South Dakota has launched a Virtual High School
with the goal of providing greater choice, flexibility
and quality for students statewide.
Welcome to South Dakota's Virtual High School
Choice. Flexibility. Quality. That's what the South Dakota Virtual High School offers: a variety of courses that students can take on their own time, all taught by qualified professionals and aligned to the state's content standards.
Because the South Dakota Department of Education approves all courses, students can be assured that course offerings meet the state's high academic standards.
Any high school student in South Dakota is eligible to take courses via the South Dakota Virtual High School. But students must register through their home school district.
Get started on virtual classes today!
http://www.sdvhs.k12.sd.us/
Monday, April 09, 2007
Thursday, March 29, 2007
Virtual High School to "Open" in August
By Paul Hampel
ST. LOUIS POST-DISPATCH
02/24/2007
Missouri will start a virtual school on the Internet in August that officials say will offer students in public and private schools more individualized, interactive and self-paced instruction.
Students with home Internet access will have the chance to select from about 30 courses in the first year and do school work at any time of the day or night.
Curt Fuchs, Missouri's virtual school director, explained the program to south St. Louis County school superintendents at a lunch Friday at Lindbergh School District headquarters.
"This is another tool that we can offer kids so that they can be successful and graduate from high school," Fuchs, 56, said after the luncheon.
He said the program would be especially helpful for ambitious students seeking advanced courses; children who want another crack at a course they failed; and home-schoolers, particularly sick children.
Because of funding restrictions, the program will be open only to students in grades K-5 and 9-12 in the 2007-08 school year. "We're going to take it slowly initially because I'm it — I'm the program," he said.
Missouri will be the 25th state with a cyberschool program.
Fuchs said a lottery will choose students in the first year because demand is expected to be high. Applications will be accepted in May.
Originally expected to accommodate 500 students in its first year, the program got a boost last week when Gov. Matt Blunt proposed doubling spending in the first year, to $5.2 million. Fuchs said that would cover about 1,000 students.
The state expects to hire about 100 teachers in the first year. Fuchs said teachers will be hired on a contract basis and will work from home; he said they will not get retirement or other benefits.
After the initial lottery, the program will be open to any students who pay, or have districts that will pay, a $300 fee per semester class.
Students would take routine tests at home, Fuchs said.
When asked how officials could prevent cheating on at-home tests, Fuchs said, "Integrity does become an issue."
He said time limits might be used "so kids can't spend time looking answers up on Google."
Fuchs said that all students who participate, whether from public or private schools, must take the annual Missouri Assessment Program test at a supervised site.
Lindbergh Superintendent James A. Sandfort hailed the program. "It's an incredible opportunity for students, it's another choice for students, and it offers another venue for children to acquire education," he said.
Whether the program would allow flexible scheduling — for instance, so that a Lindbergh student could leave school early to take an online class at home — Sandfort said, "That's to be determined."
Online Education Slow to Load
Parents upset that new Internet school won't initially serve middle grades.
Kelly Wiese
The Associated Press
Jefferson City — Missouri, for the first time this fall, will offer hundreds of students a chance to take online courses for free throughout the state. But many parents are upset because middle-school students will be left out for now.
A state law required the education department to create a "virtual school" for kindergarten through high school students.
But the agency decided to start in stages, expecting more limited funding, so its bid request for the school's initial year was limited to areas where it expected the highest interest. Classes will be offered to kindergarten through fifth grade and to high school students in the coming school year, but a sixth through eighth grade program won't be available until the following year.
The legislature's budget process is under way. But the plan awaiting a House vote would provide $5.2 million for the virtual school in the first year — double the governor's original budget recommendation.
But education officials say that even with more money, it's too late to add middle-school grades.
That's especially frustrating to parents of middle-school students who championed the program at the Capitol.
Garry Jones, of Kansas City, has a 12-year-old daughter who is home-schooled by her parents because of her asthma and allergies. She will be in seventh grade next year, falling into the gap in the virtual education program. He said his family and many others with middle-school students traveled to Jefferson City to advocate for the bill and now aren't reaping its benefits.
"The bill was K through 12. Never was it said we would not have certain grades," said Jones, who is also the chairman of Missourians for Online Education.
Curt Fuchs, virtual education director for the state Department of Elementary and Secondary Education, said the bid process to select contractors that will offer the curriculum is lengthy and couldn't be redone in time for August.
Fuchs said he's evaluating whether there's a way to cover all grades once the winning contractors are selected, which should occur in late April.
"We haven't come up with a good solution yet," he said.
Fuchs said the state education agency is receiving 30 to 40 calls a day from people interested in the virtual school, and elected officials asked if the department could handle more students in the first year.
So the plan is to instead enroll the equivalent of 1,000 full-time students, rather than 500, in elementary and high school. In reality, many more actual students probably will take part, as some may only want one or two courses.
Jones said he told Fuchs, "The people who got you your job are not even given the opportunity to participate in the new program."
Education officials and legislators say they understand the frustration, but want to move slowly in getting the program running and work out the kinks. They pledge courses will be offered to all grade levels in the second year.
"It is still a pilot project at the end of the day," said Rep. Brian Baker, R-Belton, who has pushed to increase the budget for the coming year. "We have to take one step at a time."
Baker said he's advocating doubling the budget even knowing those three grade levels won't be available for the coming school year, reasoning that there's enough demand for the online courses and state-certified teachers that the slots will be easily filled.
Fuchs said he envisions a program that can help a student who flunked a class get caught up, or allow another to get a required course out of the way during the summer, freeing up hours during the school day for other interests. Plus, it could be just the answer for a small rural school with two students wanting to take trigonometry and no appropriate teacher.
Some families say that's part of the problem — education officials aren't focused on those who want to use the virtual school as a full-time program.
"We still don't understand completely why he chose to leave those grades out," Jones said. "I know what we've been told, but I still don't understand it."
Kelly Wiese
The Associated Press
Jefferson City — Missouri, for the first time this fall, will offer hundreds of students a chance to take online courses for free throughout the state. But many parents are upset because middle-school students will be left out for now.
A state law required the education department to create a "virtual school" for kindergarten through high school students.
But the agency decided to start in stages, expecting more limited funding, so its bid request for the school's initial year was limited to areas where it expected the highest interest. Classes will be offered to kindergarten through fifth grade and to high school students in the coming school year, but a sixth through eighth grade program won't be available until the following year.
The legislature's budget process is under way. But the plan awaiting a House vote would provide $5.2 million for the virtual school in the first year — double the governor's original budget recommendation.
But education officials say that even with more money, it's too late to add middle-school grades.
That's especially frustrating to parents of middle-school students who championed the program at the Capitol.
Garry Jones, of Kansas City, has a 12-year-old daughter who is home-schooled by her parents because of her asthma and allergies. She will be in seventh grade next year, falling into the gap in the virtual education program. He said his family and many others with middle-school students traveled to Jefferson City to advocate for the bill and now aren't reaping its benefits.
"The bill was K through 12. Never was it said we would not have certain grades," said Jones, who is also the chairman of Missourians for Online Education.
Curt Fuchs, virtual education director for the state Department of Elementary and Secondary Education, said the bid process to select contractors that will offer the curriculum is lengthy and couldn't be redone in time for August.
Fuchs said he's evaluating whether there's a way to cover all grades once the winning contractors are selected, which should occur in late April.
"We haven't come up with a good solution yet," he said.
Fuchs said the state education agency is receiving 30 to 40 calls a day from people interested in the virtual school, and elected officials asked if the department could handle more students in the first year.
So the plan is to instead enroll the equivalent of 1,000 full-time students, rather than 500, in elementary and high school. In reality, many more actual students probably will take part, as some may only want one or two courses.
Jones said he told Fuchs, "The people who got you your job are not even given the opportunity to participate in the new program."
Education officials and legislators say they understand the frustration, but want to move slowly in getting the program running and work out the kinks. They pledge courses will be offered to all grade levels in the second year.
"It is still a pilot project at the end of the day," said Rep. Brian Baker, R-Belton, who has pushed to increase the budget for the coming year. "We have to take one step at a time."
Baker said he's advocating doubling the budget even knowing those three grade levels won't be available for the coming school year, reasoning that there's enough demand for the online courses and state-certified teachers that the slots will be easily filled.
Fuchs said he envisions a program that can help a student who flunked a class get caught up, or allow another to get a required course out of the way during the summer, freeing up hours during the school day for other interests. Plus, it could be just the answer for a small rural school with two students wanting to take trigonometry and no appropriate teacher.
Some families say that's part of the problem — education officials aren't focused on those who want to use the virtual school as a full-time program.
"We still don't understand completely why he chose to leave those grades out," Jones said. "I know what we've been told, but I still don't understand it."
Wednesday, February 21, 2007
Universities Register for Virtual Future
By Stefanie Olsen Staff Writer, CNET News.com
Published: February 7, 2007, 9:15 AM PST
SAN FRANCISCO--If you want to know what higher education will look like in a few years, you might ask Charles Reed, chancellor of the largest four-year university system in the United States.
As head of the California State University system--with 23 campuses, 46,000 employees and more than 400,000 students--Reed says he's worried about classroom space in the future because of, among other reasons, expanding enrollment.
Consequently, Reed said he envisions students becoming more like telecommuters. They might meet with faculty and peers one day a week on campus, and then use simulations, virtual worlds and downloaded information the rest of the week to complete coursework.
"It's not an either-or thing. We need the 'high touch,' but we need the high tech at the same time," Reed said Tuesday at Sun Microsystem's Worldwide Education and Research Conference here.
The three-day conference kicked off Tuesday to a packed hotel ballroom of roughly 400 attendees hailing from universities around the world. Sun devoted a large part of the day to selling educators on its open-source technology for classroom computing. Sun Chairman Scott McNealy himself promoted a range of Sun efforts, including Project Blackbox, which creates data centers packaged in stackable shipping containers, and Curriki.org, which focuses on creating free curriculum in the mold of Wikipedia. (Click below for complete article.)
http://news.com.com/Universities+register+for+virtual+future/2100-1032_3-6157088.html?tag=html.alert
Wednesday, February 07, 2007
Online Classes Go Mainstream
Online Classes Go Mainstream
For class selection, ease of scheduling and many other reasons, the shift to Web is strong, but some see problems.
By Seema Mehta, Times Staff Writer February 4, 2007
After Ben Hathaway's father was called to active duty in the Army National Guard, the 15-year-old had to help his family tend the 130 head of cattle on their 345-acre farm in Leoma, Tenn. Traditional school burned through too many daylight hours, so Hathaway started taking online classes through Lutheran High School of Orange County, some 1,750 miles away."Mom was having trouble running the farm by herself," Hathaway, who is taking algebra and world history online, said in a phone interview. "You can schedule everything on your own time. You don't have to sit for six hours a day — you can do some work, go eat, play a little on the computer and come back later and do it."Hathaway, who hopes to be a novelist, is among 1 million kindergarten through high school student enrollments in virtual schooling across the nation, according to the North American Council for Online Learning, a nonprofit organization for administrators, teachers and others involved in online schooling.Enrollment, counted as the total number of seats in all online classes, not the number of students, has grown more than 20 times in seven years, and the group expects the numbers to continue to jump 30% annually.To deal with the growth, the University of California is launching an extensive effort to make sure applicants' online high school courses are on par with traditional classroom instruction.Nearly half the states offer public school classes online, and last year Michigan became the first in the nation to require students to take an online course to graduate from high school. In California, a state senator introduced a bill last week to allow public high school students to take online classes without depriving schools of the state funding they receive for attendance.Online learning "is going to reinvent high school in the United States," said Ken Ellwein, executive director of Lutheran High School of Orange County, which created its online school last year."To keep technology away from kids while they're going to school, when they have it in every other part of their lives — it just doesn't make sense."But other educators urged caution, noting that teacher-student interaction is irreplaceable. "In the classroom, I can see from a child's eyes or body language, 'Boy, I better slow down and go back over this,' " said Gerry Wheeler, a former physics teacher who is executive director of the National Science Teachers Assn. in Arlington, Va. The U.S. Department of Education plans to release a study about the prevalence of online schooling later this year. But one survey the department completed nearly five years ago found that 36% of school districts in the nation had students enrolled in virtual school, mostly high school students. "We've certainly seen an increase," said Tim Magner, director of the department's Office of Educational Technology. "It's growing fast."He said students often enroll in online classes to take Advanced Placement or other specialty courses not available in their local schools. Making up a failed class or adding courses that would not otherwise fit in a student's schedule are other top reasons, he said. Online schools are also popular with home-schooled children, with students who are devoting large blocks of time to such activities as ballet, acting or tennis, as well as students who don't enjoy a traditional school atmosphere or who need to work."It's not a matter of intellect or aptitude. The most important factor would be the [student's] desire," said Patty Young, director of Orange Lutheran Online. "Students today really want a customized education. Why should school be confined to an old-style box with a daily schedule?" Paul Riscalla, 17, a senior at Orange Lutheran who lives in Orange, splits his time between online classes and the traditional school so he can work 40 hours a week at two jobs and play drums in a rock band."It was a way for me to have more time outside school, because I have a lot of stuff going on," he said.Other parts of the nation have a head start on virtual schooling, with 24 states running online schools. Nearly 30,000 students take classes at Florida Virtual School, which has a $43-million annual budget and, at nearly a decade old, is the nation's oldest and largest statewide online public school."Many states are realizing the world is moving in this direction, and we need to prepare kids to be able to work and exist in this type of environment," said Julie Young, co-founder of the Florida school.In California, online schools are run through private schools such as Orange Lutheran, as well as public schools, universities and businesses.
Tuesday, January 02, 2007
Missouri readies virtual school for classes in August
No desks. No cafeteria. No recess. No principal.
But the state of Missouri's new virtual school will have online classes for elementary and high school students starting in August.
http://www.semissourian.com/story/1183290.html
But the state of Missouri's new virtual school will have online classes for elementary and high school students starting in August.
http://www.semissourian.com/story/1183290.html
Monday, December 11, 2006
California Schools Adopting E-Tools, but Teacher Unions Are Wary
StudyWritten By: Daschell M. PhillipsPublished In: School Reform NewsPublication Date: December 1, 2006Publisher: The Heartland Institute
On September 26, the University of California and California Department of Education released the Golden State's first statewide study of virtual schools and e-tools for education.
The study, "The State of Online Learning in California: A Look at Current K-12 Policies and Practices," concluded the expansion of online education in California mirrors advances across the country, as states from Florida to Washington offer myriad online education options for students. But the report also identified several problems with the state's adoption of new technologies.
"The report started out as an ad hoc committee to find out what was happening with virtual tools in schools throughout the state of California," explained coauthor Harold Vietti, who runs an online school called the eScholar Academy, based in Red Bluff, California.
Vietti said California schools are using virtual tools in many ways, such as providing more computer access in schools and using vendor- or self-designed educational programs. The tools are most popular among schools serving fewer than 2,000 students, along with charter schools.
Facing Hurdles
Virtual schools take many forms, ranging from educational software used at home or in computer centers or classrooms, to schools whose entire curricula require the use of e-tools such as phones, computers, and software that allow students to interact remotely with teachers in real time.
Although California offers online Advanced Placement (AP) classes, credit recovery courses, and online charter schools, Vietti said bureaucracy has prevented California from making online courses part of educational policy, as other states have.
"California is a technology leader, but I believe that there is a fear that virtual school technology may take jobs away from teachers," Vietti said. "Because of this fear, California is a watch-and-wait state."
Fred Glass, a spokesman for the California Federation of Teachers union, said teachers understand technology's role as a tool in the classroom and are not afraid of virtual programs taking their place.
"Most teachers are very excited about technology tools that are user-friendly and match up with educational goals," Glass said.
Although most teachers welcome the technology that is being created for the classroom, Glass said, some are frustrated by programs that are too complex and hence require too much training.
Learning Differently
One of the concerns outlined in the study was that teachers, parents, and stakeholders fear the way virtual schools will change the way education is delivered to children, as well as the roles teachers will play in the future of education.
"Teachers are more, if not equally, important in virtual schools than in the classroom," Vietti said. "My teachers work about eight to 10 hours a day, working with students online, including weekends and holidays."
Kevin Youngblood, president of OdysseyWare, Inc., a Web-based curriculum company in Arizona, said educational software isn't designed to replace teachers but to help them enhance children's learning experiences.
"Learning can be delivered in a variety of ways," Youngblood said. "We offer a tool in a teacher's toolbox."
Increasing Access
Youngblood, whose software is used by students enrolled in approximately 100 virtual schools nationwide, said students have access to OdysseyWare courses online at any time.
That flexibility is what makes online education especially helpful to at-risk and special-education students, Youngblood said.
"Virtual schools work better for [these] students than traditional schools because individualized learning allows students to work at their own pace," Youngblood said. "They can work around other things in their lives and can access other resources to help them."
Developing the Future
Another concern outlined in the study was a fear that heavy reliance on online tools will widen the gap between students who have regular access to the Internet and those who do not--a concern Vietti said serves as an excuse for California's educational system to stay behind the times.
"Everyone can have access to computers," Vietti said. "The cost of computers is going down, and instead of buying books, schools should be buying computers. We are not preparing students for the 8-to-5 office work week--we are preparing them for what the world might look like years down the road."
The future workplace, Vietti said, may include conducting business on cell phones in the park or grading papers on the beach in Hawaii--something that isn't as universal across all industries today as it will be when today's students reach adulthood.
On September 26, the University of California and California Department of Education released the Golden State's first statewide study of virtual schools and e-tools for education.
The study, "The State of Online Learning in California: A Look at Current K-12 Policies and Practices," concluded the expansion of online education in California mirrors advances across the country, as states from Florida to Washington offer myriad online education options for students. But the report also identified several problems with the state's adoption of new technologies.
"The report started out as an ad hoc committee to find out what was happening with virtual tools in schools throughout the state of California," explained coauthor Harold Vietti, who runs an online school called the eScholar Academy, based in Red Bluff, California.
Vietti said California schools are using virtual tools in many ways, such as providing more computer access in schools and using vendor- or self-designed educational programs. The tools are most popular among schools serving fewer than 2,000 students, along with charter schools.
Facing Hurdles
Virtual schools take many forms, ranging from educational software used at home or in computer centers or classrooms, to schools whose entire curricula require the use of e-tools such as phones, computers, and software that allow students to interact remotely with teachers in real time.
Although California offers online Advanced Placement (AP) classes, credit recovery courses, and online charter schools, Vietti said bureaucracy has prevented California from making online courses part of educational policy, as other states have.
"California is a technology leader, but I believe that there is a fear that virtual school technology may take jobs away from teachers," Vietti said. "Because of this fear, California is a watch-and-wait state."
Fred Glass, a spokesman for the California Federation of Teachers union, said teachers understand technology's role as a tool in the classroom and are not afraid of virtual programs taking their place.
"Most teachers are very excited about technology tools that are user-friendly and match up with educational goals," Glass said.
Although most teachers welcome the technology that is being created for the classroom, Glass said, some are frustrated by programs that are too complex and hence require too much training.
Learning Differently
One of the concerns outlined in the study was that teachers, parents, and stakeholders fear the way virtual schools will change the way education is delivered to children, as well as the roles teachers will play in the future of education.
"Teachers are more, if not equally, important in virtual schools than in the classroom," Vietti said. "My teachers work about eight to 10 hours a day, working with students online, including weekends and holidays."
Kevin Youngblood, president of OdysseyWare, Inc., a Web-based curriculum company in Arizona, said educational software isn't designed to replace teachers but to help them enhance children's learning experiences.
"Learning can be delivered in a variety of ways," Youngblood said. "We offer a tool in a teacher's toolbox."
Increasing Access
Youngblood, whose software is used by students enrolled in approximately 100 virtual schools nationwide, said students have access to OdysseyWare courses online at any time.
That flexibility is what makes online education especially helpful to at-risk and special-education students, Youngblood said.
"Virtual schools work better for [these] students than traditional schools because individualized learning allows students to work at their own pace," Youngblood said. "They can work around other things in their lives and can access other resources to help them."
Developing the Future
Another concern outlined in the study was a fear that heavy reliance on online tools will widen the gap between students who have regular access to the Internet and those who do not--a concern Vietti said serves as an excuse for California's educational system to stay behind the times.
"Everyone can have access to computers," Vietti said. "The cost of computers is going down, and instead of buying books, schools should be buying computers. We are not preparing students for the 8-to-5 office work week--we are preparing them for what the world might look like years down the road."
The future workplace, Vietti said, may include conducting business on cell phones in the park or grading papers on the beach in Hawaii--something that isn't as universal across all industries today as it will be when today's students reach adulthood.
Tuesday, December 05, 2006
Cyber High Schools Start Taking Off
(CBS) The scene at Columbia High School in Lake City, Fla., is common across the country, with hallways bursting with students trying to get to their next class.
For honors student Ericka Novoa, it's pre-calculus. After a full day of lectures and catching up with friends, Ericka's school day continues when she heads home and attends English class on her computer.
"It's not as hard as I thought it would be," she says. "I like the fact that I can go at my own pace."
This advanced placement course is available at Ericka's high school, but taking the course online is more convenient for her. "I would have to get up at 5:30 and I don't like getting up that early," Ericka says.
So Ericka enrolled at the Florida Virtual School, which has been delivering course work over the Internet for 10 years. A decade ago, online learning could have been easily dismissed as a trend, but now it's more likely to become a national standard.
So far, 38 states have established so-called cyber schools. In Michigan, an online course is a now a requirement for a high school diploma.
Online learning is growing so fast, the U.S. Department of Education hasn't even begun to track the numbers. But the halls of America's high schools aren't going to clear out just yet. That's because state-funded Internet courses are designed to supplement - not replace - a student's overall education."
Beyond state-funded programs, there's another option for the non-traditional student: privately run cyber schools.
Emilia Monell eventually plans to join the professional tennis tour, but for now, her morning practice sessions are followed by afternoons on the Internet, where she gets her entire high school curriculum from the University of Miami Online High School.
"It's very rare for an athlete to go to traditional school these days. Most of it is online, at least in the tennis world," Emilia says.
As Emilia's training required more time on the court, she lobbied her parents to searched for an alternate to the classroom.
Asked how life would be different or more difficult if Emilia didn't have the online learning option, her mother Terry says, "She wouldn't be able to travel to national tournaments and take time from school off."
"Or she wouldn't be able to train in Spain like she did this past summer. There are so many things that the portable classroom is a must because otherwise her options would be so limited that it probably wouldn't pan out in terms of the bigger picture," he father Ned adds.
So far, Emilia's online experience has been panning out pretty well: she is getting straight A's. "I've worked pretty hard and I value academics so I'm doing pretty well," she tells Turner.
"We are a traditional college preparatory high school that delivers their education online," explains Howard Liebman, who runs the University of Miami Online High School.
"Online learning is a form where students have an opportunity to access their coursework completely online whether that involves the text or videos or novels and then they have the opportunity to interact with their teachers," Liebman says. "It's really a self contained form of learning on the Web."
But virtual high school means missing out on mainstays like school plays and prom. "I get a lot of socialization through tennis. A lot of academy kids are doing the same program," Emilia says. "I may not be doing what some of my peers are doing, but I think that's ok and I am doing something and learning in a different way."
For Ericka, a mix of high tech and high school works for her. "I have all my friends there, my boyfriend. If I was home all day, I wouldn't see anybody, I'd only be able to talk on the phone and it wouldn't be as real."
The number of high school students logging on for class, according to experts, is between 500,000 and a million and growing at a rate of 100,000 students per year.
©MMVI, CBS Broadcasting Inc. All Rights Reserved.
For honors student Ericka Novoa, it's pre-calculus. After a full day of lectures and catching up with friends, Ericka's school day continues when she heads home and attends English class on her computer.
"It's not as hard as I thought it would be," she says. "I like the fact that I can go at my own pace."
This advanced placement course is available at Ericka's high school, but taking the course online is more convenient for her. "I would have to get up at 5:30 and I don't like getting up that early," Ericka says.
So Ericka enrolled at the Florida Virtual School, which has been delivering course work over the Internet for 10 years. A decade ago, online learning could have been easily dismissed as a trend, but now it's more likely to become a national standard.
So far, 38 states have established so-called cyber schools. In Michigan, an online course is a now a requirement for a high school diploma.
Online learning is growing so fast, the U.S. Department of Education hasn't even begun to track the numbers. But the halls of America's high schools aren't going to clear out just yet. That's because state-funded Internet courses are designed to supplement - not replace - a student's overall education."
Beyond state-funded programs, there's another option for the non-traditional student: privately run cyber schools.
Emilia Monell eventually plans to join the professional tennis tour, but for now, her morning practice sessions are followed by afternoons on the Internet, where she gets her entire high school curriculum from the University of Miami Online High School.
"It's very rare for an athlete to go to traditional school these days. Most of it is online, at least in the tennis world," Emilia says.
As Emilia's training required more time on the court, she lobbied her parents to searched for an alternate to the classroom.
Asked how life would be different or more difficult if Emilia didn't have the online learning option, her mother Terry says, "She wouldn't be able to travel to national tournaments and take time from school off."
"Or she wouldn't be able to train in Spain like she did this past summer. There are so many things that the portable classroom is a must because otherwise her options would be so limited that it probably wouldn't pan out in terms of the bigger picture," he father Ned adds.
So far, Emilia's online experience has been panning out pretty well: she is getting straight A's. "I've worked pretty hard and I value academics so I'm doing pretty well," she tells Turner.
"We are a traditional college preparatory high school that delivers their education online," explains Howard Liebman, who runs the University of Miami Online High School.
"Online learning is a form where students have an opportunity to access their coursework completely online whether that involves the text or videos or novels and then they have the opportunity to interact with their teachers," Liebman says. "It's really a self contained form of learning on the Web."
But virtual high school means missing out on mainstays like school plays and prom. "I get a lot of socialization through tennis. A lot of academy kids are doing the same program," Emilia says. "I may not be doing what some of my peers are doing, but I think that's ok and I am doing something and learning in a different way."
For Ericka, a mix of high tech and high school works for her. "I have all my friends there, my boyfriend. If I was home all day, I wouldn't see anybody, I'd only be able to talk on the phone and it wouldn't be as real."
The number of high school students logging on for class, according to experts, is between 500,000 and a million and growing at a rate of 100,000 students per year.
©MMVI, CBS Broadcasting Inc. All Rights Reserved.
Wednesday, September 13, 2006
Missouri Virtual Instruction Program Announces New Web Site
The Missouri Virtual Instruction Program (MoVIP) provides affordable, high-quality, standards-based supplemental and full-time online coursework for Missouri schools needing credit retrieval, advanced courses, curriculum enhancements and/or to resolve scheduling conflicts.
--------------------------------------------------------------------------------
What's New
Greetings from Missouri’s K-12 Virtual Instruction Program (MoVIP):
It is a privilege for the Department of Elementary and Secondary Education (DESE) to establish a statewide virtual public school for the state of Missouri. Missouri will be joining the ranks of 24 other states that have a statewide virtual school program. MoVIP will be available for the 2007-2008 school year.
The 2006 Legislative Session passed the Missouri Virtual Public School Legislation with Governor Matt Blunt signing Senate Bill 912 in June. The Missouri Department of Elementary and Secondary Education and the State Board of Education will oversee administration of this program.
For those who may not be familiar with online learning, MoVIP will provide all K-12 Missouri students (public, private and home schooled) equal access to a wide range of coursework with more flexibility in scheduling. Students can take an entire course, from any Internet-connected computer, available 24 hours a day, seven days a week.
There is much more work to be done before MoVIP becomes reality in August 2007.
The work includes:
Establishing an awareness of MoVIP throughout the state, focusing on the services and offerings that MoVIP will be able to offer all Missouri students.
Develop a Request for Proposals (RFP) to select a management vendor as well as specific content providers at all grade levels.
Develop the State Board of Education rules and regulations connected with virtual education.
The reasons that students take virtual courses vary from student to student. Examples of reasons include:
The opportunity to take Advanced Placement courses
The need to recover credit from classes failed
Home schooled and private school students who want to expand their curriculum
Students who are homebound or have special education needs
Scheduling conflicts within school
Courses not offered by school
This is not a delivery method for all students, but this initiative has the opportunity to increase access and versatility of instruction for Missouri students. We realize the potential that exists and hope that we can develop the best state virtual school possible for our students.
There is much more information to share about MoVIP and virtual education than this greeting can cover. I encourage you to visit this website often to be informed about developments connected with MoVIP. If you have questions about the program, do not hesitate to contact the Virtual School office at DESE at 573-526-4219. I am available to present to your group on the Virtual School and our goals. Please feel free to email me with your questions.
Sincerely,
Curt Fuchs, PhD
Director of Virtual School
Curt.fuchs@dese.mo.gov
DESE Virtual Schools Section
--------------------------------------------------------------------------------
What's New
Greetings from Missouri’s K-12 Virtual Instruction Program (MoVIP):
It is a privilege for the Department of Elementary and Secondary Education (DESE) to establish a statewide virtual public school for the state of Missouri. Missouri will be joining the ranks of 24 other states that have a statewide virtual school program. MoVIP will be available for the 2007-2008 school year.
The 2006 Legislative Session passed the Missouri Virtual Public School Legislation with Governor Matt Blunt signing Senate Bill 912 in June. The Missouri Department of Elementary and Secondary Education and the State Board of Education will oversee administration of this program.
For those who may not be familiar with online learning, MoVIP will provide all K-12 Missouri students (public, private and home schooled) equal access to a wide range of coursework with more flexibility in scheduling. Students can take an entire course, from any Internet-connected computer, available 24 hours a day, seven days a week.
There is much more work to be done before MoVIP becomes reality in August 2007.
The work includes:
Establishing an awareness of MoVIP throughout the state, focusing on the services and offerings that MoVIP will be able to offer all Missouri students.
Develop a Request for Proposals (RFP) to select a management vendor as well as specific content providers at all grade levels.
Develop the State Board of Education rules and regulations connected with virtual education.
The reasons that students take virtual courses vary from student to student. Examples of reasons include:
The opportunity to take Advanced Placement courses
The need to recover credit from classes failed
Home schooled and private school students who want to expand their curriculum
Students who are homebound or have special education needs
Scheduling conflicts within school
Courses not offered by school
This is not a delivery method for all students, but this initiative has the opportunity to increase access and versatility of instruction for Missouri students. We realize the potential that exists and hope that we can develop the best state virtual school possible for our students.
There is much more information to share about MoVIP and virtual education than this greeting can cover. I encourage you to visit this website often to be informed about developments connected with MoVIP. If you have questions about the program, do not hesitate to contact the Virtual School office at DESE at 573-526-4219. I am available to present to your group on the Virtual School and our goals. Please feel free to email me with your questions.
Sincerely,
Curt Fuchs, PhD
Director of Virtual School
Curt.fuchs@dese.mo.gov
DESE Virtual Schools Section
Hundreds of Kids Flock to Washington State's New Online Schools
The Seattle Times
09/11/06
Washington's two newest online schools didn't know how many students to expect when they announced they would open their virtual doors this fall. Leaders cautiously hoped for 250, maybe 300 as a start.
They were low--way low. As school starts, the two public schools are happily struggling to handle double and triple that number.
Insight School of Washington, the state's first fully online high school, stopped accepting students after 650, and has 1,000 more who've expressed interest. The Washington Virtual Academy, a K-8 based in Steilacoom, has 652 students registered, and another 500 in the application pipeline.
It's another spurt in the growth of online learning in Washington state, where more than 9,000 students took one or more online classes last year.
Going to school via computer is "not for most kids," said Bill Finkbeiner, executive director of Insight School, a partnership between a Portland company and the small Quillayute Valley School District in Forks. "Most students are going to do better in traditional high schools. But there are a significant percentage of students who don't fit in to a regular high school and, for many of them, this is a good option."
About one-quarter of Insight School's students previously were home-schooled, according to Finkbeiner.
09/11/06
Washington's two newest online schools didn't know how many students to expect when they announced they would open their virtual doors this fall. Leaders cautiously hoped for 250, maybe 300 as a start.
They were low--way low. As school starts, the two public schools are happily struggling to handle double and triple that number.
Insight School of Washington, the state's first fully online high school, stopped accepting students after 650, and has 1,000 more who've expressed interest. The Washington Virtual Academy, a K-8 based in Steilacoom, has 652 students registered, and another 500 in the application pipeline.
It's another spurt in the growth of online learning in Washington state, where more than 9,000 students took one or more online classes last year.
Going to school via computer is "not for most kids," said Bill Finkbeiner, executive director of Insight School, a partnership between a Portland company and the small Quillayute Valley School District in Forks. "Most students are going to do better in traditional high schools. But there are a significant percentage of students who don't fit in to a regular high school and, for many of them, this is a good option."
About one-quarter of Insight School's students previously were home-schooled, according to Finkbeiner.
Thursday, August 03, 2006
Interest in K-12 cyberschool inspires educators
By JANESE HEAVIN of the Tribune's staff
Published Saturday, July 29, 2006
Missouri lawmakers are already calling to see how they can enroll their kids in the state's new virtual school.
"The interest is just profound," Deputy Commissioner of Education Bert Schulte told the state Board of Education on Thursday.
The General Assembly approved a virtual public school this past session and has given the state's Department of Elementary and Secondary Education until July 1 to get the program online.
It's too early to know how students will be selected. That's one of many details yet to be hashed out. State education officials also will need to determine which classes to offer and how the state will accommodate kids who don't have computers or Internet access at home.
But they're excited about the possibilities.
"I'm still learning," said Curt Fuchs, the former Columbia Public Schools technology director who was tapped earlier this month to direct the state's virtual school. "I see the potential out there. Ireally do."
Fuchs is talking to officials from 20-some states that already have virtual school programs to see how they operate. In many cases, he said, the online courses supplement public school credits.
He hopes to have a plan finalized in the next couple of months, with a goal of requesting proposals from potential providers by October. He also hopes to launch a Web site about the school as soon as next month.
Fuchs then wants to spend time educating Missourians about the K-12cyberschool. "It's a new concept," he said. "I plan to spend a lot of time communicating with schools and informing people and parents."
In the school's first year, the equivalent of 500 full-time students would be accepted. A student is considered full time if he takes six online courses, meaning the school can accommodate more than 500 students if some take fewer than six classes. More students would be allowed in subsequent years.
The students should represent the entire state, Schulte said, adding that they might be chosen by lottery.
Many details will be determined once the state chooses providers, Schulte said. It's likely the state will select more than one company to offer different classes. The companies would hire the teachers, who must have Missouri teaching certifications."
More than likely, they will be retired teachers or part-time teachingstaff," Schulte said. "It would be possible to do it as an additional assignment outside their regular school contracts."
Teachers would grade the online coursework, which would flow from the provider to the education department and back to the local school district. Local districts would have to accept those credits toward graduation requirements.
Although the virtual school is public, private school students also can participate without enrolling in the local district. If they choose to enroll, however, the local district would receive 15 percentof the state payments it would receive if the child were a full-time student.The providers would be paid through a separate allocation, and those funds would not affect the state's education formula.
Schulte isn't sure how the state will handle students who need computer and Internet access at home but said the state would likely help offset such costs.
Virtual classes aren't for everyone, Schulte and Fuchs stressed.
"Success in these kinds of courses requires a certain commitment on the part of the student," Schulte said. "Certainly, this will need to fit the learning style of the student. … The greatest impact will be on the student for whom this is an avenue of learning they find fits their personality and style."
Student applicants likely will be asked to fill out a questionnaire to gauge how effective an online program would be for them, Fuchs said.
Student athletes or those who work more rapidly than peers might benefit, he said."They can move through it quickly or take a year to move through a course," Fuchs said. "It's individualized. … The goal is `anyplace, anytime, any pace.' "
Fuchs doesn't expect the program to run glitch-free in its first year."It's an evolution, not a revolution," he said. "My goal is to pick and choose from those models out there right now and make it work for our Missouri students."
Fuchs plans to create a task force soon to help finalize the details, including what to name the program because Missouri State Universityin Springfield already has claim to the name Missouri Virtual School.
Published Saturday, July 29, 2006
Missouri lawmakers are already calling to see how they can enroll their kids in the state's new virtual school.
"The interest is just profound," Deputy Commissioner of Education Bert Schulte told the state Board of Education on Thursday.
The General Assembly approved a virtual public school this past session and has given the state's Department of Elementary and Secondary Education until July 1 to get the program online.
It's too early to know how students will be selected. That's one of many details yet to be hashed out. State education officials also will need to determine which classes to offer and how the state will accommodate kids who don't have computers or Internet access at home.
But they're excited about the possibilities.
"I'm still learning," said Curt Fuchs, the former Columbia Public Schools technology director who was tapped earlier this month to direct the state's virtual school. "I see the potential out there. Ireally do."
Fuchs is talking to officials from 20-some states that already have virtual school programs to see how they operate. In many cases, he said, the online courses supplement public school credits.
He hopes to have a plan finalized in the next couple of months, with a goal of requesting proposals from potential providers by October. He also hopes to launch a Web site about the school as soon as next month.
Fuchs then wants to spend time educating Missourians about the K-12cyberschool. "It's a new concept," he said. "I plan to spend a lot of time communicating with schools and informing people and parents."
In the school's first year, the equivalent of 500 full-time students would be accepted. A student is considered full time if he takes six online courses, meaning the school can accommodate more than 500 students if some take fewer than six classes. More students would be allowed in subsequent years.
The students should represent the entire state, Schulte said, adding that they might be chosen by lottery.
Many details will be determined once the state chooses providers, Schulte said. It's likely the state will select more than one company to offer different classes. The companies would hire the teachers, who must have Missouri teaching certifications."
More than likely, they will be retired teachers or part-time teachingstaff," Schulte said. "It would be possible to do it as an additional assignment outside their regular school contracts."
Teachers would grade the online coursework, which would flow from the provider to the education department and back to the local school district. Local districts would have to accept those credits toward graduation requirements.
Although the virtual school is public, private school students also can participate without enrolling in the local district. If they choose to enroll, however, the local district would receive 15 percentof the state payments it would receive if the child were a full-time student.The providers would be paid through a separate allocation, and those funds would not affect the state's education formula.
Schulte isn't sure how the state will handle students who need computer and Internet access at home but said the state would likely help offset such costs.
Virtual classes aren't for everyone, Schulte and Fuchs stressed.
"Success in these kinds of courses requires a certain commitment on the part of the student," Schulte said. "Certainly, this will need to fit the learning style of the student. … The greatest impact will be on the student for whom this is an avenue of learning they find fits their personality and style."
Student applicants likely will be asked to fill out a questionnaire to gauge how effective an online program would be for them, Fuchs said.
Student athletes or those who work more rapidly than peers might benefit, he said."They can move through it quickly or take a year to move through a course," Fuchs said. "It's individualized. … The goal is `anyplace, anytime, any pace.' "
Fuchs doesn't expect the program to run glitch-free in its first year."It's an evolution, not a revolution," he said. "My goal is to pick and choose from those models out there right now and make it work for our Missouri students."
Fuchs plans to create a task force soon to help finalize the details, including what to name the program because Missouri State Universityin Springfield already has claim to the name Missouri Virtual School.
Wednesday, July 26, 2006
Indiana service center turns underutilized resources into a thriving distance-learning program
Indiana's Wilson Education Service Center services 27 school corporations in the southeast region of the state with cooperative purchasing, media services, and professional development and curriculum items. When Jerry Steuerwald arrived at the center in 2003 as a distance-learning specialist and big believer in the value of video conferencing in the classroom, he found little in the way of a communications technology strategy...
Indiana's Wilson Education Service Center services 27 school corporations in the southeast region of the state with cooperative purchasing, media services, and professional development and curriculum items. When Jerry Steuerwald arrived at the center in 2003 as a distance-learning specialist and big believer in the value of video conferencing in the classroom, he found little in the way of a communications technology strategy...
Wednesday, July 19, 2006
DESE Announces New Virtual School Director
Click on the link below to hear the KSMU podcast of an interview with Dr. Curt Fuchs, the newly appointed DESE Virtual School Director.
http://ksmuonline.missouristate.edu/news.php?text=1761
http://ksmuonline.missouristate.edu/news.php?text=1761
Wednesday, July 05, 2006
Utah Leads Nation in Virtual School Enrollments
Utah Leads Nation in Virtual School Enrollments
With more than 50,000 students enrolled, the Utah
Electronic High School operates the nation's largest
online learning program.Source: Deseret News ========================================
With more than 50,000 students enrolled, the Utah
Electronic High School operates the nation's largest
online learning program.Source: Deseret News ========================================
Tennessee developing eLearning model
The Chattanooga Times Free Press reports that the Hamilton County school System is leading schools across Tennessee in developing statewide curriculum for online courses. The system is the beneficiary of a three-year, $2.7 million grant to write online course curriculums. Seven other systems are receiving $100,000 each per year to serve as the pilot sites that offer Hamilton County online courses. Stacy Schaudel, one of the coordinators of Tennessee's e4 TN initiative, says: "We're building the model of what e-learning will look like in Tennessee." The e4 TN initiative aims to create 26 courses aligned with state standards required by the No Child Left Behind Act...
http://www.tfponline.com
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http://www.tfponline.com
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Thursday, May 18, 2006
MRDP Media Release
Virtual School Legislation Passed
Senator Goodman and Representative Baker Lead The Way
Jefferson City, Mo., (May 12, 2006) – Legislation to help Missouri students has passed in the Missouri Legislature by overwhelming bipartisan votes. The law also has broad support from organizations such as the Missouri Rural Development Partners (MRDP) and the Missouri Distance Learning Association (MoDLA).
If signed by Governor Matt Blunt, Senate Bill 912 will create a “virtual school” for Missouri students to enroll in Internet-based classes. The Missouri Department of Elementary and Secondary Education (DESE) will oversee the creation of the school and ensure that it meets the same standards as a typical public school district. It will be available to variety of students on both a full and part-time basis as determined by DESE.
Senator Jack Goodman (R-Lawrence), who sponsored the bill, was very pleased with the outcome of the legislation. “We had a unanimous vote in the Senate which demonstrates the strong support for quality education alternatives in our state. It is not intended to replace schools, but to create a new way to reach students with needs outside of the existing structure,” stated Goodman.
Representative Brian Baker (R-Belton), who sponsored the companion bill in the House of Representatives, believes the virtual school will create new opportunities for Missouri students. “We have to look at smarter, cost effective ways to improve education for our kids and I believe that this is a great approach,” said Baker.
Jim Tice, a board member for MRDP and Chair of the MRDP/MoDLA Distance Learning Initiative Task Force, contributed his expertise in developing the legislation. Mr. Tice has been instrumental in developing a virtual school at Missouri State University that is currently offered to numerous public school districts. “I’m glad that I could be a part of this effort to expand the virtual school concept to more Missourians. We have seen much success providing students with courses that they otherwise may not have available to them,” stated Tice. He added that the Task Force will remain active to continue support of distance learning policies and activities in the state.
Senate Bill 912 was co-sponsored by Senators Matt Bartle (R-Jackson), Jason Crowell (R-Cape Girardeau) and David Klindt (R-Harrison). The House bill was co-sponsored by Representatives Carl Beardon (R-St. Charles), Walt Bivins (R-St. Louis), Lanie Black (R-Charleston), Maria Chappelle-Nadal (D-University City), Michael Cocoran (D-St. Ann), Bob Dixon (R-Springfield), Doug Ervin (R-Kearney), Kathlyn Fares (R-Webster Groves), Barney Joe Fisher (R-Richards), Timothy Flook (R-Liberty), Steve Hobbs (R-Mexico), Danielle Moore (R-Fulton), Brian Munzlinger (R-Williamstown), Scott Muschany (R-St. Louis), Jerry Nolte (R-Gladstone), Sam Page (D-Creve Coeur), Susan Phillips (R-Kansas City), Martin Rucker (R-Flemington), Therese Sander (R-Moberly), Robert Schaaf (R-St. Joseph), Ray Weter (R-Nixa), James Whorton (D-Trenton) and Larry Wilson (R-Flemington).
The Missouri Rural Development Partners (MRDP) was formally organized in November 1992 and is one of nearly 40 state rural development councils comprising the National Rural Development Partnership (NRDP). In 2004, MRDP received federal designation as Missouri’s official state rural development council. The mission of MRDP is “to improve the quality of life, enhance opportunities, and help empower citizens and rural communities of Missouri by bringing together a coalition of public and private entities.”
Senator Goodman and Representative Baker Lead The Way
Jefferson City, Mo., (May 12, 2006) – Legislation to help Missouri students has passed in the Missouri Legislature by overwhelming bipartisan votes. The law also has broad support from organizations such as the Missouri Rural Development Partners (MRDP) and the Missouri Distance Learning Association (MoDLA).
If signed by Governor Matt Blunt, Senate Bill 912 will create a “virtual school” for Missouri students to enroll in Internet-based classes. The Missouri Department of Elementary and Secondary Education (DESE) will oversee the creation of the school and ensure that it meets the same standards as a typical public school district. It will be available to variety of students on both a full and part-time basis as determined by DESE.
Senator Jack Goodman (R-Lawrence), who sponsored the bill, was very pleased with the outcome of the legislation. “We had a unanimous vote in the Senate which demonstrates the strong support for quality education alternatives in our state. It is not intended to replace schools, but to create a new way to reach students with needs outside of the existing structure,” stated Goodman.
Representative Brian Baker (R-Belton), who sponsored the companion bill in the House of Representatives, believes the virtual school will create new opportunities for Missouri students. “We have to look at smarter, cost effective ways to improve education for our kids and I believe that this is a great approach,” said Baker.
Jim Tice, a board member for MRDP and Chair of the MRDP/MoDLA Distance Learning Initiative Task Force, contributed his expertise in developing the legislation. Mr. Tice has been instrumental in developing a virtual school at Missouri State University that is currently offered to numerous public school districts. “I’m glad that I could be a part of this effort to expand the virtual school concept to more Missourians. We have seen much success providing students with courses that they otherwise may not have available to them,” stated Tice. He added that the Task Force will remain active to continue support of distance learning policies and activities in the state.
Senate Bill 912 was co-sponsored by Senators Matt Bartle (R-Jackson), Jason Crowell (R-Cape Girardeau) and David Klindt (R-Harrison). The House bill was co-sponsored by Representatives Carl Beardon (R-St. Charles), Walt Bivins (R-St. Louis), Lanie Black (R-Charleston), Maria Chappelle-Nadal (D-University City), Michael Cocoran (D-St. Ann), Bob Dixon (R-Springfield), Doug Ervin (R-Kearney), Kathlyn Fares (R-Webster Groves), Barney Joe Fisher (R-Richards), Timothy Flook (R-Liberty), Steve Hobbs (R-Mexico), Danielle Moore (R-Fulton), Brian Munzlinger (R-Williamstown), Scott Muschany (R-St. Louis), Jerry Nolte (R-Gladstone), Sam Page (D-Creve Coeur), Susan Phillips (R-Kansas City), Martin Rucker (R-Flemington), Therese Sander (R-Moberly), Robert Schaaf (R-St. Joseph), Ray Weter (R-Nixa), James Whorton (D-Trenton) and Larry Wilson (R-Flemington).
The Missouri Rural Development Partners (MRDP) was formally organized in November 1992 and is one of nearly 40 state rural development councils comprising the National Rural Development Partnership (NRDP). In 2004, MRDP received federal designation as Missouri’s official state rural development council. The mission of MRDP is “to improve the quality of life, enhance opportunities, and help empower citizens and rural communities of Missouri by bringing together a coalition of public and private entities.”
Thursday, May 11, 2006
Missouri NEA Legislative Update
Week 18, No. 2, May 9, 2006
Otto Fajen,Missouri NEA Legislative Director
HOUSE PASSES VIRTUAL SCHOOL BILL
The House passed SS/SCS/SB 912 (Jack Goodman) to create the Missouri Virtual Public School. The House defeated the HCS and took up the Senate version. Rep. Maynard Wallace offered HA 1 to correct the summer school state aid penalty, but the amendment was ruled out of order. The House then passed the bill by a vote of 136-20. Since the House adopted the Senate version without amendment, the bill is now finally passed and ready to be sent to the Governor for approval.
SENATE DEBATES VIRTUAL SCHOOL BILL
The Senate took up HB 1275 (Brian Baker) to create the Missouri Virtual Public School. The bill also includes the provisions of SB 970 (Chuck Gross) to protect districts in St. Charles County from uncompensated loss of local fine revenues if a county municipal court is established.
Sen. Charlie Shields added SA 1, which adds SB 1004 (Rita Days) to correct the sunset on the early childhood special education placement fix included in SB 500 (2005), SB 947 to establish standards for early childhood education, and SB 644 to correct the summer school state aid penalty. Sen. Tim Green added SA 3, to allow the State Auditor to audit any public school district. SA 3 was adopted by a vote of 17-16.
Sen. Loudon offered SA 4 to amend various provisions relating to charter schools including his SB 1190 to allow certain private colleges outside St. Louis City to sponsor charter schools in the city. A point of order was raised that the amendment goes beyond the scope and purpose of the bill. The point of order was taken under advisement, which ended debate on the bill. It appears unlikely that the bill will be taken up for consideration again this year, now that the House has finally passed the virtual schools language in SB 912.
Otto Fajen,Missouri NEA Legislative Director
HOUSE PASSES VIRTUAL SCHOOL BILL
The House passed SS/SCS/SB 912 (Jack Goodman) to create the Missouri Virtual Public School. The House defeated the HCS and took up the Senate version. Rep. Maynard Wallace offered HA 1 to correct the summer school state aid penalty, but the amendment was ruled out of order. The House then passed the bill by a vote of 136-20. Since the House adopted the Senate version without amendment, the bill is now finally passed and ready to be sent to the Governor for approval.
SENATE DEBATES VIRTUAL SCHOOL BILL
The Senate took up HB 1275 (Brian Baker) to create the Missouri Virtual Public School. The bill also includes the provisions of SB 970 (Chuck Gross) to protect districts in St. Charles County from uncompensated loss of local fine revenues if a county municipal court is established.
Sen. Charlie Shields added SA 1, which adds SB 1004 (Rita Days) to correct the sunset on the early childhood special education placement fix included in SB 500 (2005), SB 947 to establish standards for early childhood education, and SB 644 to correct the summer school state aid penalty. Sen. Tim Green added SA 3, to allow the State Auditor to audit any public school district. SA 3 was adopted by a vote of 17-16.
Sen. Loudon offered SA 4 to amend various provisions relating to charter schools including his SB 1190 to allow certain private colleges outside St. Louis City to sponsor charter schools in the city. A point of order was raised that the amendment goes beyond the scope and purpose of the bill. The point of order was taken under advisement, which ended debate on the bill. It appears unlikely that the bill will be taken up for consideration again this year, now that the House has finally passed the virtual schools language in SB 912.
Thursday, April 27, 2006
Missouri NEA Daily Legislative Update
Week 16, No. 3, April 26, 2006
Otto Fajen
Missouri NEA Legislative Director
VIRTUAL SCHOOLS
The House Rules Committee voted SB 912 (Jack Goodman) Do Pass on April 26. The bill can now be placed on the House calendar for floor debate. SB 912 would create the
Missouri NEA Daily Legislative Update
Week 16, No. 2, April 25, 2006
Otto Fajen
Missouri NEA Legislative Director
HOUSE COMMITTEE ON STUDENT ACHIEVEMENT AND FINANCE
SS SCS SB 912 (Jack Goodman) to establish a
Wednesday, April 26, 2006
Virtual schools mean more opportunity
The Joplin Globe
CNHI News Service
— By Brian L. BakerGuest columnist
Unless we open new doors, the seven last words of our public schools will be "we never did it that way before." The 21st century is here, and except for some marker-boards, most of our students learn in a 1950s classroom model - which is not all bad. However, new ideas and technology must be allowed to stand along side the sacred cow of public education.The Missouri Virtual Public School is an innovative way to deliver a quality and challenging public education to students all around the state. It is designed to meet needs where the "traditional" classroom cannot. It is not a replacement, but a tool that allows education to reach the farthest corners of our state, into the deepest rural landscapes and urban cores. I have a deep respect for the superintendents of this state and in Southwest Missouri. I have met with many of them, and we agree on many issues regarding public education. However, their concerns about the MVP School have been addressed and discussed in a thorough manner in Jefferson City.First, your article is correct. All local dollars will be kept by the local public school. However, state aid will follow the student to the Virtual Public School run by the Department of Education. The student can enroll in the MVP school full time.Students can also choose to be provisionally enrolled in their local school district for the purpose of participating in extracurricular activities like band, speech, debate, theater, etc. If they choose to do this, then 15 percent of the state aid will remain with the local school district. The remaining 85 percent of that student's state aid will go to the MVP school.This is just one way we addressed the socialization issue raised by Webb City Superintendent Ron Lankford. Students would have a choice to participate in public-school activities.Second, the MVP school is not simply designed just for full-time students. Suppose you have a rural district with gifted students, but they cannot hire gifted teachers or an advanced-subject staff. Students can enroll in the MVP school part time. If a student needed a physics class, he or she could enroll in the MVP school for that class and then take the needed course from the school library. If he or she was enrolled in just one MVP class then the cost would only be one-sixth of the state aid provided for that student - six courses equals full-time equivalency.We address the social interaction of students by assigning each student a teacher who will work one-on-one with that student. Daily contact will be attained through phone, e-mail or audio-video. One-on-one weekly contact will be a rule established by the Department of Education. Plus, parents will be required to commit to a certain involvement level or students will not be able to participate.The state will have regions where students in the MVP school can link up and participate in group activities. Again, this will be a cooperative effort among the DESE-assigned teacher, the parents and the students.Plus, we must all recognize that with the availability of community activities, sports and other social events, today's students have a variety of opportunities to develop social skills. There will not be a mass exodus of students to the MVP school. Most states that provide this tool only see about 1 percent to 2 percent of students participate. Some of these students face health issues that leave them uncomfortable or disadvantaged in a "traditional" school. By offering the MVP school, we give the cancer patient or paraplegic access to a quality public education. Finally, this program does not entail students sitting around looking at a computer screen. Textbooks, hands-on lab work and actual paperwork are required by the curriculum that will be offered. There are a number of curriculum providers who have the ability to provide the equipment and technology to offer the services of the MVP school.What gives the program such promise is that it accents the current system by offering new technology to public education, providing another way to teach. The global world has entered our lives. We must begin true education reform that helps the classroom catch up to the rest of the world. Never let us embrace a we-never-did-it-that-way-before spirit.
Brian L. Baker is the author of the MVP school bill and chairman of the Missouri Committee on Student Achievement & Finance.
Copyright © 1999-2006 cnhi, inc.
CNHI News Service
— By Brian L. BakerGuest columnist
Unless we open new doors, the seven last words of our public schools will be "we never did it that way before." The 21st century is here, and except for some marker-boards, most of our students learn in a 1950s classroom model - which is not all bad. However, new ideas and technology must be allowed to stand along side the sacred cow of public education.The Missouri Virtual Public School is an innovative way to deliver a quality and challenging public education to students all around the state. It is designed to meet needs where the "traditional" classroom cannot. It is not a replacement, but a tool that allows education to reach the farthest corners of our state, into the deepest rural landscapes and urban cores. I have a deep respect for the superintendents of this state and in Southwest Missouri. I have met with many of them, and we agree on many issues regarding public education. However, their concerns about the MVP School have been addressed and discussed in a thorough manner in Jefferson City.First, your article is correct. All local dollars will be kept by the local public school. However, state aid will follow the student to the Virtual Public School run by the Department of Education. The student can enroll in the MVP school full time.Students can also choose to be provisionally enrolled in their local school district for the purpose of participating in extracurricular activities like band, speech, debate, theater, etc. If they choose to do this, then 15 percent of the state aid will remain with the local school district. The remaining 85 percent of that student's state aid will go to the MVP school.This is just one way we addressed the socialization issue raised by Webb City Superintendent Ron Lankford. Students would have a choice to participate in public-school activities.Second, the MVP school is not simply designed just for full-time students. Suppose you have a rural district with gifted students, but they cannot hire gifted teachers or an advanced-subject staff. Students can enroll in the MVP school part time. If a student needed a physics class, he or she could enroll in the MVP school for that class and then take the needed course from the school library. If he or she was enrolled in just one MVP class then the cost would only be one-sixth of the state aid provided for that student - six courses equals full-time equivalency.We address the social interaction of students by assigning each student a teacher who will work one-on-one with that student. Daily contact will be attained through phone, e-mail or audio-video. One-on-one weekly contact will be a rule established by the Department of Education. Plus, parents will be required to commit to a certain involvement level or students will not be able to participate.The state will have regions where students in the MVP school can link up and participate in group activities. Again, this will be a cooperative effort among the DESE-assigned teacher, the parents and the students.Plus, we must all recognize that with the availability of community activities, sports and other social events, today's students have a variety of opportunities to develop social skills. There will not be a mass exodus of students to the MVP school. Most states that provide this tool only see about 1 percent to 2 percent of students participate. Some of these students face health issues that leave them uncomfortable or disadvantaged in a "traditional" school. By offering the MVP school, we give the cancer patient or paraplegic access to a quality public education. Finally, this program does not entail students sitting around looking at a computer screen. Textbooks, hands-on lab work and actual paperwork are required by the curriculum that will be offered. There are a number of curriculum providers who have the ability to provide the equipment and technology to offer the services of the MVP school.What gives the program such promise is that it accents the current system by offering new technology to public education, providing another way to teach. The global world has entered our lives. We must begin true education reform that helps the classroom catch up to the rest of the world. Never let us embrace a we-never-did-it-that-way-before spirit.
Brian L. Baker is the author of the MVP school bill and chairman of the Missouri Committee on Student Achievement & Finance.
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