
When I was a classroom teacher, my job was to ensure that my students received the best possible education. As a state representative, my job has been extended to looking for ways to provide the greatest educational opportunities to all of Missouri’s students. I am proud to support new and innovative ideas in education while working to make sure that education remains our number one priority.
Monday, March 27, 2006
Status Updates for HB 1275 and SB 912
HB 1275 is perfected with amendments and is on the House calendar ready to be third read and voted.
SB 912 has been placed on the Senate calendar for perfection.
SB 912 has been placed on the Senate calendar for perfection.
Many Working Models Available for Virtual Ed
Friday, March 24, 2006
By Eric Crump/Staff writer
Editor's note: This is the final article in a series about a virtual public school proposal in Missouri.
How will a virtual public school actually work if current legislation to create one is approved?
No one can say for certain yet since the details remain to be worked out and the legislation gives the Missouri Department of Elementary and Secondary Education (DESE) a good deal of flexibility in giving the program its final shape.
But there are plenty of existing online learning programs that provide a glimpse of the possibilities, according to James Tice, chairman of the Missouri Distance Learning Initiative (MDLI).
"Currently in Missouri hundreds of students are taking high school courses delivered by I-TV (Interactive Television) in real time over the Internet," he said in an e-mail message. "Hundreds of other students are taking courses over the Internet in synchronous (real time) through Web-based software."
And several thousand Missouri students are taking course work asynchronously -- that is, not in real-time; tools such as e-mail and Web forums are considered asynchronous -- over the Internet from a variety of providers, he said.
Cable and satellite networks will add possibilities as well.
Tice said that MDLI published an interim report in November aimed at guiding members of the Missouri General Assembly and DESE officials. The address is included below.
The legislation, House Bill 1275 and Senate Bill 912, will, if approved, provide DESE with the option to select a variety of providers to create the virtual school, so students may have a number of options to choose from.
One existing virtual public school already in operation suggests the range of possibilities. According to the Florida Virtual School Web site: "To assure student success with virtual learning, a variety of Web-based, technology-based and traditional resources are provided. Teachers communicate with students and parents on a regular basis via phone, e-mail, online chats, instant messaging, and discussion forums."
By Eric Crump/Staff writer
Editor's note: This is the final article in a series about a virtual public school proposal in Missouri.
How will a virtual public school actually work if current legislation to create one is approved?
No one can say for certain yet since the details remain to be worked out and the legislation gives the Missouri Department of Elementary and Secondary Education (DESE) a good deal of flexibility in giving the program its final shape.
But there are plenty of existing online learning programs that provide a glimpse of the possibilities, according to James Tice, chairman of the Missouri Distance Learning Initiative (MDLI).
"Currently in Missouri hundreds of students are taking high school courses delivered by I-TV (Interactive Television) in real time over the Internet," he said in an e-mail message. "Hundreds of other students are taking courses over the Internet in synchronous (real time) through Web-based software."
And several thousand Missouri students are taking course work asynchronously -- that is, not in real-time; tools such as e-mail and Web forums are considered asynchronous -- over the Internet from a variety of providers, he said.
Cable and satellite networks will add possibilities as well.
Tice said that MDLI published an interim report in November aimed at guiding members of the Missouri General Assembly and DESE officials. The address is included below.
The legislation, House Bill 1275 and Senate Bill 912, will, if approved, provide DESE with the option to select a variety of providers to create the virtual school, so students may have a number of options to choose from.
One existing virtual public school already in operation suggests the range of possibilities. According to the Florida Virtual School Web site: "To assure student success with virtual learning, a variety of Web-based, technology-based and traditional resources are provided. Teachers communicate with students and parents on a regular basis via phone, e-mail, online chats, instant messaging, and discussion forums."
Distance Ed Initiative Sought in Jeff City
Wednesday, March 22, 2006
By Eric Crump/Staff writer
Editor's note: This is the first of a series of articles about a virtual public school initiative in Missouri.
Distance education has boomed since the emergence of the Internet, but until recently online education has been mainly a college phenomenon.
That may change soon. The Missouri House of Representatives approved a bill March 13 that would create a virtual public school for children from kindergarten through 12th grade.
The state Senate version of the bill passed out of the Education Committee last week and is slated to be considered by the full Senate later this month.
If the proposal succeeds, Missouri would join more than 20 other states that now offer schooling online to elementary and secondary students. The bill calls for the virtual school to be created by July 1, 2007.
Missouri's plan would differ from most others, though, in its comprehensive approach, according to Bert Schulte, deputy commissioner of the Department of Elementary and Secondary Education.
"Some states concentrate on high school, some on middle or elementary," he said. "One of the somewhat unique aspects of ours will be the comprehensiveness of the program."
Students would, in theory at least, be able to complete their entire education through the virtual school.
But the virtual school is not intended to compete directly with conventional schools, according to state Rep. Joe Aull, D-Marshall and a member of the House committee that recently held hearings on the bill.
"The concept has some real merits as long as it is considered an alternative program," he said. "It will be for students who for various reasons don't do well in regular classrooms."
That was one of the main motives for House bill sponsor Brian Baker, R-Belton, in proposing the legislation.
"Technology presents us with the opportunity to reach gifted, home-bound and even troubled kids with a quality education," he said.
Schulte said the virtual school will have to meet all current state assessment standards and teacher credential requirements.
If approved, the virtual school will start with a maximum enrollment of 500 students and will grow to 1,000 students within a couple of years, according to Aull. Considering there are more than 500 school districts in Missouri, the average impact on conventional schools would be small, he said.
"The idea is to give DESE time to see how this will work and pilot the program," Baker said.
The bill includes a funding formula that would split per-student state funding between the virtual school and a student's home district, with the virtual school receiving 85 percent and the home district 15 percent of the state's contribution.
By Eric Crump/Staff writer
Editor's note: This is the first of a series of articles about a virtual public school initiative in Missouri.
Distance education has boomed since the emergence of the Internet, but until recently online education has been mainly a college phenomenon.
That may change soon. The Missouri House of Representatives approved a bill March 13 that would create a virtual public school for children from kindergarten through 12th grade.
The state Senate version of the bill passed out of the Education Committee last week and is slated to be considered by the full Senate later this month.
If the proposal succeeds, Missouri would join more than 20 other states that now offer schooling online to elementary and secondary students. The bill calls for the virtual school to be created by July 1, 2007.
Missouri's plan would differ from most others, though, in its comprehensive approach, according to Bert Schulte, deputy commissioner of the Department of Elementary and Secondary Education.
"Some states concentrate on high school, some on middle or elementary," he said. "One of the somewhat unique aspects of ours will be the comprehensiveness of the program."
Students would, in theory at least, be able to complete their entire education through the virtual school.
But the virtual school is not intended to compete directly with conventional schools, according to state Rep. Joe Aull, D-Marshall and a member of the House committee that recently held hearings on the bill.
"The concept has some real merits as long as it is considered an alternative program," he said. "It will be for students who for various reasons don't do well in regular classrooms."
That was one of the main motives for House bill sponsor Brian Baker, R-Belton, in proposing the legislation.
"Technology presents us with the opportunity to reach gifted, home-bound and even troubled kids with a quality education," he said.
Schulte said the virtual school will have to meet all current state assessment standards and teacher credential requirements.
If approved, the virtual school will start with a maximum enrollment of 500 students and will grow to 1,000 students within a couple of years, according to Aull. Considering there are more than 500 school districts in Missouri, the average impact on conventional schools would be small, he said.
"The idea is to give DESE time to see how this will work and pilot the program," Baker said.
The bill includes a funding formula that would split per-student state funding between the virtual school and a student's home district, with the virtual school receiving 85 percent and the home district 15 percent of the state's contribution.
Supporters hope 'virtual school' meets student needs
KELLY WIESE
Associated Press
JEFFERSON CITY, Mo. - Eighth-grader Keith Fisher started hanging out with the wrong crowd and ran into problems at school.
So his parents pulled him out of the Sarcoxie School District several months ago and began home-schooling him. But Keith sometimes has questions about his school work and struggles to find the answers. He also longs to be part of a school community - to join student organizations and play sports.
Keith's situation is exactly the kind of thing lawmakers hope to improve in proposing creation of a statewide "virtual school." Bills to do so have cleared House and Senate committees and await votes by the full chambers.
Virtual schools have been established in 23 states nationwide, according to the North American Council for Online Learning - and Missouri can consider those experiences as it builds its own system.
A virtual school builds on the distance learning concept, where a teacher in one building may direct a class, and students in other districts around the state tune in by videoconference, said council president Susan Patrick.
A virtual school is largely Internet-based, with a curriculum that students complete on their own schedules and at their own pace, but still with regular interaction with a teacher, she said. And holding some classes by video can complement the work.
The legislation would require the state Board of Education to create a virtual school by July 2007. It spells out how funding would work, requires teachers to be certified and ensures the school meets other standards, such as having an approved curriculum and making yearly improvement under the federal No Child Left Behind law.
The state would provide funding for up to 500 full-time students (more if many only take a class or two) the first year, to allow time to work out the bugs, said a sponsor, Rep. Brian Baker, R-Belton. More could be added in the future.
Supporters believe a range of students could benefit from a virtual school: someone in a rural district that can't afford a physics or Latin teacher; gifted ones who aren't challenged in a regular classroom; those who failed a class and need extra help; or home-schooled students.
Students could take one course or their entire load through the virtual school. The state would approve several providers - potentially private companies, colleges or virtual school operators from other states - to offer curriculum, and parents and students could choose those that best fit their needs.
Schools around Missouri already use some forms of distance learning. This year, for example, a "Checks and Balances" government class organized by the Missouri Bar and the Missouri School Boards Association includes seminars students from several districts can join by videoconference and question government officials, including a Supreme Court judge and state legislators.
But a recent class with state representatives on the panel in Jefferson City ran into technical difficulties. The building's high-speed data line went down, and classes from around the state were dropped after a few minutes.
The lesson illustrated the challenges of relying on technology to teach, but program coordinators and teachers involved said it's worth the hassle.
Curtis Cunningham teaches government to Versailles High School students and participates in the "Checks and Balances" class. He said his students were disappointed the system crashed. But Cunningham said he has no qualms about embracing the technology.
"I really like the opportunity, if it keeps working," he said. "There's no way I could take a bus of kids up there every other week and sit down and talk to these people. Something I can give to these kids in rural Missouri via the telephone line, I think it's great."
The bottom line, Patrick and others say, is a virtual school can be a good fit for children raised in an era so reliant on computers and technology. They may not just learn better, but also be more prepared for jobs in coming years.
"When they're at home, they're aware of the Information Age," Patrick said. "And when they walk into their schools and they're being taught the same way three generations ago were, with single-source textbooks and a teacher lecturing, looking at the world they're getting into, there's an increasing disconnect."
For students such as Keith, a virtual school can't arrive soon enough.
"I was getting into a lot of trouble at school, hanging with the wrong people and not turning in assignments," the 14-year-old said. "I am doing better in school without the peer pressure. You do only get one education. My mom wants me to have the best."
Associated Press
JEFFERSON CITY, Mo. - Eighth-grader Keith Fisher started hanging out with the wrong crowd and ran into problems at school.
So his parents pulled him out of the Sarcoxie School District several months ago and began home-schooling him. But Keith sometimes has questions about his school work and struggles to find the answers. He also longs to be part of a school community - to join student organizations and play sports.
Keith's situation is exactly the kind of thing lawmakers hope to improve in proposing creation of a statewide "virtual school." Bills to do so have cleared House and Senate committees and await votes by the full chambers.
Virtual schools have been established in 23 states nationwide, according to the North American Council for Online Learning - and Missouri can consider those experiences as it builds its own system.
A virtual school builds on the distance learning concept, where a teacher in one building may direct a class, and students in other districts around the state tune in by videoconference, said council president Susan Patrick.
A virtual school is largely Internet-based, with a curriculum that students complete on their own schedules and at their own pace, but still with regular interaction with a teacher, she said. And holding some classes by video can complement the work.
The legislation would require the state Board of Education to create a virtual school by July 2007. It spells out how funding would work, requires teachers to be certified and ensures the school meets other standards, such as having an approved curriculum and making yearly improvement under the federal No Child Left Behind law.
The state would provide funding for up to 500 full-time students (more if many only take a class or two) the first year, to allow time to work out the bugs, said a sponsor, Rep. Brian Baker, R-Belton. More could be added in the future.
Supporters believe a range of students could benefit from a virtual school: someone in a rural district that can't afford a physics or Latin teacher; gifted ones who aren't challenged in a regular classroom; those who failed a class and need extra help; or home-schooled students.
Students could take one course or their entire load through the virtual school. The state would approve several providers - potentially private companies, colleges or virtual school operators from other states - to offer curriculum, and parents and students could choose those that best fit their needs.
Schools around Missouri already use some forms of distance learning. This year, for example, a "Checks and Balances" government class organized by the Missouri Bar and the Missouri School Boards Association includes seminars students from several districts can join by videoconference and question government officials, including a Supreme Court judge and state legislators.
But a recent class with state representatives on the panel in Jefferson City ran into technical difficulties. The building's high-speed data line went down, and classes from around the state were dropped after a few minutes.
The lesson illustrated the challenges of relying on technology to teach, but program coordinators and teachers involved said it's worth the hassle.
Curtis Cunningham teaches government to Versailles High School students and participates in the "Checks and Balances" class. He said his students were disappointed the system crashed. But Cunningham said he has no qualms about embracing the technology.
"I really like the opportunity, if it keeps working," he said. "There's no way I could take a bus of kids up there every other week and sit down and talk to these people. Something I can give to these kids in rural Missouri via the telephone line, I think it's great."
The bottom line, Patrick and others say, is a virtual school can be a good fit for children raised in an era so reliant on computers and technology. They may not just learn better, but also be more prepared for jobs in coming years.
"When they're at home, they're aware of the Information Age," Patrick said. "And when they walk into their schools and they're being taught the same way three generations ago were, with single-source textbooks and a teacher lecturing, looking at the world they're getting into, there's an increasing disconnect."
For students such as Keith, a virtual school can't arrive soon enough.
"I was getting into a lot of trouble at school, hanging with the wrong people and not turning in assignments," the 14-year-old said. "I am doing better in school without the peer pressure. You do only get one education. My mom wants me to have the best."
Distance Learning in Colorado
Distance Learning Growth Is Both Good and Bad News
The good news is that distance learning in Colorado is really
beginning to catch on, offering more options to the state’s
students, especially in sparsely populated areas. The bad
news is that the growth has caught policy makers by surprise
and is putting pressure on the state budget.
Source: Rocky Mountain News
The good news is that distance learning in Colorado is really
beginning to catch on, offering more options to the state’s
students, especially in sparsely populated areas. The bad
news is that the growth has caught policy makers by surprise
and is putting pressure on the state budget.
Source: Rocky Mountain News
Thursday, March 16, 2006
Recommended Amendments to SB 912
The following are recommended amendents to SB 912 offered by Dr. Peter Campbell, Missouri State Coordinator, The National Assessment Reform Network:
1) A one-year pilot program be created to establish the Missouri Virtual Public School under the auspices and direction of the Missouri Department of Elementary and Secondary Education.
2) This pilot program would involve students in grades 9 - 12 only.
3) A team from the Missouri Department of Elementary and Secondary Education study and monitor the pilot; after the pilot has completed one full year of implementation, the team from DESE will prepare a report on the pilot and make recommendations about whether or how to proceed.
4) The legal establishment of the Missouri Virtual Public School shall be postponed for not less than one year subject to the findings of the above-mentioned pilot and the above-mentioned report from DESE.
1) A one-year pilot program be created to establish the Missouri Virtual Public School under the auspices and direction of the Missouri Department of Elementary and Secondary Education.
2) This pilot program would involve students in grades 9 - 12 only.
3) A team from the Missouri Department of Elementary and Secondary Education study and monitor the pilot; after the pilot has completed one full year of implementation, the team from DESE will prepare a report on the pilot and make recommendations about whether or how to proceed.
4) The legal establishment of the Missouri Virtual Public School shall be postponed for not less than one year subject to the findings of the above-mentioned pilot and the above-mentioned report from DESE.
Bill Status
HB 1275
On Monday, March 13th HCS HB 1275 as amended, relating to virtual public schools was taken up by Representative Brian Baker – sponsor of the bill - in the House Chambers for discussion. After approximately 90 minutes of mostly supportive discussion HCS HB 1275 as amended was adopted, perfected and printed. HCS HB 1275 is currently on the calendar for Third Reading.
http://www.house.mo.gov/bills061/biltxt/perf/HB1275P.HTM
SB 912
Senate Bill 912 has been voted out of committee Do Pass.
3/16/2006 Reported from S Education Committee to Floor w/SCS
3/16/2006 S Formal Calendar S Bills for Perfection w/SCS
3/17/2006 Placed on Senate Calendar to be perfected March 27th. SB 912 is #12 on the Senate Calendar
http://www.senate.mo.gov/06info/BTS_Web/Bill.aspx?SessionType=R&BillID=39062
On Monday, March 13th HCS HB 1275 as amended, relating to virtual public schools was taken up by Representative Brian Baker – sponsor of the bill - in the House Chambers for discussion. After approximately 90 minutes of mostly supportive discussion HCS HB 1275 as amended was adopted, perfected and printed. HCS HB 1275 is currently on the calendar for Third Reading.
http://www.house.mo.gov/bills061/biltxt/perf/HB1275P.HTM
SB 912
Senate Bill 912 has been voted out of committee Do Pass.
3/16/2006 Reported from S Education Committee to Floor w/SCS
3/16/2006 S Formal Calendar S Bills for Perfection w/SCS
3/17/2006 Placed on Senate Calendar to be perfected March 27th. SB 912 is #12 on the Senate Calendar
http://www.senate.mo.gov/06info/BTS_Web/Bill.aspx?SessionType=R&BillID=39062
Monday, March 13, 2006
Virtual School Bill Update
HB 1275 is moving on a fast track. It was debated on the floor of the House Wednesday, March 8, and two amendments were adopted. It was scheduled for further discussion on Monday, March 13.
SB 912 has been voted out of the Senate Education Committee Do Pass.
SB 912 has been voted out of the Senate Education Committee Do Pass.
Wednesday, March 08, 2006
Questions Raised By Dr. Peter Campbell
The following are excerts from emails between Dr. Peter Campbell, Missouri State Coordinator, The National Assessment Reform Network, and Dr. Bert Schulte, Deputy Commisioner, DESE regarding HB 1275 and its implementation.
From Dr. Campbell to Dr. Schulte, March 04, 2006
"I'm writing to obtain information about HB 1275, the bill to create the Missouri Virtual Public School that is being considered in the MO state legislature. Dr. James Tice (copied) suggested I contact you.
As an educational technology advocate, I'm very excited about the possibility of enhancing kids' educations via technology, especially in rural areas that have limited access to more advanced subject matter. However, as a public school advocate, I'm troubled by the potential role these virtual schools may play in undermining public education.
Year 2 AYP sanctions under NCLB allow students to transfer from a school that is on the "needs improvement" list to another school within the district that is not on the list. However, since NCLB only allows transfer within the district, where are students going to go if all the schools in the district are on the list? Furthermore, where can students go if there is only one elementary or middle school in the district?
So under HB 1275, can students "transfer" to the Missouri Virtual Public School if their schools are placed on the "needs improvement" list? If virtual schools are used as options in the NCLB/AYP school transfer process, many students will benefit, but many more will be left behind. The research on distance education programs shows pretty clearly that certain types of students benefit from this environment, i.e, those that are more focused and self-directed with good time management skills. While a good percentage of the population of public school students fit this profile, a large number don't.
Of even greater concern is the extent to which private, for-profit entities will be involved in offering these services via the Internet with little to no accountability provisions built in. Is the Missouri Virtual Public school going to operate as a charter school? If so, how will it be managed? Missouri's experience and the rest of the country's experience with charters has been mixed at best. One of the more troubling aspects of charter schools is their lack of accountability. While this is troubling enough in brick and mortar institutions where students have face-to-face accountability, it is even more troubling when no such tangible aspect of accountability exists."
From Dr. Campbell to Dr. Schulte, March 06, 2006
"Bert, Thanks for your message. I read the bill and communicated my concerns to Representative Baker, the bill's sponsor in the House, last week. While I would certainly like to assist in the positive implementation of the program (pending passage), it's difficult for me to respond in a constructive manner when so much about the proposal is so abstract. Let me share some of my concerns.
According to the legislation, the oversight of each student enrolled in the virtual school will be carried out by the district in which the student physically resides. But how is the oversight of "virtual students" to occur if the district has no oversight mechanism established? Will it be left up to each district to come up with its own method? What if these methods don't work? How will we know if they are working or not?
Will it be the duty of the district administrative officers to oversee these students? If so, this goes far beyond the typical job description of district administrative staff, who are normally charged with administrative oversight, not individual student oversight. Moreover, who will oversee the operation of the Missouri Virtual Public School itself? Where will it be located? How will it be constituted?
Finally, the legislation proposes to make the Missouri Virtual Public School available to children starting in Kindergarten. While it might make sense to offer courses to rural students that would not be otherwise available, it makes little sense to me to offer a primary and elementary education solely via the Internet.
Please note that I am a technology advocate, not a Luddite. But this proposal seems to stretch the function and promise of distance/virtual education beyond its capabilities. As you can see, there are very important questions that have not been sufficiently addressed. I believe that it is neither appropriate nor prudent to implement a program that has significant implications for children when so many details are being left up in the air. At the very least, a small-scale pilot program for high school students should be undertaken first before our children are subjected to programs and methods we are unsure of."
From Dr. Campbell to Dr. Schulte, March 06, 2006
"The issues of oversight and accountability still seem very much up in the air.
Here is what the bill says: "For purposes of calculation and distribution of state school aid, pupils enrolled in a virtual school shall be included in the pupil enrollment of the school district in which the pupil physically resides. The virtual school shall report to the district of residence the following information about each pupil served by the virtual school: name, address, eligibility for free or reduced-price lunch, limited English proficiency status, special education needs, and the number of courses in which the pupil is enrolled. The virtual school shall promptly notify the resident district when a pupil discontinues enrollment."
Under this set-up, students enroll in the virtual school (for all or some of their classes.) The virtual school reports basic information about the student to the district of residence. The student is considered to be part of the total pupil enrollment of that district. So far, so good. But here's where things go awry:
1) Which entity is responsible for overseeing that each student is learning, the district of residence or the virtual school?
2) If the district of residence, how is this oversight accomplished? How is it reported? To whom? By what means? With what regularity?
3) If the virtual school, how is this oversight accomplished? How is it reported? To whom? By what means? With what regularity?
4) Assuming that students in virtual schools must take the MAP test and be included in AYP calculations, which entity, the district of residence or the virtual school, is accountable for instances where students are not making AYP?
5) If the district is accountable, can school districts be held accountable for the academic performance of students they are not actually teaching?
6) If the virtual school is accountable, can AYP sanctions be applied to the virtual school?
7) If AYP sanctions do apply to the virtual school, and if the virtual school fails to make AYP for two years in a row, then -- by federal law -- students must be given the opportunity to transfer to another school within the district that is not on the "needs improvement" list. Where would students enrolled in the virtual school transfer to?
8) Continuing with this line of thought, if the virtual school fails to make AYP for three years in a row, would virtual students be eligible for supplemental educational services as their peers in physical settings are?
9) If after four years of failing to make AYP, what would happen to the virtual school? Would the same penalties apply to it that apply to physical buildings?
10) If after five years, could the virtual school be taken over by the state and converted into a charter school, as per the terms of Year Five sanctions under NCLB?
In addition to the above questions, the questions I posed earlier are still unanswered. Here they are again: Will it be the duty of the district administrative officers to oversee these students? If so, this goes far beyond the typical job description of district administrative staff, who are normally charged with administrative oversight, not individual student oversight. Moreover, who will oversee the operation of the Missouri Virtual Public School itself? Where will it be located? How will it be constituted?
Finally, as I mentioned in my earlier message, it might make sense to offer courses to rural students that would not be otherwise available, but it makes little sense to me to offer a primary and elementary education solely via the Internet.
If the above questions can be answered, then that would be very helpful. As for specific recommendations, I strongly encourage DESE and the bill's sponsors to conduct a pilot of the Missouri Virtual Public School for high school students only. Pending the outcome of the pilot, further steps can be taken to implement a revised/improved model. However, enacting the Missouri Virtual Public School into law with no proof of concept, no user data, and so many issues left unresolved is, in my opinion, very bad public policy."
From Dr. Campbell to Dr. Schulte, March 04, 2006
"I'm writing to obtain information about HB 1275, the bill to create the Missouri Virtual Public School that is being considered in the MO state legislature. Dr. James Tice (copied) suggested I contact you.
As an educational technology advocate, I'm very excited about the possibility of enhancing kids' educations via technology, especially in rural areas that have limited access to more advanced subject matter. However, as a public school advocate, I'm troubled by the potential role these virtual schools may play in undermining public education.
Year 2 AYP sanctions under NCLB allow students to transfer from a school that is on the "needs improvement" list to another school within the district that is not on the list. However, since NCLB only allows transfer within the district, where are students going to go if all the schools in the district are on the list? Furthermore, where can students go if there is only one elementary or middle school in the district?
So under HB 1275, can students "transfer" to the Missouri Virtual Public School if their schools are placed on the "needs improvement" list? If virtual schools are used as options in the NCLB/AYP school transfer process, many students will benefit, but many more will be left behind. The research on distance education programs shows pretty clearly that certain types of students benefit from this environment, i.e, those that are more focused and self-directed with good time management skills. While a good percentage of the population of public school students fit this profile, a large number don't.
Of even greater concern is the extent to which private, for-profit entities will be involved in offering these services via the Internet with little to no accountability provisions built in. Is the Missouri Virtual Public school going to operate as a charter school? If so, how will it be managed? Missouri's experience and the rest of the country's experience with charters has been mixed at best. One of the more troubling aspects of charter schools is their lack of accountability. While this is troubling enough in brick and mortar institutions where students have face-to-face accountability, it is even more troubling when no such tangible aspect of accountability exists."
From Dr. Campbell to Dr. Schulte, March 06, 2006
"Bert, Thanks for your message. I read the bill and communicated my concerns to Representative Baker, the bill's sponsor in the House, last week. While I would certainly like to assist in the positive implementation of the program (pending passage), it's difficult for me to respond in a constructive manner when so much about the proposal is so abstract. Let me share some of my concerns.
According to the legislation, the oversight of each student enrolled in the virtual school will be carried out by the district in which the student physically resides. But how is the oversight of "virtual students" to occur if the district has no oversight mechanism established? Will it be left up to each district to come up with its own method? What if these methods don't work? How will we know if they are working or not?
Will it be the duty of the district administrative officers to oversee these students? If so, this goes far beyond the typical job description of district administrative staff, who are normally charged with administrative oversight, not individual student oversight. Moreover, who will oversee the operation of the Missouri Virtual Public School itself? Where will it be located? How will it be constituted?
Finally, the legislation proposes to make the Missouri Virtual Public School available to children starting in Kindergarten. While it might make sense to offer courses to rural students that would not be otherwise available, it makes little sense to me to offer a primary and elementary education solely via the Internet.
Please note that I am a technology advocate, not a Luddite. But this proposal seems to stretch the function and promise of distance/virtual education beyond its capabilities. As you can see, there are very important questions that have not been sufficiently addressed. I believe that it is neither appropriate nor prudent to implement a program that has significant implications for children when so many details are being left up in the air. At the very least, a small-scale pilot program for high school students should be undertaken first before our children are subjected to programs and methods we are unsure of."
From Dr. Campbell to Dr. Schulte, March 06, 2006
"The issues of oversight and accountability still seem very much up in the air.
Here is what the bill says: "For purposes of calculation and distribution of state school aid, pupils enrolled in a virtual school shall be included in the pupil enrollment of the school district in which the pupil physically resides. The virtual school shall report to the district of residence the following information about each pupil served by the virtual school: name, address, eligibility for free or reduced-price lunch, limited English proficiency status, special education needs, and the number of courses in which the pupil is enrolled. The virtual school shall promptly notify the resident district when a pupil discontinues enrollment."
Under this set-up, students enroll in the virtual school (for all or some of their classes.) The virtual school reports basic information about the student to the district of residence. The student is considered to be part of the total pupil enrollment of that district. So far, so good. But here's where things go awry:
1) Which entity is responsible for overseeing that each student is learning, the district of residence or the virtual school?
2) If the district of residence, how is this oversight accomplished? How is it reported? To whom? By what means? With what regularity?
3) If the virtual school, how is this oversight accomplished? How is it reported? To whom? By what means? With what regularity?
4) Assuming that students in virtual schools must take the MAP test and be included in AYP calculations, which entity, the district of residence or the virtual school, is accountable for instances where students are not making AYP?
5) If the district is accountable, can school districts be held accountable for the academic performance of students they are not actually teaching?
6) If the virtual school is accountable, can AYP sanctions be applied to the virtual school?
7) If AYP sanctions do apply to the virtual school, and if the virtual school fails to make AYP for two years in a row, then -- by federal law -- students must be given the opportunity to transfer to another school within the district that is not on the "needs improvement" list. Where would students enrolled in the virtual school transfer to?
8) Continuing with this line of thought, if the virtual school fails to make AYP for three years in a row, would virtual students be eligible for supplemental educational services as their peers in physical settings are?
9) If after four years of failing to make AYP, what would happen to the virtual school? Would the same penalties apply to it that apply to physical buildings?
10) If after five years, could the virtual school be taken over by the state and converted into a charter school, as per the terms of Year Five sanctions under NCLB?
In addition to the above questions, the questions I posed earlier are still unanswered. Here they are again: Will it be the duty of the district administrative officers to oversee these students? If so, this goes far beyond the typical job description of district administrative staff, who are normally charged with administrative oversight, not individual student oversight. Moreover, who will oversee the operation of the Missouri Virtual Public School itself? Where will it be located? How will it be constituted?
Finally, as I mentioned in my earlier message, it might make sense to offer courses to rural students that would not be otherwise available, but it makes little sense to me to offer a primary and elementary education solely via the Internet.
If the above questions can be answered, then that would be very helpful. As for specific recommendations, I strongly encourage DESE and the bill's sponsors to conduct a pilot of the Missouri Virtual Public School for high school students only. Pending the outcome of the pilot, further steps can be taken to implement a revised/improved model. However, enacting the Missouri Virtual Public School into law with no proof of concept, no user data, and so many issues left unresolved is, in my opinion, very bad public policy."
Wednesday, March 01, 2006
House Bill 1275
SECOND REGULAR SESSION
HOUSE COMMITTEE SUBSTITUTE FOR
HOUSE BILL NO. 1275
93RD GENERAL ASSEMBLY
Reported from the Special Committee on Student Achievement and Finance February 15, 2006 with recommendation that House Committee Substitute for House Bill No. 1275 Do Pass. Referred to the Committee on Rules pursuant to Rule 25(26)(f).
STEPHEN S. DAVIS, Chief Clerk
4219L.02C
AN ACT
To amend chapter 161, RSMo, by adding thereto one new section relating to the establishment of a virtual school.
Be it enacted by the General Assembly of the state of Missouri, as follows:
Section A. Chapter 161, RSMo, is amended by adding thereto one new section, to be known as section 161.670, to read as follows:
161.670. 1. Notwithstanding any other law, prior to July 1, 2007, the state board of education shall establish a virtual school to serve school-age students residing in the state. The virtual school shall offer instruction in a virtual setting using technology, intranet, and/or Internet methods of communication. Any student under the age of twenty-one in grades kindergarten through twelve who resides in this state shall be eligible to enroll in the virtual school regardless of the student's physical location.
2. For purposes of calculation and distribution of state school aid, pupils enrolled in a virtual school shall be included, at the choice of the pupil's parent or guardian, in the pupil enrollment of the school district in which the pupil physically resides. The virtual school shall report to the district of residence the following information about each pupil served by the virtual school: name, address, eligibility for free or reduced-price lunch, limited English proficiency status, special education needs, and the number of courses in which the pupil is enrolled. The virtual school shall promptly notify the resident district when a pupil discontinues enrollment. A "full-time equivalent student" is a student who has successfully completed the instructional equivalent of six credits per regular term. Each virtual course shall count as one class and shall generate that portion of a full-time equivalent that a comparable course offered by the school district would generate. In no case shall more than the full-time equivalency of a regular term of attendance for a single student be used to claim state aid. Full-time equivalent student credit completed shall be reported to the department of elementary and secondary education in the manner prescribed by the department. Nothing in this section shall prohibit students from enrolling in additional courses under a separate agreement that includes terms for paying tuition or course fees.
3. When a school district has one or more resident pupils enrolled in a virtual school program authorized by this section whose parent or guardian has chosen to include such pupil in the district's enrollment, the department of elementary and secondary education shall disburse an amount corresponding to fifteen percent of the state aid under sections 163.031 and 163.043, RSMo, attributable to such pupil to the resident district. Subject to an annual appropriation by the general assembly, the department shall disburse an amount corresponding to eighty-five percent of the state adequacy target attributable to such pupil to the virtual school.
4. Except as specified in this section and as may be specified by rule of the state board of education, the virtual school shall comply with all state laws and regulations applicable to school districts, including but not limited to the Missouri school improvement program (MSIP), adequate yearly progress (AYP), annual performance report (APR), teacher certification, and curriculum standards. Any rule or portion of a rule, as that term is defined in section 536.010, RSMo, that is created under the authority delegated in this section shall become effective only if it complies with and is subject to all of the provisions of chapter 536, RSMo, and, if applicable, section 536.028, RSMo. This section and chapter 536, RSMo, are nonseverable and if any of the powers vested with the general assembly pursuant to chapter 536, RSMo, to review, to delay the effective date, or to disapprove and annul a rule are subsequently held unconstitutional, then the grant of rulemaking authority and any rule proposed or adopted after August 28, 2006, shall be invalid and void.
HOUSE COMMITTEE SUBSTITUTE FOR
HOUSE BILL NO. 1275
93RD GENERAL ASSEMBLY
Reported from the Special Committee on Student Achievement and Finance February 15, 2006 with recommendation that House Committee Substitute for House Bill No. 1275 Do Pass. Referred to the Committee on Rules pursuant to Rule 25(26)(f).
STEPHEN S. DAVIS, Chief Clerk
4219L.02C
AN ACT
To amend chapter 161, RSMo, by adding thereto one new section relating to the establishment of a virtual school.
Be it enacted by the General Assembly of the state of Missouri, as follows:
Section A. Chapter 161, RSMo, is amended by adding thereto one new section, to be known as section 161.670, to read as follows:
161.670. 1. Notwithstanding any other law, prior to July 1, 2007, the state board of education shall establish a virtual school to serve school-age students residing in the state. The virtual school shall offer instruction in a virtual setting using technology, intranet, and/or Internet methods of communication. Any student under the age of twenty-one in grades kindergarten through twelve who resides in this state shall be eligible to enroll in the virtual school regardless of the student's physical location.
2. For purposes of calculation and distribution of state school aid, pupils enrolled in a virtual school shall be included, at the choice of the pupil's parent or guardian, in the pupil enrollment of the school district in which the pupil physically resides. The virtual school shall report to the district of residence the following information about each pupil served by the virtual school: name, address, eligibility for free or reduced-price lunch, limited English proficiency status, special education needs, and the number of courses in which the pupil is enrolled. The virtual school shall promptly notify the resident district when a pupil discontinues enrollment. A "full-time equivalent student" is a student who has successfully completed the instructional equivalent of six credits per regular term. Each virtual course shall count as one class and shall generate that portion of a full-time equivalent that a comparable course offered by the school district would generate. In no case shall more than the full-time equivalency of a regular term of attendance for a single student be used to claim state aid. Full-time equivalent student credit completed shall be reported to the department of elementary and secondary education in the manner prescribed by the department. Nothing in this section shall prohibit students from enrolling in additional courses under a separate agreement that includes terms for paying tuition or course fees.
3. When a school district has one or more resident pupils enrolled in a virtual school program authorized by this section whose parent or guardian has chosen to include such pupil in the district's enrollment, the department of elementary and secondary education shall disburse an amount corresponding to fifteen percent of the state aid under sections 163.031 and 163.043, RSMo, attributable to such pupil to the resident district. Subject to an annual appropriation by the general assembly, the department shall disburse an amount corresponding to eighty-five percent of the state adequacy target attributable to such pupil to the virtual school.
4. Except as specified in this section and as may be specified by rule of the state board of education, the virtual school shall comply with all state laws and regulations applicable to school districts, including but not limited to the Missouri school improvement program (MSIP), adequate yearly progress (AYP), annual performance report (APR), teacher certification, and curriculum standards. Any rule or portion of a rule, as that term is defined in section 536.010, RSMo, that is created under the authority delegated in this section shall become effective only if it complies with and is subject to all of the provisions of chapter 536, RSMo, and, if applicable, section 536.028, RSMo. This section and chapter 536, RSMo, are nonseverable and if any of the powers vested with the general assembly pursuant to chapter 536, RSMo, to review, to delay the effective date, or to disapprove and annul a rule are subsequently held unconstitutional, then the grant of rulemaking authority and any rule proposed or adopted after August 28, 2006, shall be invalid and void.
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