Online Learning and Students with Disabilities

The Center conducted a thorough search of all 50 state Department of Education websites to obtain publicly available policy and guidance that pertains to online learning. The purpose of the search was to identify and make available policies and guidance related to online learning from across the United States. When a policy or guidance document was general in nature and appeared to refer to all students and online learning, it was considered to include students with disabilities because, logically, policies or guidance documents that apply to all students include students with disabilities.

Information in the table was shared with staff at all 50 state departments of education to review for accuracy and thoroughness.

Rows have been provided for each of the seven categories for all 50 states. Where information relevant to a category has not been identified, a blank row has been included. Where a state has more than one policy or related resource pertaining to a single category, additional rows have been added.

Last updated December 2014

The table below provides state policies and guidance organized under the following seven categories:

  1. Placement and enrollment
  2. Allowable providers of services
  3. Accommodations and Assessments
  4. Access or accessibility
  5. Funding for services
  6. Administrative duties
  7. Graduation or exiting
  8. Teacher Preparedness
  9. Definitions

Read the Center’s methodology paper which describes how this study was conducted.

StateCategoryPolicy / GuidanceLinkSpecific To Students w/ Disabilities?Retrieved OnTypeStatus
AKAccess or Accessibility
AKAllowable Providers of Services
AKPlacement and Enrollment
AKTeacher Preparedness
AKFunding for Services
AKAccommodations and Assessments
AKAdministrative Duties
AKDefinitions
AKGraduating or Exiting
ALAccess or AccessibilityQuality online learning experiences have common characteristics: Districts comply with the requirements of Section 508 of the Rehabilitation Act of 1973 to ensure accessibility for all students.HS Distance Education
(att. pg. 3)
source: https://docs.alsde.edu‰ÛÜ/documents/61/onlineguidance.p‰ÛÜdf‰ÛÜ
Yes6/12/13Guidanceall HS online programs
ALGraduating or ExitingHS Distance Learning
(att. pg. 2)
source: ftp://ftp.alsde.edu/do‰ÛÜcuments/61/OnlineGuidance.pdf‰ÛÜ
Yes6/4/13Guidanceall HS online programs
ALPlacement and EnrollmentThe ACCESS teacher and support center will maintain confidentiality with all personally identifiable educational records received by storing such records in a secure environment. At the end of the term, any personally identifiable educational records received by the ACCESS teacher or support center director will be shredded.åÊåÊlessACCESS FAQ
(att. pg. 1)
source: http://accessdl.state.‰ÛÜal.us/documents/AccessFAQtobep‰ÛÜosted.pdf‰ÛÜ
Yes6/4/13GuidanceACCESS program
ALPlacement and EnrollmentCredit Recovery. Local boards of education may establish Credit Recovery programs allowing certain students learning opportunities to master concepts and skills in one or more failed courses. Course content for credit recovery courses shall be composed of standards in whichåÊstudents proved deficient rather than all standards of the original course. LEAs offering credit recovery courses must develop programs including regulations and processes addressing admission and removal, instruction, content and curriculum, grades, and credits. Schools may offer these courses using computer software, online instruction, or teacher-directed instruction. The curriculum shall align with State Board of Education Alabama courses of study content standards in which students are deficientåÊåÊlessCHAPTER290
(att. pg. 42-43)
source: http://www.alabamaadmi‰ÛÜnistrativecode.state.al.us/doc‰ÛÜs/ed/290-3-1.pdf‰ÛÜ
No8/27/13PolicyEffective 2011
ALTeacher Preparedness(f) Assigning Grades. Numerical grades shall be assigned by the online teacher and accepted by the participating high school. Honor points, weighting, and other special considerations will be made, when appropriate, at the discretion of the local school administration.
ALAllowable Providers of Services(13) Online Courses. Credit for online courses may be allowed only on the following conditions: (a) Credit Restrictions. 1. Written approval must be given by both the principal and superintendent before the online course is begun. 2. Online courses qualifying for credit in required courses must contain all required content identified in Alabama courses of study. 3. Online course credit shall be included in calculating a program of studies, in accordance with AAC Rule 290-3-1-.02(9)(d). (b) Delivery Requirements. 1. Online course delivery not supported by the Alabama Department of Education must be from institutions accredited by Southern Association of Colleges and Schools, Middle States Association of Colleges and Schools, New England Association of Schools and Colleges, North Central Association of Colleges and Schools, Northwest Association of Schools and Colleges, Western Association of Schools and Colleges, or other organizations approved by the State Board of Education. ... (c) Approval Process. 1. Courses other than those provided by the SDE fulfilling the requirement of four credits per core content area must be approved and registered before schools offer them for credit. Registration forms and guidelines may be obtained from the SDE. 2. Elective courses from any source need no SDE approval, but all online courses not provided by the SDE must be registered with the SDE. (d) Personnel Requirements. 1. All online courses shall have an adult facilitator approved by the local school who has completed professional development in online methodology and technical aspects of Web-based instruction and serves as a liaison to online teachers and providers. 2. Teachers who deliver instruction online must be certified and highly qualified teachers in the content area of the course or faculty members of an institution of higher education accredited by an agency named in AAC Rule 290-3-1-.02(12)(b)1. These teachers must possess expertise in the specific content area and must have participated in in-service education, sponsored by the providing institution, pertaining to instructional methodology and technical aspects of online delivery.åÊåÊlessCHAPTER290
(att. pg. 43-44)
source: http://www.alabamaadmi‰ÛÜnistrativecode.state.al.us/doc‰ÛÜs/ed/290-3-1.pdf‰ÛÜ
No8/27/13PolicyEffective 2011
ALAdministrative DutiesAccess Distance Learning
(att. pg. 5)
source: http://accessdl.state.‰ÛÜal.us/Documents/Policies/Stude‰ÛÜntPolicyManuallowres.pdf‰ÛÜ
Yes6/4/13PolicyACCESS programEffective 2009
ALFunding for Services(e) Financial Responsibility. School systems will be responsible for equipment, textbooks, software, and supplemental resources for courses necessary for completion of graduation requirements and for costs associated with the delivery of courses not provided by the SDE.CHAPTER290
(att. pg. 43-44)
source: http://www.alabamaadmi‰ÛÜnistrativecode.state.al.us/doc‰ÛÜs/ed/290-3-1.pdf‰ÛÜ
No8/27/13PolicyEffective 2011
ALAdministrative DutiesThe Alabama State Department of Education (SDE) has published guidelines on the essential characteristics of a quality online learning experience, specific course standards to meet the graduation requirement, and guidelines for online teachers. Distance Learning: Effective for students entering the ninth grade in the 2009-2010 school year, Alabama students will be required to complete one online/technology enhanced course or experience prior to graduation. Exceptions through Individualized Education Plans will be allowed. As part of the First Choice Diploma program all students prior to graduation are required to participate in an online course or experience.åÊåÊlessCHAPTER290
(att. p. 44)
source: http://www.alabamaadmi‰ÛÜnistrativecode.state.al.us/doc‰ÛÜs/ed/290-3-1.pdf‰ÛÜ
No8/27/13PolicyEffective 2011
ALAccommodations and AssessmentsThe following policies are written for students with disabilities who have either an Individualized Education Program (IEP) or a 504 Plan. Prior to registration for an ACCESS course, the counselor shall contact the student‰Ûªs case manager for a review of the educational needsåÊof the student based on the requirements of the IEP or the 504 Plan.åÊåÊless
ALDefinitionsACCESS Distance Learning courses are available to students who meet the following criteria: Enrolled in Grades 9-12 in an Alabama public high school. Identified as a special education student in a state correctional facility and registered with an Alabama public high school.
ALAdministrative Duties2. Students shall complete all scheduled tests and labs during a regular class scheduled within the normal school day, except for related research/homework. The normal school day shall include night school, summer school, and other scheduled extended day periods as approvedåÊby the local school. 3. Homebound students may participate in approved online courses upon request and notification to the SDE of students‰Ûª homebound status by the local school system superintendent. Homebound students must complete all graded activities in the presence of a facilitator provided by the school system and meeting the requirements identified in AAC Rule 290-3-2-.02(12)(d)1. 4. Schools enrolling students in online courses will provide students with appropriate technology, adequate supervision, and technical assistance, in accordance with State Department of Education (SDE) online technology requirements for local implementation.åÊåÊlessCHAPTER290
(att. pg. 40)
source: http://www.alabamaadmi‰ÛÜnistrativecode.state.al.us/doc‰ÛÜs/ed/290-3-1.pdf‰ÛÜ
No8/27/13PolicyEffective 2011
ALPlacement and EnrollmentACCESS Policy Manual
(att. pg. 14)
source: http://www.accessdl.st‰ÛÜate.al.us/Documents/Policies/8‰ÛÜ1511CounselorPolicyManual.pdf‰ÛÜ
Yes6/4/13PolicyACCESS programEffective 2010
ARAdministrative DutiesREGS 5.15.12
(att. pg. 4)
source: http://170.94.37.152/R‰ÛÜEGS/005.15.12-001F-12833.pdf‰ÛÜ
No9/18/13PolicyEffective 2012
ARPlacement and Enrollment6-16-1404. Digital learning environment. A digital learning environment shall be composed of: (1) Access to quality digital learning content and online blended learning courses; (2) Tailored digital content designed to meet the needs of each student; (3) Digital learning content that meets or exceeds the curriculum standards and requirements adopted by the State Board of Education that is capable of being assessed and measured through standardized tests or local assessments; and (4) Infrastructure that is sufficient to handle and facilitate a quality digital learning environment.åÊåÊless
ARGraduating or ExitingThe purpose of the Distance Learning Coordinating Council is to evaluate distance learning activities for kindergarten through grade twelve (K-12) education across the State of Arkansas and to determine whether distance learning activities are being fully utilized through aåÊcollaborative process that maximizes the utilization of the state's technical and educational resources.åÊåÊlessHB 1785
(att. pg. 4)
source: http://www.arkleg.stat‰ÛÜe.ar.us/assembly/2013/2013R/Bi‰ÛÜlls/HB1785.pdf‰ÛÜ
Yes9/18/13PolicyEffective 2013
ARFunding for Services6-16-1405. Digital learning providers. (a) To become an approved digital learning provider a digital learning provider shall submit proof that the provider: (1) Is nonsectarian and nondiscriminatory in its programs, employment practices, and operations; (2) Demonstrates or partners with an organization that demonstrates successful experience in furnishing digital learning courses to public school students as demonstrated by student growth in each subject area and grade level for which it proposes to provide digital learning courses; As Engrossed: H3/18/13 H3/26/13 H4/4/13 HB1785 3 03-07-2013 10:41:19 SAG017 (3) Meets or exceeds the minimum curriculum standards and requirements established by the State Board of Education and ensures instructional and curricular quality through a curriculum and accountability plan that addresses every subject area and grade level for which it agrees to provide digital learning courses; and (4)(A) Utilizes highly qualified teachers to deliver digital learning courses to public school students. (B) A highly qualified teacher that delivers digital learning courses under this subchapter is not required to be licensed as a teacher or administrator by the state board. (b) The Department of Education or state board shall not require as a condition of approval of a digital learning provider that the digital learning provider limit the delivery of digital learning courses to public schools that require physical attendance at the public school to successfully complete the credit for which the digital learning course is provided.åÊåÊless
ARDefinitions
ARAllowable Providers of ServicesHB 1785
(att. pg. 2-3)
source: http://www.arkleg.stat‰ÛÜe.ar.us/assembly/2013/2013R/Bi‰ÛÜlls/HB1785.pdf‰ÛÜ
No9/18/13Policyall online programsEffective 2013
ARAccess or Accessibility(d) Beginning with the entering ninth grade class of the 2014-2015 school year, each high school student shall be required to take at least one (1) digital learning course for credit to graduate. (e) The State Board of Education shall not limit the number of digital learningåÊcourses for which a student may receive credit through a public school or a public charter school and shall ensure that digital learning courses may be used as both primary and secondary methods of instruction.åÊåÊless
ARTeacher PreparednessHB 1785
(att. pg. 3)
source: http://www.arkleg.stat‰ÛÜe.ar.us/assembly/2013/2013R/Bi‰ÛÜlls/HB1785.pdf‰ÛÜ
No5/16/14PolicyEffective 2013
ARAccommodations and Assessments(4)(A) Utilizes highly qualified teachers to deliver digital learning courses to public school students. (B) A highly qualified teacher that delivers digital learning courses under this subchapter is not required to be licensed as a teacher or administrator by the state board.åÊåÊlessHB 1785
(att. pg. 2)
source: http://www.arkleg.stat‰ÛÜe.ar.us/assembly/2013/2013R/Bi‰ÛÜlls/HB1785.pdf‰ÛÜ
Yes9/18/13PolicyEffective 2013
AZAccess or Accessibility
AZAccommodations and Assessments
AZAllowable Providers of ServicesPupils who participate in Arizona online instruction are subject to the testing requirements prescribed in chapter 7, article 3 of this title. Upon enrollment, the school shall notify the parents or guardians of the pupil of the state testing requirements. If a pupil fails to comply with the testing requirements and the school administers the tests pursuant to this subsection to less than ninety-five per cent of the pupils in Arizona online instruction, the pupil shall not be allowed to participate in Arizona online instruction. C. Beginning July 1, 2010, the state board of education and the state board for charter schools shall develop annual reporting mechanisms for schools that participate in Arizona online instruction. D. The department of education shall compile the information submitted in the annual reports by schools participating in Arizona online instruction. The department of education shall submit the compiled report to the governor, the speaker of the house of representatives and the president of the senate by November 15 of each year. E. Each school selected for Arizona online instruction shall ensure that a daily log is maintained for each pupil who participates in Arizona online instruction. The daily log shall describe the amount of time spent by each pupil participating in Arizona online instruction pursuant to this section on academic tasks. The daily log shall be used by the school district or charter school to qualify the pupils who participate in Arizona online instruction in the school's average daily attendance calculations pursuant to section 15-901.åÊåÊlessHB 2129
(att. pg. 1)
source: http://www.azleg.gov/l‰ÛÜegtext/49leg/2r/bills/hb2129s.‰ÛÜpdf‰ÛÜ
Yes9/18/13Policyall online programsEffective 2012
AZAdministrative DutiesThe state board of education shall select traditional public schools and the state board for charter schools shall sponsor charter schools to be online course providers or online schools. The state board of education and the state board for charter schools shall jointly develop standards for the approval of online course providers and online schools based on the following criteria: 1. The depth and breadth of curriculum choices. 2. The variety of educational methodologies employed by the school and the means of addressing the unique needs and learning styles of targeted pupil populations, including computer assisted learning systems, virtual classrooms, virtual laboratories, electronic field trips, electronic mail, virtual tutoring, online help desk, group chat sessions and noncomputer based activities performed under the direction of a certificated teacher. 3. The availability of an intranet or private network to safeguard pupils against predatory and pornographic elements of the internet. 4. The availability of filtered research access to the internet. 5. The availability of private individual electronic mail between pupils, teachers, administrators and parents in order to protect the confidentiality of pupil records and information. 6. The availability of faculty members who are experienced with computer networks, the internet and computer animation. 7. The extent to which the school intends to develop partnerships with universities, community colleges and private businesses. 8. The services offered to developmentally disabled populations. 9. The grade levels that will be served. B. Each new school that provides online instruction shall provide online instruction on a probationary status. After a new school that provides online instruction has clearly demonstrated the academic integrity of its instruction through the actual improvement of the academic performance of its students, the school may apply to be removed from probationary status. The state board of education or the state board for charter schools shall remove from Arizona online instruction any probationary school that fails to clearly demonstrate improvement in academic performance within three years measured against goals in the approved application and the state's accountability system.åÊåÊlessHB 2129
(att. pg. 2)
source: http://www.azleg.gov/l‰ÛÜegtext/49leg/2r/bills/hb2129s.‰ÛÜpdf‰ÛÜ
AZDefinitions
AZGraduating or ExitingF. If a pupil is enrolled in a school district or charter school and also participates in Arizona online instruction, the sum of the average daily membership, which includes enrollment as prescribed in section 15-901, subsection A, paragraph 2, subdivisions (a) and (b) and daily attendance as prescribed in section 15-901, subsection A, paragraph 6, for that pupil in the school district or charter school and in Arizona online instruction shall not exceed 1.0. If the pupil is enrolled in a school district or a charter school and also participates in Arizona online instruction and the sum of the daily membership or daily attendance for that pupil is greater than 1.0, the sum shall be reduced to 1.0 and shall be apportioned between the school district, unless the school district is a joint technical education district subject to the apportionment requirements of section 15-393, or charter school and Arizona online instruction based on the percentage of total time that the pupil is enrolled or in attendance in the school district or charter school and Arizona online instruction. The uniform system of financial records shall include guidelines for the apportionment of the pupil enrollment and attendance as provided in this subsection. Pupils in Arizona online instruction do not incur absences for purposes of section 15-901 and may generate an average daily attendance of 1.0 for attendance hours during any hour of the day, during any day of the week and at any time between July 1 and June 30 of each fiscal year. For kindergarten programs and grades one through eight, average daily membership shall be calculated by dividing the instructional hours as reported in the daily log required in subsection E of this section by the applicable hourly requirements prescribed in section 15-901. For grades nine through twelve, average daily membership shall be calculated by dividing the instructional hours as reported in the daily log required in subsection E of this section by nine hundred. The average daily membership of a pupil who participates in online instruction shall not exceed 1.0. Average daily membership shall not be calculated on the one hundredth day of instruction for the purposes of this section. Funding shall be determined as follows: 1. A pupil who is enrolled full-time in Arizona online instruction shall be funded for online instruction at ninety-five per cent of the base support level that would be calculated for that pupil if that pupil were enrolled as a full-time student in a school district or charter school that does not participate in Arizona online instruction. Additional assistance, capital outlay revenue limit and soft capital allocation limit shall be calculated in the same manner they would be calculated if the student were enrolled in a district or charter school that does not participate in Arizona online instruction. A pupil enrolled in Arizona online instruction shall be considered full-time if the pupil's average instructional hours, as reported in the daily log required in subsection E of this section, exceed one hundred nineteen minutes for kindergarten programs, two hundred thirty-eight minutes for grades one through three, two hundred ninety-seven minutes for grades four through six, three hundred fifty-six minutes for grades seven and eight and three hundred minutes for grades nine through twelve. 2. A pupil who is enrolled part-time in Arizona online instruction shall be funded for online instruction at eighty-five per cent of the base support level that would be calculated for that pupil if that pupil were enrolled as a part-time student in a school district or charter school that does not participate in Arizona online instruction. Additional assistance, capital outlay revenue limit and soft capital allocation limit shall be calculated in the same manner they would be calculated if the student were enrolled in a district or charter school that does not participate in Arizona online instruction. A pupil enrolled in Arizona online instruction shall be considered part-time if the pupil's average instructional hours, as reported in the daily log required in subsection E of this section, are less than the hours required for a full-time pupil pursuant to paragraph 1 of this subsection.åÊåÊless
AZFunding for ServicesHB 2129
(att. pg. 2-3)
source: http://www.azleg.gov/l‰ÛÜegtext/49leg/2r/bills/hb2129s.‰ÛÜpdf‰ÛÜ
No9/18/13PolicyEffective 2010
AZPlacement and Enrollment
AZTeacher Preparedness
CATeacher PreparednessIn 2005, new regulations were created that allow online charter schools to avoid the pupil-teacher ratio provisions of the law if, among other requirements: All students eligible for special education services must receive these services
CAFunding for ServicesAB644 Chapter579
(att. pg. 1-2)
source: http://www.leginfo.ca.‰ÛÜgov/pub/11-12/bill/asm/ab_0601‰ÛÜ-0650/ab_644_bill_20120926_cha‰ÛÜptered.pdf‰ÛÜ
No9/18/13PolicyEffective 2012-2109
CAPlacement and Enrollment
CAGraduating or Exiting
CAAccommodations and Assessments
CAAllowable Providers of Services(a) Commencing with the 2014‰ÛÒ15 school year, attendance of pupils in grades 9 to 12, inclusive, under the immediate supervision and control of a certificated employee of the school district or county office of education who is delivering synchronous, online instruction shallåÊbe included 90 in computing average daily attendance, provided that all of the following occur: (1) The certificated employee providing the instruction confirms pupil attendance through visual recognition during the class period. A pupil logon, without any other pupil identification, is not sufficient to confirm pupil attendance. (2) The class has regularly scheduled starting and ending times, and the pupil is scheduled to attend the entire class period. Average daily attendance shall be counted only for attendance in classes held at the regularly scheduled time. (3) An individual with exceptional needs, as defined in Section 56026, may participate in synchronous, online instruction only if his or her individualized education program developed pursuant to Article 3 (commencing with Section 56340) of Chapter 4 of Part 30 specifically provides for that participation. (4) If a school district or county office of education elects to offer synchronous, online instruction pursuant to this paragraph, the school district or county office of education shall not deny enrollment to a pupil based solely on the pupil‰Ûªs lack of access to the computer hardware or software necessary to participate in the synchronous, online course. If a pupil chooses to enroll in a synchronous, online course and does not have access to the necessary equipment, the school district or county office of education shall provide, for each pupil who chooses to enroll in a synchronous, online course, access to the computer hardware or software necessary to participate in the synchronous, online course. (5) The ratio of average daily attendance for synchronous, online pupils who are 18 years of age or younger to school district full-time equivalent certificated employees responsible for synchronous, online instruction, calculated as specified by the department, shall not exceed the equivalent ratio of pupils to full-time certificated employees for all other educational programs operated by the school district, unless a higher or lower ratio is negotiated in a collective bargaining agreement. (6) The ratio of average daily attendance for synchronous, online pupils who are 18 years of age or younger to county office of education full-time equivalent certificated employees who provide synchronous, online instruction, to be calculated in a manner prescribed by the department, shall not exceed the equivalent ratio of pupils to full-time certificated employees for all other educational programs operated by the high school or unified school district with the greatest average daily attendance of pupils in that county, unless a higher or lower ratio is provided for in a collective bargaining agreement. The computation of the ratios specified in paragraph (5) and this paragraph shall be performed annually by the reporting agency at the time of, and in connection with, the second principal apportionment report to the Superintendent.åÊåÊless
CADefinitions
CAAccess or AccessibilitySummary Law
(att. pg. 8-9)
source: http://www.sandiego.ed‰ÛÜu/soles/documents/CEPALOnlineL‰ÛÜearningLegislation020810.pdf‰ÛÜ
Yes6/11/13Guidanceonline charter schoolsGuidance - 2010
CAAdministrative Duties
COAdministrative DutiesQuality Standards for Online Programs. 3.02.3 The Online Program has, or has a plan and timeline in place to accomplish, the technological infrastructure capable of meeting the needs of students and staff, and of supporting teaching and learning. The Online Program uses a variety of technology tools and has a user-friendly interface. The Online Program meets industry accepted accessibility standards for interoperability and appropriate access for learners with special needs. Technological support structures and programs are in place to reduce barriers to learning for all students. 3.02.13 Instructional strategies, practices, and content address various learning needs and styles of students. The Online Program uses a body of evidence to identify advanced, under-performing, economically disadvantaged, or other special needs students. The Online Program will work with its Authorizer to ensure that support structures and programs, including but not limited to, Title I, ESL, Special Ed., and Gifted and Talented, are integrated into the school‰Ûªs instructional program to promote and support student learning.åÊåÊlessHOUSE BILL 12-1240
(att. pg. 4-5)
source: http://www.leg.state.c‰ÛÜo.us/clics/clics2012a/csl.nsf/‰ÛÜfsbillcont3/A386D89EDA60013687‰ÛÜ2579820026D8D7?Open&file=1240_‰ÛÜenr.pdf‰ÛÜ
No9/18/13PolicyEffective 2012
COFunding for ServicesHB 1382
(att. pg. 9)
source: http://www.leg.state.c‰ÛÜo.us/clics/clics2014a/csl.nsf/‰ÛÜfsbillcont/840DD0A29E48BBF6872‰ÛÜ57CA6005CE629?Open&file=1382_e‰ÛÜnr.pdf‰ÛÜ
No7/25/14PolicyEffective 2014
COAccommodations and AssessmentsThe records of each student participating in a multi-district program on-line school shall be maintained on a permanent basis by the authorizer of the multi-district program on-line school; except that, if a charter school provides the multi-district program on-line school,åÊonly the charter school and not the authorizer shall be required to maintain the records. The records shall include, but need not be limited to: Such other records as are required under law concerning enrolled students, including but not limited to records required by state or federal statutes concerning the education of students with disabilities.åÊåÊless
COTeacher PreparednessTHE SUPPLEMENTAL ON-LINE COURSE PROVIDER SHALL REPORT TO THE BOCES DESIGNATED PURSUANT TO SUBSECTION (4) OF THIS SECTION WHICH STUDENTS ARE PARTICIPATING IN SUPPLEMENTAL ON-LINE COURSES SO THE BOCES DESIGNATED PURSUANT TO SUBSECTION (4) OF THIS SECTION CAN TRACK STUDENT ACADEMIC PERFORMANCE FOR THOSE STUDENTS TAKING SUPPLEMENTAL ON-LINE COURSES.THE BOCES DESIGNATED PURSUANT TO SUBSECTION (4) OF THIS SECTION SHALL ANNUALLY COLLECT DATA RELATED TO COMPLETION AND PASSAGE RATES FROM ANY NONPROFIT PROVIDERS SELECTED TO PROVIDE ON-LINE AND BLENDED LEARNING AND REPORT THAT DATA TO THE DEPARTMENT. THE DATA COLLECTED BY THE DEPARTMENT MUST BE COLLECTED THROUGH EXISTING STUDENT DATA COLLECTION SYSTEMS AND IN COMPLIANCE WITH ALL STATE AND FEDERAL LAWS AND PAGE 4-SENATE BILL 13-139 REGULATIONS CONCERNING THE PRIVACY OF INFORMATION, INCLUDING BUT NOT LIMITED TO THE FEDERAL "FAMILY EDUCATION RIGHTS AND PRIVACY ACT OF 1974", 20 U.S.C. SEC. 1232g, AS AMENDED.åÊåÊlessSenate Bill 139
(att. pg. 1-2)
source: http://www.leg.state.c‰ÛÜo.us/clics/clics2013a/csl.nsf/‰ÛÜfsbillcont3/1882ECEBE469781187‰ÛÜ257AEE00572CEF?Open&file=139_e‰ÛÜnr.pdf‰ÛÜ
No5/16/14PolicyEffective 2013
COAccess or AccessibilityACCOUNTABILITY FOR EACH STUDENT IN AN ON-LINE PROGRAM IS ATTRIBUTED BACK TO A DESIGNATED SCHOOL THAT HOUSES THE ON-LINE PROGRAM. NOTWITHSTANDING ANY OTHER PROVISION OF THIS SUBSECTION (9) TO THE CONTRARY, ANY ON-LINE PROGRAM WITH ONE HUNDRED OR MORE STUDENTS SHALL BE CONSIDERED AN ON-LINE SCHOOL AND NOT AN ON-LINE PROGRAM.åÊåÊlessRules Online
(att. pg. 3-5)
source: http://www.cde.state.c‰ÛÜo.us/onlinelearning/download/A‰ÛÜdoptedRules02011-00751.pdf‰ÛÜ
Yes6/11/13Policyall online programsEffective 2012
COAdministrative Duties(a) A student who is participating in an on-line program or on-line school IS subject to compulsory school attendance as provided in article 33 of this title and IS deemed to comply with the compulsory attendance requirements through participation in the on-line program or on-line school. EACH ON-LINE PROGRAM AND ON-LINE SCHOOL MUST DOCUMENT A STUDENT'S COMPLIANCE WITH COMPULSORY ATTENDANCE REQUIREMENTS BY DOCUMENTING THE STUDENT'S ATTENDANCE AND PARTICIPATION IN EDUCATIONAL ACTIVITIES THAT THE ON-LINE PROGRAM'S OR ON-LINE SCHOOL'S AUTHORIZER DEEMS APPROPRIATE TO SUPPORT STUDENT LEARNING, WHICH ACTIVITIES MAY INCLUDE, BUT NEED NOT BE LIMITED TO, ASSESSMENT, ORIENTATION, AND INDUCTION ACTIVITIES; IN-PERSON EDUCATIONAL INSTRUCTION; AND SYNCHRONOUS AND ASYNCHRONOUS INTERNET-BASED EDUCATIONAL ACTIVITIES. (4) (b) (I) If a student enrolled in a school OF a school district transfers to an on-line program or on-line school, the school district shall transmit, USING SECURE ELECTRONIC MEANS IF AVAILABLE, to the RECEIVING on-line program or on-line school THE STUDENT'S COMPLETE RECORDS, INCLUDING all performance, attendance, and assessment data, within FOURTEEN days after the school district receives notice from the on-line program or on-line school that the student has enrolled in the on-line program or on-line school.(II) If a student WHO IS enrolled in an on-line program or on-line school transfers to a school OF a school district OR TO AN INSTITUTE CHARTER SCHOOL, the on-line program or on-line school shall transmit, USING SECURE ELECTRONIC MEANS IF AVAILABLE, to the RECEIVING school THE STUDENT'S COMPLETE RECORDS, INCLUDING all performance, attendance, and assessment data, concerning the student within FOURTEEN days after the on-line program or on-line school receives notice from the school district that the student has enrolled in the school. 22-30.7-112. Certification of authorizers of multi-district on-line schools - quality standards - implementation recommendations - pilot program design - task force - legislative declaration - repeal. (1) (a) THE GENERAL ASSEMBLY FINDS THAT: (I) DURING THE 2014 REGULAR LEGISLATIVE SESSION, CERTAIN LEGISLATORS INFORMALLY CONVENED THE K-12 ON-LINE EDUCATION COMMISSION, REFERRED TO IN THIS SECTION AS THE "COMMISSION", TO REVIEW THE IMPLEMENTATION OF ON-LINE EDUCATION IN COLORADO AND SUBMIT RECOMMENDATIONS TO THE GENERAL ASSEMBLY TO IMPROVE THE QUALITY OF EDUCATION FOR ALL STUDENTS IN COLORADO WHO USE ON-LINE LEARNING AS PART OR ALL OF THEIR ACCESS TO LEARNING; (II) AMONG OTHER THINGS, THE COMMISSION RECOMMENDED THAT IT WOULD BE MORE APPROPRIATE AND EFFECTIVE, AND MORE CONSISTENT WITH THE ROLE OF THE DEPARTMENT, FOR THE DEPARTMENT AND THE STATE BOARD TO CERTIFY AUTHORIZERS OF MULTI-DISTRICT ON-LINE SCHOOLS, RATHER THAN DIRECTLY CERTIFYING THE SCHOOLS THEMSELVES; (III) BY CERTIFYING AUTHORIZERS OF MULTI-DISTRICT ON-LINE SCHOOLS, THE DEPARTMENT WILL HAVE THE MEANS TO DIRECTLY ADDRESS THE QUALITY OF ON-LINE EDUCATION AT THE AUTHORIZER LEVEL. BUT TO DO SO, THE STATE BOARD MUST ADOPT QUALITY STANDARDS AND PRACTICES FOR AUTHORIZERS OF MULTI-DISTRICT ON-LINE SCHOOLS TO FOLLOW. (IV) THERE ARE SEVERAL ISSUES THAT ARISE WITH IMPLEMENTING A SYSTEM FOR CERTIFYING AUTHORIZERS RATHER THAN DIRECTLY CERTIFYING MULTI-DISTRICT ON-LINE SCHOOLS AND THAT REQUIRE CONSIDERATION AND ADVICE FROM PERSONS WITH EXPERTISE IN OVERSEEING AND PROVIDING ON-LINE EDUCATION, INCLUDING BUT NOT LIMITED TO THE TIMEFRAMES FOR IMPLEMENTING THE NEW CERTIFICATION PROCESS. (b) THE GENERAL ASSEMBLY FINDS, THEREFORE, THAT IT IS NECESSARY TO CONVENE A TASK FORCE TO REVIEW BEST PRACTICES AND POLICIES FOR AUTHORIZING AND ADMINISTERING MULTI-DISTRICT ON-LINE SCHOOLS, TO RECOMMEND TO THE STATE BOARD QUALITY STANDARDS AND PRACTICES FOR AUTHORIZERS, AND TO RECOMMEND TO THE STATE BOARD AND THE GENERAL ASSEMBLY THE REGULATORY AND STATUTORY CHANGES THAT ARE NECESSARY TO CERTIFY AUTHORIZERS OF MULTI-DISTRICT ON-LINE SCHOOLS. (2) THERE IS CREATED A TASK FORCE OF PERSONS WITH EXPERTISE AND EXPERIENCE IN AUTHORIZING, OVERSEEING, AND OPERATING ON-LINE PROGRAMS AND ON-LINE SCHOOLS. NO LATER THAN JULY 1, 2014, THE COMMISSIONER OF EDUCATION SHALL APPOINT THE MEMBERS OF THE TASK FORCE AS FOLLOWS: (a) ONE PERSON WHO REPRESENTS SCHOOL DISTRICTS IN THE STATE THAT OVERSEE OR OPERATE AT LEAST ONE MULTI-DISTRICT ON-LINE SCHOOL; (b) ONE PERSON WHO REPRESENTS BOARDS OF COOPERATIVE SERVICES IN THE STATE THAT OVERSEE OR OPERATE AT LEAST ONE MULTI-DISTRICT ON-LINE SCHOOL; (c) ONE PERSON WHO REPRESENTS THE STATE CHARTER SCHOOL INSTITUTE; (d) THREE PERSONS WHO ARE EMPLOYED IN PUBLIC EDUCATION, AT LEAST ONE OF WHOM IS EMPLOYED AS A TEACHER IN A MULTI-DISTRICT ON-LINE SCHOOL AND AT LEAST ONE OF WHOM IS EMPLOYED AS AN ADMINISTRATOR OF AN ON-LINE PROGRAM OR ON-LINE SCHOOL; (e) TWO PERSONS WHO REPRESENT FOR-PROFIT MULTI-DISTRICT ON-LINE SCHOOLS THAT ARE AUTHORIZED PURSUANT TO SECTION 22-30.7-106; (f) THREE PERSONS WHO ARE EMPLOYEES OF THE DEPARTMENT WITH EXPERTISE IN ON-LINE EDUCATION, ONLY ONE OF WHOM IS A VOTING MEMBER OF THE TASK FORCE; (g) TWO PERSONS, EACH OF WHOM IS A PARENT OF A STUDENT WHO IS ENROLLED IN AN ON-LINE SCHOOL IN COLORADO; AND (h) TWO PERSONS WHO WERE MEMBERS OF THE COMMISSION. (3) THE COMMISSIONER OF EDUCATION SHALL APPOINT THE CHAIR OF THE TASK FORCE AND CONVENE THE FIRST MEETING OF THE TASK FORCE. THE TASK FORCE SHALL MEET AS OFTEN AS NECESSARY AT THE CALL OF THE CHAIR TO COMPLETE THE TASK FORCE'S DUTIES.THE TASK FORCE MEETINGS ARE SUBJECT TO THE OPEN MEETING REQUIREMENTS SPECIFIED IN SECTION 24-6-402, C.R.S., AND MUST BE SIMULTANEOUSLY BROADCAST VIA THE INTERNET. THE MEMBERS OF THE TASK FORCE MUST SERVE WITHOUT COMPENSATION AND WITHOUT REIMBURSEMENT FOR EXPENSES. THE DEPARTMENT SHALL PROVIDE SUPPORT AND ASSISTANCE FOR THE TASK FORCE AS NEEDED. THE DEPARTMENT MAY CONTRACT WITH A PERSON OR OTHER ENTITY TO PROVIDE FACILITATION SERVICES OR OTHER ASSISTANCE TO THE TASK FORCE SO LONG AS THE PERSON OR ENTITY DOES NOT HAVE AN ACTUAL OR POTENTIAL CONFLICT OF INTEREST WITH REGARD TO THE POTENTIAL RECOMMENDATIONS OF THE TASK FORCE AND HAS NOT STATED A POSITION IN SUPPORT OF OR OPPOSED TO ON-LINE EDUCATION. (4) (a) THE TASK FORCE HAS THE FOLLOWING DUTIES: (I) TO REVIEW THE BEST PRACTICES AND STANDARDS FOR OVERSEEING AND OPERATING MULTI-DISTRICT ON-LINE SCHOOLS THAT ARE USED IN THIS STATE AND IN OTHER STATES AND COUNTRIES AND TO RECOMMEND QUALITY STANDARDS AND PRACTICES FOR AUTHORIZERS OF MULTI-DISTRICT ON-LINE SCHOOLS IN COLORADO; (II) TO REVIEW THE EXISTING STATE BOARD RULES AND STATUTES CONCERNING ON-LINE EDUCATION AND TO RECOMMEND CHANGES TO RULES AND STATUTES TO IMPLEMENT A SYSTEM FOR CERTIFYING AUTHORIZERS OF MULTI-DISTRICT ON-LINE SCHOOLS AND DISCONTINUING CERTIFICATION OF MULTI-DISTRICT ON-LINE SCHOOLS; (III) TO MAKE RECOMMENDATIONS CONCERNING THE SYSTEM AND PROCESS FOR CERTIFYING AUTHORIZERS, INCLUDING BUT NOT LIMITED TO THE FREQUENCY AND TIMING OF CERTIFICATION AND RECERTIFICATION AND THE EFFECT ON A MULTI-DISTRICT ON-LINE SCHOOL IF THE SCHOOL'S AUTHORIZER LOSES CERTIFICATION; (IV) TO MAKE SUCH ADDITIONAL RECOMMENDATIONS CONCERNING MULTI-DISTRICT ON-LINE SCHOOLS AND AUTHORIZERS OF MULTI-DISTRICT ON-LINE SCHOOLS AS THE TASK FORCE DEEMS APPROPRIATE; AND (V) TO ESTABLISH THE PARAMETERS FOR, DURATION OF, AND METHODS FOR EVALUATING PILOT PROGRAMS AS DESCRIBED IN SECTION 22-30.7-113 (2) (b). (b) IN PREPARING ITS RECOMMENDATIONS, THE TASK FORCE SHALL SOLICIT INPUT FROM INTERESTED PERSONS, INCLUDING BUT NOT LIMITED TO SCHOOL DISTRICTS, CHARTER SCHOOLS, THE STATE CHARTER SCHOOL INSTITUTE, BOARDS OF COOPERATIVE SERVICES, EDUCATORS AND ADMINISTRATORS WHO WORK WITH ON-LINE PROGRAMS AND ON-LINE SCHOOLS, AND STUDENTS ENROLLED IN ON-LINE PROGRAMS AND ON-LINE SCHOOLS AND THEIR PARENTS. (5) NO LATER THAN JANUARY 1, 2015, THE TASK FORCE SHALL SUBMIT ITS WRITTEN RECOMMENDATIONS TO THE STATE BOARD AND TO THE EDUCATION COMMITTEES OF THE HOUSE OF REPRESENTATIVES AND THE SENATE, OR ANY SUCCESSOR COMMITTEES. (6) THIS SECTION IS REPEALED, EFFECTIVE JULY 1, 2015. 22-30.7-113. On-line pilot programs - interim reports - legislative declaration. (1) THE GENERAL ASSEMBLY FINDS THAT: (a) SEVERAL CHALLENGES EXIST IN PROVIDING ON-LINE PROGRAMS, ON-LINE SCHOOLS, AND SUPPLEMENTAL PROGRAMS THAT EFFECTIVELY AND SUCCESSFULLY MEET THE EDUCATIONAL NEEDS OF STUDENTS AND THEIR FAMILIES; (b) COLORADO'S ELEMENTARY AND SECONDARY EDUCATION COMMUNITY IS IN A UNIQUE POSITION TO OPERATE PILOT PROGRAMS TO TRY TO MEET THESE CHALLENGES BY IMPLEMENTING INNOVATIVE STRATEGIES TO PROVIDE ON-LINE EDUCATION, INCLUDING STRATEGIES FOR ENHANCING AND MEASURING STUDENT ACADEMIC GROWTH AND SUCCESS; AND (c) AUTHORIZING AND SUPPORTING PILOT PROGRAMS WILL HELP FOSTER PARTNERSHIPS AMONG EDUCATION PROVIDERS AND RESULT IN DATA TO SUPPORT REPLICATION AND THE SCALING OF UNIQUE EDUCATION POLICIES THAT ARE SUCCESSFULLY IMPLEMENTED THROUGH THE PILOT PROGRAMS. (2) (a) THE DEPARTMENT SHALL WORK WITH THE TASK FORCE CREATED IN SECTION 22-30.7-112 TO ESTABLISH THE PARAMETERS FOR, DURATION OF, AND METHODS FOR EVALUATING PILOT PROGRAMS AS DESCRIBED IN THIS SECTION AND TO ISSUE TO AUTHORIZERS REQUESTS FOR PROPOSALS FOR THE PILOT PROGRAMS.THE DEPARTMENT SHALL ISSUE THE REQUESTS FOR PROPOSALS NO LATER THAN OCTOBER 15, 2014. THE PILOT PROGRAMS MUST BEGIN OPERATION NO LATER THAN THE 2015-16 SCHOOL YEAR. (b) THE PILOT PROGRAMS MAY INCLUDE, BUT NEED NOT BE LIMITED TO: (I) A PILOT PROGRAM TO USE OBJECTIVE, VERIFIABLE, AND MULTIPLE MEASURES OF STUDENT ACHIEVEMENT AS INDICATORS OF SCHOOL QUALITY, WHICH MEASURES ALIGN WITH THE COLORADO ACADEMIC STANDARDS ADOPTED PURSUANT TO SECTION 22-7-1005; (II) A PILOT PROGRAM TO USE A STUDENT-COUNT PROCESS THAT IS BASED ON COURSE COMPLETION AND STUDENT COMPETENCY RATHER THAN ENROLLMENT; (III) A PILOT PROGRAM TO EXAMINE METHODS OF USING TIERED INTERVENTIONS IN ON-LINE EDUCATION TO SUPPORT INDIVIDUAL STUDENTS THROUGH A WELL-INTEGRATED SYSTEM THAT IS MATCHED TO STUDENTS' ACADEMIC, SOCIAL-EMOTIONAL, AND BEHAVIORAL NEEDS; AND (IV) A PILOT PROGRAM TO IDENTIFY AND EXPLAIN THE REQUIREMENTS STUDENTS MUST MEET AND THE RESPONSIBILITIES THAT STUDENTS MUST ACCEPT TO SUCCEED IN ON-LINE EDUCATION. (c) AN AUTHORIZER THAT PARTICIPATES IN A PILOT PROGRAM PURSUANT TO THIS SECTION MUST CONTINUE TO MEET STATUTORY AND REGULATORY REQUIREMENTS, INCLUDING BUT NOT LIMITED TO THE REQUIREMENTS RELATED TO FUNDING AND ACCOUNTABILITY, WHILE PARTICIPATING IN THE PILOT PROGRAM. (3) AN AUTHORIZER THAT PARTICIPATES IN A PILOT PROGRAM PURSUANT TO THIS SECTION SHALL SUBMIT TO THE DEPARTMENT THE DATA REQUESTED BY THE DEPARTMENT TO EVALUATE THE SUCCESS OF THE POLICIES IMPLEMENTED THROUGH THE PILOT PROGRAM. BEGINNING WITH THE FIRST SCHOOL YEAR IN WHICH A PILOT PROGRAM OPERATES, THE DEPARTMENT SHALL PREPARE AN ANNUAL WRITTEN SUMMARY OF EACH PILOT PROGRAM, WHICH MUST, AT A MINIMUM, INCLUDE A DESCRIPTION OF THE PILOT PROGRAM, AN EVALUATION OF THE EFFECTIVENESS OF THE POLICIES IMPLEMENTED THROUGH THE PILOT PROGRAM, AND AN EVALUATION OF WHETHER THE POLICIES ARE SCALABLE TO OTHER AUTHORIZERS.THE DEPARTMENT SHALL SUBMIT THE ANNUAL SUMMARY TO THE STATE BOARD OF EDUCATION, THE GOVERNOR'S OFFICE, AND THE EDUCATION COMMITTEES OF THE SENATE AND THE HOUSE OF REPRESENTATIVES, OR ANY SUCCESSOR COMMITTEES. (4) THE DEPARTMENT MAY ACCEPT AND EXPEND PUBLIC AND PRIVATE GIFTS, GRANTS, AND DONATIONS TO OFFSET THE COSTS INCURRED BY THE DEPARTMENT AND BY PARTICIPATING AUTHORIZERS IN IMPLEMENTING PILOT PROGRAMS PURSUANT TO THIS SECTION. NOTWITHSTANDING ANY PROVISION OF THIS SECTION TO THE CONTRARY, THE DEPARTMENT MUST IMPLEMENT THE PROVISION OF THIS SECTION ONLY IF THE DEPARTMENT RECEIVES APPROPRIATIONS OR PUBLIC OR PRIVATE GIFTS, GRANTS, OR DONATIONS IN AN AMOUNT IT DEEMS SUFFICIENT TO OFFSET THE COSTS INCURRED IN IMPLEMENTING PILOT PROGRAMS PURSUANT TO THIS SECTION.åÊåÊlessHouse Bill 12 1240
(att. pg. 21)
source: http://www.leg.state.c‰ÛÜo.us/clics/clics2012a/csl.nsf/‰ÛÜfsbillcont3/A386D89EDA60013687‰ÛÜ2579820026D8D7?open&file=1240_‰ÛÜenr.pdf‰ÛÜ
Yes6/11/13Policymulti-district program online schoolsEffective 2012
COPlacement and Enrollment(3) On or before August 1, 2007, and on or before August 1 of each year thereafter through August 1, 2011, and on or before August 1, 2012, and on or before August 1 of every third year thereafter, the mountain BOCES ON OR BEFORE FEBRUARY 15, 2015, AND ON OR BEFORE FEBRUARYåÊ15 OF EVERY THIRD YEAR THEREAFTER, THE BOCES DESIGNATED PURSUANT TO SUBSECTION (4) OF THIS SECTION SHALL, subject to available appropriations, shall contract with a provider CREATE A FAIR AND TRANSPARENT REQUEST FOR A PROPOSAL PROCESS TO SELECT ONE OR MORE NONPROFIT PROVIDERS to provide supplemental on-line education courses to RESOURCES FOR school districts, charter schools, and BOCES that choose to purchase the courses. At a minimum, the contract shall provide that: IN THE FORM OF SUPPLEMENTAL ON-LINE COURSE OFFERINGS, PROFESSIONAL DEVELOPMENT FOR EDUCATORS, AND CONSULTING ASSISTANCE FOR SCHOOL DISTRICTS, CHARTER SCHOOLS, AND BOCES WANTING TO USE ON-LINE AND BLENDED LEARNING FOR STUDENTS. PROPOSALS RECEIVED IN RESPONSE TO THE REQUEST FOR PROPOSALS MUST BE REVIEWED BY A COMMITTEE CONSISTING OF A REPRESENTATIVE FROM THE DESIGNATED BOCES; A REPRESENTATIVE FROM THE OFFICE IN THE DEPARTMENT RESPONSIBLE FOR ON-LINE AND BLENDED LEARNING; A NATIONAL EXPERT IN ON-LINE AND BLENDED LEARNING, TO BE SELECTED BY THE DESIGNATED BOCES AND THE DEPARTMENT; AN ADMINISTRATOR FROM AN ALTERNATIVE EDUCATION CAMPUS SCHOOL, TO BE SELECTED BY THE DESIGNATED BOCES AND THE DEPARTMENT; AND AN ADMINISTRATOR FROM A SCHOOL THAT PURCHASES ON-LINE OR BLENDED SERVICES, TO BE SELECTED BY THE DESIGNATED BOCES AND THE DEPARTMENT.THE COMMITTEE MUST CONVENE AT LEAST NINETY DAYS PRIOR TO THE RELEASE OF THE REQUEST FOR PROPOSALS. THE COMMITTEE SHALL REVIEW ALL PROPOSALS USING AN ESTABLISHED RUBRIC AND SHALL RECOMMEND ONE OR MORE PROVIDERS FOR APPROVAL TO THE BOCES DESIGNATED PURSUANT TO SUBSECTION (4) OF THIS SECTION. IF THE DESIGNATED BOCES CHOOSES NOT TO FOLLOW THE RECOMMENDATIONS OF THE COMMITTEE CONCERNING ANY PROVIDER, IT SHALL PROVIDE THE COMMITTEE WITH A WRITTEN EXPLANATION OF ITS RATIONALE FOR SO DOING.åÊåÊlessSENATE BILL 139
(att. pg. 3)
source: http://www.leg.state.c‰ÛÜo.us/clics/clics2013a/csl.nsf/‰ÛÜfsbillcont3/1882ECEBE469781187‰ÛÜ257AEE00572CEF?Open&file=139_e‰ÛÜnr.pdf‰ÛÜ
Yes9/18/13Policysupplemental online education servicesEffective 2013
COFunding for Services(9) "On-line program" means a full-time education program authorized pursuant to this article that delivers a sequential program of synchronous or asynchronous instruction, DIRECTED BY A TEACHER, PRIMARILY THROUGH ON-LINE DIGITAL LEARNING STRATEGIES THAT PROVIDE STUDENTS CHOICE OVER TIME, PLACE, AND PATH, AND TEACHER-GUIDED MODALITY, OF LEARNING. "On-line program" does not include a supplemental program. Accountability for each student in an on-line program is attributed to a designated school that houses the on-line program. Notwithstanding other provision of this subsection (9) to the contrary, AN on-line program with one hundred or more students IS an on-line school and not an on-line program. (9.5) "On-line school" means a full-time education school authorized pursuant to this article that delivers a sequential program of synchronous or asynchronous instruction, DIRECTED BY A TEACHER, PRIMARILY THROUGH ON-LINE DIGITAL LEARNING STRATEGIES THAT PROVIDE STUDENTS CHOICE OVER TIME, PLACE, AND PATH, AND TEACHER-GUIDED MODALITY, OF LEARNING. An on-line school has an assigned school code and operates with its own administrator, a separate budget, and a complete instructional program. An on-line school is responsible for fulfilling all reporting requirements and IS held to state and federally mandated accountability processes.åÊåÊlessHouse Bill 12 1240
(att. pg. 10, 11, 12)
source: http://www.leg.state.c‰ÛÜo.us/clics/clics2012a/csl.nsf/‰ÛÜfsbillcont3/A386D89EDA60013687‰ÛÜ2579820026D8D7?open&file=1240_‰ÛÜenr.pdf‰ÛÜ
Yes6/4/13Policyall online programsEffective 2012
COAllowable Providers of Services22-20-109. Tuition - rules. (2.5) (a) When a child with a disability is placed out of the home in a group home and attends school in an administrative unit other than the child's administrative unit of residence, or attends a district charter school, and the school does notåÊprovide the child with an on-line program or on-line school pursuant to article 30.7 of this title, the district of residence shall be responsible for paying the tuition charge for educating the child to the administrative unit of attendance. (6) (a) When a child with a disability enrolls in and attends an on-line program or on-line school pursuant to article 30.7 of this title that is not provided by a district or institute charter school, the district of residence shall be responsible for paying to the provider of the on-line program or on-line school the tuition charge for the excess costs incurred in educating the child. (b) The provider of the on-line program or on-line school shall not charge the district of residence tuition for the excess costs incurred in educating a child with a disability who receives educational services from the provider of the on-line program or on-line school unless the child meets the criteria for funding pursuant to section 22-20-114 (1) (c) (II). (c) The on-line provider shall provide notice to the administrative unit of attendance, the administrative unit of residence, and the district of residence if it is not an administrative unit, in accordance with state board rules adopted pursuant to subsection (7) of this section when a child with a disability applies to enroll in the on-line program or on-line school. The notice shall be in writing and shall also be sent to the special education directors for the administrative units of residence and of attendance. If the on-line provider does not intend to seek tuition costs, notification is not required. (7) For the 2004-05 budget year and budget years thereafter, the state board shall promulgate rules pertaining to the education of children with disabilities in charter schools and rules pertaining to the education of children with disabilities through on-line programs and on-line schools. Both sets of rules shall include, but need not be limited to, rules to: (b) Define the types and amounts of allowable costs in excess of the per pupil funding for the child with a disability, as determined pursuant to article 54 of this title, and any other state and federal revenues received for educating the child, that a charter school, or on-line program, or on-line school may charge as tuition to a district of residence; (c) Define other applicable revenues that a district of residence of a child with a disability shall apply in paying the tuition charge for excess costs incurred in educating the child at a charter school or through an on-line program or on-line school; (d) Specify the limitations on the number of staff members per number of students that a charter school, or on-line program, or on-line school shall provide in educating children with disabilities; The amount of the tuition charge shall be determined pursuant to rules adopted by the state board pursuant to subsection (7) of this section. The tuition responsibility shall be reflected in a contract entered into by the administrative unit of residence, the district of residence if it is not an administrative unit, the administrative unit of attendance, and the district of attendance if it is not an administrative unit. Under the circumstances described in this subsection (6), the provisions of section 22-20-108 (8) shall not apply.åÊåÊlessSENATE BILL 139
(att. pg. 2-3)
source: http://www.leg.state.c‰ÛÜo.us/clics/clics2013a/csl.nsf/‰ÛÜfsbillcont3/1882ECEBE469781187‰ÛÜ257AEE00572CEF?Open&file=139_e‰ÛÜnr.pdf‰ÛÜ
No9/18/13PolicyEffective 2013
COFunding for ServicesTuition - repeal. (4) (a) When a child with a disability enrolls and attends a school in a district other than the child's district of residence pursuant to the provisions of section 22-36-101, and the school does not provide the child an on-line program pursuant to ARTICLEåÊ30.7 OF THIS TITLE, the district of residence shall be responsible for paying the tuition charge for educating the child to the district of attendance. The district of attendance shall not charge the district of residence tuition for the excess costs incurred in educating a child with a disability unless the child meets the criteria for funding pursuant to section 22-20-114 (1) (c) (II). The district of attendance shall provide notice to the district of residence in accordance with state board rules adopted pursuant to paragraph (b) of this subsection (4) when a child with a disability applies to enroll in a school in the district of attendance. The amount of the tuition charge shall be determined pursuant to a contract entered into between the two districts pursuant to subsection (1) of this section. Under the circumstances described in this subsection (4), the provisions of section 22-20-108 (8) shall not apply. (5) (a) When a child with a disability enrolls in and attends a district charter school pursuant to the provisions of part 1 of article 30.5 of this title or an institute charter school pursuant to part 5 of article 30.5 of this title, including a district or institute charter school that provides an on-line program pursuant to ARTICLE 30.7 OF THIS TITLE, the district of residence shall be responsible for paying to the district or institute charter school the tuition charge for the excess costs incurred in educating the child. The district or institute charter school shall not charge the district of residence tuition for the excess costs incurred in educating a child with a disability unless the child meets the criteria for funding pursuant to section 22-20-114 (1) (c) (II). The tuition responsibility shall be reflected in a contract between the district or institute charter school and the district of residence in a form approved by the chartering district. The district or institute charter school shall provide notice to the district of residence in accordance with state board rules adopted pursuant to subsection (7) of this section when a child with a disability applies to enroll in the district or institute charter school. The amount of the tuition charge shall be determined pursuant to rules adopted by the state board pursuant to subsection (7) of this section. Under the circumstances described in this subsection (5), the provisions of section 22-20-108 (8) shall not apply. (6) When a child with a disability enrolls in and attends an on-line program pursuant to ARTICLE 30.7 OF THIS TITLE that is not provided by a district or institute charter school, the district of residence shall be responsible for paying to the provider of the on-line program the tuition charge for the excess costs incurred in educating the child. The provider of the on-line program shall not charge the district of residence tuition for the excess costs incurred in educating a child with a disability who receives educational services from the provider of the on-line program unless the child meets the criteria for funding pursuant to section 22-20-114 (1)åÊåÊlessSENATE BILL 139
(att. pg. 4)
source: http://www.leg.state.c‰ÛÜo.us/clics/clics2013a/csl.nsf/‰ÛÜfsbillcont3/1882ECEBE469781187‰ÛÜ257AEE00572CEF?Open&file=139_e‰ÛÜnr.pdf‰ÛÜ
No9/18/13PolicyEffective 2013
COFunding for Services(4) The general assembly shall annually appropriate to the department of education for allocation to the mountain A BOCES DESIGNATED, IN CONSULTATION WITH THE STATEWIDE ASSOCIATION OF BOCES, moneys sufficient to administer and fund the ANY contract with the provider enteredåÊinto WITH A PROVIDER pursuant to this section. The mountain DESIGNATED BOCES may expend not more than two percent of the contract amount in administering the ANY SUCH contractåÊåÊlessSenate Bill 07 215
(att. pg. 30-32)
source: http://www.leg.state.c‰ÛÜo.us/clics/clics2007a/csl.nsf/‰ÛÜfsbillcont3/E4DFB9DF18308CC487‰ÛÜ257251007C783E?Open&file=215_e‰ÛÜnr.pdf‰ÛÜ
Yes7/30/13Policyall online programsEffective 2007
CODefinitionsAppropriation. In addition to any other appropriation, there is hereby appropriated, out of any moneys in the general fund not otherwise appropriated, to the department of education, for the fiscal year beginning July 1, 2014, the sum of ,659, or so much thereof as may be necessary, for allocation to the division of on-line learning for the implementation of this act.åÊåÊlessHB 1382
(att. pg. 1-2)
source: http://www.leg.state.c‰ÛÜo.us/clics/clics2014a/csl.nsf/‰ÛÜfsbillcont/840DD0A29E48BBF6872‰ÛÜ57CA6005CE629?Open&file=1382_e‰ÛÜnr.pdf‰ÛÜ
No7/28/14PolicyEffective 2014
COAdministrative Duties(3.5) EACH HIGH SCHOOL STUDENT IN COLORADO MAY TAKE AT LEAST ONE SUPPLEMENTAL ON-LINE COURSE PER YEAR.HB 1382
(att. pg. 2-8)
source: http://www.leg.state.c‰ÛÜo.us/clics/clics2014a/csl.nsf/‰ÛÜfsbillcont/840DD0A29E48BBF6872‰ÛÜ57CA6005CE629?Open&file=1382_e‰ÛÜnr.pdf‰ÛÜ
No7/28/14PolicyEffective2014
COAdministrative DutiesDISTRICTS AND RURAL COMMUNITIES, HOWEVER, LACK THE CAPACITY AND RESOURCES TO DEVELOP THEIR OWN SUPPLEMENTAL ON-LINE COURSES AND BLENDED LEARNING STRATEGIES. (II) It is therefore in the best interests of the state to ensure the availability of affordable supplemental on-lineåÊeducation courses for school districts, charter schools, and BOCES by subsidizing the provision of supplemental on-line education courses INVEST IN THE EXPANSION OF AFFORDABLE, HIGH-QUALITY SUPPLEMENTAL ON-LINE EDUCATION COURSES AND BLENDED LEARNING SUPPORT FOR SCHOOL DISTRICTS, CHARTER SCHOOLS, AND BOCES, ESPECIALLY THOSE THAT LACK THE CAPACITY TO DEVELOP THEIR OWN SUPPLEMENTAL OFFERINGS, BY SUBSIDIZING THE PROVISION OF ON-LINE EDUCATION COURSES, PROFESSIONAL DEVELOPMENT, AND TECHNICAL ASSISTANCE TO IMPLEMENT ON-LINE AND BLENDED LEARNING STATEWIDE. (III) Due to its experience in assisting school districts in obtaining supplemental on-line courses WITH ON-LINE AND BLENDED LEARNING IN COLORADO, it is further in the best interests of the state to designate the mountain A BOCES to contract, with a provider of supplemental on-line education courses as a mechanism for reimbursement of the cost of providing the courses to school districts, charter schools, and BOCES and to reduce the cost of the courses THROUGH A REQUEST FOR A PROPOSAL PROCESS THAT ADHERES TO THE GOALS SET FORTH IN PARAGRAPH (a.5) OF THIS SUBSECTION (1) DEVELOPED IN CONSULTATION WITH THE DEPARTMENT, WITH ONE OR MORE NONPROFIT PROVIDERS TO PROVIDE RESOURCES FOR SCHOOL DISTRICTS, CHARTER SCHOOLS, AND BOCES IN THE FORM OF SUPPLEMENTAL ON-LINE COURSE OFFERINGS, PROFESSIONAL DEVELOPMENT FOR EDUCATORS, AND CONSULTING ASSISTANCE FOR SCHOOLS AND SCHOOL DISTRICTS WANTING TO USE ON-LINE AND BLENDED LEARNING FOR THEIR STUDENTS. IN CONTRACTING WITH PROVIDERS, THE PRIORITY SHALL RESULT IN THE EXPANSION OF STUDENT ACCESS TO QUALITY SUPPLEMENTAL ON-LINE COURSES AND RESOURCES AVAILABLE TO IMPLEMENT SUPPLEMENTAL ON-LINE AND BLENDED LEARNING IN SCHOOL DISTRICTS, CHARTER SCHOOLS, AND BOCES STATEWIDE.åÊåÊlessSENATE BILL 139
(att. pg. 3-4)
source: http://www.leg.state.c‰ÛÜo.us/clics/clics2013a/csl.nsf/‰ÛÜfsbillcont3/1882ECEBE469781187‰ÛÜ257AEE00572CEF?Open&file=139_e‰ÛÜnr.pdf‰ÛÜ
Yes9/18/13PolicyEffective 2013
CTTeacher Preparedness
CTGraduating or ExitingPublicAct 10-111
(att. pg. 36)
source: http://www.cga.ct.gov/‰ÛÜ2010/ACT/PA/2010PA-00111-R00SB‰ÛÜ-00438-PA.htm‰ÛÜ
Yes9/18/13PolicyEffective 2010
CTAccommodations and Assessments
CTAdministrative Duties
CTAllowable Providers of Services
CTDefinitions
CTFunding for ServicesSec. 28. (NEW) (Effective July 1, 2010) A local or regional board of education for a school district with a dropout rate of eight per cent or greater in the previous school year, shall establish an online credit recovery program. Such program shall allow those students who are identified by certified personnel as in danger of failing to graduate to complete on-line coursework approved by the local or regional board of education for credit toward meeting the high school graduation requirement pursuant to section 10-221a of the general statutes, as amended by this act. Each school in the school district shall designate, from among existing staff, an online learning coordinator who shall administer and coordinate the online credit recovery program pursuant to this section.åÊåÊless
CTAccess or Accessibility
CTPlacement and Enrollment
DETeacher Preparedness
DEPlacement and Enrollment
DEGraduating or Exiting
DEFunding for Services
DEDefinitions
DEAllowable Providers of Services
DEAdministrative Duties
DEAccommodations and Assessments
DEAccess or Accessibility
FLAdministrative Duties(d) Florida Virtual School full-time students.‰ÛÒFlorida 67 Virtual School full-time students who meet specified academic 68 and conduct requirements are eligible to participate in 69 extracurricular activities at the public school to which the 70 student would be assigned oråÊcould choose to attend according to 71 district school board policies. 72 Section 2. Paragraph (e) of subsection (4) of section 73 1002.321, Florida Statutes, is amended, and subsection (5) is 74 added to that section, to read: 75 1002.321 Digital learning.‰ÛÓ 76 (4) CUSTOMIZED AND ACCELERATED LEARNING.‰ÛÓA school district 77 must establish multiple opportunities for student participation 78 in part-time and full-time kindergarten through grade 12 virtual 79 instruction. Options include, but are not limited to: 80 (e) Courses delivered in the traditional school setting by 81 personnel providing direct instruction through a virtual 82 instruction environment or through though a blended learning 83 courses consisting of both traditional classroom and online instructional techniques virtual and physical environment 85 pursuant to s. 1003.498.åÊåÊlessHB7063
(att. pg. 4-6)
source: http://myfloridahouse.‰ÛÜgov/Sections/Documents/loaddoc‰ÛÜ.aspx?FileName=_h7063er.docx&D‰ÛÜocumentType=Bill&BillNumber=70‰ÛÜ63&Session=2012‰ÛÜ
No10/24/12PolicyEffective 2012
FLDefinitions1008.24 Test administration and security.‰ÛÓ (1) A person may not knowingly and willfully to violate test security rules adopted by the State Board of Education for mandatory tests administered by or through the State Board of Education or the Commissioner of Education to students, educators, or applicants for certification or administered by school districts pursuant to s. 1008.22, or, with respect to any such test, knowingly and willfully to: (a) Give examinees access to test questions prior to testing; (b) Copy, reproduce, or use in any manner inconsistent with test security rules all or any portion of any secure test booklet; (c) Coach examinees during testing or alter or interfere with examinees' responses in any way; with appropriate courses; course descriptions; type and amount of credit that may be awarded; and transfer of credit. (d) Make answer keys available to examinees; (e) Fail to follow security rules for distribution and return of secure test as directed, or fail to account for all secure test materials before, during, and after testing; (f) Fail to follow test administration directions specified in the test administration manuals; or (g) Participate in, direct, aid, counsel, assist in, or encourage any of the acts prohibited in this section. (2) A person who violates this section commits a misdemeanor of the first degree, punishable as provided in s. 775.082 or s. 775.083. (3) A school district may contract with qualified contractors to administer and proctor statewide standardized assessments required under s. 1008.22 or assessments associated with Florida approved courses under s. 1003.499, as approved by the Department of Education in accordance with rules of the State Board of Education. Assessments may be administered or proctored by qualified contractors at sites that meet criteria established by rules of the State Board of Education and adopted pursuant to ss. 120.536(1) and 120.54 to implement the contracting requirements of this subsection. (4)(a) A district school superintendent, a president of a public postsecondary educational institution, or a president of a nonpublic postsecondary educational institution shall cooperate with the Commissioner of Education in any investigation concerning the administration of a test administered pursuant to state statute or rule. (b) The identity of a school or postsecondary educational institution, the personally identifiable information of any personnel of any school district or postsecondary educational institution, or any specific allegations of misconduct obtained or reported pursuant to an investigation conducted by the Department of Education of a testing impropriety are confidential and exempt from s. 119.07(1) and s. 24(a), Art. I of the State Constitution until the conclusion of the investigation or until such time as the investigation ceases to be active. For the purpose of this paragraph, an investigation shall be deemed concluded upon a finding that no impropriety has occurred, upon the conclusion of any resulting preliminary investigation pursuant to s. 1012.796, upon the completion of any resulting investigation by a law enforcement agency, or upon the referral of the matter to an employer who has the authority to take disciplinary action against an individual who is suspected of a testing impropriety. For the purpose of this paragraph, an investigation shall be considered active so long as it is ongoing and there is a reasonable, good faith anticipation that an administrative finding will be made in the foreseeable future. This paragraph is subject to the Open Government Sunset Review Act in accordance with s. 119.15 and shall stand repealed on October 2, 2014, unless reviewed and saved from repeal through reenactment by the Legislature. (5) Exceptional students with disabilities, as defined in s. 1003.01(3), shall have access to testing sites. The Department of Education and each school district shall adopt policies that are necessary to ensure such access.åÊåÊlessHB 7009
(att. pg. 39-40)
source: http://www.myfloridaho‰ÛÜuse.gov/Sections/Documents/loa‰ÛÜddoc.aspx?FileName=_h7009er.do‰ÛÜcx&DocumentType=Bill&BillNumbe‰ÛÜr=7009&Session=2013‰ÛÜ
No6/3/14PolicyEffective 2013
FLAccommodations and Assessments(5) INTEGRITY OF ONLINE COURSES.‰ÛÓIt is unlawful for any person to knowingly and willfully take an online course or examination on behalf of another person for compensation. Any person who violates this subsection commits a misdemeanor of the second degree, punishable as provided in s. 775.082 or s. 775.083. (8)(a) The Florida Virtual School may provide full-time and part-time instruction for students in kindergarten through grade 12 . To receive part-time instruction in kindergarten through grade 5 , a student must meet at least one of the eligibility criteria in s. 101 1002.455(2). (b) For students receiving part-time instruction in kindergarten through grade 5 and students receiving full-time instruction in kindergarten through grade 12 from the Florida Virtual School, the combined total of all FTE reported by both the school district and the Florida Virtual School may not exceed 1.0 FTE. (9)(a) Public school students receiving full-time instruction in kindergarten through grade 12 by the Florida Virtual School must take all statewide assessments required pursuant to s. 1008.22. (b) Public school students receiving part-time instruction by the Florida Virtual School in courses requiring statewide end-of-course assessments must take all statewide end-of-course assessments required pursuant to s. 1008.22(3)(c)2. (c) All statewide assessments must be taken at the school to which the student would be assigned according to district school board attendance areas. A school district must provide the student with access to the school's testing facilities. (10) The Florida Virtual School shall receive a school grade pursuant to s. 1008.34 for students receiving full-time instruction. Section 4. Paragraph (b) of subsection (1), paragraph (a) of subsection (2), and paragraphs (c) and (f) of subsection (7) of section 1002.45, Florida Statutes, are amended to read: 1002.45 Virtual instruction programs.‰ÛÓ (1) PROGRAM.‰ÛÓ (b) Each school district that is eligible for the sparsity supplement pursuant to s. 1011.62(7)(a) and (b) shall provide all enrolled public school students within its 139 boundaries the option of participating in part-time and full-time virtual instruction programs. Each school district that is not eligible for the sparsity supplement pursuant to s. 1011.62(7)(a) and (b) shall provide at least three options for part-time and full-time virtual instruction. All school districts must provide parents with timely written notification of at least one open enrollment period for full-time students of 90 days or more which ends no later than 30 days before the first day of the school year. The purpose of the program is to make quality virtual instruction available to students using online and distance learning technology in the nontraditional classroom. A school district virtual instruction program shall consist of the following: 1. Full-time virtual instruction for students enrolled in kindergarten through grade 12. 2. Part-time virtual instruction for students enrolled in kindergarten through grade 12 courses that are measured pursuant to subparagraph (8)(a)2. 3. Full-time or part-time virtual instruction for students enrolled in dropout prevention and academic intervention programs under s. 1003.53, Department of Juvenile Justice education programs under s. 1003.52, core-curricula courses to meet class size requirements under s. 1003.03, or Florida College System institutions under this section.åÊåÊlessHB 7029
(att. pg. 13-15)
source: http://www.myfloridaho‰ÛÜuse.gov/Sections/Documents/loa‰ÛÜddoc.aspx?FileName=_h7029er.do‰ÛÜcx&DocumentType=Bill&BillNumbe‰ÛÜr=7029&Session=2013‰ÛÜ
Yes6/3/14PolicyEffective 2013
FLAllowable Providers of Services(6) ONLINE CATALOG.‰ÛÓThe department shall develop an online catalog of available digital learning courses provided pursuant to ss. 1002.37, 1002.45, 1003.498, and 1003.499, which provides, for each course, access to the course description, completion and passage rates, and aåÊmethod for student and teacher users to provide evaluative feedback.1002.37 The Florida Virtual School.‰ÛÓ (6) The board of trustees shall annually submit to the Governor, the Legislature, the Commissioner of Education, and the State Board of Education a complete and detailed report setting forth: a) The operations and accomplishments of the Florida Virtual School within the state and those occurring outside the state as Florida Virtual School Global. (b) The marketing and operational plan for the Florida Virtual School and Florida Virtual School Global, including recommendations regarding methods for improving the delivery of education through the Internet and other distance learning technology. (c) The assets and liabilities of the Florida Virtual School and Florida Virtual School Global at the end of the fiscal year. (d) A copy of an annual financial audit of the accounts and records of the Florida Virtual School and Florida Virtual School Global, conducted by an independent certified public accountant and performed in accordance with rules adopted by the Auditor General. (e) Recommendations regarding the unit cost of providing services to students through the Florida Virtual School and Florida Virtual School Global. In order to most effectively develop public policy regarding any future funding of the Florida Virtual School, it is imperative that the cost of the program is accurately identified. The identified cost of the program must be based on reliable data. (f) Recommendations regarding an accountability mechanism 107 to assess the effectiveness of the services provided by the 108 Florida Virtual School and Florida Virtual School Global. (c) Unless an alternative testing site is mutually agreed to by the Florida Virtual School and the school district or as contracted under s. 1008.24, all statewide assessments must be taken at the school to which the student would be assigned according to district school board attendance areas. A school district must provide the student with access to the school's testing facilities. (11) The Auditor General shall conduct an operational audit of the Florida Virtual School, including Florida Virtual School Global. The scope of the audit shall include, but not be limited to, the administration of responsibilities relating to personnel; procurement and contracting; revenue production; school funds, including internal funds; student enrollment records; franchise agreements; information technology utilization, assets, and security; performance measures and standards; and accountability. The final report on the audit shall be submitted to the President of the Senate and the Speaker of the House of Representatives no later than January 31, 2014.The funding, performance, and accountability requirements for blended learning courses are the same as those for traditional courses. To facilitate the delivery and coding of blended learning courses, the department shall provide identifiers for courses to designate courses that are used for blended learning for the efficient reporting of such courses. (3) Access to courses shall be available to students during the normal school day. A school district may not require a public school student to take a course outside the school day which is in addition to the student's courses for a given term or on school grounds.1003.499 Florida Approved Courses and Tests (FACT) Initiative.‰ÛÓ (1) PURPOSE.‰ÛÓ (a) The purpose of the initiative shall be to make vailable multiple options to suit unique student interests, satisfy educational requirements, and accelerate student accomplishment of goals in a productive and effective manner. The Legislature intends that state and local rules, policies, and administrative decisions are flexible in interpreting and implementing the requirements in this section in order to encourage creative, innovative, resourceful, and forward-thinking practices that can be modeled throughout this state and the country. (b) Beginning in the 2015-2016 school year, the Florida Approved Courses and Tests (FACT) Initiative shall be implemented to expand student choices in selecting high-quality online courses, including, but not limited to, massive open online courses and instruction included under subsection (2) for promotion or graduation. Such courses and instruction may be provided using a blended learning model that shall include components such as differentiated instruction, flexible scheduling, differentiated teaching, and self-paced learning. Instruction through the blended learning model may be provided using online instructional videos, online class forums, and online homework assignments and projects, coupled with one-on-one direct instructional support to students. 2) FLORIDA APPROVED COURSES.‰ÛÓThe Department of Education shall annually publish online a list of providers approved to offer Florida approved courses which shall be listed in the online catalog pursuant to s. 1002.321(6). (a) As used in this section, the term "Florida approved courses" means online courses provided by individuals which include, but are not limited to, massive open online courses or remedial education associated with the courses that are measured pursuant to s. 1008.22. Massive open online courses may be authorized in the following subject areas: Algebra I, biology, geometry, and civics. Courses may be applied toward requirements for promotion or graduation in whole, in subparts, or in a combination of whole and subparts. A student may not be required to repeat subparts that are satisfactorily completed. (b) A Florida approved course must be annually identified, approved, published, and shared for consideration by interested students and school districts. The Commissioner of Education shall approve each Florida approved course for application in K-12 public schools in accordance with rules of the State Board of Education.1004.0961 Credit for online courses.‰ÛÓBeginning in the 2015-2016 school year, the State Board of Education and the Board of Governors shall adopt rules that enable students to earn academic credit for online courses, including massive open online courses, prior to initial enrollment at a postsecondary institution. The rules of the State Board of Education and rules of the Board of Governors must include procedures for credential evaluation and the award of credit, including, but not limited to, recommendations for credit by the American Council on Education; equivalency and alignment of coursework Section 8. By August 30, 2013, the Department of Education shall contract with a qualified contractor to review and provide recommendations for online courses, including massive open online courses, and competency-based online courses for K-12 and postsecondary education. The recommendations must, at a minimum, include the following components: improving access to the online courses, and approving, funding, holding providers accountable, and awarding credit for such courses. The department shall identify measures of quality based upon student outcomes, such as completion and achievement rates correlated appropriately to each delivery model; measures for students to demonstrate competency, such as prior learning assessments, end-of-course exams, assessments established by regionally accredited public institutions which may be applied as one whole assessment or as two or more discrete subassessments such that when combined, the subassessments are equivalent to a whole assessment; and opportunities to use online courses, including massive open online courses using blended learning or other tools delivered in modules or segments to provide instruction pursuant to s.1003.499(2)(a) for students in K-12 education. The department shall provide findings and recommendations to the Executive Office of the Governor, the President of the Senate, and the Speaker of the House of Representatives by February 1, 2014.åÊåÊlessHB 7029
(att. pg. 6, 7, 10-12)
source: http://www.myfloridaho‰ÛÜuse.gov/Sections/Documents/loa‰ÛÜddoc.aspx?FileName=_h7029er.do‰ÛÜcx&DocumentType=Bill&BillNumbe‰ÛÜr=7029&Session=2013‰ÛÜ
No6/3/14PolicyEffective 2013
FLGraduating or Exiting1001.11 Commissioner of Education; other duties.‰ÛÓ(8) The commissioner shall oversee the development and implementation of the 5-year strategic plan for establishing Florida digital classrooms to assist school districts in their efforts to integrate technology in classroom teaching and learning to improve student performance. Section 5. Paragraph (a) of subsection (4) of section 1001.20, Florida Statutes, is amended to read: 1001.20 Department under direction of state board.‰ÛÓ (4) The Department of Education shall establish the following offices within the Office of the Commissioner of Education which shall coordinate their activities with all other divisions and offices: (a) Office of Technology and Information Services.‰ÛÓ 1. Responsible for developing a 5-year strategic plan for establishing Florida digital classrooms by October 1, 2014, and annually updating the plan by January 1 each year thereafter. The Florida digital classrooms plan shall be provided to each school district and published on the department's website. The plan must: a. Describe how technology will be integrated into classroom teaching and learning to assist the state in improving student performance outcomes and enable all students in Florida to be digital learners with access to digital tools and resources. b. Identify minimum technology requirements that include specifications for hardware, software, devices, networking, security, and bandwidth capacity and guidelines for the ratio of students per device. c. Establish minimum requirements for professional development opportunities and training to assist district instructional personnel and staff with the integration of technology into classroom teaching. d. Identify the types of digital tools and resources that can assist district instructional personnel and staff in the management, assessment, and monitoring of student learning and performance. systemwide technology plan, 2. Responsible for making budget recommendations to the commissioner, providing data collection and management for the system, assisting school districts in securing Internet access and telecommunications services, including those eligible for funding under the Schools and Libraries Program of the federal Universal Service Fund, and coordinating services with other state, local, and private agencies.åÊåÊlessHB 7063
(att. pg. 11)
source: http://myfloridahouse.‰ÛÜgov/Sections/Documents/loaddoc‰ÛÜ.aspx?FileName=_h7063er.docx&D‰ÛÜocumentType=Bill&BillNumber=70‰ÛÜ63&Session=2012‰ÛÜ
Yes9/17/13PolicyEffective 2012
FLPlacement and EnrollmentThe bill amends s. 1003.57, F.S., Exceptional students instruction, to: Require full-time virtual instructional programs offered by school districts and FLVS to fulfill the obligations of a school district for their full-time exceptional education students. (2) PROVIDER QUALIFICATIONS.‰ÛÓ (a) The department shall annually publish online a list of providers approved to offer virtual instruction programs. To be approved by the department, a provider must document that it: 1. Is nonsectarian in its programs, admission policies, employment practices, and operations; 2. Complies with the antidiscrimination provisions of s. 1000.05; 3. Locates an administrative office or offices in this state, requires its administrative staff to be state residents, requires all instructional staff to be Florida-certified teachers under chapter 1012, and conducts background screenings for all employees or contracted personnel, as required by s. 1012.32, using state and national criminal history records; 4. Possesses prior, successful experience offering online courses to elementary, middle, or high school students as demonstrated by quantified student learning gains in each subject area and grade level provided for consideration as an instructional program option; 5. Is accredited by a regional accrediting association as defined by State Board of Education rule; 6. Ensures instructional and curricular quality through a detailed curriculum and student performance accountability plan that addresses every subject and grade level it intends to provide through contract with the school district, including: a. Courses and programs that meet the standards of the International Association for K-12 Online Learning and the Southern Regional Education Board. b. Instructional content and services that align with, and measure student attainment of, student proficiency in the Next Generation Sunshine State Standards. c. Mechanisms that determine and ensure that a student has satisfied requirements for grade level promotion and high school graduation with a standard diploma, as appropriate; 7. Publishes for the general public, in accordance with disclosure requirements adopted in rule by the State Board of Education, as part of its application as a provider and in all contracts negotiated pursuant to this section: a. Information and data about the curriculum of each full- time and part-time program. b. School policies and procedures. c. Certification status and physical location of all administrative and instructional personnel. d. Hours and times of availability of instructional personnel. e. Student-teacher ratios. f. Student completion and promotion rates. g. Student, educator, and school performance accountability outcomes; 8. If the provider is a Florida College System institution, employs instructors who meet the certification requirements for instructional staff under chapter 1012; and 9. Performs an annual financial audit of its accounts and records conducted by an independent certified public accountant which is in accordance with rules adopted by the Auditor General, is conducted in compliance with generally accepted auditing standards, and includes a report on financial statements presented in accordance with generally accepted accounting principles.åÊåÊlessHB7063
(att. pg. 9-11)
source: http://myfloridahouse.‰ÛÜgov/Sections/Documents/loaddoc‰ÛÜ.aspx?FileName=_h7063er.docx&D‰ÛÜocumentType=Bill&BillNumber=70‰ÛÜ63&Session=2012‰ÛÜ
Yes10/23/13PolicyEffective 2012
FLPlacement and EnrollmentA school district virtual instruction program shall consist of the following: 1. Full-time and part-time virtual instruction for students enrolled in kindergarten through grade 12. 2. Full-time or part-time virtual instruction for students enrolled in dropout prevention andåÊacademic intervention programs under s. 1003.53, Department of Juvenile Justice education programs under s. 1003.52, core-curricula courses to meet class size requirements under s. 1003.03, or Florida College System institutions under this section. (c) To provide students with the option of participating in virtual instruction programs as required by paragraph (b), a school district may: 1. Contract with the Florida Virtual School or establish a franchise of the Florida Virtual School for the provision of a program under paragraph (b). Using this option is subject to the requirements of this section and s. 1011.61(1)(c)1.b.(III) and (IV) and (4). A district may report full-time equivalent student membership for credit earned by a student who is enrolled in a virtual education course provided by the district which was completed after the end of the regular school year if the FTE is reported no later than the deadline for amending the final student membership report for that year. 2. Contract with an approved provider under subsection (2) for the provision of a full-time or part-time program under paragraph (b). 3. Enter into an agreement with other school districts to allow the participation of its students in an approved virtual instruction program provided by the other school district. The agreement must indicate a process for the transfer of funds required by paragraph (7)(f). 4. Establish school district operated part-time or full-time kindergarten through grade 12 virtual instruction programs under paragraph (b) for students enrolled in the school district. A full-time program shall operate under its own Master School Identification Number. 5. Enter into an agreement with a virtual charter school authorized by the school district under s. 1002.33. (2)‰ÛÄPROVIDER QUALIFICATIONS.‰ÛÓ (a)‰ÛÄThe department shall annually publish online a list of providers approved to offer virtual instruction programs. To be approved by the department, a provider must document that it: 1.‰ÛÄIs nonsectarian in its programs, admission policies, employment practices, and operations; 2.‰ÛÄComplies with the antidiscrimination provisions of s. 1000.05; 3.‰ÛÄLocates an administrative office or offices in this state, requires its administrative staff to be state residents, requires all instructional staff to be Florida-certified teachers under chapter 1012 and conducts background screenings for all employees or contracted personnel, as required by s. 1012.32, using state and national criminal history records; 4.‰ÛÄProvides to parents and students specific information posted and accessible online that includes, but is not limited to, the following teacher-parent and teacher-student contact information for each course: a.‰ÛÄHow to contact the instructor via phone, e-mail, or online messaging tools. b.‰ÛÄHow to contact technical support via phone, e-mail, or online messaging tools. c.‰ÛÄHow to contact the administration office via phone, e-mail, or online messaging tools. d.‰ÛÄAny requirement for regular contact with the instructor for the course and clear expectations for meeting the requirement. e.‰ÛÄThe requirement that the instructor in each course must, at a minimum, conduct one contact via phone with the parent and the student each month; 5.‰ÛÄPossesses prior, successful experience offering online courses to elementary, middle, or high school students as demonstrated by quantified student learning gains in each subject area and grade level provided for consideration as an instructional program option. However, for a provider without sufficient prior, successful experience offering online courses, the department may conditionally approve the provider to offer courses measured pursuant to subparagraph (8)(a)2. Conditional approval shall be valid for 1 school year only and, based on the provider‰Ûªs experience in offering the courses, the department shall determine whether to grant approval to offer a virtual instruction program; 6.‰ÛÄIs accredited by a regional accrediting association as defined by State Board of Education rule; 7.‰ÛÄEnsures instructional and curricular quality through a detailed curriculum and student performance accountability plan that addresses every subject and grade level it intends to provide through contract with the school district, including: a.‰ÛÄCourses and programs that meet the standards of the International Association for K-12 Online Learning and the Southern Regional Education Board. b.‰ÛÄInstructional content and services that align with, and measure student attainment of, student proficiency in the Next Generation Sunshine State Standards. c.‰ÛÄMechanisms that determine and ensure that a student has satisfied requirements for grade level promotion and high school graduation with a standard diploma, as appropriate; 8.‰ÛÄPublishes for the general public, in accordance with disclosure requirements adopted in rule by the State Board of Education, as part of its application as a provider and in all contracts negotiated pursuant to this section: a.‰ÛÄInformation and data about the curriculum of each full-time and part-time program. b.‰ÛÄSchool policies and procedures. c.‰ÛÄCertification status and physical location of all administrative and instructional personnel. d.‰ÛÄHours and times of availability of instructional personnel. e.‰ÛÄStudent-teacher ratios. f.‰ÛÄStudent completion and promotion rates. g.‰ÛÄStudent, educator, and school performance accountability outcomes; 9.‰ÛÄIf the provider is a Florida College System institution, employs instructors who meet the certification requirements for instructional staff under chapter 1012; and 10.‰ÛÄPerforms an annual financial audit of its accounts and records conducted by an independent certified public accountant which is in accordance with rules adopted by the Auditor General, is conducted in compliance with generally accepted auditing standards, and includes a report on financial statements presented in accordance with generally accepted accounting principles. (b)‰ÛÄAn approved provider shall retain its approved status during the 3 school years after the date of the department‰Ûªs approval under paragraph (a) as long as the provider continues to comply with all requirements of this section. However, each provider approved by the department for the 2011-2012 school year must reapply for approval to provide a part-time program for students in grades 9 through 12. A school district virtual instruction program shall consist of the following: 1. Full-time and part-time virtual instruction for students enrolled in kindergarten through grade 12. 2. Full-time or part-time virtual instruction for students enrolled in dropout prevention and academic intervention programs under s. 1003.53, Department of Juvenile Justice education programs under s. 1003.52, core-curricula courses to meet class size requirements under s. 1003.03, or Florida College System institutions under this section. (c) To provide students with the option of participating in virtual instruction programs as required by paragraph (b), a school district may: 1. Contract with the Florida Virtual School or establish a franchise of the Florida Virtual School for the provision of a program under paragraph (b). Using this option is subject to the requirements of this section and s. 1011.61(1)(c)1.b.(III) and (IV) and (4). A district may report full-time equivalent student membership for credit earned by a student who is enrolled in a virtual education course provided by the district which was completed after the end of the regular school year if the FTE is reported no later than the deadline for amending the final student membership report for that year. 2. Contract with an approved provider under subsection (2) for the provision of a full-time or part-time program under paragraph (b). 3. Enter into an agreement with other school districts to allow the participation of its students in an approved virtual instruction program provided by the other school district. The agreement must indicate a process for the transfer of funds required by paragraph (7)(f). 4. Establish school district operated part-time or full-time kindergarten through grade 12 virtual instruction programs under paragraph (b) for students enrolled in the school district. A full-time program shall operate under its own Master School Identification Number. 5. Enter into an agreement with a virtual charter school authorized by the school district under s. 1002.33.åÊåÊlessK-20Ed Chapter1002
(att. pg. 1)
source: http://www.leg.state.f‰ÛÜl.us/Statutes/index.cfm?App_mo‰ÛÜde=Display_Statute&Search_Stri‰ÛÜng=&URL=1000-1099/1002/Section‰ÛÜs/1002.45.html‰ÛÜ
No9/17/13PolicyEffective 2012
FLAdministrative DutiesIf a Florida College System institution operates an approved teacher preparation program under s. 1004.04 or s. 1004.85, the institution may operate no more than one charter school that serves students in kindergarten through grade 12. In kindergarten through grade 8, the charter school shall implement innovative blended learning instructional models in which, for a given course, a student learns in part through online delivery of content and instruction with some element of student control over time, place, path, or pace and in part at a supervised brick-and-mortar location away from home. A student in a blended learning course must be a full-time student of the charter school and receive the online instruction in a classroom setting at the charter school.åÊåÊlessHB 5101
(att. pg. 7-9)
source: http://www.myfloridaho‰ÛÜuse.gov/Sections/Documents/loa‰ÛÜddoc.aspx?FileName=_h5101er.do‰ÛÜcx&DocumentType=Bill&BillNumbe‰ÛÜr=5101&Session=2014‰ÛÜ
No7/2/14PolicyEffective 2014
FLAllowable Providers of Services1003.498 School district virtual course offerings.‰ÛÓ (1) School districts may deliver courses in the traditional school setting by personnel certified pursuant to s. 1012.55 who provide direct instruction through virtual instruction or through blended learning courses consisting of both traditional classroom and online instructional techniques. Students in a blended learning course must be full-time students of the school and receive the online instruction in a classroom setting at the school. (2) School districts may offer virtual courses for students enrolled in the school district. These courses must be identified in the course code directory. Students who meet the eligibility requirements of s. 1002.455 may participate in these virtual course offerings. (a) Any eligible student who is enrolled in a school district may register and enroll in an online course offered by his or her school district. (b)1. Any eligible student who is enrolled in a school district may register and enroll in an online course offered by any other school district in the state (3) PROVIDER REQUIREMENTS.‰ÛÓ (a) To be approved by the Department of Education, an individual provider must provide all the following documentation 263 that demonstrates that he or she: 1. Is nonsectarian regarding courses, enrollment policies, employment practices, and operations. 2. Complies with the antidiscrimination provisions of s. 1000.05. 3. Requires all instructional staff to be Florida-certified teachers under chapter 1012 or certified as adjunct educators under s. 1012.57 and conducts background screenings for all employees or contracted personnel, as required by s. 1012.32, using state and national criminal history records. 4. Provides to parents and students specific information posted and accessible online which includes, but is not limited to, the following teacher-parent and teacher-student contact information for each course: a. How to contact the instructor via telephone, e-mail, or online messaging tools. b. How to contact technical support via telephone, e-mail, or online messaging tools. c. How to contact the administration office or an individual offering online courses, including, but not limited to, massive open online courses, via telephone, e-mail, or online messaging tools. d. Any requirement for regular contact with the instructor for the course and clear expectations for meeting the requirement. 5. Possesses prior, successful experience offering online courses to elementary, middle, or high school students as demonstrated by quantified student learning gains or student growth in each subject area and grade level provided for consideration as an instructional program option. However, for a provider without sufficient prior, successful experience offering online courses, the department may conditionally approve the provider to offer courses measured by the statewide assessment program pursuant to s. 1008.22. Conditional approval is valid for 1 year. Renewal of provider approval is contingent on sufficient performance data available demonstrating success in accordance with this section and State Board of Education rule. 6. Ensures instructional and curricular quality through a detailed curriculum and student performance accountability plan that addresses every subject and grade level that the provider intends to provide through contract with the school district, including all of the following: a. Courses and programs that meet the standards of the International Association for K-12 Online Learning and the Southern Regional Education Board. b. Instructional content and services that align with, and measure student attainment of, student proficiency in the Next Generation Sunshine State Standards. c. Mechanisms that determine and ensure that a student has satisfied requirements for grade level promotion and high school graduation with a standard diploma, as appropriate. 7. Publishes for the general public, in accordance with disclosure requirements adopted in rule by the State Board of Education, as part of the application as a provider and in all contracts negotiated pursuant to this section all of the following information: a. Certification status and physical location of all administrative and instructional personnel. b. Hours and times of availability of instructional personnel. c. Student-teacher ratios. d. Student completion and promotion rates. e. Student, educator, and school performance accountability outcomes. (b) Each approved provider contracted under this section must participate in the statewide assessment program under s. 1008.22 and in the state's education performance accountability system under s. 1008.31.åÊåÊlessK-20Ed Chapter1002
(att. pg. 1-3)
source: http://www.leg.state.f‰ÛÜl.us/Statutes/index.cfm?App_mo‰ÛÜde=Display_Statute&Search_Stri‰ÛÜng=&URL=1000-1099/1002/Section‰ÛÜs/1002.45.html‰ÛÜ
No9/17/13PolicyEffective 2012
FLAdministrative DutiesAn innovation school of technology is a school that has, on a schoolwide basis, adopted and implemented a blended learning program. A blended learning program is an education program in which a student learns in part through online delivery of content and instruction with some element of student control over time, place, path, or pace and in part at a supervised brick-and-mortar location away from home. Blended learning models must include major components such as differentiated instruction, data-driven placement, flexible scheduling, differentiated teaching, and self-paced learning. The school may use one of the following blended learning models: 1. Flipped classroom model in which students use online instructional videos and practice concepts in the classroom with the support of the teacher; 2. Flex model in which students learn primarily online and teachers act as facilitators; or 3. Rotation model in which students move between different learning modalities, such as online instruction, teacher-directed instruction, seminar or group projects, and one-on-one teacher coaching. Rotation models include individual, station, and laboratory models.åÊåÊlessHB 7029
(att. pg.)
source: http://www.myfloridaho‰ÛÜuse.gov/Sections/Documents/loa‰ÛÜddoc.aspx?FileName=_h7029er.do‰ÛÜcx&DocumentType=Bill&BillNumbe‰ÛÜr=7029&Session=2013‰ÛÜ
No6/3/14PolicyEffective 2013
FLPlacement and Enrollment(2) GUIDING PRINCIPLES.‰ÛÓAn innovation school of technology shall be guided by the following principles: (a) Meet high standards of student achievement in exchange for flexibility with respect to statutes or rules. (b) Implement innovative learning methods and assessment tools to implement a schoolwide transformation regarding industry-leading technology to improve student learning and academic achievement.(c) Promote enhanced academic success and financial efficiency by aligning responsibility with accountability and industry-leading technology. (d) Measure student performance based on student learning growth, or based on student achievement if student learning growth cannot be measured. (e) Provide a parent with sufficient information as to whether his or her child is reading at grade level and making learning gains each year.(f) Incorporate industry certifications and similar recognitions into performance expectations. (g) Focus on utilizing industry-leading hardware and software technology for student individual use and to develop the school's infrastructure in furtherance of this section.åÊåÊlessHB 7009
(att. pg. 38-39)
source: http://www.myfloridaho‰ÛÜuse.gov/Sections/Documents/loa‰ÛÜddoc.aspx?FileName=_h7009er.do‰ÛÜcx&DocumentType=Bill&BillNumbe‰ÛÜr=7009&Session=2013‰ÛÜ
No5/16/14PolicyEffective 2013
FLAccess or Accessibility1002.37 The Florida Virtual School. (3) Funding for the Florida Virtual School shall be provided as follows: (a)1. For a student in grades 9 through 12, a ‰ÛÏfull-time equivalent student‰Û is one student who has successfully completed six full-credit courses that count towardåÊthe minimum number of credits required for high school graduation. A student who completes fewer than six full-credit courses is a fraction of a full-time equivalent student. Half-credit course completions shall be included in determining a full-time equivalent student. Credit completed by a student in excess of the minimum required for that student for high school graduation is not eligible for funding. 2. For a student in kindergarten through grade 8, a ‰ÛÏfull- time equivalent student‰Û is one student who has successfully completed six courses or the prescribed level of content that counts toward promotion to the next grade. A student who completes fewer than six courses or the prescribed level of content shall be a fraction of a full-time equivalent student. 3. Beginning in the 2016-2017 fiscal year, the reported full-time equivalent students and associated funding of students enrolled in courses requiring passage of an end-of-course assessment under s. 1003.4282 to earn a standard high school diploma shall be adjusted if the student does not pass the end-of-course assessment. However, no adjustment shall be made for home education program students who choose not to take an end-of-course assessment or for a student who enrolls in a segmented remedial course delivered online. For purposes of this paragraph, the calculation of ‰ÛÏfull-time equivalent student‰Û shall be as prescribed in s. 1011.61(1)(c)1.b.(V). (9) 487 (b) Public school students receiving part-time instruction by the Florida Virtual School in courses requiring statewide end-of-course assessments must take all statewide end-of-course assessments required pursuant to s. 1008.22. Section 7. Section 1002.375, Florida Statutes, is repealed. Section 8. Paragraph (b) of subsection (4) and paragraph (e) of subsection (7) of section 1002.45, Florida Statutes, are amended to read: 1002.45 Virtual instruction programs.‰ÛÓ (4) CONTRACT REQUIREMENTS.‰ÛÓEach contract with an approved provider must at minimum: (b) Provide a method for determining that a student has satisfied the requirements for graduation in s. 1003.428 or s. 1003.4282 if the contract is for the provision of a full-time virtual instruction program to students in grades 9 through 12.åÊåÊlessHB7063
(att. pg. 3-4)
source: http://myfloridahouse.‰ÛÜgov/Sections/Documents/loaddoc‰ÛÜ.aspx?FileName=_h7063er.docx&D‰ÛÜocumentType=Bill&BillNumber=70‰ÛÜ63&Session=2012‰ÛÜ
No10/24/13PolicyEffective 2012
FLFunding for Services(e)‰ÛÄEach school district shall: 1.‰ÛÄProvide to the department by October 1, 2011, and by each October 1 thereafter, a copy of each contract and the amounts paid per unweighted full-time equivalent student for services procured pursuant to subparagraphs (c)1. and 2. 2.‰ÛÄExpendåÊthe difference in funds provided for a student participating in the school district virtual instruction program pursuant to subsection (7) and the price paid for contracted services procured pursuant to subparagraphs (c)1. and 2. for the district‰Ûªs local instructional improvement system pursuant to s. 1006.281 or other technological tools that are required to access electronic and digital instructional materials. 3.‰ÛÄAt the end of each fiscal year, but no later than September 1, report to the department an itemized list of the technological tools purchased with these funds.åÊåÊlessK-20Ed Chapter1002
(att. pg. 2)
source: http://www.leg.state.f‰ÛÜl.us/Statutes/index.cfm?App_mo‰ÛÜde=Display_Statute&Search_Stri‰ÛÜng=&URL=1000-1099/1002/Section‰ÛÜs/1002.45.html‰ÛÜ
No9/17/13PolicyEffective 2012
FLPlacement and EnrollmentThe funding and performance accountability requirements for blended learning courses are the same as those for traditional courses.Questions Answers
(att. pg. 20)
source: http://www.fldoe.org/s‰ÛÜchools/virtual-schools/pdf/Dis‰ÛÜtrictVIP-FAQ.pdf‰ÛÜ
Yes6/11/13GuidanceFlorida Virtual SchoolGuidance - 2012
FLDefinitionsThe school district in which the student completes the course shall report the student's completion of that course for funding pursuant to s. 1011.61(1)(c)1.b.(VI), and the home school district shall not report the student for funding for that course. 2. For purposes of this paragraph, the combined total of all school district reported FTE may not be reported as more than 1.0 full-time equivalent student in any given school year. The Department of Education shall establish procedures to enable interdistrict coordination for the delivery and funding of this online option.åÊåÊlessHB 7009
(att. pg. 38)
source: http://www.myfloridaho‰ÛÜuse.gov/Sections/Documents/loa‰ÛÜddoc.aspx?FileName=_h7009er.do‰ÛÜcx&DocumentType=Bill&BillNumbe‰ÛÜr=7009&Session=2013‰ÛÜ
No6/3/14PolicyEffective 2013
FLAllowable Providers of Services1003.428 General requirements for high school graduation; revised.‰ÛÓ (2) The 24 credits may be earned through applied, integrated, and combined courses approved by the Department of Education. The 24 credits shall be distributed as follows: (c) Beginning with students entering grade 9 in the 2011-2012 school year, at least one course within the 24 credits required in this subsection must be completed through online learning. A school district may not require a student to take the online course outside the school day or in addition to a student's courses for a given semester. However, An online course taken during grades 6 through 8 fulfills this requirement. This requirement shall be met through an online course offered by the Florida Virtual School, an online course offered by the high school, or an online dual enrollment course offered pursuant to a district interinstitutional articulation agreement pursuant to s. 1007.235. A student who is enrolled in a full-time or part-time virtual instruction program under s. 1002.45 meets this requirement. This requirement does not apply to a student who has an individual educational plan under s. 1003.57 which indicates that an online course would be inappropriate or a student who is enrolled in a Florida high school and has less than 1 academic year remaining in high school.åÊåÊlessHB 7009
(att. pg. 7)
source: http://www.myfloridaho‰ÛÜuse.gov/Sections/Documents/loa‰ÛÜddoc.aspx?FileName=_h7009er.do‰ÛÜcx&DocumentType=Bill&BillNumbe‰ÛÜr=7009&Session=2013‰ÛÜ
No5/16/14PolicyEffective 2013
FLTeacher PreparednessAllow a student whose IEP states that full-time virtual instruction is appropriate to enroll in a full-time virtual instruction program. Can exceptional student education (ESE) students participate in the school district virtual instruction program (VIP)? Yes. Any student who meets the requirements in Section 1002.455, F.S., is eligible to participate. Since the school district VIP is a public K-12 school (s. 1000.04(1), F.S.), the district cannot restrict participation to only those students who do not have specialized educational plans [i.e., individual educational plan (IEP) or Section 504 plan for students with disabilities; educational plan (EP) for gifted students; ELL plans for students who are English language learners.åÊåÊlessHB 7009
(att. pg. 17)
source: http://www.myfloridaho‰ÛÜuse.gov/Sections/Documents/loa‰ÛÜddoc.aspx?FileName=_h7009er.do‰ÛÜcx&DocumentType=Bill&BillNumbe‰ÛÜr=7009&Session=2013‰ÛÜ
Yes5/16/14PolicyEffective 2013
FLAllowable Providers of Services(b)‰ÛÄEach school district that is eligible for the sparsity supplement pursuant to s. 1011.62(7)(a) and (b) shall provide all enrolled public school students within its boundaries the option of participating in part-time and full-time virtual instruction programs. Each schoolåÊdistrict that is not eligible for the sparsity supplement pursuant to s. 1011.62(7)(a) and (b) shall provide at least three options for part-time and full-time virtual instruction. All school districts must provide parents with timely written notification of at least one open enrollment period for full-time students of 90 days or more which ends 30 days before the first day of the school year. The purpose of the program is to make quality virtual instruction available to students using online and distance learning technology in the nontraditional classroomåÊåÊlessHouse Bill 7063
(att. pg. 2, 6-8)
source: http://www.floridafoil‰ÛÜ.com/wp-content/uploads/2011/1‰ÛÜ1/House-Bill-7063_Digital-Lear‰ÛÜning.pdf‰ÛÜ
Yes6/4/13Policyall full-time online schoolsEffective 2013
FLFunding for Services1002.455 Student eligibility for K-12 virtual instruction.‰ÛÓ (2) A student is eligible to participate in virtual instruction if: (a) The student spent the prior school year in attendance at a public school in the state and was enrolled and reported by the school districtåÊfor funding during October and February for purposes of the Florida Education Finance Program surveys; (b) The student is a dependent child of a member of the United States Armed Forces who was transferred within the last 12 months to this state from another state or from a foreign country pursuant to a permanent change of station order; (c) The student was enrolled during the prior school year in a virtual instruction program under s. 1002.45, the K-8 Virtual School Program under s. 1002.415, or a full-time Florida Virtual School program under s. 1002.37(8)(a); (d) The student has a sibling who is currently enrolled in a virtual instruction program and the sibling was enrolled in that program at the end of the prior school year; or (e) The student is eligible to enter kindergarten or first 261 grade; or 262 (f) The student is eligible to enter grades 2 through 5 263 and is enrolled full-time in a school district virtual 264 instruction program, virtual charter school, or the Florida 265 Virtual School. 266 (3) The virtual instruction options for which this 267 eligibility section applies include: 268 (a) School district operated part-time or full-time 269 kindergarten through grade 12 virtual instruction programs under 270 s. 1002.45(1)(b) for students enrolled in the school district. 271 (b) Full-time virtual charter school instruction 272 authorized under s. 1002.33. (c) Virtual courses offered in the course code 279 directory to students within the school district or to students in other school districts throughout the state pursuant to s. 281 1003.498.åÊåÊlessHB 7029
(att. pg. 8)
source: http://www.myfloridaho‰ÛÜuse.gov/Sections/Documents/loa‰ÛÜddoc.aspx?FileName=_h7029er.do‰ÛÜcx&DocumentType=Bill&BillNumbe‰ÛÜr=7029&Session=2013‰ÛÜ
No6/3/14PolicyEffective 2013
FLFunding for Services(c) An innovation school of technology must be open to any 1059 student covered in an interdistrict agreement or residing in the school district in which the innovation school of technology is located. An innovation school of technology shall enroll an eligible student who submits a timely application if the number of applications does not exceed the capacity of a program, class, grade level, or building. If the number of applications exceeds capacity, all applicants shall have an equal chance of being admitted through a public random selection process. However, a district may give enrollment preference to students who identify the innovation school of technology as the student's preferred choice pursuant to the district's controlled open enrollment plan.åÊåÊlessHB 7009
(att. pg. 17)
source: http://www.myfloridaho‰ÛÜuse.gov/Sections/Documents/loa‰ÛÜddoc.aspx?FileName=_h7009er.do‰ÛÜcx&DocumentType=Bill&BillNumbe‰ÛÜr=7009&Session=2013‰ÛÜ
FLFunding for ServicesInstructional personnel certified pursuant to s. 1012.55 who provide virtual instruction for blended learning courses may be employees of the charter school or may be under contract to provide instructional services to charter school students. At a minimum, such instructional personnel must hold an active state or school district adjunct certification under s. 1012.57 for the subject area of the blended learning course.åÊåÊlessSB1076
(att. pg. 16-18)
source: http://www.flsenate.go‰ÛÜv/Session/Bill/2013/1076/BillT‰ÛÜext/er/PDF‰ÛÜ
No10/24/13PolicyFlorida Virtual SchoolEffective 2013
GAAccommodations and AssessmentsVS FAQ
(att. pg. 1-2)
source: http://www.gavirtualsc‰ÛÜhool.org/About/SpecialEducatio‰ÛÜn.aspx‰ÛÜ
Yes6/4/13GuidanceGeorgia Virtual SchoolGuidance - 2012
GADefinitionsGeorgia Virtual School provides accommodations in the online environment for students with an IEP or 504 plan. In order to have accommodations implemented in an online class, Georgia Virtual must receive a current copy of the student's IEP or 504 plan each semester the student enrolls in a Georgia Virtual School class. Special Education documentation may be faxed by the student's school to (770) 357-3704. Georgia Virtual School staff will work with the local school to determine if placement is appropriate. In some instances, accommodations listed in an IEP are not conducive to the online environment. Georgia Virtual School does not accept Response to Intervention (RTI) plans. However, our online courses are setup in a way that automatically provides many of the interventions commonly called for in RTI plans. Below are just a few of those interventions: monitoring of individual student progress by teacher, facilitator, and parent, personalized and descriptive feedback for all student work, opportunities for differentiated instruction based on a variety of learning styles, one-on-one access to the teacher. The current Individualized Education Program or 504 Plan must be provided to Georgia Virtual School by the local school system. Georgia Virtual School will follow all applicable provisions in the IEP or 504 Plan, however there may be some provisions that can not be implemented. In such a case, the local school system must determine whether Georgia Virtual School is an appropriate placement. Students enrolled with Georgia Virtual School who are private school or homeschool students will be provided with necessary services and accommodations required under Section 504.Students who have previously been identified as having an impairment, should make Georgia Virtual School aware so necessary steps can be taken to provide services and accommodations. If a parent of a homeschool or private school student enrolled with Georgia Virtual School feels their child may have a disability, the parent should request that Georgia Virtual School conduct a limited evaluation of the student. To request this limited evaluation, email sarah.newman@doe.k12.ga.us with your contact information, student name, and any information you can provide about your child‰Ûªs disability. Georgia Virtual School, with the consent of the parent, will conduct an evaluation of any student who is believed to need educational accommodations or related services. The evaluation may consist of input from a team drawing information from observations, data, medical records, grades, aptitude and achievement tests, teacher and parental recommendations. The results of the evaluation will determine what accommodations, if any, Georgia Virtual School is able to make for the student.åÊåÊless
GAAdministrative Duties(c) (1) The department shall establish a clearing-house of interactive distance learning courses and other distance learning courses delivered via a computer based method offered by local school systems and charter schools for sharing with other local school systems and charter schools for the fee set pursuant to subsection (e) of this Code section. The department shall review the content of each course prior to including it in the clearing-house to ensure that it meets state curriculum standards. The department is authorized to approve courses for inclusion in the clearing-house if the content meets state curriculum standards, the applicant meets all technical requirements, and the course is delivered by a highly qualified teacher who exhibits exceptional teaching skills and methodology as certified by the local school system or charter school, which teacher's credentials and skills shall be subject to review and approval by the department.åÊåÊlessOCGA 20-2-319.1
(att. pg. 1-2)
source: http://www.lexisnexis.‰ÛÜcom/hottopics/gacode/Default.a‰ÛÜsp‰ÛÜ
No9/18/13PolicyOnline Clearinghouse ActEffective 2012
GAGraduating or ExitingIt is the responsibility of the local school system to ensure that the system meets all requirements of the Individuals with Disabilities Education Act and Section 504.
GAPlacement and Enrollment(2) Enter into a contract with an approved provider under subsection (c) of this Code section for the provision of a full-time program under paragraph (1) of subsection (a) of this Code section or a part-time program under paragraph (2) of subsection (a) of this Code section; or (3) Enter into an agreement with another local school system or systems to allow the participation of its students in an approved virtual instruction program provided by such other local school system or systems. The agreement shall indicate a process for the transfer of funds. Contracts and agreements entered into pursuant to paragraph (2) or (3) of this subsection may include multidistrict contractual arrangements that may be executed by a regional educational service agency for its member school systems. (c) The department shall annually provide local school systems with a list of providers approved to offer virtual instruction programs. To be approved by the department, a provider shall document that it: (1) Possesses prior, successful experience offering online courses to elementary, middle, or high school students, as demonstrated through quantified student performance improvements for each subject area and grade level provided for consideration as instructional program options; (2) Assures instructional and curricular quality through a detailed curriculum and student performance accountability plan that addresses every subject and grade level intended for provision within local school system contracts, including: (A) Courses and programs that meet the nationally recognized standards for K-12 online learning; (B) Instructional content and services that align with and measure student attainment of proficiency in the state-approved curriculum; and (C) Mechanisms that determine and ensure that a student has satisfied requirements for grade level promotion and high school graduation with a standard diploma, as appropriate; and (3) Publishes, in accordance with disclosure requirements adopted by the State Board of Education, for the general public, as part of its application as a provider, and in all contracts negotiated pursuant to this Code section: (A) Information and data about each full-time and part-time program regarding its curriculum; (B) School policies and procedures; (C) Certification status of all administrative and instructional personnel; (D) Teacher-student ratios; (E) Student completion and promotion rates; and (F) Student, educator, and school performance accountability outcomes. (d) An approved provider shall retain its approved status for a period of five years after the date of the department's approval pursuant to subsection (c) of this Code section as long as the provider continues to comply with all requirements of this Code section; provided, however, that each provider approved by the department for the 2013-2014 school year shall reapply for approval to provide a part-time program for students in grades three through 12.åÊåÊlessOCGA 20-2-319.4
(att. pg. 1)
source: http://www.legis.ga.go‰ÛÜv/Legislation/20112012/127888.‰ÛÜpdf‰ÛÜ
Yes6/4/13Policylocal school systemsEffective 2012
GAFunding for ServicesOCGA 20-2-319.1
(att. pg. 1)
source: http://www.lexisnexis.‰ÛÜcom/hottopics/gacode/Default.a‰ÛÜsp‰ÛÜ
No9/18/13PolicyGA Virtual SchoolEffective 2012
GAPlacement and Enrollment(b) (1) The department is authorized to establish a Georgia Virtual School grant account with funds appropriated by the General Assembly. The department shall use funds from this grant account to pay for costs associated with the Georgia Virtual School incurred by the department, including, but not limited to, actual costs associated with the maintenance of the Georgia Virtual School, such as new course development, credit recovery, blended learning training, and operating a clearinghouse. (2) The local school system shall pay to the department costs for tuition, materials, and fees directly related to the approved course taken by a student in its school system through the Georgia Virtual School; provided, however, that in no event shall the amount of tuition charged to the local school system exceed 0.00 per student per semester courseåÊåÊlessOCGA-20-2-319.4
(att. pg. 1)
source: http://www.lexisnexis.‰ÛÜcom/hottopics/gacode/Default.a‰ÛÜsp‰ÛÜ
Yes6/4/13Policylocal school systemsEffective 2012
GAPlacement and EnrollmentOCGA 20-2-319.4
(att. pg. 1)
source: http://www.lexisnexis.‰ÛÜcom/hottopics/gacode/Default.a‰ÛÜsp‰ÛÜ
No9/18/13PolicyEffective 2012
GATeacher Preparedness4.‰ÛÄEstablish school district operated part-time or full-time kindergarten through grade 12 virtual instruction programs under paragraph (b) for students enrolled in the school district. A full-time program shall operate under its own Master School Identification Number.505
(att. pg. 1-5)
source: http://www.gapsc.com/r‰ÛÜules/current/educatorpreparati‰ÛÜon/505-3-.95.pdf‰ÛÜ
no12/1/14PolicyEffective 2014
GAAccess or AccessibilityThe State Board of Education is authorized to establish the Georgia Virtual School whereby students may enroll in state funded courses via the Internet or in any other manner not involving on-site interaction with a teacher. Any Georgia student who is age 21 or younger shallåÊbe eligible to enroll in the Georgia Virtual School, at no cost to the student. The State Board of Education is authorized to promulgate rules and regulations pertaining to the Georgia Virtual School. Such rules and regulations, if established, shall include, at a minimum, a process for students to enroll in Georgia Virtual School courses and a process whereby a student's grade in the course is reported on the student's transcript. All teachers who provide instruction through the Georgia Virtual School shall be certified by the Professional Standards Commission. A local school system shall not prohibit any student from taking a course through the Georgia Virtual School, regardless of whether the school in which the student is enrolled offers the same course.åÊåÊless
GATeacher Preparedness(a) Beginning with the 2013-2014 school year, each local school system shall provide opportunities to all students in grades three through 12 enrolled in public schools within its boundaries for participation in part-time and full-time virtual instruction program options. Written notice of such opportunities, including an open enrollment period for full-time students of at least 90 days and not ending earlier than 30 days prior to the first day of the school year, shall be provided directly to parents of all students. The purpose of the program shall be to make quality virtual instruction available to students using online and distance learning technology in the nontraditional classroom. The program shall provide at least three options for: (1) Full-time virtual instruction for students enrolled in grades three through 12; and (2) Part-time virtual instruction for students enrolled in grades three through 12. A virtual instruction program conducted by a local school system shall include specific provision for at least two full-time options and one part-time option for students enrolled in dropout prevention and academic intervention programs or Department of Juvenile Justice education programs under Code Section 20-2-133. (b) To provide students with the option of participating in virtual instruction programs as required by subsection (a) of this Code section, a local school system may apply one or all of the following mechanisms: (1) Facilitate enrollment in the Georgia Virtual School established pursuant to Code Section 20-2-319.1;åÊåÊless505
(att. pg. 1)
source: http://www.gapsc.com/r‰ÛÜules/current/certification/505‰ÛÜ-2-.172.pdf‰ÛÜ
No12/1/14PolicyEffective 2014
GAAllowable Providers of Services505-2-.172 ONLINE TEACHING ENDORSEMENT (1) Eligibility Requirements. (a) To be eligible for the professional Online Teaching Endorsement, the applicant must hold a level four (4) or higher renewable professional certificate or permit in any teaching field and complete otheråÊrequirements outlined in GaPSC Rule 505-2-.14 ENDORSEMENTS. (b) To be eligible for the Supplemental Induction Online Teaching Endorsement, the applicant must hold a level four (4) or higher Induction certificate or permit in any teaching field and complete other requirements outlined in GaPSC Rule 505-2-.14 ENDORSEMENTS. (2) In-Field Statement (See GaPSC Rule 505-2-.40 IN-FIELD ASSIGNMENT). An individual with the Online Teaching Endorsement has strengthened and enhanced competency levels to teach online courses in the content areas and grade levels of their base certificate(s). Authority O.C.G.A. 20-2-200åÊåÊlessGVS SPED
(att. pg. 1-2)
source: http://www.gavirtualsc‰ÛÜhool.org/About/SpecialEducatio‰ÛÜn.aspx‰ÛÜ
Yes6/5/13GuidanceGeorgia Virtual School
GAAllowable Providers of Services505-3-.95 ONLINE TEACHING ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals to teach classes within an online environment and supplements requirements in GaPSC Rule 505-3-.01, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS. (2) Requirements. (a) A valid, level 4 or higher Induction, Professional, Advanced Professional, or Lead Professional teaching certificate is required for program admission. (b) Candidates accepted into this endorsement program shall complete an online practicum or online internship experience appropriate to the grade level of the base certificate field. (c) To receive approval, a GaPSC-approved educator preparation provider shall offer a preparation program described in program planning forms, catalogs, and syllabi addressing the following standards: 1. Standard I: Content Knowledge, Skills, and Concepts for Instructional Technology (i) The program shall insure that the candidate possesses knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Teachers) as well as competency in technology specific to an online learning environment. The program shall prepare candidates who: (I) effectively use and assist others in word-processing, spreadsheet, and presentation software; (II) effectively use Internet browsers, email applications and online etiquette. Candidates additionally can design and maintain a module using an online course learning management system; (III) incorporate visual resources into an online module; (IV) utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools, electronic whiteboards, etc.); (V) troubleshoot typical software and hardware problems; (VI) effectively use and incorporate subject specific developmentally appropriate software in an online learning module; (VII) demonstrate continual growth in technology, knowledge, and skills to stay abreast of current and emerging technologies; and (VIII) model appropriate strategies essential to continued growth and development of the understanding of technology operations and concepts. 2. Standard II: Online Teaching and Learning Methodology, Management, Knowledge, Skills, and Dispositions (i) The program shall prepare candidates to plan, design, and incorporate strategies to encourage active learning, interaction, participation and collaboration in the online environment. The program shall prepare candidates who: (I) demonstrate effective strategies and techniques that actively engage students in the learning process, in designing, and assessing online learners and instruction; (II) apply current research on teaching and learning with technology when planning learning environments and experiences; (III) create and maintain a community by creating value, effective facilitation, and an environment of trust, establishing consistent and reliable operating norms, and supporting individuality and empowerment; (IV) facilitate and monitor appropriate interaction among learners; (V) promote collaborative learning through reflection and social negotiation; (VI) incorporate within instructional designs sufficient support, directions, and guidelines for online learners; (VII) lead online instruction groups that are meaningful, project-based, inquiry-oriented; (VIII) model and demonstrate effective moderator techniques to facilitate active student participation; (IX) differentiate instruction of students‰Ûª learning styles and needs and assist students in assimilating and accommodating meaningful information; (X) apply technology to increase productivity; and (XI) apply technology to engage students‰Ûª higher order thinking skills and creativity. (ii) The program shall prepare candidates to proactively lead an online classroom in a manner that enhances the likelihood of student success through regular feedback, prompt responses to student questions and concerns, and clear expectations. The program shall prepare candidates who: (I) consistently model effective communication skills and maintain records of applicable communications with students; (II) facilitate regular and frequent teacher-student interaction, student-student interaction, and teacher-parent interaction in a variety of ways; (III) provide an effective online syllabus that lays out the terms of the class interaction for both teacher and students, defines clear expectations for both teacher and students, details the grading criteria and appropriate and inappropriate behavior for students, and explains the course organization to students; (IV) provide an online syllabus with objectives, concepts, and ideas, and learning outcomes in a clearly written, concise format. (Also includes key components in syllabus: expectations for interactions, grading criteria, inappropriate behavior criteria, class organization, etc.; (V) use student data to inform instruction, assist students in their own time and task management, monitor learner progress with available tools, and develop intervention plans for unsuccessful learners; (VI) provide timely, constructive feedback to student assignments; and (VII) provide clearly defined statements informing students what to expect in terms of their response time. (iii) The program shall prepare candidates to model and encourage legal, ethical, safe and healthy behavior in an online environment. The program shall prepare candidates who: (I) establish standards for student behavior that are designed to ensure academic integrity and appropriate uses of the Internet and written communication; (II) clearly identify the risks of academic dishonesty in online testing and creates assessment opportunities, which limit this risk; (III) demonstrate an awareness of technology impact on student testing performance; (IV) provide a copyright statement or disclaimer which clearly identifies the owner(s) of the course and the source(s) of the material students are about to use; (V) inform students of the significance and responsibilities associated with Acceptable Use Policies (AUP); (VI) use appropriate strategies and resources for dealing with student issues arising from inappropriate use of electronically-accessed data or information; (VII) inform students of their right to privacy and the conditions under which their names or online submissions may be shared with others; and (iv) The program shall enable the candidate to fully experience online learning from the perspective of an online student. The program shall prepare candidates who: (I) apply experiences as an online student to develop successful strategies for teaching online; (II) demonstrate the ability to anticipate challenges and problems in the online classroom; (III) experience the perspective of the online student through his or her responsiveness and empathetic behaviors toward students; and (v) The program shall prepare candidates to develop and deliver assessments, projects, and assignments which meet learning goals and assess learning progress by measuring student achievement of learning goals. The program shall prepare candidates who: (I) continually review all materials and Web resources for alignment with course objectives and standards and or appropriateness; (II) create assignments, projects and assessments that are aligned to address visual, auditory, and tactile learning styles; (III) use authentic assessment of student acquired knowledge and skills as part of the evaluation process; (IV) provide continuous evaluation of students, to include pre- and post- testing as well as student input throughout the course; (V) develop a triangulation of the assignments, assessments and standards-based learning goals; (VI) create assignments that are authentic and relevant to the content and should elicit a response from the student comparable with the level of competency demanded in the related task; (VII) create assessments, assignments and projects that address multiple intelligences and (vi) the program shall prepare candidates to be responsive to special education and cultural differences among students in the online classroom and to encourage intercultural interaction and inclusive learning. The program shall prepare candidates who: (I) respect diverse talents and use strategies designed to include all students; (II) provide activities, modified as necessary, that are relevant to special education modifications, student age, cultural background and experiences; (III) encourage collaboration and interaction among all students; (IV) provide student-centered lessons and activities that are based on concepts of active learning and that are connected to real-world applications; and (V) provide opportunities for students to consider meaning and reflect on new knowledge. 3. Standard III: Effective Online Assessment of Teachers, Students and Course Content (i) The program shall require demonstrated competence in creating and implementing assessments in online learning environments in ways that assure validity and reliability of instruments and procedures. The program shall prepare candidates who: (I) create or select effective assessment instruments to measure online learning that reflect sufficient content validity (i.e., adequately sample the content that they are designed to measure) and reliability (i.e., produce consistent results from administration to administration); (II) implement online assessment measures and materials in ways that insure instrument validity and reliability; (III) assess student knowledge and instruction in a variety of ways; and (ii) The program shall require demonstration of effective strategies enabling students‰Ûª to complete self and peer assessments as they fulfill course requirements. The program shall prepare candidates who: (I) employ effective self-evaluation tools to ensure their courses have a variety of timely and appropriate activities to assess student readiness for course content and mode of delivery; and (II) provide opportunities for student self assessment within courses. (iii) The program shall require demonstrated competence in using data and findings from assessment to modify instructional methods and guide student learning; The program shall prepare candidates who: (I) gather appropriate background and content knowledge assessment data for each student and base instruction on student assessment data; (II) review student responses to test items in online testing software to identify issues in testing or pedagogical strategies; (III) demonstrate awareness of observational data (i.e., tracking data in electronic courses, Web logs, email, etc.) and its uses in monitoring course progress and effectiveness; and (IV) provide opportunities for evaluating teaching effectiveness within the online environment (i.e., classroom assessment techniques, teacher evaluations, teacher peer reviews). Authority O.C.G.A. 20-2-200åÊåÊlessOCGA 20-2-319.4
(att. pg. 1-2)
source: http://www.lexisnexis.‰ÛÜcom/hottopics/gacode/Default.a‰ÛÜsp‰ÛÜ
No9/17/13PolicyGA Virtual SchoolEffective 2012
HIFunding for Services
HIAccess or Accessibility
HIAdministrative DutiesSECTION 2. The department of education shall adopt the following recommendations of the online learning task force to: (1) Follow a two-pronged delivery model of services and continue to operate the Myron B. Thompson academy full-time cyber academy, or similar schools, as well as establish a Hawaii virtual learning network for supplemental programs; (2) Establish a task force to review the State's education policies, requirements, and oversight functions for congruency with the needs and potential of online learning; (3) Allow both parents and students to access information about online curriculum; (4) Develop and establish a mentoring and training program for online teachers, collaborating with the University of Hawaii department of educational technology as needed; (5) Develop and establish an online training program to increase the number of highly qualified teachers, administrators, and paraprofessionals; (6) Provide support and incentives to teachers who become qualified to teach online courses and for teachers who utilize online courses to incorporate project-based and work-relevant learning; (7) Standardize the procedure for granting credits for online coursework; (8) Assist schools with online standards-based college preparatory curriculum; (9) Expand credit recovery courses and remediation courses; (10) Emphasize online science, technology, engineering, and mathematics courses and aggressively work to offer certain online courses through the department, including algebra I, English I, eighth-grade math and English, and career guidance; (11) Expand distance education through interactive digital television; (12) Establish an online course and resource center to include training modules and other support resources; (13) Establish online and in-person tutoring and mentoring programs for students, partnering with the University of Hawaii as needed; and (14) Develop recommendations on appropriate funding mechanisms.åÊåÊlessHB 2971
(att. pg. 1-3)
source: http://www.capitol.haw‰ÛÜaii.gov/session2008/Bills/HB29‰ÛÜ71_SD2_.htm‰ÛÜ
No9/18/13PolicyEffective 2008
HIAccommodations and Assessments
HIPlacement and Enrollment
HIAllowable Providers of Services
HIGraduating or Exiting
IAAccess or Accessibility
IAAllowable Providers of ServicesThe student's resident district/school is responsible for any accommodations for students with special needs.SF2284
(att. pg. 10-12)
source: http://coolice.legis.i‰ÛÜowa.gov/linc/84/external/govbi‰ÛÜlls/SF2284.pdf‰ÛÜ
No9/27/13PolicyEffective 2012
IAGraduating or Exiting(1) school districts providing educational instruction and course content that are delivered primarily over the internet pursuant to this paragraph "c" shall annualy submit to the department, in the manner prescribed by the department, data that includes but is not limited to student achievement and demographic characteristics, retention rates, and the percentage of enrolled students' active participation in extracurricular activities. (2) The department shall conduct annually a survey of not less than ten percent of the total number of students enrolled as authorized under this paragraph 'c" and section 287.l8, and not less than one hundred percent of the students in those districts who are enrolled as authorized under this paragraph "c" and section 282.18 and who are eligible for free or reduced price meals under the federal National School Lunch Act and the federal Child Nutrition ÌÛct of 1966, 42 U.S.C. SS 1751-1785, to determine whether students are enrolled under this paragraph "c" and section 282.18 to receive educational instruction and course content primarily over the internet or are students who are receiving competent private instruction from a licensed practitioner provided through a schoor district pursuant to chapter 299. (3) The department shall compile and review the data collected pursuant to this paragraph "c" and shall submit its findings and recommendations for the continued delivery of instruction and course content by school districts pursuant to this paragraph oc", in a report to the general assembly by January 15 annually. (4) This paragraph 'c" Ì_s repealed July I, 2OI5. 1. An Iowa learning online initiative is established within the department to partner with school districts and accredited nonpublic schools to provide distance education to high school students statewide. The department shall utilize a variety of content repositories, including those maintained by the area education agencies and the public broadcasting division, in administering the initiative. 2. The initiative shalI include an online learning program model designed to prepare teachers to meet the needs of students in an online learning environment, including but not limited to building community interaction and support, developing strategies for working with virtual students, and assessing virtual students. 5. Under the initiative, students must be enrolled in a participating school district or accredited nonpublic school which is responsible for recording grades received for initiative coursework in a student's permanent record, awarding high school credit for initiative coursework, and issuing high school diplomas to students enrolled in the district or school who participate and complete coursework under the initiative. Each participating school shall identify a site coordinator to serve as a student advocate and as a liaison between the initiative staff and teachers and the school district or accredited nonpublic school. 6. Coursework offered under the initiative shall be rigorous and high quality, and the department shall annually evaluate the quality of the courses, ensure that coursework is aligned with the state's core curriculum and core content requirements and standards as well as national standards of quality for online courses issued by an internationally recognized association for kindergarten through grade twelve online learning. 7. The department may waive for one year the provisions of section 256.Il-, subsection 5, which require that specified subjects be offered and taught by professional staff of a school district or school, if the school district or school makes every reasonable and good faith effort to employ a teacher licensed under chapter 272 for such a subject, and the school district or school proves to the satisfaction of the department that the school district or school is unable to employ such a teacher. The specified subject shall be provided by the initiative.åÊåÊless
IAFunding for Services3. Coursework offered under the initiative shall be taught by a teacher licensed under chapter 272 who has completed an online-learning-for-Iowa-educators-professional-development project offered by area education agencies, a teacher preservice program, or comparable coursework. 4. Each participating school district and accredited nonpublic school shalI submit its online curricula to the department for review. Each participating school district and accredited nonpublic school shall include in its comprehensive school improvement plan submitted pursuant to section 256.7, subsection 2I, a list and description of the online coursework offered by the district. regulate today's virtual opportunities. 2. On1ine learning curricula shall be provided and supervised by a teacher licensed under chapter 272.åÊåÊlessHF 215
(att. pg. 10)
source: http://coolice.legis.i‰ÛÜowa.gov/Cool-ICE/default.asp?c‰ÛÜategory=billinfo&service=billb‰ÛÜook&GA=85&hbill=HF215‰ÛÜ
No9/27/13PolicyEffective 2013
IAAccommodations and AssessmentsThis division of this Act applies to school budget years beginning on or after July 1, 2014. DIVISION III IOWA LEARNING ONLINE INITIATIVE ‰ÛӉÛÓ FEES AND APPROPRIATIONS Sec. 43. Section 256.42, Code 2013, is amended by adding the following new subsections: NEW SUBSECTION . 8. The department shall establish fees payable by school districts and accredited nonpublic schools participating in the initiative. Fees collected pursuant to this subsection are appropriated to the department to be used only for the purpose of administering this section and shall be established so as not to exceed the budgeted cost of administering this section to the extent not covered by the moneys appropriated in subsection 9. Providing professional development necessary to prepare teachers to participate in the initiative shall be considered a cost of administering this section. Notwithstanding section 8.33, fees collected by the House File 215, p. 21 department that remain unencumbered or unobligated at the close of the fiscal year shall not revert but shall remain available for expenditure for the purpose of expanding coursework offered under the initiative in subsequent fiscal years. NEW SUBSECTION . 9. There is appropriated from the general fund of the state to the department, for the following fiscal years, the following amounts, to be used for administering this section and for not more than three full-time equivalent positions: a. For the fiscal year beginning July 1, 2014, and ending June 30, 2015, the sum of one million five hundred thousand dollars. b. For the fiscal year beginning July 1, 2015, and ending June 30, 2016, the sum of one million five hundred thousand dollars.åÊåÊlessLearning Online FAQ
(att. pg. 3)
source: http://www.iowalearnin‰ÛÜgonline.org/faq.cfm‰ÛÜ
Yes6/4/13GuidanceIowa Learning OnlineGuidance - 2013
IAAdministrative DutiesSF2285
(att. pg. 9-11)
source: http://coolice.legis.i‰ÛÜowa.gov/linc/84/external/govbi‰ÛÜlls/SF2284.pdf‰ÛÜ
No9/27/13PolicyEffective 2012
IAPlacement and EnrollmentSUBSECTION. 33 . a. Adopt rules for online learning in accordance with sections 256.24, 256.24A, and 256.27, and criteria for waivers granted pursuant to section 256.24. b, Except as provided in paragraph 'c", adopt rules prohibiting the open enrollment of students whose educational instruction and course content are delivered primarily over the internet. c, Adopt rules that lirnit the statewide enrollment of pupils in educational instruction and course content that are delivered primarily over the internet to not more than eighteen one-hundredths of one percent of the statewide enrollment of all pupils and that limit the number of pupils participating in open enrollment for purposes of receiving educational instruction and course content that are delivered primarily over the internet to no more than one percent of a sending district's enrollment. Until June 30, 2015, students who meet the requirements of section may participate in open enrollment under this paragraph 'c" for purposes of enrolling only in the community school district or the clayton Ridge community school district.åÊåÊlessSF2284
(att. pg. 9)
source: http://coolice.legis.i‰ÛÜowa.gov/linc/84/external/govbi‰ÛÜlls/SF2284.pdf‰ÛÜ
No9/27/13PolicyEffective 2012
IDFunding for ServicesSB 1091
(att. pg. 1-4)
source: http://www.legislature‰ÛÜ.idaho.gov/legislation/2013/S1‰ÛÜ091E1.pdf‰ÛÜ
No9/20/13PolicyEffective 2013
IDPlacement and EnrollmentSB 1091
(att. pg. 4-5)
source: http://www.legislature‰ÛÜ.idaho.gov/legislation/2013/S1‰ÛÜ091E1.pdf‰ÛÜ
No9/20/13PolicyEffective 2013
IDGraduating or ExitingSec. 10-29. Remote educational programs. (a) For purposes of this Section, "remote educational program" means an educational program delivered to students in the home or other location outside of a school building that meets all of the following criteria: (1) A student may participate in the program only after the school district, pursuant to adopted school board policy, and a person authorized to enroll the student under Section 10-20.12b of this Code determine that a remote educational program will best serve the student's individual learning needs. The adopted school board policy shall include, but not be limited to, all of the following: (A) Criteria for determining that a remote educational program will best serve a student's individual learning needs. The criteria must include consideration of, at a minimum, a student's prior attendance, disciplinary record, and academic history. HB3223 Enrolled LRB097 08887 NHT 49017 b Public Act 097-0339 (B) Any limitations on the number of students or grade levels that may participate in a remote educational program. (C) A description of the process that the school district will use to approve participation in the remote educational program. The process must include without limitation a requirement that, for any student who qualifies to receive services pursuant to the federal Individuals with Disabilities Education Improvement Act of 2004, the student's participation in a remote educational program receive prior approval from the student's individualized education program team. (D) A description of the process the school district will use to develop and approve a written remote educational plan that meets the requirements of subdivision (5) of this subsection (a). (E) A description of the system the school district will establish to calculate the number of clock hours a student is participating in instruction in accordance with the remote educational program. (F) A description of the process for renewing a remote educational program at the expiration of its term. (G) Such other terms and provisions as the school district deems necessary to provide for the HB3223 Enrolled LRB097 08887 NHT 49017 b Public Act 097-0339 establishment and delivery of a remote educational program. (e) The use of a home or other location outside of a school building for a remote educational program shall not cause the home or other location to be deemed a public school facility. (f) A remote educational program may be used, but is not required, for instruction delivered to a student in the home or other location outside of a school building that is not claimed for general State aid purposes under Section 18-8.05 of this Code. HB3223 Enrolled LRB097 08887 NHT 49017 b Public Act 097-0339 (g) School districts that, pursuant to this Section, adopt a policy for a remote educational program must submit to the State Board of Education a copy of the policy and any amendments thereto, as well as data on student participation in a format specified by the State Board of Education. The State Board of Education may perform or contract with an outside entity to perform an evaluation of remote educational programs in this State. (h) The State Board of Education may adopt any rules necessary to ensure compliance by remote educational programs with the requirements of this Section and other applicable legal requirements.åÊåÊless
IDAccommodations and Assessments(5) Eligible courses. To qualify as an eligible course for the program, the course must be one in which a majority of the instruction is provided electronically, and it must be offered by a provider accredited by the organization that accredits Idaho high schools or an organization whose accreditation of providers is recognized by the organization that accredits Idaho high schools. Dual credit, advanced placement and concurrent enrollment courses are not eligible under this program. Parents of participating students may enroll their child in any eligible course, with or without the permission of the school district in which the student is enrolled, up to the course enrollment limits provided for in subsection (2)(d) of this section. School district personnel shall assist parents in the process of enrolling students in such courses. Each participating student's transcript at the school district at which the student is enrolled shall include the credits earned and grades received by the student for any online courses taken pursuant to this section.åÊåÊless
IDAllowable Providers of Services33-1020. IDAHO DIGITAL LEARNING ACADEMY FUNDING. Of the moneys appropriated for the educational support program, an amount shall be distributed to support the Idaho digital learning academy, created pursuant to chapter 55, title 33, Idaho Code. For the purposes of this section, an '"enrollment'" shall be counted each time an Idaho school age child enrolls in an Idaho digital learning academy class. A single child enrolled in multiple classes shall count as multiple enrollments. Summer enrollments shall be included in the fiscal year that begins that summer. The amount distributed shall be calculated as follows: (1) A fixed base amount shall be distributed, equal to the current fiscal year's statewide average salary-based apportionment funding per midterm support unit, multiplied by seven twenty-six (726). (2) A variable base amount shall be distributed each time the number of enrollments meets or exceeds an increment of five thousand (5,000). The amount so distributed shall be equal to the number of such increments, multiplied by the current fiscal year's statewide average salary-based apportionment funding per midterm support unit, multiplied by four and thirty three hundredths (4.33). (3) A variable amount shall be distributed, equal to the number of enrollments multiplied by the current fiscal year's statewide average salary based apportionment funding per midterm support unit appropriation of state funds for the educational support program per student reported in attendance for the first reporting period, divided by one hundred forty-three twenty three (14323). The state department of education shall make an estimated distribution of funds to the Idaho digital learning academy by no later than July 31 of each fiscal year, consisting of eighty percent (80%) of the estimated funding for the fiscal year. The balance of all remaining funds to be distributed, pursuant to the calculations in this section, shall be distributed by no later than May 15 of the same fiscal year. 33-1024. ONLINE COURSE PORTAL. (1) Of the moneys appropriated to the educational support program, up to one hundred fifty thousand dollars (0,000) may be expended for the development and maintenance of an internet-based portal of available online, nonsectarian K-12 or dual credit courses available from any of the following: (a) Idaho digital learning academy; 33 (b) Idaho public school districts; (c) Idaho public charter schools; (d) Idaho public colleges and universities; (e) Idaho private colleges and universities accredited by the same organization that accredits Idaho's public colleges and universities; and (f) Any provider of online courses; provided however, that the courses available on the portal have been verified and approved by the state department of education to meet state content standards. 33-1628. "8 IN 6 PROGRAM." (1) A program is hereby established in the state department of education to be known as the "8 in 6 Program." (2) If a parent and student agree, by signing the appropriate form provided by the state department of education, to the conditions provided for in paragraphs (a) and (b) of this subsection, the state department of education will pay for a portion of the cost of summer online courses and online overload courses as provided for in this section from the moneys appropriated for this purpose. (a) The student and parent agree that the student shall take and successfully complete dual credit or professional-technical education courses for at least a portion of the student's courses during the 11th eleventh and/or 12th twelfth grade years. Funding for this requirement will not be provided by the "8 in 6 Program." (b) The student and parent agree that the student shall take and successfully complete at least one (1) summer online or online overload course and a full course load of at least fourteen (14) credits per school year. (c) The state shall pay two hundred twenty-five dollars (5) per one (1) credit summer online course or one (1) credit online overload course taken in this program. Provided however, that if the moneys shall not be paid for Idaho digital learning academy (IDLA) receives a state guarantee or appropriation of at least five million dollars (,000,000) for fiscal year 2013, the state shall pay no moneys for the "8 in 6 Program" for that fiscal year, and IDLA shall provide the online courses necessary to meet the needs of the "8 in 6 Program" for that fiscal year, at a cost not to exceed seventy-five dollars (.00) per course enrollments funded pursuant to section 33-1626, Idaho Code. (d) The state shall pay for no more than two (2) credits of online overload courses per student per school year. The state shall pay for no more than two (2) credits of summer online courses per student per summer. The state shall pay for no more than a combined total of four (4) credits of summer online or online overload courses per student per year. The state shall pay for no more than a combined total of eight (8) credits of summer online and online overload courses per student during such student's participation in the program.åÊåÊlessSB 1091
(att. pg. 5)
source: http://www.legislature‰ÛÜ.idaho.gov/legislation/2013/S1‰ÛÜ091E1.pdf‰ÛÜ
No9/20/13PolicyEffective 2013
IDAccess or Accessibility
IDAdministrative Duties(3) Participation in this program shall be limited to no more than ten percent (10%) of students in each grade 7 through 12. Such limitation shall be applied initially on a school district-by-school district, grade-by-grade basis. If any grades do not fully utilize their available participation slots, the school district shall reallocate said participation slots to those grades in which more than ten percent (10%) of the students have applied for participation in the program. If any school districts do not fully utilize their available participation slots by July 1, the state department of education shall reallocate said participation slots to those districts in which more than ten percent (10%) of the students have applied for participation in the program. Students accepted into the program shall remain in the program from year to year unless they sign a withdrawal form developed by the state department of education. If a participating student transfers from one (1) school district to another, such student shall remain enrolled in the program, the ten percent (10%) participation limitation of the student's new school district notwithstanding. The state department of education shall maintain a list of participants. (a) If the number of students applying for participation in the "8 in 6 Program" exceeds the number of participation slots available in the school district, the school district shall establish participation preference criteria. Such criteria shall include students who have successfully completed at least one (1) online course prior to participating in the program, and may include any of the following: (i) Grade point average; (ii) State-mandated summative achievement test results; (iii) Other school district administered student assessments. (b) If a student participating in the program fails to complete with a grade of "C" or better one (1) or more summer online or online overload courses while in the program, the student must pay for and successfully complete a summer online or online overload course with a grade of "C" or better before continuing in the program. (4) Procedures for participating in the "8 in 6 Program" include the following: The school district shall make reasonable efforts to ensure that any student who considers participating in the program considers the challenges and time necessary to succeed in the program. Such efforts by the district shall be performed prior to a student participating in the program.åÊåÊlessSB 1091
(att. pg. 2-3)
source: http://www.legislature‰ÛÜ.idaho.gov/legislation/2013/S1‰ÛÜ091E1.pdf‰ÛÜ
No9/20/13PolicyEffective 2013
ILFunding for ServicesHB 3223
(att. pg. 2, 5)
source: http://www.ilga.gov/le‰ÛÜgislation/publicacts/97/PDF/09‰ÛÜ7-0339.pdf‰ÛÜ
No9/20/13PolicyEffective 2011
ILPlacement and EnrollmentThe unique learning environment that IVS provides is a valuable alternative for students with disabilities. Not only do we design our courses to be accessible to students of a variety of levels and learning preferences, but we also consider the individual needs of our students with disabilities by helping each student's special education team provide individualized accommodations and modifications in our courses.åÊåÊlessHB 3223
(att. pg. 3-5)
source: http://www.ilga.gov/le‰ÛÜgislation/publicacts/97/PDF/09‰ÛÜ7-0339.pdf‰ÛÜ
Yes9/2/13PolicyEffective 2011
ILAccess or AccessibilitySec. 10-29. Remote educational programs. (a) For purposes of this Section, "remote educational program" means an educational program delivered to students in the home or other location outside of a school building that meets all of the following criteria: (1) A student may participate in the program only after the school district, pursuant to adopted school board policy, and a person authorized to enroll the student under Section 10-20.12b of this Code determine that a remote educational program will best serve the student's individual learning needs. The adopted school board policy shall include, but not be limited to, all of the following: (A) Criteria for determining that a remote educational program will best serve a student's individual learning needs. The criteria must include consideration of, at a minimum, a student's prior attendance, disciplinary record, and academic history. HB3223 Enrolled LRB097 08887 NHT 49017 b Public Act 097-0339 (B) Any limitations on the number of students or grade levels that may participate in a remote educational program. (C) A description of the process that the school district will use to approve participation in the remote educational program. The process must include without limitation a requirement that, for any student who qualifies to receive services pursuant to the federal Individuals with Disabilities Education Improvement Act of 2004, the student's participation in a remote educational program receive prior approval from the student's individualized education program team. (D) A description of the process the school district will use to develop and approve a written remote educational plan that meets the requirements of subdivision (5) of this subsection (a). (E) A description of the system the school district will establish to calculate the number of clock hours a student is participating in instruction in accordance with the remote educational program. (F) A description of the process for renewing a remote educational program at the expiration of its term. (G) Such other terms and provisions as the school district deems necessary to provide for the HB3223 Enrolled LRB097 08887 NHT 49017 b Public Act 097-0339 establishment and delivery of a remote educational program. (e) The use of a home or other location outside of a school building for a remote educational program shall not cause the home or other location to be deemed a public school facility. (f) A remote educational program may be used, but is not required, for instruction delivered to a student in the home or other location outside of a school building that is not claimed for general State aid purposes under Section 18-8.05 of this Code. HB3223 Enrolled LRB097 08887 NHT 49017 b Public Act 097-0339 (g) School districts that, pursuant to this Section, adopt a policy for a remote educational program must submit to the State Board of Education a copy of the policy and any amendments thereto, as well as data on student participation in a format specified by the State Board of Education. The State Board of Education may perform or contract with an outside entity to perform an evaluation of remote educational programs in this State. (h) The State Board of Education may adopt any rules necessary to ensure compliance by remote educational programs with the requirements of this Section and other applicable legal requirements.åÊåÊless
ILAllowable Providers of Services(2) The school district has determined that the remote educational program's curriculum is aligned to State learning standards and that the program offers instruction and educational experiences consistent with those given to students at the same grade level in the district.åÊ(3) The remote educational program is delivered by instructors that meet the following qualifications: (A) they are certificated under Article 21 of this Code; (B) they meet applicable highly qualified criteria under the federal No Child Left Behind Act of 2001; and (C) they have responsibility for all of the following elements of the program: planning instruction, diagnosing learning needs, prescribing content delivery through class activities, assessing learning, reporting outcomes to administrators and parents and guardians, and evaluating the effects of instruction.åÊåÊlessHB 3223
(att. pg. 2)
source: http://www.ilga.gov/le‰ÛÜgislation/publicacts/97/PDF/09‰ÛÜ7-0339.pdf‰ÛÜ
No9/20/13PolicyEffective 2011
ILGraduating or Exiting(4) During the period of time from and including the opening date to the closing date of the calendar year included within the regular school term of the school district established pursuant to Section 10-19 of this Code, participation in a remote educational program may beåÊclaimed for general State aid purposes under Section HB3223 Enrolled LRB097 08887 NHT 49017 b Public Act 097-0339 18-8.05 of this Code on any calendar day, notwithstanding whether the day is a day of pupil attendance or institute day on the school district's calendar or any other provision of law restricting instruction on that day only on days of pupil attendance or institute days included within the school district's calendar established pursuant to Section 10-19 of this Code. If the district holds year-round classes in some buildings, the district shall classify each student's participation in a remote educational program as either on a year-round or a non-year-round schedule for purposes of claiming general State aid. (c) Clock hours of instruction Days of attendance by students in a remote educational program meeting the requirements of this Section may be claimed by the school district and shall be counted as school work for general State aid purposes in accordance with and subject to the limitations of Section 18-8.05 of this Code. (d) The impact of remote educational programs on wages, hours, and terms and conditions of employment of educational employees within the school district shall be subject to local collective bargaining agreements.åÊåÊless
ILAdministrative DutiesHB 3223
(att. pg. 1-2, 5)
source: http://www.ilga.gov/le‰ÛÜgislation/publicacts/97/PDF/09‰ÛÜ7-0339.pdf‰ÛÜ
No9/20/13PolicyEffective 2011
ILAccommodations and Assessments(5) Each student participating in a remote educational program must have a written remote educational plan that has been approved by the school district and a person authorized to enroll the student under Section 10-20.12b of this Code. The school district and a person authorized to enroll the student under Section 10-20.12b of this Code must approve any amendment to a remote educational plan. The remote educational plan must include, but is not limited to, all of the following: (A) Specific achievement goals for the student aligned to State learning standards. (B) A description of all assessments that will be HB3223 Enrolled LRB097 08887 NHT 49017 b Public Act 097-0339 used to measure student progress, which description shall indicate the assessments that will be administered at an attendance center within the school district. (C) A description of the progress reports that will be provided to the school district and the person or persons authorized to enroll the student under Section 10-20.12b of this Code. (D) Expectations, processes, and schedules for interaction between a teacher and student. (E) A description of the specific responsibilities of the student's family and the school district with respect to equipment, materials, phone and Internet service, and any other requirements applicable to the home or other location outside of a school building necessary for the delivery of the remote educational program. (F) If applicable, a description of how the remote educational program will be delivered in a manner consistent with the student's individualized education program required by Section 614(d) of the federal Individuals with Disabilities Education Improvement Act of 2004 or plan to ensure compliance with Section 504 of the federal Rehabilitation Act of 1973. (G) A description of the procedures and opportunities for participation in academic and HB3223 Enrolled LRB097 08887 NHT 49017 b Public Act 097-0339 extra-curricular activities and programs within the school district. (H) The identification of a parent, guardian, or other responsible adult who will provide direct supervision of the program. The plan must include an acknowledgment by the parent, guardian, or other responsible adult that he or she may engage only in non-teaching duties not requiring instructional judgment or the evaluation of a student. The plan shall designate the parent, guardian, or other responsible adult as non-teaching personnel or volunteer personnel under subsection (a) of Section 10-22.34 of this Code. (I) The identification of a school district administrator who will oversee the remote educational program on behalf of the school district and who may be contacted by the student's parents with respect to any issues or concerns with the program. (J) The term of the student's participation in the remote educational program, which may not extend for longer than 12 months, unless the term is renewed by the district in accordance with subdivision (7) of this subsection (a). (K) A description of the specific location or locations in which the program will be delivered. If the remote educational program is to be delivered to a student in any location other than the student's home, HB3223 Enrolled LRB097 08887 NHT 49017 b Public Act 097-0339 the plan must include a written determination by the school district that the location will provide a learning environment appropriate for the delivery of the program. The location or locations in which the program will be delivered shall be deemed a long distance teaching reception area under subsection (a) of Section 10-22.34 of this Code. (L) Certification by the school district that the plan meets all other requirements of this Section. (6) Students participating in a remote educational program must be enrolled in a school district attendance center pursuant to the school district's enrollment policy or policies. A student participating in a remote educational program must be tested as part of all assessments administered by the school district pursuant to Section 2-3.64 of this Code at the attendance center in which the student is enrolled and in accordance with the attendance center's assessment policies and schedule. The student must be included within all adequate yearly progress and other accountability determinations for the school district and attendance center under State and federal law. (7) The term of a student's participation in a remote educational program may not extend for longer than 12 months, unless the term is renewed by the school district. The district may only renew a student's participation in a HB3223 Enrolled LRB097 08887 NHT 49017 b Public Act 097-0339 remote educational program following an evaluation of the student's progress in the program, a determination that the student's continuation in the program will best serve the student's individual learning needs, and an amendment to the student's written remote educational plan addressing any changes for the upcoming term of the program.åÊåÊlessIVS Disability Services
(att. pg. 1)
source: http://www.ilvirtual.o‰ÛÜrg/index.php?page=disability-s‰ÛÜervices&m=course-info‰ÛÜ
Yes6/4/13GuidanceIllinois Virtual School
INAllowable Providers of Services
INPlacement and EnrollmentSurvey Virtual Learning
(att. pg. 10)
source: http://ceep.indiana.ed‰ÛÜu/projects/PDF/IVLC_Final_Repo‰ÛÜrt.pdf‰ÛÜ
Yes6/4/13GuidanceGuidance - 2009
INFunding for ServicesHB 1001
(att. pg. 245)
source: http://www.in.gov/legi‰ÛÜslative/bills/2011/HE/HE1001.1‰ÛÜ.html‰ÛÜ
No9/20/13PolicyEffective 2011
INAccess or Accessibility
INAccommodations and Assessments(1) virtual distance learning; (2) online technologies; or (3) computer based instruction. (b) Beginning with the 2011-2012 school year, a virtual charter school may apply for sponsorship with any statewide sponsor in accordance with the sponsor's guidelines. (c) Before January 1, 2012, a virtual charter school is entitled to receive funding from the state in an amount equal to the sum of: (1) the product of: (A) the number of students included in the virtual charter school's ADM; multiplied by (B) eighty-five eighty percent (85%) (80%) of the school's foundation amount determined under IC 20-43-5-4; plus (2) the total of any special education grants under IC 20-43-7 to which the virtual charter school is entitled. statewide average basic tuition support. (d) After December 31, 2011, a virtual charter school is entitled to receive funding from the state in an amount equal to the sum of: (1) the product of: (A) the number of students included in the virtual charter school's ADM; multiplied by (B) eighty-seven and five-tenths percent (87.5%) of the school's foundation amount determined under IC 20-43-5-4; plus (2) the total of any special education grants under IC 20-43-7 to which the virtual charter school is entitled. After December 31, 2011, a virtual charter school is entitled to receive special education grants under IC 20-43-7 calculated in the same manner as special education grants are calculated for other school corporations. (d) The department shall adopt rules under IC 4-22-2 to govern the operation of virtual charter schools. (e) Beginning in 2009, the department shall before December 1 of each year submit an annual report to the budget committee concerning the program under this section. (f) This subsection does not apply to students who were enrolled in a virtual charter school during the 2010-2011 school year. Each school year, at least sixty percent (60%) of the students who are enrolled in virtual charter schools under this section for the first time must have been included in the state's ADM count for the previous school year.åÊåÊless
INAdministrative Duties
INGraduating or ExitingSettings for special education and gifted and talented education are currently the least served by online courses, reported by only 13% and 10% of respondents, respectively. Each of the remaining three categories was indicated as being served by online courses by approximately one-quarter of respondents. The data suggest that a dramatic growth in online course offerings for all categories, especially homebound, special needs, gifted and talented, after school and out of school instruction, is anticipated and/or desired; respondents indicated at a rate of over 60% for offering currently or in the future online courses in all settings, except special education.åÊåÊless
KSAccess or Accessibility
KSAllowable Providers of Services
KSAccommodations and Assessments
KSPlacement and EnrollmentSenate Bill 174
(att. pg. 7)
source: http://www.kslegislatu‰ÛÜre.org/li/b2013_14/measures/do‰ÛÜcuments/sb174_00_0000.pdf‰ÛÜ
Yes6/11/13Policyall virtual schoolsPending 2013
KSFunding for ServicesA pupil enrolled in a district and attending special education and related services provided for by the district and also attending a virtual school shall be counted as that proportion of one pupil (to the nearest 1‰ã10) that the pupil‰Ûªs attendance at the non-virtual school bears to full-time attendance.åÊåÊlessSenate Bill 174
(att. pg. 2-4)
source: http://www.kslegislatu‰ÛÜre.org/li/b2013_14/measures/do‰ÛÜcuments/sb174_00_0000.pdf‰ÛÜ
Yes6/11/13Policyvirtual schools offered by
a school district
Pending 2013
KSFunding for ServicesThere is hereby established in every school district a fund which shall be called the virtual school fund, which fund shall consist of all moneys deposited therein or transferred thereto according to law. The expenses of a district directly attributable to virtual schools offered by a school district shall be paid from the virtual school fund. The cost of an advance placement course provided to a pupil shall be paid by the virtual school. Any balance remaining in the virtual school fund at the end of the budget year shall be carried forward into the virtual school fund for succeeding budget years. If a pupil is enrolled in at least one advanced placement course provided by a virtual school, the school district offering the virtual school shall be paid an amount equal to 8% of the amount of base state aid per pupil for such pupil. Such moneys shall be paid in each semester in which a pupil is enrolled in at least one advanced placement course provided by a virtual school. Except as provided by this section for preschool-aged exceptional children and virtual school pupils, a pupil enrolled in a district and attending special education and related services, provided for by the district shall be counted as one pupil. A pupil enrolled in a district and attending special education and related services provided for by the district and also attending a virtual school shall be counted as that proportion of one pupil (to the nearest 1‰ã10) that the pupil‰Ûªs attendance at the non-virtual school bears to full-time attendance. A pupil enrolled in a district and attending special education and related services for preschool aged exceptional children provided for by the district shall be counted as 1/2 pupil.åÊåÊless
KSAdministrative DutiesA school district which offers a virtual school shall determine the full-time equivalent enrollment of each pupil enrolled in the virtual school on September 20 of each school year as follows:(1) Determine the number of hours the pupil was in attendance on a single school day on or before September 19 of each school year; (2) determine the number of hours the pupil was in attendance on a single school day on or after September 20, but before October 4 of each school year; (3) add the numbers obtained under paragraphs (1) and (2); (4) divide the sum obtained under paragraph (3) by 12. The quotient is the full-time equivalent enrollment of the pupil. (c) The school days on which a district determines the full-time equivalent enrollment of a pupil under paragraphs (1) and (2) of subsection (b) shall be the school days on which the pupil has the highest number of hours of attendance at the virtual school. No more than six hours of attendance may be counted in a single school day. Attendance may be shown by a pupil's on-line activity or entries in the pupil's virtual school journal or log of activities(d) (1) Subject to the availability of appropriations for virtual school state aid and within the limits of any such appropriations, each school year a school district which offers a virtual school shall be entitled to virtual school state aid. (2) The state board of education shall determine the amount of virtual school state aid a school district is entitled to receive as follows: (A) Multiply the full-time equivalent enrollment of the virtual school by an amount equal to 105% of the amount of base state aid per pupil; (B) multiply the full-time equivalent enrollment of nonproficient at-risk pupils enrolled in an approved at-risk program offered by the virtual school, if any, by an amount equal to 25% of the amount of base state aid per pupil; (C) add any amount determined under K.S.A. 2009 Supp. 72-3716, and amendments thereto; and (D) add the amounts obtained under paragraphs (A) through (C). The sum is the amount of the virtual school state aid to which the school district is entitled.åÊåÊless
KSFunding for ServicesKansas Statutes
(att. pg. 1)
source: http://kansasstatutes.‰ÛÜlesterama.org/Chapter_72/Artic‰ÛÜle_37/72-3715.html‰ÛÜ
Yes6/11/13Policyall virtual schoolsEffective 2008
KSGraduating or Exiting
KSFunding for Services"Virtual school" means any school or educational program that: (1) Is offered for credit; (2) uses distance-learning technologies which predominately use internet-based methods to deliver instruction; (3) involves instruction that occurs asynchronously with the teacher and pupil in separate locations; (4) requires the pupil to make academic progress toward the next grade level and matriculation from kindergarten through high school graduation; (5) requires the pupil to demonstrate competence in subject matter for each class or subject in which the pupil is enrolled as part of the virtual school; and (6) requires age-appropriate pupils to complete state assessment tests.åÊåÊlessSenate Bill 669
(att. pg. 6)
source: http://24.123.107.252/‰ÛÜblackbelt_kf/Text_110/2008669C‰ÛÜ.pdf‰ÛÜ
Yes6/4/13Policyall virtual schoolsEffective 2008
KYAdministrative DutiesHB427
(att. pg. 1-2)
source: http://www.lrc.ky.gov/‰ÛÜrecord/11RS/HB427/bill.doc‰ÛÜ
No9/28/13PolicyEffective 2011
KYAdministrative DutiesSB2
(att. pg. 7)
source: http://www.lrc.ky.gov/‰ÛÜrecord/08RS/SB2/bill.doc‰ÛÜ
No9/28/13PolicyEffective 2008
KYPlacement and EnrollmentBy July 1, 2009, the Kentucky Department of Education, in cooperation with teacher education institutions, shall develop a training program for certified and classified personnel to become on-line coaches to provide effective support to students enrolled in courses through the Kentucky Virtual High School.åÊåÊless
KYAccess or AccessibilityNotwithstanding any other statute to the contrary, the commissioner of education may grant up to the equivalent of ten instructional days for school years 2010-2011 and 2011-2012 for school districts that have missed an average of 20 or more days in the previous three yearsåÊand use alternative methods of instruction, including virtual learning, on days when the school district is closed for health or safety reasons, on nontraditional days, or during nontraditional time. Average daily attendance for purposes of support education excellence in Kentucky funding during the instructional time granted shall be calculated in compliance with administrative regulations promulgated by the Kentucky Board of Education.åÊåÊless
KYGraduating or Exiting
KYFunding for Services
KYAccommodations and Assessments
KYAllowable Providers of Services
LAAccommodations and Assessments
LAAllowable Providers of ServicesLR1212
(att. pg. 75-76)
source: http://www.doa.louisia‰ÛÜna.gov/osr/reg/1212/1212.pdf‰ÛÜ
Yes9/28/13PolicyEffective 2012
LAAdministrative Dutieså¤701. Local Educational Authority (LEA) Duties A. Each LEA shall establish policies and procedures whereby for each student identified in R.S. 17:4002.3(2)(a) and (b) and (3)(a) the following shall apply. 1. Credits earned through the course provider shall appear on each such student's official transcript and count fully towards the requirements of any approved Louisiana diploma. 2. Tests required pursuant to R.S. 17:24.4 shall be administered to each such student attending a public school. 3. All services to which each such student attending public school would be entitled if attending the school in which he is enrolled full time for all courses, including but not limited to special education services pursuant to the student's individual education plan, shall be provided. 4. Each LEA that provides transportation for students within their jurisdiction shall also provide students participating in course choice transportation services within the same jurisdiction. B. Each LEA shall make available to all students the course catalogue as provided by the state board during the annual course enrollment process for that LEA. C. No LEA shall actively discourage, intimidate, or threaten an eligible funded student or an eligible participating student during the course enrollment process or at any time for that LEA. D. The aggregate test scores of students identified in R.S. 17:4002.3(2)(a)-(b) and (3)(a) who are enrolled in a course shall be counted in the school performance score for the school in which the student is enrolled full time. The test scores shall be reported to and published by the state Department of Education for each course provider in an easy to understand format and on the department's website. E. Each student identified in R.S. 17:4002.3(2)(a) and (b) and (3)(a) shall enroll in at least one course at the school in which he/she is enrolled full time. F. A student can earn an amount in excess of 6 Carnegie units through the Course Choice Program if the total cost for the courses taken do not exceed 5/6 of the 90 percent allocated by the Minimum Foundation Program. G. Enrollment of children in course work offered by course providers is in compliance with the objectives of Louisiana's compulsory attendance law. å¤703. Local Education Authority Procedures for Student Enrollment A. All schools must exercise flexibility in scheduling to accommodate course choice options. B. If an eligible funded student enrolls in an online course where the course is administered at the school site, the school or LEA shall meet the following requirements related to the online course environment. 1. The school/LEA shall provide students enrolled in online courses technical access which meets specifications furnished by the course provider. 2. The school/LEA shall provide instructional and communication hardware which meets specifications furnished by the course provider. 3. The school/LEA shall provide timely and appropriate technical support. 4. The school/LEA shall award credit and grades for the online courses assigned by the course provider and instructor with no deviations. 5. The school/LEA shall ensure that a facilitator who is a Louisiana licensed teacher or LEA employed paraprofessional is assigned to students to act as a liaison between the provider and the school. AUTHORITY NOTE: Promulgated in accordance with R.S. 17.7 and R.S.17: 4002.5. HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 38:3127 (December 2012). Chapter 9. Parental/Guardian Duties å¤901. Parental/Guardian Duties A. All parents/guardians shall work in conjunction with the student‰Ûªs school in which they are enrolled to ensure that the student has the necessary course prerequisites for each course taken through the Course Choice Program. Parents/guardians shall also consult with the school to ensure that the student is taking the necessary courses required to meet grade-level promotion or graduation requirements. B. Parents/Guardians of an eligible participating student (i.e., non-funded students) as outlined in R.S. 17:4002.3(2)(a)(b)(c) are responsible for all tuition costs as determined by the course provider and outlined in R.S. 17:4002.6 (course provider funding). C. If a student is taking an online course through the Course Choice Program and elects to take the course offsite, the parent/guardian must: 1. ensure that the student is actively engaged in his/her course on a daily basis; 2. monitor student progress in the course in conjunction with the course provider, and facilitate communication in regards to student progress in the online course; 3. adhere to course provider practices in regards to ethical and legal use of equipment and instructional resources; 4. provide the students enrolled in online courses with technical/Internet access that meet the specifications furnished by the course provider; and 5. provide all equipment necessary for the student in an online course, including, but not limited to, a computer, computer monitor, and printer, if a printer is necessary to participate in the program. Chapter 13. Provider Evaluation å¤1301. Provider Evaluation A. BESE shall monitor and evaluate the course provider in a manner in which student achievement is the predominant criterion. 1. The initial authorization of the course provider shall be for a period of three years. After the second year of the initial authorization period, the state board shall conduct a thorough review of the course provider's activities and the academic performance of the students enrolled in courses offered by the course provider in accordance with the school and district accountability system. If the performance of the students enrolled in courses offered by the course provider pursuant to the school and district accountability system does not meet performance standards set by the state board, the state board shall place the course provider on probation. 2. After the initial three-year authorization period, the state board may reauthorize the course provider for additional periods of not less than three years nor more than five years after thorough review of the course provider's activities and the achievement of students enrolled in courses offered by the course provider. 3. Reauthorization and sustained participation in the program relative to student performance will be based on: a. academic achievement•â_course providers demonstrate and sustain a proven track record of student success on exams (e.g. EOC, AP, etc.); b. student career achievement•â_course providers who support students to achieve rigorous IBCs and/or job placement in their targeted occupation; c. course pathways•â_course providers develop a series of thematically-linked course offerings that progressively help students achieve personal academic and/or career goals. 4. Providers must show positive student academic gain with proven assessment methods for each course offering.åÊåÊlessSB 179
(att. pg. 2-4)
source: https://www.legis.la.g‰ÛÜov/legis/ViewDocument.aspx?d=9‰ÛÜ13666‰ÛÜ
Yes7/25/14PolicyEffective 2014
LAFunding for ServicesWHEREAS, in order to fulfill the state's constitutional duty of affording every student an equal opportunity to develop to his full potential, it is crucial that the implementation of the Course Choice Program receive a thorough evaluation. THEREFORE, BE IT RESOLVED that theåÊLegislature of Louisiana does hereby urge and request the State Board of Elementary and Secondary Education to study issues relative to the implementation of the Course Choice Program, including but not limited to the enrollment of students by course providers and the approval of course providers by the state board, and to submit a report of its findings and conclusions, including any recommendations for related legislation, to the House Committee on Education and the Senate Committee on Education not later than September 30, 2013.åÊåÊlessLR1212
(att. pg. 77-78)
source: http://www.doa.louisia‰ÛÜna.gov/osr/reg/1212/1212.pdf‰ÛÜ
Yes9/28/13PolicyEffective 2012
LAGraduating or ExitingA. (1) The state board shall create a process for authorizing course providers that shall determine whether each proposed course provider complies with the law and rules, whether the proposal is valid, complete, financially well-structured, and educationally sound, whether it provides a plan for collecting data in accordance with R.S. 17:3911, and whether it offers potential for fulfilling the purposes of this Part. The state board shall provide for an independent evaluation of the proposal by a third party with educational, organizational, legal, and financial expertise. (2) The process shall provide for an agreement between the state and board and the course provider that shall include, at a minimum, a plan for implementing or providing the following: (a) Administration of state assessments to eligible funded students, as required by the school and district accountability system. C. The state board shall create and maintain a reciprocal teacher certification process for teachers who reside in other states but who are employed by authorized course providers and teach virtual education courses to satisfy the state certification requirements pursuant to R.S. 17:7.1. D. (1) The state board shall create a course catalogue for all courses offered, by parish, and shall timely update the catalogue prior to the beginning of each school year. (2) The state board shall include any course offered for dual enrollment by a Louisiana public institution of postsecondary education in the course catalogue, with no requirement for course approval by the board or the Department of Education, provided the course meets the Carnegie unit requirements for high school graduation. å¤4002.5. Public school governing authority duties; course providers accountability; rules A. The governing authority of each public elementary and secondary school shall establish policies and procedures whereby an eligible funded student may be granted approval to enroll in a course pursuant to this Part, which shall also provide for the following: (1) Determination of whether a requested course is academically appropriate for the student. (2) Credits earned through the course provider shall appear on each such student's official transcript and count fully towards the requirements of any approved Louisiana diploma. (3) State assessments as required by the school and district accountability system shall be administered to each student. (4) All services to which each student would be entitled if attending the school in which he is enrolled full time for all courses, including but not limited to special education services pursuant to the student's Individual Education Plan shall be provided.åÊåÊless
LAPlacement and EnrollmentElementary and Secondary Education, LR 38:3125 (December 2012). Chapter 5. Course Providers å¤501. General Provisions A. Any entity who wishes to become a course provider must apply through the course choice authorization process and adhere to all standards outlined in a signed agreement between the state board and the provider. B. All course providers must be in compliance with all applicable state and federal laws, rules, and regulations in regards to the proposed curriculum, and have the ability to serve students with disabilities, students who are English language learners, students who are academically behind, and gifted students. C. The characteristics of a quality course provider include: 1. understanding Louisiana‰Ûªs standards for required course content (structure, materials, evaluation / accountability components, etc.) and reflecting this understanding in their application package and proposed course materials; 2. understanding and embracing Louisiana‰Ûªs commitment to educate all its children, including special needs children, and reflecting this understanding by including special education components in their application packages and proposed course materials; 3. maintaining the financial strength and human capital depth to offer properly staffed and properly designed course offerings, making them available to the broadest possible cross-section of Louisiana students; 4. recognizing and addressing the varied educational challenges Louisiana faces, with course offerings that effectively address one or more of the Course Choice Program goals; 5. emphasizing a commitment to accountability through: a. rigorous, clear and measurable standards for student achievement in each course; b. effective and timely reporting on student performance levels; c. utilizing standard state, regional or national academic assessment systems or industry certifications, and d. clear standards for measuring and reporting on their own course performance; 6. maintaining a commitment to the long-term vision driving the Course Choice Program‰ÛÓpreparing Louisiana‰Ûªs students to obtain post-secondary degrees and high-quality, high-paying twenty-first century jobs. D. All Course Choice Program providers must agree to and have a plan to service students with special needs through instruction, materials, and/or technology. All eligible participating students with an individual education plan (IEP) will be entitled to Special Education services through the school in which he/she is enrolled including, but not limited to, assisting course providers in implementing the accommodations within the IEP. E. Students will be added and dropped as outlined in the student‰Ûªs LEA pupil progression plan, or official policy. F. All Course Choice Program providers will adhere to the uniform grading policy established in Bulletin 741, LAC 28:CXV.2302 for students enrolled in all grades K-12 for which letter grades are used. Business and industry providers will provide for credits for students seeking to obtain the career diploma. å¤507. Online Course Providers A. The online course provider will follow the International Association for K-12 Online Learning (iNACOL) National Standards for Quality Online Courses. B. The course provider will ensure that all instructors are evaluated and delivering instruction in accordance with the iNACOL National Standards for Quality Online Teaching. C. The online course provider will maintain a program that is in alignment with the International Association for K- 12 Online Learning (iNACOL) National Standards for Quality Online Programs. D. The provider must have a staff/instructor acceptable use policy for technology that complies with R.S. 17:3996(21). E. The provider must provide an electronic communication policy that complies with the federal Child Internet Protection Act and R.S. 17:100.7, including information on internet safety practices and policies.åÊåÊless
LADefinitionsWHEREAS, current law defines a course provider as an entity that offers individual courses in person or online, including but not limited to online or virtual education providers, postsecondary education institutions, including any postsecondary institution under the management of the Board of Supervisors of Community and Technical Colleges, and corporations that offer vocational or technical course work in their fieldåÊåÊlessHCR 153
(att. pg. 1)
source: http://www.legis.la.go‰ÛÜv/legis/ViewDocument.aspx?d=85‰ÛÜ3484&n=HCR153%20Enrolled‰ÛÜ
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LADefinitions(2) "Eligible funded student" means any student who resides in Louisiana and meets the following criteria: (a) Is attending a public elementary or secondary school. (b) Has obtained approval from the local school superintendent or other person designated by the governing authority of the school which he attends to enroll in a course pursuant to this Part. (3) "Eligible participating student" means any student who resides in Louisiana and meets one of the following criteria: (a) Is a scholarship recipient as defined in R.S. 17:4013 attending a participating school in accordance with R.S. 17:4011 through 4025. (b) Is attending a nonpublic school that is approved, provisionally approved, or probationally approved by the state board pursuant to R.S. 17:11. (c) Is enrolled in a home study program approved by the state board.åÊåÊlessSB 179
(att. pg. 1-2)
source: https://www.legis.la.g‰ÛÜov/legis/ViewDocument.aspx?d=9‰ÛÜ13666‰ÛÜ
No7/28/14PolicyEffective 2014
LATeacher PreparednessChapter 11. Course Choice Program Funding å¤1101. Program Funding A. The following guidelines shall be used to establish funding procedures for the Course Choice Program. 1. The course provider shall receive a course amount for each eligible funded student. a. For a full Carnegie unit of credit, the provider will receive the amount prescribed in this Section. b. For a 1/2 unit of credit, the provider will receive half of the amount prescribed in this Section. c. For a course that results in more than one credit, the course provider tuition payment will be that same multiple of the tuition established for a full credit course (e.g. the course provider of a two credit course will receive two times the tuition payment established for a full credit course). 2. For purposes of this Part, the per course amount means an amount equal to the market rate as determined by the course provider and reported to the state Department of Education up to 1/6 of 90 percent of the per pupil amount each year as determined by the Minimum Foundation Program for the LEA in which the eligible funded student resides. Any remaining funds, except those specified in Paragraph A.3 of this Section, for that student shall be returned to the state or to the LEA according to the pro rata share for the per pupil amount each year as determined by the Minimum Foundation Program for the LEA in which the student resides. Transfers of course payments shall be made by the state Department of Education on behalf of the responsible city or parish school system in which the student resides to the authorized course provider. 3. For each student identified in R.S. 17:4002.3(2)(a) and (b), an amount equal to 10 percent of the per pupil amount according to the pro rata share as determined each year by the Minimum Foundation Program for the LEA in which such student resides shall remain with the LEA in which the eligible funded student is enrolled full time. These funds shall be used to finance any administrative or operational costs (e.g., transportation within LEA, test administration, IEP implementation) to support students enrolled in courses offered by course providers, as determined by BESE. 4. For students identified in R.S. 17:4002.3(2)(c), the course provider shall receive payment only for the courses in which the student is enrolled in accordance with Subsection C of this Section. The remaining funds for each of these students up to the maximum amount for the parish in which the participating student resides as determined each year by the Minimum Foundation Program or actual tuition and fees, as applicable, shall remain with the participating school in which the student is enrolled in accordance with R.S. 17:4011-4025. B. The course provider may charge tuition to any eligible participating student in an amount equal to the amount determined by the course provider and reported to the state Department of Education in accordance with Paragraph A.2 of this Section. The course provider shall accept the amount specified in Paragraph A.2 of this Section as total tuition and fees for the eligible participating student. C. The following guidelines shall be used in regards to the payments made to the course provider. 1. Fifty percent of the amount of tuition to be paid or transferred through the Minimum Foundation Program to the course provider shall be paid or transferred upon student enrollment in a course and fifty percent shall be paid or transferred upon course completion according to the published course length. 2. After the initial payment, if a student does not complete a course according to the published course length in which the course provider has received the first payment pursuant to Paragraph 1 of this Subsection, the provider shall receive forty percent of the course amount as defined in Paragraph A.2 of this Section only if the student completes the course and receives credit for the course prior to leaving school pursuant to R.S. 17:221 or graduating from high school pursuant to R.S. 17:24.4. 3. The remaining ten percent of the per pupil amount according to the pro rata share as determined each year by the Minimum Foundation Program for the local public school system in which the eligible funded student resides shall remain with the school in which the eligible funded student is enrolled full time. This shall be in addition to the ten percent specified in Paragraph A.3 of this Section.åÊåÊlessSB 179
(att. pg. 2-3)
source: https://www.legis.la.g‰ÛÜov/legis/ViewDocument.aspx?d=9‰ÛÜ13666‰ÛÜ
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LAAdministrative DutiesA. The course provider shall receive a course amount for each eligible funded student, as approved by the State Board of Elementary and Secondary Education. B. The course provider may charge tuition to any eligible participating student in an amount approved by the Department of Education. C. Fifty percent of the course amount or tuition to be paid to the course provider shall be paid upon student enrollment in a course, and fifty percent shall be paid upon course completion, according to the published course length. (2) If a student does not complete a course according to the published course length, and the course provider has received the first payment pursuant to Paragraph (1) of this Subsection, the course provider shall receive an additional forty percent of the course amount as provided in Subsections Aand B of this Section, provided the student completes and receives credit for the course prior to leaving school pursuant to R.S. 17:221 or graduating from high school. (3) (a) The state shall disburse any funds allocated, appropriated, or otherwise made available for the purposes of this Part to each city and parish public school system and other public school. (b) Any such funds that are not committed for use by the school system or other public school shall be subject to reallocation to another public school system or other public school for the purposes of this Part. Section 2. R.S. 17:4002.5(C) and (E) are hereby repealed.åÊåÊlessHCR 153
(att. pg. 2)
source: http://www.legis.la.go‰ÛÜv/legis/ViewDocument.aspx?d=85‰ÛÜ3484&n=HCR153%20Enrolled‰ÛÜ
No6/23/14PolicyEffective 2013
LAFunding for ServicesSB 179
(att. pg. 4-6)
source: https://www.legis.la.g‰ÛÜov/legis/ViewDocument.aspx?d=9‰ÛÜ13666‰ÛÜ
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LAAdministrative DutiesLR1212
(att. pg. 76-78)
source: http://www.doa.louisia‰ÛÜna.gov/osr/reg/1212/1212.pdf‰ÛÜ
Yes9/28/13PolicyEffective 2012
LAAccess or AccessibilityThe state board shall create and maintain a reciprocal teacher certification process for teachers who reside in other states but who are employed by authorized course providers and teach virtual education courses to satisfy the state certification requirements pursuant to R.S. 17:7.1.åÊåÊless
MADefinitionsLike online resources, virtual courses need to be accessible to students with disabilities. As virtual courses become more widespread, accessibility is particularly important. In addition to the issues described above, schools offering virtual courses need to consider the accessibility of the learning management system used to house and present the courses. All students need to be able to independently complete tasks such as logging into the system or accessing the discussion forum. This includes students who use screen readers, those who use keyboard commands instead of a mouse, and those who use other assistive technologies. Clearly, the content of the course needs to be accessible as well. As courses become more interactive and multimedia elements become more pervasive, it is essential to keep this in mind.åÊåÊless
MAAdministrative DutiesHB4274
(att. pg. 2-8, 10-15)
source: http://www.mass.gov/le‰ÛÜgis/journal/desktop/Current%20‰ÛÜAgenda%202011/H4274.pdf‰ÛÜ
Yes10/2/13PolicyEffective 2013
MATeacher PreparednessCommonwealth virtual schools shall comply with chapter 71B; provided, however, that the fiscal responsibility for a student with a disability enrolled in or determined to require a private day or residential school shall remain with the school district where the student resides. If a commonwealth virtual school expects that a student with a disability enrolled in the commonwealth virtual school may be in need of the services of a private day or residential school, it shall convene an individualized education program team meeting for the student. Notice of the team meeting shall be provided to the special education department of the school district in which the child resides at least 5 days in advance. Personnel from the school district in which the child resides shall participate in the team meeting concerning future placement of and services for the child and shall agree on the needed services for the child. the school‰Ûªs capacity to instruct students in the following categories, if the school intends to serve any such students: (i) students with physical or other challenges that make it difficult for them to physically attend a school; (ii) students with medical needs requiring a home or hospital setting; (iii) students with unusual needs requiring a flexible schedule; (iv) students who are over-age for their grade; (v) students who have been expelled; (vi) students who have dropped out or are at risk of dropping out; (vii) students who are pregnant or have a child; (viii) students with social and emotional challenges that make it difficult for them to physically attend a school; (ix) students who feel bullied or cannot attend school because their safety is at risk; (x) gifted and talented students; (xi) students who seek academic work not available in their school; (xii) students in rural communities; and (xiii) students in institutionalized settings. The board shall give preference to proposals that include an educational program or specialized focus that appropriately addresses 1 or more of the following: students with physical or other challenges that make it difficult for them to physically attend a school; students with medical needs requiring a home or hospital setting; students with unusual needs requiring a flexible schedule; students who are over-age for their grade; students who have been expelled; students who have dropped out; students at risk of dropping out; students who are pregnant or have a child; students with social and emotional challenges that make it difficult for them to physically attend a school; students who feel bullied or cannot attend school because the students‰Ûª safety is at risk; gifted and talented students; students who seek academic work not available in their school; students in rural communities; and students in institutionalized settings. The board shall also consider whether proposed schools will create or enhance the opportunity for students to attend virtual schools in all grades from kindergarten through grade 12.åÊåÊless
MAGraduating or ExitingOn or before October 1 of each year, the board shall issue a request for proposals to establish 1 or more commonwealth virtual schools. The request for proposals shall be published on the department‰Ûªs website. Persons or entities eligible to submit a proposal to establish aåÊcommonwealth virtual school shall include, but not be limited to: (i) a school district; (ii) two or more school districts; (iii) an education collaborative; (iv) an institution of higher education; (v) a non-profit entity; (vi) 2 or more certified teachers; or (vii) parents. Private and parochial schools and for-profit entities shall not be eligible to submit a proposal. A board of trustees shall be selected from the responses to the request for proposals and awarded a certificate pursuant to procedures adopted by the board. The request for proposals shall include, but not be limited to, the following terms and conditions that, upon selection by the board, shall be incorporated into the certificate to operate a commonwealth virtual school: (1) the mission, purpose, and specialized focus, if any, of the proposed commonwealth virtual school; (2) the educational program, instructional methodology and services to be offered to students; (3) the organization of the school by ages of students or grades to be taught and an estimate of the total enrollment of the commonwealth virtual school; (4) the method for and timetable of admission to the commonwealth virtual school; (5) the commonwealth virtual school governance and by-laws; (6) the proposed school year; (7) how the commonwealth virtual school shall administer state required assessment tests; (8) a statement of equal educational opportunity which shall state that the commonwealth virtual school shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, religion, sex, gender identity or sexual orientation; (9) a description of any preferences the school shall give for enrollment, and how the school shall conduct a lottery for admission if applications exceed enrollment capacity; (10) the identity of any third party software or curriculum vendors that the school intends to use; (11) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (12) a demonstration of the applicant‰Ûªs capacity to support and store all critical student, program, and staff data for expedient retrieval and analysis in compliance with federal and state laws; (13) provisions for cyber safety; (14) how the school shall notify each school district in writing of the number and grade levels of students who shall be attending the commonwealth virtual school from that district within 10 days of the student registering for enrollment in the commonwealth virtual school; (15) whether the commonwealth virtual school will offer online courses to students attending other schools; (16) the financial plan for the operation of the school; (17) the number and qualifications of teachers and administrators to be employed; (18) the procedures for evaluation and professional development for teachers and administrators, including what training, if any, shall be provided to teachers who have not previously taught online; (19) the school's capacity to address the particular needs of English language learners to learn English and learn content matter; (20) the school‰Ûªs plan to conduct outreach to prospective students; (21) what supports shall be provided to students to help them complete courses, including the school‰Ûªs strategies for ensuring that an enrolled student shall complete the program and goals regarding course completion and student achievement; (22) how the school will monitor student progress in order to identify areas of difficulty and assist students who need additional attention; (23) where relevant, what supports will be provided to help students prepare for college and careers; (24) the school‰Ûªs capacity to support students‰Ûª social-emotional growth; (25) how the school shall create a community for students who are enrolled in the commonwealth virtual school; (26) how the applicant shall include activities to engage students; (27) what, if any, in person activities, learning, or interaction will be provided or offered, including extra-curricular activities; (28) expectations for age appropriate supervision of students under the age of 14, if applicable; (29) a description of where the student will access the course, including whether it is at home or in a location provided and overseen by the applicant; (30) methods to assure that all students shall have access to necessary technology and materials; (31) what technical support shall be available to students, including whether the applicant shall offer an orientation for taking an online course before starting the coursework; (32) how the school shall define and monitor student attendance, including how it shall verify that each student is participating in classes, how truancy shall be addressed, and goals regarding student attendance; (33) expectations and goals for teacher-student communication, and how teacher-student interaction shall be documented; (34) how the school shall involve parents and guardians as partners in the education of their children and goals for parental and family engagement; (35) the school‰Ûªs capacity to implement the proposal and provide high quality instructional services; (36) the student to teacher ratio; and (37) whether the school will establish a personalized learning plan for each student, in conjunction with student‰Ûªs school district of residence. (c) The board shall make the final determination on selecting proposals; provided, however, that the board holds a public hearing on the proposals to be attended by at least 1 member of the board. Not more than 10 commonwealth virtual schools shall be allowed to operate in the commonwealth at any time. The board may authorize a single board of trustees to manage more than 1 commonwealth virtual school; provided, however, that each school is issued its own certificate. The board shall also consider whether proposed schools will create or enhance the opportunity for students to attend virtual schools in all grades from kindergarten through grade 12. (d) A commonwealth virtual school shall operate under a certificate issued by the board and be governed by a board of trustees. If a district or education collaborative operates the commonwealth virtual school, then the board of trustees shall be appointed by the member school committees of the district or the collaborative board. The board of trustees of a commonwealth virtual school, upon being granted a certificate, shall be deemed to be a public agent authorized by the commonwealth to supervise and control the commonwealth virtual school. A commonwealth virtual school shall be deemed to be a state agency under chapter 268A and members of the board of trustees shall be deemed to be public employees under chapter 268B. (e) The board of trustees of a commonwealth virtual school shall have all powers necessary or desirable for carrying out its virtual program, including, but not limited to, the power to: (1) adopt a name and corporate seal; provided, that any name selected shall include the words "commonwealth virtual school''; (2) acquire real property, from public or private sources, by lease, lease with an option to purchase or by gift, for use as a school facility; (3) receive and disburse funds for school purposes; (4) incur temporary debt in anticipation of receipt of funds; provided that, notwithstanding any general or special law to the contrary, the terms of repayment of any commonwealth virtual school's debt shall not exceed the duration of the school's certificate without the approval of the 154 board; (5) solicit and accept grants or gifts for school purposes; and (6) determine the school's curriculum and develop the school's annual budget. (f) A commonwealth virtual school may provide access to its courses in an existing public school building or any other suitable location; provided, however, that a commonwealth virtual school shall comply with all applicable state and federal health and safety laws and regulations. (g) The board may waive requirements that students who attend a commonwealth virtual school attend school for a minimum number of hours or days each school year and may permit students to earn credits by demonstrating competency in a grade or subject matter. Students in commonwealth virtual schools shall be required to meet the same academic standards, testing and portfolio requirements set by the board for students in other public schools. To ensure that students are learning and demonstrating their knowledge, each commonwealth virtual school shall ensure that students are provided, in each credit-bearing course, multiple synchronous learning opportunities with their teachers in which students are required to participate and share their knowledge. (h) Commonwealth virtual schools shall comply with chapter 71B; provided, however, that the fiscal responsibility for a student with a disability enrolled in or determined to require a private day or residential school shall remain with the school district where the student resides. If a commonwealth virtual school expects that a student with a disability enrolled in the commonwealth virtual school may be in need of the services of a private day or residential school, it shall convene an individualized education program team meeting for the student. Notice of the team meeting shall be provided to the special education department of the school district in which the child resides at least 5 days in advance. Personnel from the school district in which the child resides shall participate in the team meeting concerning future placement of and services for the child, and shall agree on the needed services for the child. (i) No teacher shall be hired by a commonwealth virtual school who is not certified pursuant to section 38G, provided that nothing herein shall preclude such teacher from using digital content which may include, but not be limited to, guest lecturers . (j) A certificate to operate a commonwealth virtual school granted by the board shall be for no less than 3 years and no more than 5 years. The board shall develop procedures and guidelines for amending, revoking, and renewing a school's certificate. When deciding on certificate renewal, the board shall consider progress made in student academic achievement and whether the school has met its obligations and commitments under the certificate. (m) Each commonwealth virtual school shall submit an annual report, on or before January 1, to the board. The school shall make its report available to the public on its website. The annual report shall be in such form as may be prescribed by the board and shall include, but not be limited to: (1) a discussion of progress made toward the achievement of the goals set forth in the certificate; (2) a list of the programs and courses offered; (3) a description and number of the students enrolled in the commonwealth virtual school, by grade level, and the number of students who applied and were not admitted; (4) a financial statement describing by appropriate categories the revenue and expenditures for the prior fiscal year and a balance sheet describing the commonwealth virtual school's assets, liabilities, and fund balances or equities; (5) information regarding, and a discussion of, student attendance and participation; (6) information regarding, and a discussion of, student-teacher interaction; (7) information regarding, and a discussion of, student performance in the commonwealth virtual school, including data from state assessments and a comparison of students‰Ûª achievement against that of the student‰Ûªs sending district; (8) a discussion of how many courses were completed and not completed; (9) a discussion of how the school created a community for students; (10) what activities were included to engage students and how students participated in those activities; (11) a discussion of parental involvement; and (12) a discussion of the school‰Ûªs outreach and recruitment efforts, provided, that said report shall include input from teachers and administrators at the virtual school and input from administrators in a district that has established a virtual school or districts that are members of a collaborative that has established a virtual school. (n) Each commonwealth virtual school shall maintain an accurate account of all its activities and all its receipts and expenditures and shall annually conduct an independent audit of its accounts. Such audit shall be filed annually on or before January 1 with the department and the state auditor and shall be in a form prescribed by the state auditor. The state auditor may investigate the budget and finances of commonwealth virtual schools and their financial dealings, transactions and relationships, and shall have the power to examine the records of commonwealth virtual schools and to prescribe methods of accounting and the rendering of periodic reports. (o) On or before September 1 of each year, the commissioner shall furnish a supplemental report on the Massachusetts comprehensive assessment system performance results of students served by each commonwealth virtual school, and on the racial, ethnic and socio-economic make-up of the students served by each commonwealth virtual school. The commissioner shall also provide information on the number of students enrolled in each commonwealth virtual school who have individual education programs pursuant to chapter 71B. The department shall make such report available to the public on the department‰Ûªs website. (p) On or before September 1 of each year, the commissioner shall prepare a report on the implementation and impact of this section, including, but not limited to, the following: (1) the fiscal impact on sending districts; (2) any necessary adjustments to tuition rates, including whether the amount should vary based on grade or type of school and the appropriate mechanism for funding virtual schools; (3) information on course completion and student attendance and participation rates; (4) the academic achievement of students attending commonwealth virtual schools; (5) what level of supervision or support is needed for students in elementary and middle school; (6) what kind of supports are helpful to ensuring students successfully complete online courses; (7) the kind of professional development virtual school teachers require; (8) the appropriate enrollment limit for a virtual school, if any, including information about wait lists; and (9) the need for any changes to the commonwealth virtual school program. The report shall partially be based on information in each commonwealth virtual school‰Ûªs annual report and financial audits, and provided, further, that said report shall include input from virtual school teachers and administrators. The commissioner shall consult with the digital learning advisory council in the preparation of this report. The commissioner shall file the report with the clerks of the house and senate and who shall forward the same to the joint committee on education. The department shall make such report available to the public on the department‰Ûªs website. (q) The commissioner shall identify and offer information on online courses which are aligned with state academic standards that districts may use, and shall publish that list on its website. At least one of the options listed shall be available at no cost to school districts, provided that such an option is available. The list shall be reviewed and updated annually. Nothing in this subsection shall preclude school districts from using other courses not identified by the commissioner. (r) The board may promulgate regulations for implementation and enforcement of this section, provided that the regulations may include, but not be limited to, a provision indicating the appropriate percentage of online academic instruction provided for a school to be considered a commonwealth virtual school pursuant to this act. Upon release of the proposed regulations, the board shall file a copy thereof with the clerks of the house of representatives and the senate who shall forward the regulations to the joint committee on education. Within 30 days of the filing, the committee may hold a public hearing and issue a report on the regulations and file the report with the board. The board, pursuant to applicable law, may adopt final regulations making revisions to the proposed regulations as it deems appropriate after consideration of the report and shall forthwith file a copy of the regulations with the chairpersons of the joint committee on education and, not earlier than 30 days after the filing, the board shall file the final regulations with the state secretary. (s) Nothing herein shall preclude a student from taking some or all of his classes online when such classes are offered or approved by the school he attends or by an educational collaborative in which his school district participates. This section shall not apply to a virtual school operated by a single school district if the school enrolls only students residing in the school district. This section shall not apply to a virtual school operated pursuant to an agreement entered into by more than one school district or an education collaborative if the school enrolls only students who reside in the school districts that have signed the agreement or in the school districts that are members of an education collaborative; provided, however, that such districts shall submit a summary description of the proposed virtual school to the commissioner for review and comment at least 4 months in advance of the opening of the virtual school. The commissioner shall then provide written comments on the proposal to each district‰Ûªs school committee. SECTION 6. The board of elementary and secondary education shall grant a commonwealth virtual school certificate of organization to the Greenfield Public Schools for the operation of the Massachusetts Virtual Academy if the Greenfield Public Schools submits the information listed in subsection (b) of section 94 of chapter 71 of the General Laws in response to the first request for proposals issued pursuant to this act. Said certificate shall be for not less than 3 years and not more than 5 years and shall be for a school that serves students in kindergarten through grade 12. SECTION 7. The board of elementary and secondary education shall establish a digital learning advisory council to advise the commissioner of elementary and secondary education regarding virtual schools, supplemental online courses, education technology, and other matters related to virtual education, including, but not limited to, recommendations for best practices to encourage online education to complement classroom instruction in district schools and recommendations on the appropriateness of the fee that the department may retain for the administration of the virtual school program. The members of the council shall serve without compensation but may be reimbursed subject to appropriation for expenses necessarily and reasonably incurred in the performance of their responsibilities. The council shall be composed of 15 members who shall be recommended by the commissioner of elementary and secondary education and appointed by the board of elementary and secondary education and who shall not, by virtue of their membership, be deemed state employees under chapter 268A, provided, that 1 member shall be a representative of the American Federation of Teachers- Massachusetts, one member shall be a representative of the Massachusetts Teachers Association, one member shall be a representative of the Massachusetts Association of School Superintendents, one member shall be a representative of the Massachusetts Association of School Committees, one member shall be a representative of a non-profit organization that conducts research and training related to online education, one member shall be a representative of an institution of higher education that provides online education for students in any grades from kindergarten through 12, and one member shall be a representative of the Massachusetts Virtual High School. Members shall be appointed for a term of 3 years. No member shall serve for more than 2 consecutive terms. The members serving on the council may be school committee members, school superintendents, professional educators, parents, students, or individuals with expertise in virtual education. A reasonable balance of members representing business, labor, civic, educational, parental and professional groups shall be maintained. Members serving on the council shall represent a reasonable statewide geographic balance. The council shall meet no less than twice each year. The commissioner, with the approval of the board, shall appoint the chair of the council. The commissioner or his designee shall serve as the secretary to the council. SECTION 8. The board of elementary and secondary education shall select not more than 3 commonwealth virtual schools for the 2013-2016 school years, not more than 3 additional commonwealth virtual schools for the 2016-2019 school years, and not more than 4 additional commonwealth virtual schools for the 2019-2020 school year; provided, that only school districts and education collaboratives shall be eligible to apply for certificates of organization to operate through the 2013-2019 school years. SECTION 9. Section 4 shall take effect on July 1, 2013. SECTION 10. The commissioner of elementary and secondary education shall publish a list of online courses which are aligned with state academic standards that school districts may use on the department‰Ûªs website on or before June 30, 2014.åÊåÊless
MAPlacement and EnrollmentHB4274
(att. pg. 8)
source: http://www.mass.gov/le‰ÛÜgis/journal/desktop/Current%20‰ÛÜAgenda%202011/H4274.pdf‰ÛÜ
No10/2/13PolicyEffective 2013
MAAllowable Providers of Services
MAAccommodations and Assessmentsk) The amount of tuition per pupil a school district shall pay for its student or students who enroll in a commonwealth virtual school shall be the school choice tuition amount, which shall be paid through the school choice mechanism; provided, that the department may, in consultation with the operational services division, approve alternative tuition amounts proposed by applicants that shall not exceed the state average per pupil foundation budget for students of the same classification and grade level; provided, further, that the department may authorize additional tuition assessments for services required by an individualized education program established pursuant to chapter 71B. If a commonwealth virtual school offers online courses to students attending other schools, the commonwealth virtual school shall work with the student‰Ûªs district or school to determine whether the online courses meet said district‰Ûªs or school‰Ûªs standards and requirements and what the commonwealth virtual school will charge the student‰Ûªs district or school for such online courses. The department may retain not more than 75 dollars per pupil for the administration of the commonwealth virtual school program. The department, in consultation with the department of youth services, shall determine the appropriate tuition responsibility for students who are in the custody of the department of corrections, a sheriff, or the department of youth services. Students enrolled in a commonwealth virtual school shall be counted in the foundation enrollment of the school district where the student resides. (l) The department shall promulgate rules and regulations creating a reporting requirement for a commonwealth virtual school's net asset balance at the end of each fiscal year; provided, however, that said rules and regulations shall require, including but not limited to: the revenue and expenditures for the prior fiscal year with a specific accounting of the uses of public and private dollars; compensation and benefits for teachers, staff, administrators, executives, and board of trustees; the amount of any and all funds paid to a management company; the sources of any surplus funds, specifically whether they are private or public; how any surplus funds were used in the previous fiscal year; and the planned use of any surplus funds in the upcoming fiscal year and in future fiscal years. The board may establish limits for excess funds that may be retained by commonwealth virtual schools, and may require commonwealth virtual schools to return excess funds to school districts.åÊåÊless
MAAdministrative DutiesChapter 379
(att. pg. 3-5)
source: https://malegislature.‰ÛÜgov/Laws/SessionLaws/Acts/2012‰ÛÜ/Chapter379‰ÛÜ
Yes6/11/13Policyall virtual schoolsEffective 2013
MAFunding for ServicesUnder no circumstances shall the total number of students attending commonwealth virtual schools full-time exceed 2 per cent of the total number of students attending public schools in the commonwealth. Not less than 5 per cent of the students enrolled in a virtual school shall be from the school district that established the school. In the case of a virtual school that is established by more than one school district or by an education collaborative, not less than 5 per cent of the students enrolled in the school shall be from the combined enrollment of the districts that established the school or the districts that are members of the education collaborative.åÊåÊlessHB4274
(att. pg. 9-10)
source: http://www.mass.gov/le‰ÛÜgis/journal/desktop/Current%20‰ÛÜAgenda%202011/H4274.pdf‰ÛÜ
Yes10/2/13PolicyEffective 2013
MAAccess or AccessibilityAccess Learning
(att. pg. 10)
source: http://www.doe.mass.ed‰ÛÜu/odl/assistive/AccessToLearni‰ÛÜng.pdf‰ÛÜ
Yes6/26/13GuidanceVirtual coursesGuidance - 2012
MDTeacher PreparednessTHE DEVELOPMENT, REVIEW, AND APPROVAL OF AN ONLINE COURSE OR SERVICE CONDUCTED UNDER THIS SUBSECTION SHALL INCLUDE AN ASSESSMENT REGARDING THE ACCESSIBILITY OF THE ONLINE COURSE OR SERVICE TO INDIVIDUALS WITH DISABILITIES, INCLUDING THE BLIND. (II) THE DEPARTMENT OR A COUNTY BOARD MAY CONTRACT WITH A THIRD PARTY FOR TO: 1. THE DEVELOPMENT OF THE DEVELOP AN ASSESSMENT REGARDING ACCESSIBILITY REQUIRED UNDER SUBPARAGRAPH (I) OF THIS PARAGRAPH; OR 2. CONDUCT AN ASSESSMENT OF COURSE ACCESSIBILITY REQUIRED UNDER SUBPARAGRAPH (I) OF THIS PARAGRAPH THAT WILL DETERMINE THE APPROVAL OR DENIAL STATUS OF THE COURSE AND PROVIDE FEEDBACK TO THE COURSE PROVIDER. 2. IF THE ASSESSMENT DETERMINES THAT THE ONLINE COURSE OR SERVICE IS NOT ACCESSIBLE TO INDIVIDUALS WITH DISABILITIES, INCLUDING THE BLIND, THE DEVELOPMENT OF A METHOD BY WHICH THE ONLINE COURSE OR SERVICE WILL BE MADE ACCESSIBLE TO INDIVIDUALS WITH DISABILITIES, INCLUDING THE BLIND. HOUSE BILL 1176 3 (c) (1) There is a Maryland Virtual Learning Opportunities Fund. (2) The State Board may set reasonable fees for: (i) Developing or reviewing online courses and services; [and] (ii) Processing approvals for online courses and services; (III) DEVELOPING AN ASSESSMENT REGARDING THE ACCESSIBILITY OF AN ONLINE COURSE OR SERVICE TO INDIVIDUALS WITH DISABILITIES, INCLUDING THE BLIND; AND (IV) DEVELOPING A METHOD BY WHICH ASSESSING AN ONLINE COURSE OR SERVICE WILL BE MADE ACCESSIBLE FOR ITS ACCESSIBILITY TO INDIVIDUALS WITH DISABILITIES, INCLUDING THE BLIND.åÊåÊless
MDAccommodations and Assessments
MDDefinitions(A) THE COUNCIL SHALL MAKE RECOMMENDATIONS REGARDING: (1) EXAMINE ALL STATE INITIATIVES TO PROVIDE DIGITAL CONTENT TO STUDENTS IN PRIMARY, SECONDARY, AND HIGHER EDUCATION, INCLUDING PILOT PROGRAMS FUNDED BY LOCAL, STATE, FEDERAL, OR PRIVATE FUNDS; (2) ENSURE THAT STUDENTS FROM ALL GEOGRAPHIC LOCATIONS IN THE STATE HAVE ACCESS TO DIGITAL LEARNING; (3) REQUEST INFORMATION FROM TEXTBOOK PUBLISHERS ABOUT THE DEVELOPMENT OF DIGITAL TEXTBOOKS AND OTHER DIGITAL CONTENT; (4) EXAMINE DATA REGARDING THE USE OF DIGITAL LEARNING TOOLS INCLUDING ONLINE LEARNING; HOUSE BILL 745 5 (5) CREATE STANDARDS FOR: (I) AWARDING CREDITS; (II) STUDENT ENROLLMENT; (III) VERIFICATION OF ATTENDANCE; AND (IV) ASSESSMENT OF STUDENT PERFORMANCE; (6) MAKE RECOMMENDATIONS ON THE FOLLOWING: (I) HIGH QUALITY DIGITAL CONTENT TO PROVIDE FREE ACCESS FOR STUDENTS IN KINDERGARTEN THROUGH GRADE 12 ENROLLED IN PUBLIC SCHOOLS, PRIVATE SCHOOLS, OR HOME SCHOOLS; (II) (1) HIGH QUALITY PROFESSIONAL DEVELOPMENT FOR TEACHERS AND PRINCIPALS REGARDING DIGITAL INSTRUCTION OR BLENDING DIGITAL CONTENT WITH TRADITIONAL CLASSROOM INSTRUCTION; (III) (2) FUNDING STRATEGIES TO PROVIDE HIGH QUALITY, INNOVATIVE OPTIONS IN COURSE PROVIDERS AND DELIVERY; (IV) (3) STUDENT ASSESSMENT AND ACCOUNTABILITY; (V) (4) INFRASTRUCTURE NECESSARY TO SUPPORT DIGITAL LEARNING; (VI) (5) MOBILE LEARNING AND MOBILE LEARNING APPLICATIONS; (VII) (6) ALIGNING RESOURCES AND DIGITAL LEARNING INITIATIVES OF ALL STATE AGENCIES; (VIII) (7) COORDINATION OF DIGITAL LEARNING PROGRAMS TO PREVENT REDUNDANCY AND INEFFICIENCY; (IX) (8) PLANNING FOR CHANGES IN TECHNOLOGY AND DIGITAL LEARNING; (X) (9) EXPANDED CURRICULUM FOR MATHEMATICS, SCIENCE, FOREIGN LANGUAGE, AND ADVANCED PLACEMENT COURSES; 6 HOUSE BILL 745 (XI) (10) INCREASING EDUCATION OPPORTUNITIES FOR AT‰ÛÒRISK, HOME‰ÛÒBOUND, SPECIAL NEEDS, AND ALTERNATIVE EDUCATION STUDENTS; AND (XII) (11) IMPLEMENTATION PLANS FOR PROVIDING DIGITAL LEARNING OPPORTUNITIES TO ALL STUDENTS IN THE STATE;. (7) REVIEW AND APPROVE ONLINE COURSES; AND (8) (B) PERFORM THE COUNCIL SHALL PERFORM ANY OTHER TASKS TO CARRY OUT THE MISSION OF THE COUNCIL. (B) (C) ON OR BEFORE DECEMBER 1 OF EACH YEAR, THE COUNCIL SHALL REPORT ITS RECOMMENDATIONS TO THE STATE SUPERINTENDENT AND, IN ACCORDANCE WITH å¤ 2‰ÛÒ1246 OF THE STATE GOVERNMENT ARTICLE, THE GENERAL ASSEMBLY HOUSE COMMITTEE ON WAYS AND MEANS AND THE SENATE EDUCATION, HEALTH, AND ENVIRONMENTAL AFFAIRS COMMITTEE.åÊåÊless
MDAdministrative Duties(b) (1) (I) A COUNTY BOARD MAY REQUEST THAT THE DEPARTMENT DEVELOP OR REVIEW AND APPROVE ONLINE COURSES AND SERVICES UNDER PARAGRAPH (2) OF THIS SUBSECTION. (II) WITHIN 15 DAYS AFTER THE RECEIPT OF A REQUEST UNDER SUBPARAGRAPH (I) OF THIS PARAGRAPH, THE DEPARTMENT SHALLåÊDETERMINE WHETHER THE DEVELOPMENT OR REVIEW AND APPROVAL OF THE ONLINE COURSES AND SERVICES SHALL BE DELEGATED TO A COUNTY BOARD UNDER PARAGRAPH (2)(II) OF THIS SUBSECTION. (III) IF THE DEPARTMENT DOES NOT DELEGATE THE DEVELOPMENT OR REVIEW AND APPROVAL OF THE ONLINE COURSES AND SERVICES TO A COUNTY BOARD, THE DEPARTMENT SHALL DEVELOP OR REVIEW AND APPROVE ONLINE COURSES AND SERVICES UNDER PARAGRAPH (2) OF THIS SUBSECTION WITHIN 120 DAYS AFTER THE RECEIPT OF A REQUEST MADE BY A COUNTY BOARD UNDER SUBPARAGRAPH (I) OF THIS PARAGRAPH. SENATE BILL 674 3 (2) (I) [With] EXCEPT AS PROVIDED IN PARAGRAPH (2) OF THIS SUBSECTION, WITH the approval of the State Board and the State Superintendent SUBJECT TO SUBPARAGRAPH (II) OF THIS PARAGRAPH, the Department shall: [(1)] (I) 1. A. Develop [on‰ÛÒline] ONLINE courses and services; OR [(2)] (II) B. Procure REVIEW AND APPROVE [on‰ÛÒline] ONLINE courses and services; [(3)] (III) 2. Develop standards for teachers and other school system employees for the offering of courses or services on the Internet or through other developing technologies; and [(4)] (IV) 3. Review courses and courseware to assure quality and alignment with the Maryland content standards and other appropriate standards. (2) (I) A COUNTY BOARD MAY PROCURE ONLINE COURSES AND SERVICES THAT THE COUNTY BOARD HAS APPROVED AS HIGH QUALITY AND IN ALIGNMENT WITH THE MARYLAND CONTENT STANDARDS AND OTHER APPROPRIATE STANDARDS. (II) A COUNTY BOARD THAT APPROVES AN ONLINE COURSE UNDER THIS PARAGRAPH SHALL SUBMIT A REPORT TO THE DEPARTMENT THAT INCLUDES THE INFORMATION REQUIRED BY AND IN THE MANNER DETERMINED BY THE DEPARTMENT. (II) SUBJECT TO SUBPARAGRAPH (V) OF THIS PARAGRAPH, THE DEPARTMENT MAY DELEGATE THE AUTHORITY TO DEVELOP OR REVIEW AND APPROVE ONLINE COURSES AND SERVICES TO A COUNTY BOARD. (III) IF THE DEPARTMENT DELEGATES THE AUTHORITY TO DEVELOP OR REVIEW AND APPROVE ONLINE COURSES AND SERVICES TO A COUNTY BOARD, THE COUNTY BOARD MAY IMPOSE REASONABLE FEES TO BE PAID BY THE VENDOR TO COVER THE COST OF REVIEWING AND APPROVING ONLINE COURSES AND SERVICES. (IV) A COUNTY BOARD SHALL REMIT 15% OF THE FEES COLLECTED UNDER SUBPARAGRAPH (III) OF THIS PARAGRAPH TO THE DEPARTMENT. (V) 1. A COUNTY BOARD SHALL REQUEST APPROVAL OF THE ONLINE COURSE FROM THE DEPARTMENT WHEN THE COUNTY BOARD HAS SENATE BILL 674 COMPLETED THE DEVELOPMENT OR REVIEW AND APPROVAL OF ONLINE COURSES AND SERVICES. 2. WITHIN 45 DAYS AFTER A REQUEST UNDER SUBSUBPARAGRAPH 1 OF THIS SUBPARAGRAPH, THE DEPARTMENT SHALL APPROVE OR DISAPPROVE THE ONLINE COURSE BASED ON CRITERIA AND GUIDELINES DEVELOPED BY THE DEPARTMENT. (c) (1) There is a Maryland Virtual Learning Opportunities Fund. (2) The State Board may set reasonable fees for [on‰ÛÒline] ONLINE: (I) DEVELOPING OR REVIEWING ONLINE courses and services; AND (II) PROCESSING APPROVALS FOR ONLINE COURSES AND SERVICES. (3) The fees charged shall be set so as to produce funds to support maintenance of Maryland virtual learning opportunities. (4) The State Board shall pay all funds collected under this subtitle to the Comptroller of the State. (5) The Comptroller shall distribute the fees to the Maryland Virtual Learning Opportunities Fund. (6) The Fund is a continuing, nonlapsing fund not subject to å¤ 7‰ÛÒ302 of the State Finance and Procurement Article. (7) Any unspent portions of the Fund may not be transferred or revert to the General Fund of the State, but shall remain in the Fund to be used for the purposes specified in this subtitle. (8) The Legislative Auditor shall audit the accounts and transactions of the Fund as provided in å¤ 2‰ÛÒ1220 of the State Government Article. (d) The State Board may adopt regulations to implement the provisions of this section. (e) The Department shall submit to the Governor and, subject to å¤ 2‰ÛÒ1246 of the State Government Article, the General Assembly, on or before September 1, 2004, a report on the progress of the Maryland Virtual Learning Opportunities Program, including a description of the available [on‰ÛÒline] ONLINE courses and services. SENATE BILL 674 5 SECTION 2. AND BE IT FURTHER ENACTED, That the State Department of Education shall: (1) ensure that online courses and services developed or reviewed and approved include specifications that allow for access by students with disabilities, including blindness, in accordance with the technical standards for electronic and information technology issued under subsection (A)(2) of Section 508 of the federal Rehabilitation Act of 1973, 29 U.S.C. 794(A)(2) or any other appropriate accessibility standard; and (2) establish a means for ensuring that online courses and services that fail to meet the requirements of paragraph (1) of this section are prohibited from useåÊåÊlessHB745
(att. pg. 4-6)
source: http://mlis.state.md.u‰ÛÜs/2012rs/bills/hb/hb0745t.pdf‰ÛÜ
Yes9/28/13PolicyEffective 2012
MDGraduating or Exiting
MDPlacement and Enrollment
MDFunding for Services
MDAllowable Providers of ServicesSB674
(att. pg. 2-5)
source: http://mlis.state.md.u‰ÛÜs/2012rs/bills/sb/sb0674t.pdf‰ÛÜ
Yes9/28/13PolicyEffective 2012
MDAccess or AccessibilityHB1176
(att. pg. 2-3)
source: http://mgaleg.maryland‰ÛÜ.gov/2013RS/bills/hb/hb1176t.p‰ÛÜd‰ÛÜ
Yes9/28/13Policyall online coursesEffective 2013
MEFunding for ServicesAll students must have access to accessible instructional materials and may receive instruction in Braille as part of their individualized family service plans or individualized education programs. A student may not be denied the opportunity of instruction in Braille solelyåÊbecause the student has some remaining vision. If Braille is not provided to a child who is blind, the reason for not incorporating Braille in the individualized family service plan or individualized education program must be documented in the individualized family service plan or individualized education program. Accessible instructional materials and provisions for the accessibility of online learning programs for individuals with disabilities must be in alignment with the accessible instructional materials provisions of the federal Individuals with Disabilities Education Improvement Act of 2004, Public Law 108-446, 118 Stat. 2647 and in alignment with the universal design provisions of the 1998 amendments to the federal Higher Education Act of 1965, 20 United States Code, Chapter 28 contained in the federal Higher Education Amendments of 1998, Public Law 105-244, 112 Stat. 1581.åÊåÊlessMaine Online Learning
(att. pg. 6)
source: http://www.mainelegisl‰ÛÜature.org/legis/bills/bills_12‰ÛÜ4th/billpdfs/SP053101.pdf‰ÛÜ
Yes6/4/13PolicyMaine Online Learning ProgramEffective 2009
MEAllowable Providers of ServicesSB531
(att. pg. 4)
source: http://www.mainelegisl‰ÛÜature.org/legis/bills/bills_12‰ÛÜ4th/billpdfs/SP053101.pdf‰ÛÜ
No9/27/13PolicyEffective 2009
MEGraduating or Exiting
MEAccommodations and Assessments3. Requirements. To be approved by the department, an online learning provider must demonstrate and thereafter annually document that it meets all of the following requirements: A. The online learning provider must be nonsectarian in its programs, admission policies, employment practices and operations; B. The online learning provider must locate an administrative office or offices in the State and require its administrative staff and faculty to be state residents; C. Each course offered for a unit of credit must correlate with applicable state adopted academic standards prior to being offered. All courses must include assessments that are provided to students on a weekly basis and be available on a year-round basis; D. All teachers employed by the online learning provider must hold a valid teaching certificate in each content area being taught or receive approval from the department to teach the course; E. All teachers employed by the online learning provider must receive appropriate preservice and in-service training pertaining to the organization of the online classroom, programs and courses, the technical aspects of online education, the monitoring of student assessment and other pertinent training; F. Students enrolled in the program on a full-time basis must be provided with, at a minimum, a computer, a printer, Internet access and all instructional materials required to participate in the program; G. The online learning provider must verify ongoing student attendance and progress and performance in each course or courses as documented by ongoing assessments in a proctored environment and provide examples of student course work and proof of having held bimonthly student-teacher conferences; and H. All administrative staff and teachers employed by the online learning provider must comply with the fingerprinting and national criminal history record check requirements as set forth in section 6103.åÊåÊless
MEPlacement and EnrollmentFunding for students with disabilities. Except for providing funds to an online learning provider pursuant to the master contractual agreement under section 19153, subsection 1 for a child with a disability that is eligible for enrollment in an online learning program or course, nothing in this chapter relieves the department or a school administrative unit of its legal responsibility for the education of students with disabilities under this Title.åÊåÊlessMaine Online Learning
(att. pg. 5)
source: http://www.mainelegisl‰ÛÜature.org/legis/bills/bills_12‰ÛÜ4th/billpdfs/SP053101.pdf‰ÛÜ
Yes6/4/13PolicyMaine Online Learning ProgramEffective 2009
MEAdministrative Dutieså¤ 5801-A. Acceptance of tuition students; online learning programs A school board may decide whether a school in its school administrative unit accepts tuition students who reside, and whose parents reside, outside the State in an online learning program. This section is repealed July 1, 2014. Sec. 2. 20-A MRSA å¤5805, sub-å¤5 is enacted to read: 5. Online learning program. Tuition for students in an online learning program who reside, and whose parents reside, outside the State is not subject to the limitations of this section. This subsection is repealed July 1, 2014. Sec. 3. 20-A MRSA å¤5810, sub-å¤3 is enacted to read: 3. Online program tuition. A school administrative unit shall collect tuition for students in an online learning program who reside, and whose parents reside, outside the State. This subsection is repealed July 1, 2014. Sec. 4. 20-A MRSA å¤6004, sub-å¤3 is enacted to read: 3. Online learning program. Tuition students in an online learning program who reside, and whose parents reside, outside the State must be reported separately to the commissioner and are not included in the annual student count required by subsections 1 and 2. This subsection is repealed July 1, 2014.åÊåÊless
MEFunding for ServicesHP698
(att. pg. 1-2)
source: http://www.mainelegisl‰ÛÜature.org/legis/bills/bills_12‰ÛÜ5th/chapters/PUBLIC353.asp‰ÛÜ
No9/27/13PolicyEffective 2011
MEAccess or AccessibilityA child with a disability may be eligible for enrollment in an online learning program or course as long as the pupil evaluation team determines that enrollment in an online learning program or course allows the student to satisfactorily complete the requirements of the educational components of an individualized education program and is otherwise in compliance with the individualized education program.åÊåÊlessPublic Law
(att. pg. 1)
source: http://www.mainelegisl‰ÛÜature.org/legis/bills/bills_12‰ÛÜ4th/chappdfs/PUBLIC508.pdf‰ÛÜ
Yes6/4/13Policyall online learning programsEffective 2010
MIAdministrative DutieHB5314
(att. pg. 14 & 20 & 52-54 & 57 & 59)
source: http://www.legislature‰ÛÜ.mi.gov/documents/2013-2014/bi‰ÛÜllenrolled/House/pdf/2014-HNB-‰ÛÜ5314.pdf‰ÛÜ
No12/30/14PolicyEffective 2014
MIAdministrative DutiesHB5372
(att. pg. 166-171 & 174-175)
source: http://www.legislature‰ÛÜ.mi.gov/documents/2011-2012/bi‰ÛÜllconcurred/House/pdf/2012-HCB‰ÛÜ-5372.pdf‰ÛÜ
Yes10/2/13Policy_Michigan Virtual UniversityEffective 2012
MIPlacement and Enrollment(2) THE MICHIGAN VIRTUAL UNIVERSITY SHALL ESTABLISH THE CENTER FOR ONLINE LEARNING RESEARCH AND INNOVATION. THE CENTER FOR ONLINE LEARNING RESEARCH AND INNOVATION SHALL DO ALL OF THE FOLLOWING: (A) SUPPORT AND ACCELERATE INNOVATION IN EDUCATION THROUGH THE FOLLOWING ACTIVITIES: (i) TEST, EVALUATE, AND RECOMMEND AS APPROPRIATE NEW TECHNOLOGY-BASED INSTRUCTIONAL TOOLS AND RESOURCES. (ii) RESEARCH, DESIGN, AND RECOMMEND ONLINE AND BLENDED EDUCATION DELIVERY MODELS FOR USE BY PUPILS AND TEACHERS THAT INCLUDE AGE-APPROPRIATE MULTIMEDIA INSTRUCTIONAL CONTENT. (iii) RESEARCH, DESIGN, AND RECOMMEND COMPETENCY-1 BASED ONLINE ASSESSMENTS. (iv) RESEARCH, DEVELOP, AND RECOMMEND ANNUALLY TO THE DEPARTMENT CRITERIA BY WHICH CYBER SCHOOLS AND ONLINE COURSE PROVIDERS SHOULD BE MONITORED AND EVALUATED TO ENSURE A QUALITY EDUCATION FOR THEIR PUPILS. (v) BASED ON PUPIL COMPLETION AND PERFORMANCE DATA REPORTED TO THE DEPARTMENT OR THE CENTER FOR EDUCATIONAL PERFORMANCE AND INFORMATION FROM CYBER SCHOOLS AND OTHER ONLINE COURSE PROVIDERS OPERATING IN THIS STATE, ANALYZE THE EFFECTIVENESS OF ONLINE LEARNING DELIVERY MODELS IN PREPARING PUPILS TO BE COLLEGE- AND CAREER-READY AND PUBLISH A REPORT THAT HIGHLIGHTS ENROLLMENT TOTALS, COMPLETION RATES, AND THE OVERALL IMPACT ON PUPILS. THE REPORT SHALL BE SUBMITTED TO THE HOUSE AND SENATE APPROPRIATIONS SUBCOMMITTEES ON STATE SCHOOL AID, THE STATE BUDGET DIRECTOR, THE HOUSE AND SENATE FISCAL AGENCIES, AND THE DEPARTMENT NOT LATER THAN DECEMBER 31, 2013. (vi) DESIGN PROFESSIONAL DEVELOPMENT SERVICES FOR TEACHERS, SCHOOL ADMINISTRATORS, AND SCHOOL BOARD MEMBERS TO LEARN HOW TO EFFECTIVELY INTEGRATE NEW TECHNOLOGIES AND ONLINE LEARNING INTO CURRICULA AND INSTRUCTION. (vii) IDENTIFY AND SHARE BEST PRACTICES FOR IMPLEMENTING ONLINE AND BLENDED EDUCATION DELIVERY MODELS WITH INTERMEDIATE DISTRICTS, DISTRICTS, AND PUBLIC SCHOOL ACADEMIES TO ACCELERATE THE ADOPTION OF INNOVATIVE EDUCATION DELIVERY MODELS STATEWIDE. 26 (B) PROVIDE LEADERSHIP FOR THIS STATE'S SYSTEM OF ONLINE AND BLENDED LEARNING EDUCATION BY DOING THE FOLLOWING ACTIVITIES: (i) DEVELOP AND REPORT POLICY 1 RECOMMENDATIONS TO THE GOVERNOR AND THE LEGISLATURE THAT ACCELERATE THE EXPANSION OF EFFECTIVE ONLINE LEARNING IN THIS STATE'S SCHOOLS. (ii) PROVIDE A CLEARINGHOUSE FOR RESEARCH REPORTS, ACADEMIC STUDIES, EVALUATIONS, AND OTHER INFORMATION RELATED TO ONLINE LEARNING. (iii) PROMOTE AND DISTRIBUTE THE MOST CURRENT INSTRUCTIONAL DESIGN STANDARDS AND GUIDELINES FOR ONLINE TEACHING. (iv) IN COLLABORATION WITH THE DEPARTMENT AND INTERESTED COLLEGES AND UNIVERSITIES IN THIS STATE, RECOMMEND TO THE SUPERINTENDENT GUIDELINES AND STANDARDS FOR A NEW TEACHER ENDORSEMENT CREDENTIAL RELATED TO EFFECTIVE ONLINE AND BLENDED INSTRUCTION. (v) PURSUE PUBLIC/PRIVATE PARTNERSHIPS THAT INCLUDE DISTRICTS TO STUDY AND IMPLEMENT COMPETENCY-BASED TECHNOLOGY-RICH ONLINE LEARNING MODELS. (vi) CONVENE FOCUS GROUPS AND CONDUCT ANNUAL SURVEYS OF TEACHERS, ADMINISTRATORS, PUPILS, PARENTS, AND OTHERS TO IDENTIFY BARRIERS AND OPPORTUNITIES RELATED TO ONLINE LEARNING. (vii) PRODUCE AN ANNUAL CONSUMER AWARENESS REPORT FOR SCHOOLS AND PARENTS ABOUT EFFECTIVE ONLINE EDUCATION PROVIDERS AND EDUCATION DELIVERY MODELS, PERFORMANCE DATA, COST STRUCTURES, AND RESEARCH TRENDS. (3) SUBJECT TO THE PROVISIONS OF THIS SUBSECTION, FROM THE FUNDS ALLOCATED IN SUBSECTION (1), THERE IS ALLOCATED AN AMOUNT NOT TO EXCEED 0,000.00 FOR 2012-2013 TO THE MICHIGAN VIRTUAL SCHOOL OPERATED BY THE MICHIGAN VIRTUAL UNIVERSITY TO CONDUCT AND REPORTN A YEAR-LONG PILOT STUDY OF A NEW PERFORMANCE-BASED FUNDING MODEL FOR THE MICHIGAN VIRTUAL SCHOOL. THE PURPOSE OF THE PILOT STUDY IS TO DETERMINE THE MERITS OF A PAYMENT SYSTEM FOR ONLINE INSTRUCTIONAL PROGRAMS BASED ON PUPIL PERFORMANCE RATHER THAN 5 SOLELY ON ENROLLMENT AND ATTENDANCE FACTORS. ALL OF THE FOLLOWING APPLY TO THE PILOT STUDY AND THE FUNDING UNDER THIS SUBSECTION: (A) THE MICHIGAN VIRTUAL SCHOOL SHALL RANDOMLY SELECT A MINIMUM OF 1,000 OF ITS QUALIFYING ONLINE COURSE ENROLLMENTS FOR INCLUSION IN THE PILOT STUDY. THE MICHIGAN VIRTUAL SCHOOL SHALL ISSUE A REFUND OR CREDIT TO DISTRICTS FOR ALL ONLINE COURSE ENROLLMENTS INCLUDED IN THE PILOT STUDY. (B) THE MICHIGAN VIRTUAL SCHOOL SHALL REPORT TO THE DEPARTMENT THE NUMBER OF ONLINE COURSE ENROLLMENTS IN THE PILOT STUDY THAT MEET THE FOLLOWING CONDITIONS: (i) THE PUPIL SUCCESSFULLY COMPLETED THE ONLINE COURSE AS MEASURED BY ASSESSMENTS ALIGNED TO THE COURSE CONTENT AND EARNED A GRADE OR CREDIT FROM THE DISTRICT OR PUBLIC SCHOOL ACADEMY IN WHICH THE PUPIL IS ENROLLED. (ii) THE ONLINE COURSE IS TAUGHT BY A MICHIGAN CERTIFICATED TEACHER CERTIFIED IN THE SUBJECT AREA IN WHICH THE COURSE IS BEING OFFERED. (iii) WHERE APPLICABLE, THE ONLINE COURSE IS ALIGNED WITH MICHIGAN CURRICULUM STANDARDS. (iv) THE ONLINE COURSE CURRICULUM CONTAINS PERIODIC ONLINE PUPIL ASSESSMENTS. (v) PUPILS HAVE ACCESS TO THE APPROPRIATE TECHNOLOGY HARDWARE AND SOFTWARE NECESSARY TO TAKE THE ONLINE COURSE. (vi) PARENTS OR GUARDIANS AND PUPILS 1 HAVE SECURE ONLINE ACCESS TO REVIEW PERIODIC PUPIL PROGRESS AND PERFORMANCE DATA. (vii) THE ONLINE INSTRUCTOR IS AVAILABLE TO INTERACT WITH PARENTS OR GUARDIANS AND PUPILS USING ELECTRONIC COMMUNICATIONS. (C) THE DEPARTMENT SHALL PAY TO MICHIGAN VIRTUAL SCHOOL FROM THE FUNDING UNDER THIS SUBSECTION AN AMOUNT NOT TO EXCEED THE EQUIVALENT OF 1/12 OF THE STATE'S MINIMUM PER PUPIL FOUNDATION ALLOWANCE FOR EACH ONLINE COURSE ENROLLMENT INCLUDED IN THE PILOT STUDY THAT MEETS THE CONDITIONS OF SUBDIVISION (B) IN THE NEXT SCHOOL AID PAYMENT AFTER THE REPORT IS RECEIVED BY THE DEPARTMENT. (4) IN ORDER FOR THE MICHIGAN VIRTUAL UNIVERSITY TO RECEIVE ANY FUNDS ALLOCATED UNDER THIS SECTION, THE MICHIGAN VIRTUAL SCHOOL MUST MAINTAIN ITS ACCREDITATION STATUS FROM RECOGNIZED NATIONAL AND INTERNATIONAL ACCREDITING ENTITIES. (5) (3) The Michigan virtual high school MAY OFFER ONLINE course offerings shall include, but are IN ADDITION TO THOSE OFFERED IN THE PILOT STUDY DESCRIBED IN SUBSECTION (4), INCLUDING, BUT not limited to, all of the following: (a) Information technology courses. (b) College level equivalent courses, as defined in section 1471 of the revised school code, MCL 380.1471. (c) Courses and dual enrollment opportunities. (d) Programs and services for at-risk pupils. (e) General education development test preparation courses for adjudicated youth. (f) Special interest courses. (g) Professional development programs FOR TEACHERS, SCHOOL ADMINISTRATORS, OTHER SCHOOL EMPLOYEES, AND SCHOOL BOARD MEMBERS. Not later than December 1 of each fiscal year, the Michigan virtual university shall provide a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan virtual high school for the preceding state fiscal year: (a) A list of the Michigan schools DISTRICTS served by the Michigan virtual high school. (b) A list of online course titles available to Michigan schools.DISTRICTS. (c) The total number of online course enrollments and information on registrations and completions by course. (d) The overall course completion rate percentage. (E) AN ANALYSIS OF THE RESULTS OF THE PILOT STUDY DESCRIBED IN SUBSECTION (3), INCLUDING, BUT NOT LIMITED TO: (i) A LIST OF THE DISTRICTS THAT WERE SELECTED TO BE PART OF THE PILOT STUDY. (ii) THE NUMBER OF SUCCESSFUL ONLINE COURSE COMPLETIONS. (iii) A LIST OF THE COURSES OFFERED IN THE PILOT STUDY AND THE COMPLETION RATES FOR EACH COURSE. (iv) IDENTIFICATION OF OPPORTUNITIES AND BARRIERS THAT MUST BE ADDRESSED IN ORDER TO APPLY ONLINE LEARNING PERFORMANCE FUNDING BASED ON SUCCESSFUL COMPLETIONS RATHER THAN ENROLLMENT AND ATTENDANCE FOR ONLINE LEARNING OFFERINGS STATEWIDE. (8) THE GOVERNOR MAY APPOINT AN ADVISORY GROUP FOR THE CENTER FOR ONLINE LEARNING RESEARCH AND INNOVATION ESTABLISHED UNDER SUBSECTION (2). THE MEMBERS OF THE ADVISORY GROUP SHALL SERVE AT THE PLEASURE OF THE GOVERNOR AND SHALL SERVE WITHOUT COMPENSATION. THE PURPOSE OF THE ADVISORY GROUP IS TO MAKE RECOMMENDATIONS TO THE GOVERNOR, THE LEGISLATURE, AND THE PRESIDENT AND BOARD OF THE MICHIGAN VIRTUAL UNIVERSITY THAT WILL ACCELERATE INNOVATION IN THIS STATE'S EDUCATION SYSTEM IN A MANNER THAT WILL PREPARE ELEMENTARY AND SECONDARY STUDENTS TO BE CAREER AND COLLEGE READY AND THAT WILL PROMOTE THE GOAL OF INCREASING THE PERCENTAGE OF CITIZENS OF THIS STATE WITH HIGH-QUALITY DEGREES AND CREDENTIALS TO AT LEAST 60% BY 2025.åÊåÊlessHB5372
(att. pg. 174)
source: http://www.legislature‰ÛÜ.mi.gov/documents/2011-2012/bi‰ÛÜllconcurred/House/pdf/2012-HCB‰ÛÜ-5372.pdf‰ÛÜ
No10/2/13PolicyEffective 2012
MIAllowable Providers of ServicesNot later than November 1, 2014, if a district or intermediate district offers online learning under section 21f, the district or intermediate district shall submit to the department a report that details the per-pupil costs of operating the online learning by vendor type. The report shall include at least all of the following information concerning the operation of online learning for the school fiscal year ending June 30, 2014: (a) The name of the district operating the online learning and of each district that enrolled students in the online learning. (b) The total number of students enrolled in the online learning and the total number of membership pupils enrolled in the online learning. (c) For each pupil who is enrolled in a district other than the district offering online learning, the name of that district. (d) The district in which the pupil was enrolled before enrolling in the district offering online learning. (e) The number of participating students who had previously dropped out of school. (f) The number of participating students who had previously been expelled from school. (g) The total cost to enroll a student in the program. This cost shall be reported on a per-pupil, per-course, per‰ÛÔsemester or trimester basis by vendor type. The total shall include costs broken down by cost for content development, content licensing, training, online instruction and instructional support, personnel, hardware and software, payment to each online learning provider, and other costs associated with operating online learning. (h) The name of each online education provider contracted by the district and the state in which each online education provider is headquartered. (12) Not later than March 31, 2015, the department shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a report summarizing the per pupil costs by vendor type of online courses available under section 21f. (13) As used in subsections (11) and (12), ‰ÛÏvendor type‰Û means the following: (a) Online courses provided by the Michigan virtual university. (b) Online courses provided by a school of excellence that is a cyber school, as defined in section 551 of the revised school code, MCL 380.551. (c) Online courses provided by third party vendors not affiliated with a Michigan public school. (d) Online courses created and offered by a district or intermediate district. (7) To offer or provide an online course under this section, a district or intermediate district shall do all of the following: (a) Provide the Michigan virtual university with the course syllabus in a form and method prescribed by the Michigan virtual university for inclusion in a statewide online course catalog. The district or intermediate district shall also provide on its publicly accessible website a link to the course syllabi for all of the online courses offered by the district or intermediate district and a link to the statewide catalog of online courses maintained by the Michigan virtual university. (b) Offer the online course on an open entry and exit method, or aligned to a semester, trimester, or accelerated academic term format. (c) Not later than October 1, 2014, provide the Michigan virtual university with the number of enrollments in each online course the district or intermediate district offered to pupils pursuant to this section in the immediately preceding school year, and the number of enrollments in which the pupil earned 60% or more of the total course points for each online course. Sec. 98. (1) From the general fund money appropriated in section 11, there is allocated an amount not to exceed ,387,500.00 for 2014-2015 for the purposes described in this section. (2) The Michigan virtual university shall operate the Michigan virtual learning research institute. The Michigan virtual learning research institute shall do all of the following: (a) Support and accelerate innovation in education through the following activities: (i) Test, evaluate, and recommend as appropriate new technology-based instructional tools and resources. (ii) Research, design, and recommend digital education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content. (iii) Research, develop, and recommend annually to the department criteria by which cyber schools and online course providers should be monitored and evaluated to ensure a quality education for their pupils. (iv) Based on pupil completion and performance data reported to the department or the center for educational performance and information from cyber schools and other online course providers operating in this state, analyze the effectiveness of online learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The report shall be submitted to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department not later than December 1, 2015. (v) Before August 31, 2015, provide an extensive professional development program to at least 500 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of digital learning into curricula and instruction. Not later than December 1, 2015, the Michigan virtual learning research institute shall submit a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number and percentage of teachers, school administrators, and school board members who have received professional development services from the Michigan virtual university. The report shall also identify barriers and other opportunities to encourage the adoption of digital learning in the public education system. (vi) Identify and share best practices for planning, implementing, and evaluating online and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide. (b) Provide leadership for this state‰Ûªs system of digital learning education by doing the following activities: (i) Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective online learning in this state‰Ûªs schools. (ii) Provide a clearinghouse for research reports, academic studies, evaluations, and other information related to online learning. 53 (iii) Promote and distribute the most current instructional design standards and guidelines for online teaching. (iv) In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective digital learning instruction. (v) Pursue public/private partnerships that include districts to study and implement competency-based technologyrich online learning models. (vi) Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to online learning. (vii) Produce an annual consumer awareness report for schools and parents about effective online education providers and education delivery models, performance data, cost structures, and research trends. (viii) Research and establish an internet-based platform that educators can use to create student-centric learning tools and resources and facilitate a user network that assists educators in using the platform. As part of this initiative, the Michigan virtual university shall work collaboratively with districts and intermediate districts to establish a plan to make available online resources that align to Michigan‰Ûªs K-12 curriculum standards for use by students, educators, and parents. (ix) Create and maintain a public statewide catalog of online learning courses being offered by all public schools in this state. The Michigan virtual learning research institute shall identify and develop a list of nationally recognized best practices for online learning and use this list to support reviews of online course vendors, courses, and instructional practices. The Michigan virtual learning research institute shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The Michigan virtual learning research institute shall review the online course offerings of the Michigan virtual university, and make the results from these reviews available to the public as part of the statewide catalog. The Michigan virtual learning research institute shall ensure that the statewide catalog is made available to the public on the Michigan virtual university website and shall allow the ability to link it to each district‰Ûªs website as provided for in section 21f. Beginning in 2014-2015, the statewide catalog shall also contain all of the following: (A) The number of enrollments in each online course in the immediately preceding school year. (B) The number of enrollments that earned 60% or more of the total course points for each online course in the immediately preceding school year. (C) The completion rate for each online course. (x) Collaborate with key stakeholders to examine the need and process for incorporating registration, payment services, and transcript functionality to the statewide catalog. (xi) Collaborate with key stakeholders to examine district level accountability and teacher effectiveness issues related to online learning under section 21f and make findings and recommendations publicly available. (3) In order for the Michigan virtual university to receive any funds allocated under this section, the Michigan virtual school must maintain its accreditation status from recognized national and international accrediting entities. (4) If the course offerings are included in the statewide catalog of online courses under subsection (2)(b)(ix), the Michigan virtual school operated by the Michigan virtual university may offer online course offerings, including, but not limited to, all of the following: (a) Information technology courses. (b) College level equivalent courses, as defined in section 1471 of the revised school code, MCL 380.1471. (c) Courses and dual enrollment opportunities. (d) Programs and services for at-risk pupils. (e) General education development test preparation courses for adjudicated youth. (f) Special interest courses. (g) Professional development programs for teachers, school administrators, other school employees, and school board members. (5) If a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan virtual school, the student may use the services provided by the Michigan virtual school to the district without charge to the student beyond what is charged to a district pupil using the same services. (6) Not later than December 1 of each fiscal year, the Michigan virtual university shall provide a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan virtual school for the preceding state fiscal year: (a) A list of the districts served by the Michigan virtual school. (b) A list of online course titles available to districts. (c) The total number of online course enrollments and information on registrations and completions by course. 54 (d) The overall course completion rate percentage. (7) The governor may appoint an advisory group for the Michigan virtual learning research institute established under subsection (2). The members of the advisory group shall serve at the pleasure of the governor and shall serve without compensation. The purpose of the advisory group is to make recommendations to the governor, the legislature, and the president and board of the Michigan virtual university that will accelerate innovation in this state‰Ûªs education system in a manner that will prepare elementary and secondary students to be career and college ready and that will promote the goal of increasing the percentage of citizens of this state with high-quality degrees and credentials to at least 60% by 2025. (8) Not later than November 1, 2014, the Michigan virtual university shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a detailed budget for the 2014-2015 fiscal year that includes a breakdown on its projected costs to deliver online educational services to districts and a summary of the anticipated fees to be paid by districts for those services. Beginning in 2013‰ÛÔ2014, not later than February 1, the Michigan virtual university shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a breakdown on its actual costs to deliver online educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year. (h) At the request of a district that operates a department-approved alternative education program and that does not provide instruction for pupils in all of grades K to 12, the superintendent may grant a waiver from the requirements of subdivision (f). The waiver shall indicate that an eligible district is subject to the proration provisions of subdivision (f) only if the district does not have at least 50% of the district‰Ûªs membership in attendance on any day of pupil instruction. In order to be eligible for this waiver, a district must maintain records to substantiate its compliance with the following requirements: (i) The district offers the minimum hours of pupil instruction as required under this section. (ii) For each enrolled pupil, the district uses appropriate academic assessments to develop an individual education plan that leads to a high school diploma. (iii) The district tests each pupil to determine academic progress at regular intervals and records the results of those tests in that pupil‰Ûªs individual education plan. (i) All of the following apply to a waiver granted under subdivision (h): (i) If the waiver is for a blended model of delivery, a waiver that is granted for the 2011-2012 fiscal year or a subsequent fiscal year remains in effect unless it is revoked by the superintendent. (ii) If the waiver is for a 100% online model of delivery and the educational program for which the waiver is granted makes educational services available to pupils for a minimum of at least 1,098 hours during a school year and ensures that each pupil participates in the educational program for at least 1,098 hours during a school year, a waiver that is granted for the 2011-2012 fiscal year or a subsequent fiscal year remains in effect unless it is revoked by the superintendent. (a) If the waiver is for a blended model of delivery, a waiver that is granted for the 2011-2012 fiscal year or a subsequent fiscal year remains in effect unless it is revoked by the superintendent. (b) If the waiver is for a 100% online model of delivery and the educational program for which the waiver is granted makes educational services available to pupils for a minimum of at least 1,098 hours during a school year and ensures that each pupil participates in the educational program for at least 1,098 hours during a school year, a waiver that is granted for the 2011-2012 fiscal year or a subsequent fiscal year remains in effect unless it is revoked by the superintendent.åÊåÊless
MIAccommodations and Assessments
MIAccess or Accessibility(a) ‰ÛÏOnline course‰Û means a course of study that is capable of generating a credit or a grade, that is provided in an interactive internet-connected learning environment, in which pupils are separated from their teachers by time or location, or both, and in which a teacher who holds a valid Michigan teaching certificate is responsible for determining appropriate instructional methods for each pupil, diagnosing learning needs, assessing pupil learning, prescribing intervention strategies, reporting outcomes, and evaluating the effects of instruction and support strategies. (b) ‰ÛÏOnline course syllabus‰Û means a document that includes all of the following: (i) The state academic standards addressed in an online course. (ii) The online course content outline. (iii) The online course required assessments. (iv) The online course prerequisites. (v) Expectations for actual instructor contact time with the online learning pupil and other pupil-to-instructor communications. (vi) Academic support available to the online learning pupil. (vii) The online course learning outcomes and objectives. (viii) The name of the institution or organization providing the online content. (ix) The name of the institution or organization providing the online instructor. (x) The course titles assigned by the district or intermediate district and the course titles and course codes from the national center for education statistics (NCES) school codes for the exchange of data (SCED). (xi) The number of eligible nonresident pupils that will be accepted by the district or intermediate district in the online course. (xii) The results of the online course quality review using the guidelines and model review process published by the Michigan virtual university. (c) ‰ÛÏOnline learning pupil‰Û means a pupil enrolled in 1 or more online courses. (d) ‰ÛÏPrimary district‰Û means the district that enrolls the pupil and reports the pupil as a full-time equated pupil for pupil membership purposes. (9) As used in this section: (a) ‰ÛÏBlended learning‰Û means a hybrid instructional delivery model where pupils are provided content, instruction, and assessment, in part at a supervised educational facility away from home where the pupil and a teacher with a valid Michigan teaching certificate are in the same physical location and in part through internet-connected learning environments with some degree of pupil control over time, location, and pace of instruction. (b) ‰ÛÏCyber school‰Û means a full-time instructional program of online courses for pupils that may or may not require attendance at a physical school location. (c) ‰ÛÏDigital learning‰Û means instruction delivered via a web-based educational delivery system that uses various information technologies to provide a structured learning environment, including online and blended learning instructional methods. (d) ‰ÛÏOnline course‰Û means a course of study that is capable of generating a credit or a grade, that is provided in an interactive internet-connected learning environment, in which pupils are separated from their teachers by time or location, or both, and in which a teacher who holds a valid Michigan teaching certificate is responsible for determining appropriate instructional methods for each pupil, diagnosing learning needs, assessing pupil learning, prescribing intervention strategies, reporting outcomes, and evaluating the effects of instruction and support strategies.åÊåÊless
MITeacher PreparednessFor the purposes of this section and section 6a, for a school of excellence that is a cyber school, as defined in section 551 of the revised school code, MCL 380.551, and is in compliance with section 553a of the revised school code, MCL 380.553a, a pupil‰Ûªs participation inåÊthe cyber school‰Ûªs educational program is considered regular daily attendance; for the education achievement system, a pupil‰Ûªs participation in an online educational program of the education achievement system or of an achievement school is considered regular daily attendance; and for a district a pupil‰Ûªs participation in an online course as defined in section 21f is considered regular daily attendance. Sec. 22f. (1) From the appropriation in section 11, there is allocated for 2014-2015 an amount not to exceed ,000,000.00 to provide incentive payments to districts that meet best practices under this section. Payments received under this section may be used for any purpose for which payments under sections 22a and 22b may be used. (2) The amount of the incentive payment under this section is an amount equal to .00 per pupil. A district shall receive an incentive payment under this section if the district satisfies at least 7 of the following requirements not later than June 1, 2015: (a) If a district provides medical, pharmacy, dental, vision, disability, long-term care, or any other type of benefit that would constitute a health care services benefit, to employees and their dependents, the district is the policyholder for each of its insurance policies that covers 1 or more of these benefits. A district that does not directly employ its staff or a district with a voluntary employee beneficiary association that pays no more than the maximum per employee contribution amount and that contributes no more than the maximum employer contribution percentage of total annual costs for the medical benefit plans as described in sections 3 and 4 of the publicly funded health insurance contribution act, 2011 PA 152, MCL 15.563 and 15.564, is considered to have satisfied this requirement. (b) The district has obtained competitive bids on the provision of pupil transportation, food service, custodial, or 1 or more other noninstructional services for 2014-2015. In comparing competitive bids to the current costs of providing 1 or more of these services, a district shall exclude the unfunded accrued liability costs for retirement and other benefits from the district‰Ûªs current costs. (c) The district accepts applications for enrollment by nonresident applicants under section 105 or 105c. A public school academy is considered to have met this requirement. (d) The district offers online courses or blended learning opportunities to all eligible pupils. In order to satisfy this requirement, a district must make all eligible pupils and their parents or guardians aware of these opportunities and must publish an online course syllabus as described in section 21f for each online course that the district offers. For the purposes of this subdivision: (i) ‰ÛÏBlended learning‰Û means a hybrid instructional delivery model where pupils are provided content, instruction, and assessment in part at a supervised educational facility away from home where the pupil and a teacher with a valid Michigan teaching certificate are in the same physical location and in part through internet-connected learning environments with some degree of pupil control over time, location, and pace of instruction. (ii) ‰ÛÏOnline course‰Û means a course of study that is capable of generating a credit or a grade, that is provided in an interactive internet-connected learning environment, in which pupils are separated from their teachers by time or location, or both, and in which a teacher with a valid Michigan teaching certificate is responsible for determining appropriate instructional methods for each pupil, diagnosing learning needs, assessing pupil learning, prescribing intervention strategies, reporting outcomes, and evaluating the effects of instruction and support strategies. (e) The district provides to parents and community members a dashboard or report card demonstrating the district‰Ûªs efforts to manage its finances responsibly. The dashboard or report card shall include revenue and expenditure projections for the district for fiscal year 2014-2015 and fiscal year 2015-2016, a listing of all debt service obligations, detailed by project, including anticipated fiscal year 2014-2015 payment for each project, a listing of total outstanding debt, and at least all of the following for the 3 most recent school years for which the data are available: (i) Graduation and dropout rates. (ii) Average class size in grades kindergarten to 3. (iii) College readiness as measured by Michigan merit examination test scores. (iv) Elementary and middle school MEAP scores. (v) Teacher, principal, and superintendent salary information including at least minimum, average, and maximum pay levels. (vi) General fund balance. (vii) The total number of days of instruction provided. 26 (f) The district complies with a method of compensation for teachers and school administrators that includes job performance and accomplishments as a significant factor in determining compensation, as required under section 1250 of the revised school code, MCL 380.1250. (g) The district‰Ûªs collective bargaining agreements, including, but not limited to, appendices, addenda, letters of agreement, or any other documents reflecting agreements with collective bargaining representatives, do not contain any provisions pertaining to, relating to, or that are otherwise contrary to the prohibited subjects of bargaining enumerated in section 15(3) of 1947 PA 336, MCL 423.215. (h) The district implements a comprehensive guidance and counseling program. (i) The district offers pupils in grades K to 8 the opportunity to complete coursework or other learning experiences that are substantially equivalent to 1 credit in a language other than English. Sec. 31g. (1) From the general fund money appropriated in section 11, there is allocated to the department for 2014‰ÛÔ2015 the amount of ,200,000.00 for a contract with a single provider to provide an online, research-based, secure, personal user health and nutrition education software platform in a representative sample of pilot schools in this state, to include schools operated by districts, public school academies, and intermediate districts, for 2 school years. The contract shall include platform and content development and evaluation. The department shall oversee a competitive 35 request for proposals process for the contract, and the request for proposals shall include, but not be limited to, all of the following requirements: (a) A Michigan-based, platform-neutral, technology-driven online platform that does not require additional information technology resources beyond Internet access. (b) A sustainable, interactive health and nutrition education platform and personal responsibility health behavior record that is cost-neutral to all participants, including pupils, parents, guardians, and schools, and that requires an opt-in from the parent or legal guardian of each pupil participant. (c) Personal use health behavior data that are cumulative and accessible in real time only to the user and those authorized by the user through a secure online dashboard that meets all federal, state, and local health information and child online privacy requirements, including, but not limited to, being in compliance with the children‰Ûªs online privacy protection act of 1998, 5 USC 6501 to 6505, and the kidsafe seal program. (d) A program that provides for age- and developmentally appropriate self-monitoring through the recording of health habits, including, but not limited to, dietary intake and physical activity, that is consistent with current, established standards for well-child preventive health care, and that provides a personal responsibility health record. (e) A program that promotes a healthy lifestyle and reinforces positive health outcomes while aligning with currently established school health curricula, physical education and physical activity curricula, federal school meal programs, school-based health programs, current United States dietary guidelines for Americans, and established state-funded and federally funded food, nutrition, and health promotion programs. The overall goal of the program shall be improved dietary intake and increased physical activity. (5) From the allocation in subsection (1), there is allocated an amount not to exceed ,500,000.00 for the following purposes: (a) Converting existing student assessments to online assessments. (b) Providing paper and pencil test versions to districts not prepared to implement online assessments.åÊåÊless
MIFunding for ServicesSec. 1278a. (1) Except as otherwise provided in this section or section 1278b, beginning with pupils entering grade 8 in 2006, the board of a school district or board of directors of a public school academy shall not award a high school diploma to a pupil unless the pupil meets all of the following: (a) Has successfully completed all of the following credit requirements of the Michigan merit standard before graduating from high school: ... (v) The credit requirements specified in section 1278b(1). (b) Meets the online course or learning experience requirement of this subsection. A school district or public school academy shall provide the basic level of technology and internet access required by the state board to complete the online course or learning experience. For a pupil to meet this requirement, the pupil shall meet either of the following, as determined by the school district or public school academy: (i) Has successfully completed at least 1 course or learning experience that is presented online, as defined by the department.åÊåÊlessHB5314
(att. pg. 2 & 25-26 & 34-35 & 60)
source: http://www.legislature‰ÛÜ.mi.gov/documents/2013-2014/bi‰ÛÜllenrolled/House/pdf/2014-HNB-‰ÛÜ5314.pdf‰ÛÜ
No12/30/14PolicyEffective 2014
MIDefinitionsIf a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan virtual high school, the student may use the services provided by the Michigan virtual high school to the district without charge to the student beyond what is charged to a district pupil using the same services.åÊåÊlessHB5314
(att. pg. 21 & 54)
source: http://www.legislature‰ÛÜ.mi.gov/documents/2013-2014/bi‰ÛÜllenrolled/House/pdf/2014-HNB-‰ÛÜ5314.pdf‰ÛÜ
No12/30/14PolicyEffective 2014
MIGraduating or ExitingSec. 21f. (1) A pupil enrolled in a district in any of grades 6 to 12 is eligible to enroll in an online course as provided for in this section. (2) With the consent of the pupil‰Ûªs parent or legal guardian, a district shall enroll an eligible pupil in up to 2 online coursesåÊas requested by the pupil during an academic term, semester, or trimester. Unless the pupil is newly enrolled in the district, the request for online course enrollment must be made in the academic term, semester, trimester, or summer preceding the enrollment. A district may not establish additional requirements that would prohibit a pupil from taking an online course. If a pupil has demonstrated previous success with online courses and the school leadership and the pupil‰Ûªs parent or legal guardian determine that it is in the best interest of the pupil, a pupil may be enrolled in more than 2 online courses in a specific academic term, semester, or trimester. Consent of the pupil‰Ûªs parent or legal guardian is not required if the pupil is at least age 18 or is an emancipated minor. (3) An eligible pupil may enroll in an online course published in the pupil‰Ûªs educating district‰Ûªs catalog of online courses described in subsection (7)(a) or the statewide catalog of online courses maintained by the Michigan virtual university pursuant to section 98. (4) A district shall determine whether or not it has capacity to accept applications for enrollment from nonresident applicants in online courses and may use that limit as the reason for refusal to enroll an applicant. If the number of 20 nonresident applicants eligible for acceptance in an online course does not exceed the capacity of the district to provide the online course, the district shall accept for enrollment all of the nonresident applicants eligible for acceptance. If the number of nonresident applicants exceeds the district‰Ûªs capacity to provide the online course, the district shall use a random draw system, subject to the need to abide by state and federal antidiscrimination laws and court orders. (5) A district may deny a pupil enrollment in an online course if any of the following apply, as determined by the district: (a) The pupil has previously gained the credits provided from the completion of the online course. (b) The online course is not capable of generating academic credit. (c) The online course is inconsistent with the remaining graduation requirements or career interests of the pupil. (d) The pupil does not possess the prerequisite knowledge and skills to be successful in the online course or has demonstrated failure in previous online coursework in the same subject. (e) The online course is of insufficient quality or rigor. A district that denies a pupil enrollment for this reason shall make a reasonable effort to assist the pupil to find an alternative course in the same or a similar subject that is of acceptable rigor and quality. (f) The cost of the online course exceeds the amount identified in subsection (8), unless the pupil‰Ûªs parent or legal guardian agrees to pay the cost that exceeds this amount. (g) The online course enrollment request does not occur within the same timelines established by the district for enrollment and schedule changes for regular courses. (6) If a pupil is denied enrollment in an online course by a district, the pupil may appeal the denial by submitting a letter to the superintendent of the intermediate district in which the pupil‰Ûªs educating district is located. The letter of appeal shall include the reason provided by the district for not enrolling the pupil and the reason why the pupil is claiming that the enrollment should be approved. The intermediate district superintendent or designee shall respond to the appeal within 5 days after it is received. If the intermediate district superintendent or designee determines that the denial of enrollment does not meet 1 or more of the reasons specified in subsection (5), the district shall allow the pupil to enroll in the online course. (8) For a pupil enrolled in 1 or more online courses published in the pupil‰Ûªs educating district‰Ûªs catalog of online courses under subsection (7) or in the statewide catalog of online courses maintained by the Michigan virtual university, the district shall use foundation allowance or per pupil funds calculated under section 20 to pay for the expenses associated with the online course or courses. The district shall pay 80% of the cost of the online course upon enrollment and 20% upon completion as determined by the district. A district is not required to pay toward the cost of an online course an amount that exceeds 8.33% of the minimum foundation allowance for the current fiscal year as calculated under section 20. (9) An online learning pupil shall have the same rights and access to technology in his or her primary district‰Ûªs school facilities as all other pupils enrolled in the pupil‰Ûªs primary district. (10) If a pupil successfully completes an online course, as determined by the pupil‰Ûªs primary district, the pupil‰Ûªs primary district shall grant appropriate academic credit for completion of the course and shall count that credit toward completion of graduation and subject area requirements. A pupil‰Ûªs school record and transcript shall identify the online course title as it appears in the online course syllabus. (11) The enrollment of a pupil in 1 or more online courses shall not result in a pupil being counted as more than 1.0 full-time equivalent pupils under this article. (12) The portion of the full-time equated pupil membership for which a pupil is enrolled in 1 or more online courses under this section shall not be transferred under the pupil transfer process under section 25e.åÊåÊlessSB1124
(att. pg. 1-2)
source: http://www.legislature‰ÛÜ.mi.gov/documents/2005-2006/pu‰ÛÜblicact/pdf/2006-PA-0124.pdf‰ÛÜ
No10/2/13PolicyEffective 2006
MIPlacement and EnrollmentHB5314
(att. pg. 19-20)
source: http://www.legislature‰ÛÜ.mi.gov/documents/2013-2014/bi‰ÛÜllenrolled/House/pdf/2014-HNB-‰ÛÜ5314.pdf‰ÛÜ
No12/13/14PolicyEffective 2014
MNAccommodations and Assessments
MNGraduating or Exiting
MNAdministrative DutiesSubd. 10. Online and Digital Learning Advisory Council. (a) An Online and Digital Learning Advisory Council is established. The term for each council member shall be three years. The advisory council is composed of 14 members from throughout the state who have demonstrated experience with or interest in online learning. Two members of the council must represent technology business. The remaining membership must represent the following interests: (1) superintendents; (2) special education specialists; (3) technology directors; (4) teachers; (5) rural, urban, and suburban school districts; (6) supplemental programs; (7) full-time programs; (8) consortia; (9) charter schools; (10) Board of Teaching-approved teacher preparation programs; and (11) parents. The members of the council shall be appointed by the commissioner. (b) The advisory council shall bring to the attention of the commissioner and the legislature any matters related to online and digital learning. The advisory council shall provide input to the department and the legislature in online learning matters related, but not restricted, to: (1) quality assurance; (2) teacher qualifications; (3) program approval; (4) special education; (5) attendance; (6) program design and requirements; and (7) fair and equal access to programs. (c) The advisory council with the support of the Minnesota Department of Education and the Minnesota Learning Commons shall: (1) oversee the development and maintenance of a catalog of publicly available digital learning content currently aligned to Minnesota academic standards to include: (i) indexing of Minnesota academic standards with which curriculum is aligned; (ii) a method for student and teacher users to provide evaluative feedback; and (iii) a plan for ongoing maintenance; and (2) recommend methods for including student performance data on the digital learning content within the catalog. (d) The advisory council shall also consider and provide input to the department and legislature on digital learning matters including, but not limited to: (1) a review and approval process to ensure the quality of online learning providers based on teacher qualifications, support for special education services, definitions of student attendance, program design, and equal access; (2) effective use of technology and related instructional strategies to improve student outcomes and advance students' 21st century skills and knowledge; (3) measures to determine the impact of various forms of online and digital learning in and outside of the classroom; (4) resources to help parents, students, and schools choose among enrollment options in a transparent education system; (5) how to personalize or differentiate learning to meet the needs, abilities, and learning styles of each student and support students' ownership of their learning so that all students are digital learners and have access to high-quality digital curriculum in every class and grade level; (6) professional development in best practices to prepare current and future teachers, other education leaders, and other school staff to use and evaluate the effectiveness of digital tools and instructional strategies, provide personalized or differentiated instruction, and focus on competency-based learning and advancement so that all educators have a digital presence and use high-quality digital curriculum; (7) support for collaborative efforts to leverage resources for digital instructional content and curriculum; and (8) barriers to improving the use of classroom technology and methods to ensure that each student has access to a digital device and high-speed Internet at school and at home. (e) The advisory council shall make policy recommendations to the commissioner and committees of the legislature having jurisdiction over kindergarten through grade 12 education annually by December 15 of each year, including implementation plans based on recommendations from previous councils and task forces related to online and digital learning. (f) The Online and Digital Learning Advisory Council under this subdivision expires June 30, 2016.åÊåÊlessHF630
(att. pg. 100-101)
source: https://www.revisor.mn‰ÛÜ.gov/bills/text.php?number=HF0‰ÛÜ630&session=ls88&version=list&‰ÛÜsession_number=0&session_year=‰ÛÜ2013‰ÛÜ
Yes10/2/13PolicyEffective 2013
MNPlacement and Enrollment1.17 Subd. 1a. Effective staff development activities. (a) Staff development activities must: (1) focus on the school classroom and research-based strategies that improve student learning; (2) provide opportunities for teachers to practice and improve their instructional skills over time; (3) provide opportunities for teachers to use student data as part of their daily work to increase student achievement; (4) enhance teacher content knowledge and instructional skills, including to accommodate the delivery of digital and blended learning and curriculum and engage students with technologyåÊåÊlessHF2245
(att. pg. 31-32)
source: https://www.revisor.mn‰ÛÜ.gov/bin/bldbill.php?bill=H224‰ÛÜ5.2.html&session=ls85‰ÛÜ
No10/2/13PolicyEffective 2007
MNTeacher Preparedness
MNDefinitions(c) The department may collect a fee not to exceed 0 for certifying online learning providers or per course for reviewing a challenge by an enrolling district.
MNAllowable Providers of ServicesSF1528
(att. pg. 1-2)
source: https://www.revisor.mn‰ÛÜ.gov/bills/text.php?number=SF1‰ÛÜ528&session=ls87&version=lates‰ÛÜt&session_number=0&session_yea‰ÛÜr=2012‰ÛÜ
No10/2/13PolicyEffective 2012
MNFunding for Services(a) A student may apply to an online learning provider to enroll in online learning for full-time enrollment in an approved online learning program under section 124D.03, 124D.08 or 124D.10, or for supplemental online learning. Notwithstanding sections 124D.03, 124D.08, andåÊ124D.10, procedures for enrolling in online learning shall be as provided in this subdivision. A student age 17 or younger must have the written consent of a parent or guardian to apply. No school district or charter school may prohibit a student from applying to enroll in online learning. In order that a student may enroll in online learning, the student and the student's parents must submit an application to the online learning provider and identify the reason for enrolling in online learning. The online learning provider that accepts a student under this section must within ten days notify the student and the enrolling district in writing if the enrolling district is not the online learning provider. The student and family must notify the online learning provider of their intent to enroll in online learning within ten days of acceptance, at which time the student and parent must sign a statement of assurance that they have reviewed the online course or program and understand the expectations of online learning enrollment. The online learning provider must notify the enrolling district of the student's enrollment in online learning in writing on a form provided by the department. (b) Supplemental online learning notification to the enrolling district upon student enrollment in the online learning program will include the courses or program, credits to be awarded, the start date of online enrollment, and confirmation that the courses will meet the student's graduation plan. A student may enroll in supplemental online learning courses up to the midpoint of the enrolling district's term. The enrolling district may waive this requirement for special circumstances and upon acceptance by the online provider. (b) An online learning student may: (1) enroll in supplemental online learning courses during a single school year in a maximum of 12 semester-long courses or their equivalent delivered by an online learning provider or the enrolling district to a maximum of 50 percent of the student's full schedule of courses per term. A student may exceed the supplemental online learning registration limit if the enrolling district grants permission for supplemental online learning enrollment above the limit, or if an agreement is made between the enrolling district and the online learning provider for instructional services; (2) complete course work at a grade level that is different from the student's current grade level; and (3) enroll in additional courses with the online learning provider under a separate agreement that includes terms for payment of any tuition or course fees.åÊåÊlessHF2245
(att. pg. 33-34)
source: https://www.revisor.mn‰ÛÜ.gov/bin/bldbill.php?bill=H224‰ÛÜ5.2.html&session=ls85‰ÛÜ
No10/2/13PolicyEffective 2007
MNAccess or Accessibility
MOAdministrative DutiesSB291
(att. pg. 43, 45)
source: http://www.senate.mo.g‰ÛÜov/09info/pdf-bill/tat/SB291.p‰ÛÜdf‰ÛÜ
Yes10/9/13PolicyEffective 2009
MOPlacement and EnrollmentSpecial Education. MoVIP shall provide the services/accommodations set forth in a student‰Ûªs Individual Education Program (IEP) to enable a student to take the online courses offered by MoVIP. Provisions in the IEP for related services shall be the responsibility of the localåÊschool district where the student is enrolled, unless the student is a private school student accessing MoVIP. No IEP is needed for students not enrolled in a public school district. For those students, related services shall be provided by the local district to the extent required by their proportionate share requirement under state and federal regulations implementing the Individuals with Disabilities Education Act (IDEA). Districts must provide MoVIP with a copy of the current IEP for students enrolled in the public school district and participates in MoVIP.åÊåÊlessSenate Bill 912
(att. pg. 1)
source: http://www.senate.mo.g‰ÛÜov/06info/pdf-bill/tat/SB912.p‰ÛÜdf‰ÛÜ
Yes6/4/13Policyall virtual public schoolsEffective 2006
MOAccommodations and AssessmentsThe school district may offer instruction in a virtual setting using technology, intranet, and Internet methods of communications that could take place outside of the regular school district facility. The school district may develop a virtual program for any grade level, kindergarten through twelfth grade, with the courses available in accordance with district policy to any resident student of the district who is enrolled in the school district. Nothing in this section shall preclude a private, parochial, or home school student residing within a school district offering virtual courses or virtual programs from enrolling in the school district in accordance with the combined enrollment provisions of section 167.031, RSMo, for the purposes of participating in the virtual courses or virtual programs. 6. Any special school district shall count any student's completion of a virtual course or program in the same manner as the district counts completion of any other course or program for credit. 7. A school district or charter school may contract with multiple providers of virtual courses or virtual programs, provided they meet the criteria for virtual courses or virtual programs under this section.åÊåÊlessRules of Education
(att. pg. 14)
source: http://www.sos.mo.gov/‰ÛÜadrules/csr/current/5csr/5c20-‰ÛÜ100.pdf‰ÛÜ
Yes6/26/13PolicyMoVIPEffective 2008
MOAllowable Providers of Services4. When courses are purchased from an outside vendor, the district or charter school shall ensure that they are aligned with the show-me curriculum standards and comply with state requirements for teacher certification. The state board of education reserves the right to request information and materials sufficient to evaluate the online course. Online classes should be considered like any other class offered by the school district or charter school. 5. Any school district or charter school that offers instruction in a virtual setting, develops a virtual course or courses, or develops a virtual program of instruction shall ensure that the following standards are satisfied: (1) The virtual course or virtual program utilizes appropriate content-specific tools and software; (2) Orientation training is available for teachers, instructors, and students as needed; (3) Privacy policies are stated and made available to teachers, instructors, and students; (4) Academic integrity and Internet etiquette expectations regarding lesson activities, discussions, electronic communications, and plagiarism are stated to teachers, instructors, and students prior to the beginning of the virtual course or virtual program; (5) Computer system requirements, including hardware, web browser, and software, are specified to participants; (6) The virtual course or virtual program architecture, software, and hardware permit the online teacher or instructor to add content, activities, and assessments to extend learning opportunities; (7) The virtual course or virtual program makes resources available by alternative means, including but not limited to, video and podcasts; (8) Resources and notes are available for teachers and instructors in addition to assessment and assignment answers and explanations; (9) Technical support and course management are available to the virtual course or virtual program teacher and school coordinator; (10) The virtual course or virtual program includes assignments, projects, and assessments that are aligned with students' different visual, auditory, and hands-on learning styles; (11) The virtual course or virtual program demonstrates the ability to effectively use and incorporate subject-specific and developmentally appropriate software in an online learning module; and (12) The virtual course or virtual program arranges media and content to help transfer knowledge most effectively in the online environment.åÊåÊlessSB291
(att. pg. 44-45)
source: http://www.senate.mo.g‰ÛÜov/09info/pdf-bill/tat/SB291.p‰ÛÜdf‰ÛÜ
No10/9/13PolicyEffective 2009
MOFunding for ServicesFunding. Districts that have resident students enrolled in MoVIP classes will receive a disbursement corresponding to fifteen percent (15%) of the total state aid attributable to such students under sections 163.031 and 163.043, RSMo.Medically Fragile
(att. pg. 1-2)
source: http://www.movip.org/m‰ÛÜedically-fragile.html‰ÛÜ
Yes7/11/13GuidanceMoVIPGuidance - 2012
MOFunding for Services1. The medically fragile seats in MoVIP are not for temporary medical conditions (six weeks or less). 2. Students who apply and are accepted into the medically fragile program are expected to participate for an entire semester. 3. Students must participate in the required Missouri Assessment Program (MAP) tests and/or End-of-Course (EOC) exams as applicable. Transportation must be provided by the parent/guardian to a location specified by MoVIP. Failure to participate may disqualify the student for future MoVIP enrollments. 4. If sufficient funds are not available to meet demand, priority will be given to medically fragile students who absolutely cannot attend school for medical reasons. 5. Interested students who do not qualify as medically fragile may attend MoVIP by paying tuition.åÊåÊlessSB291
(att. pg. 43-44)
source: http://www.senate.mo.g‰ÛÜov/09info/pdf-bill/tat/SB291.p‰ÛÜdf‰ÛÜ
No10/9/13PolicyEffective 2009
MOPlacement and Enrollment1. School districts shall receive state school funding under sections 163.031, 163.043, and 163.087, RSMo, for resident students who are enrolled in the school district and who are taking a virtual course or full-time virtual program offered by the school district. 2. Charter schools shall receive state school funding under section 160.415, RSMo, for students enrolled in the charter school who are completing a virtual course or full-time virtual program offered by the charter school. Charter schools may offer instruction in a virtual setting using technology, intranet, and Internet methods of communications. The charter school may develop a virtual program for any grade level, kindergarten through twelfth grade, with the courses available in accordance with school policy and the charter school's charter to any student enrolled in the charter school. 3. For purposes of calculation and distribution of state school funding, attendance of a student enrolled in a district or charter school virtual class shall equal, upon course completion, ninety-four percent of the hours of attendance possible for such class delivered in the non-virtual program in the student's resident district or charter school. Course completion shall be calculated in two increments, fifty percent completion and one hundred percent completion, based on the student's completion of defined assignments and assessments, with distribution of state funding to a school district or charter school at each increment equal to forty-seven percent of hours of attendance possible for such course delivered in the non-virtual program in a student's school district of residence or charter school.åÊåÊlessFAQ
(att. pg. 1-3)
source: http://dese.mo.gov/se/‰ÛÜcompliance/Q&A/se-com-movip-sp‰ÛÜeced.html‰ÛÜ
Yes6/26/13GuidanceMoVIPGuidance - 2011
MOFunding for ServicesRules of Education
(att. pg. 14)
source: http://www.sos.mo.gov/‰ÛÜadrules/csr/current/5csr/5c20-‰ÛÜ100.pdf‰ÛÜ
Yes6/26/13PolicyMoVIPEffective 2008
MOAccess or AccessibilityThe virtual public school shall report to the district of residence the following information about each student served by the virtual public school: name, address, eligibility for free or reduced-price lunch, limited English proficiency status, special education needs, andåÊthe number of courses in which the student is enrolled.åÊåÊless
MOGraduating or Exiting1. How does a student enroll in MoVIP? There are three ways a student may enroll in MoVIP to participate in an online class. A student may be a dually enrolled student enrolled in both the local school district and MoVIP, the student may be a dually enrolled student in bothåÊa private school and MoVIP or the student may be enrolled by a parent. If the student is dually enrolled in the local district and MoVIP he/she is considered to be attending the local district and enrolled in the local school district. If the student is not enrolled in the local district, he/she is a parentally enrolled student participating in a publicly funded educational/instructional program. 2. Can a child with a disability enroll in MoVIP? Yes. If a student with a disability is enrolled in the public school district, the IEP team must determine that virtual education is appropriate for the student. A student with a disability who is not enrolled in the public district can be a full time student if the parent has determined that MoVIP is appropriate. 3. Does MoVIP have an obligation to provide FAPE to students enrolled full-time? No. For dually enrolled students the requirement to provide a Free and Appropriate Public Education (FAPE) rests with the district where the student is enrolled. MoVIP is a program intended to assist the district in providing FAPE. MoVIP has no obligation to provide FAPE to parentally enrolled students. 4. Does MoVIP have to comply with the special education laws? Yes, to the extent applicable to students with IEPs and who are enrolled in a public school district and accessing MoVIP coursework. MoVIP must provide the applicable modifications and accommodations in the curriculum to implement students‰Ûª IEPs. 5. Who prepares the Individualized Education Program (IEP) for special education students enrolled in MoVIP full-time? The local school district prepares the IEP. If the student is not enrolled in the public school district he/she is a parentally enrolled student and an IEP is not needed. 6. What if the local district refuses to develop the IEP? The local district will be out of compliance if it fails to develop an IEP for a child with a disability. HOWEVER there is no requirement that the IEP team find that the virtual school is an appropriate setting. Students who are not enrolled in the local school district are parentally enrolled students participating in a public instructional program. The local school district is not required to prepare parentally enrolled students, but they may be eligible for services under the proportionate share requirements of the IDEA. 7. Who is responsible for modifications of an IEP of a full-time MoVIP student dually enrolled in a public school? The MoVIP contractor ensures the MoVIP teachers are aware of the modifications and require them to implement the modifications of an IEP, but the local district is responsible for developing and revising/amending the IEP. 8. If a student is dually enrolled full-time in MoVIP and receives related services from the district who is responsible for preparing the annual IEP? The local school district. 9. Who provides the special education or related services for a student dually enrolled full-time in MoVIP? As MoVIP is a virtual program there is no intent for it to provide services that require in person contact. Students enrolled in the district receive related services from the district. Students not enrolled in the district are parentally enrolled students who are not entitled to related services but may be able to receive some related services under the proportionate share requirement of the IDEA. 10. How much of the IEP should be provided to MoVIP? In order to understand the student‰Ûªs specific needs it is sometimes helpful to receive the entire IEP, but at a minimum the district should provide the documentation that MoVIP needs to ensure the modifications and accommodations of the IEP are providedin the regular education program. 11. If a parent enrolls a student in MoVIP part-time and part-time in a private or home school, is that student entitled to special education services from the public school district? The student is not entitled to individualized special education services if enrolled in a private school or home schooled. Part-time enrollment by a parent in a private school or home school classifies the child as a private/nonpublic school student. The district where the private or home school is located has an obligation to identify the children with special needs in the district and to spend a proportionate share of the federal funding on special education for children enrolled in private schools. It is highly unlikely that an individual student will get a full range of special education services under the proportionate share requirement. 12. If the IEP team determines that virtual school is the appropriate method to provide FAPE is the student guaranteed to be able to participate in the MoVIP classes? Yes, if the district IEP team has determined that a virtual school is the best way to provide FAPE, the student will have a seat in MoVIP. If the state funded tuition seats are all filled, the local school district, not the parent, will be required to pay tuition. 13. If the IEP team does not support education at a virtual school and is prepared to provide FAPE at the school, but the parent prefers virtual school, can the student attend MoVIP? Yes, as a parentally enrolled student. The student would not be enrolled in the school district. If the state funded tuition seats are full, the parent would have to pay the tuition in order for the student to attend. 14. If the district and the parent disagree about the appropriateness of MoVIP classes and a parent enrolls the student in MoVIP is that a refusal of services? If so, does the district need to provide related services? Yes, it is a refusal of special education services because the student would be considered a parentally enrolled student. The student may not be entitled to any special education services. Related services, if any, would be provided through the proportionate share program of the district. 15. What if a student comes in with an IEP that states MoVIP is not an appropriate placement? If the IEP states that MoVIP is not an appropriate placement, the student would have to enroll as a parentally enrolled student. 16. Are there age requirements for the elementary and high school programs? Can students of one age take courses from another program? Younger students are permitted to take higher level courses. When older students take elementary classes, they may not earn credit for completing elementary classes. However, if an IEP team determines that the child needs a certain level of course work that is offered by MoVIP the IEP will be implemented as it is written. 17. How is observation as a part of a special education evaluation by the IEP team handled for a student in MoVIP? Obviously, the virtual education setting is not the proper environment for an observation. However, a paper review of work produced in consultation with teachers could be helpful to the evaluation team. 18. Is MoVIP a school district? No. MoVIP is publicly funded educational/instructional program not a school district. The language of 161.670 uses the term school district when talking about entities other than MoVIP. The statutory definition of school district is not applicable to MoVIP. See 160.011(1), (5), (10), (13) and 160.021 RSMo. 19. Is MoVIP subject to MSIP reviews? Yes. 161.670 (4) RSMo. 20. Is MoVIP subject to IDEA compliance reviews? No. MoVIP is a program, not a local education authority (LEA) or a school. 21. Can an IDEA (special education) due process complaint be filed against MoVIP? No.åÊåÊless
MSPlacement and Enrollment
MSGraduating or ExitingSB2572
(att. pg. 27-29)
source: http://billstatus.ls.s‰ÛÜtate.ms.us/documents/2014/pdf/‰ÛÜSB/2500-2599/SB2572SG.pdf‰ÛÜ
Yes7/8/14PolicyEffective 2014
MSAllowable Providers of Services(2) There is created the Mississippi Virtual Public School Program, which is the responsibility of the State Department of Education. It is the intent of the Legislature that the Mississippi Virtual Public School established under this section provide Mississippi familiesåÊwith an alternative choice to access additional educational resources in an effort to improve academic achievement. The Mississippi Virtual Public School must be recognized as a public school and provide equitable treatment and resources as are other public schools in the state. Private providers, overseen by the State Department of Education, may be selected by the State Board of Education to operate virtual school programs in this state. (3) Nothing in this section may be interpreted as precluding the use of computer- and Internet-based instruction for students in avirtual or remote setting utilizing the Mississippi Virtual Public School. (4) As used in this section, the following words and phrases have the meanings respectively ascribed unless the context clearly requires otherwise: (a) "Mississippi Virtual Public School" means a public school in which the state uses technology in order to deliver instruction to students via the Internet in a virtual or remote setting. (b) "Sponsor" means the public school district is responsible for the academic process for each student, including but not limited to, enrollment, awarding of credit and monitoring progress. (5) (a) The State Board of Education shall establish the Mississippi Virtual Public School beginning in school year 2006-2007. (b) Students who enroll in the Mississippi Virtual Public School may reside anywhere in the State of Mississippi. (6) The Mississippi Virtual Public School must be evaluated annually according to the following criteria: (a) The accountability and viability of the Mississippi Virtual Public School, as demonstrated by its academic, fiscal and operational performance. (b) The access of each student in the Mississippi Virtual Public School to a sequential curriculum that meets or exceeds the state‰Ûªs academic standards and which has an interactive program with significant online components. (c) Whether or not each student achieves the required number of hours of learning opportunities prescribed by each course per academic year, or alternatively, has demonstrated mastery or completion of appropriate subject areas. (7) Subject to appropriation, the Mississippi Virtual Public School shall provide to each student enrolled in the school all necessary instructional materials. Subject to appropriation, the sponsored school must ensure that each student is provided access to the necessary technology, such as a computer and printer, and to an Internet connection for school work purposes. (8) The State Board of Education shall have approval authority for all coursework and policy of the Mississippi Virtual Public School. (9) Each teacher employed by or participating in the delivery of instruction through the Mississippi Virtual Public School must meet all qualifications for licensure in the State of Mississippi. (10) Any student who meets state residency requirements may enroll in the Mississippi Virtual Public School. (11) Enrollment in the Mississippi Virtual Public School must be free of charge to students. The costs associated with the operations of the virtual school must be shared by the State Department of Education, subject to appropriation, and/or the local school districts.åÊåÊlessHB1056
(att. pg. 2)
source: http://billstatus.ls.s‰ÛÜtate.ms.us/documents/2010/pdf/‰ÛÜHB/1000-1099/HB1056SG.pdf‰ÛÜ
MSAccess or Accessibility(5) (a) The State Board of Education shall develop and implement an alternative student performance accountability method to evaluate the performance and effectiveness of pilot program school districts that solely provide dropout prevention services and dropout recovery programs to at-risk students who have dropped out of or are likely to drop out of their base high school. Data and student results collected and compiled from the pilot program districts shall inform the State Board of Education in developing an alternative accountability method to apply statewide and in evaluating the success of the pilot program as a whole. (b) The alternative accountability method shall only measure academic growth of students who have been continuously enrolled for a period of one hundred twenty (120) days. Students shall be assessed by pre-testing and post-testing at the beginning and end of the one hundred twenty-day enrollment period to measure ST: Literacy based promotion program; SDE conduct pilot program in one or more "C" level school districts. student growth and shall apply beginning with the 2014-2015 school year.åÊåÊless
MSAccommodations and AssessmentsPrivate providers, overseen by the State Department of Education, may be selected by the State Board of Education to administer, manage or operate virtual school programs in this state, including the total operation of the Mississippi Virtual Public School Program. Any private provider chosen to provide services under the provisions of this subsection shall be chosen through a competitive RFP process.åÊåÊless
MSAllowable Providers of Services(4) Before the State Board of Education approves an applicant as an education partner, the applicant must demonstrate the following: (a) A history providing dropout recovery services to high school students in public schools; (b) At least two (2) years of relevant experienceåÊoperating and providing services to brick-and-mortar public schools; (c) At least two (2) years of relevant experience providing comprehensive online learning or vocational technology programs; (d) Relevant experience serving diverse student populations, including socioeconomically disadvantaged students; (e) An explanation of the steps taken by the applicant to ensure that its proposed instructional content is aligned with state standards; (f) A plan for the recruitment and hiring of state-certified teachers, including hiring criteria; (g) A plan for the recruitment and hiring of qualified administrators, including hiring criteria; (h) A detailed description of the applicant's plan to work with the participating local school districts and the State Board of Education to identify students who need to be served, to reengage those students, and to provide alternative education options for students at risk of dropping out. Students at risk of dropping out from their current schools may be transferred into the pilot program; and (i) An operational plan that includes the following: (i) The number and physical location of proposed sites and a list of the equipment required; (ii) A proposed program calendar and daily schedule and an explanation of how the calendar and schedule meet the needs of prospective students. The schedule must include at least four (4) hours per school day of on-site learning at a physical location; (iii) The student-to-teacher ratio; (iv) A description of each of the instructional methods to be used and number of hours per day for each method; (v) A plan for differentiated instruction that must include individualized, group, and online instructional components; (vi) Capacity for assessing, recording, and responding to students' academic progress on a daily basis using standard assessments; (vii) A detailed one-year budget; (viii) A system of competency-based credit; and (ix) A plan for aggregation and reporting of student performance data and reporting of financial activity.åÊåÊlessSB2572
(att. pg. 29-31)
source: http://billstatus.ls.s‰ÛÜtate.ms.us/documents/2014/pdf/‰ÛÜSB/2500-2599/SB2572SG.pdf‰ÛÜ
Yes7/8/14PolicyEffective 2014
MSAdministrative DutiesSB2602
(att. pg. 23-24)
source: http://billstatus.ls.s‰ÛÜtate.ms.us/documents/2006/html‰ÛÜ/SB/2600-2699/SB2602SG.htm‰ÛÜ
Yes10/10/13PolicyEducation ReformEffective 2006
MSFunding for ServicesSECTION 4. (1) The State Board of Education shall implement a Middle School Dropout Prevention and Recovery Pilot Program in select "D" and "F" rated school districts selected by the State Board of Education. The purpose of the pilot program is to reengage students and increase the graduation rates in Mississippi through an educational program that provides vocational technology, flexible scheduling and a blended learning environment with individualized and self-paced learning options. (2) Under the pilot program, the educational services and programming shall be provided by an education partner that is a nonprofit or for-profit entity approved by the State Board of Education. The local school board of the districts selected to participate in the pilot program shall be responsible for reporting enrollment to the State Department of Education, working with the education partner to align graduation requirements. The participating schools district shall be accredited by the Southern Association of Colleges and Schools as an indicator of quality instructional programming. (3) The pilot program shall provide at least the following: (a) Facilities that are easily accessible to the students being served; (b) Flexible scheduling, including at least two (2) different program schedules; (c) Differentiated instruction that shall include individualized, group and online instructional components; (d) The capacity for assessing, recording and responding to the students' academic progress on a daily basis using assessments that are aligned with state and local standards and requirements; (e) A focus on serving a defined population of at-risk students who have dropped out or are likely to drop out of school in the foreseeable future without some type of intervention; (f) Support services, including social workers and crisis intervention professionals who are trained to assist students in removing barriers to attending school and graduating; (g) Vocational technology and other instructional models that are self-paced and mastery-based; and (h) Individualized graduation plans to guide students to graduation with a standard high school diploma.åÊåÊless
MSAdministrative DutiesSB2572
(att. pg. 31-32)
source: http://billstatus.ls.s‰ÛÜtate.ms.us/documents/2014/pdf/‰ÛÜSB/2500-2599/SB2572SG.pdf‰ÛÜ
Yes7/8/14PolicyEffective 2014
MTAdministrative DutiesHB0459
(att. pg. 1-2)
source: http://mus.edu/board/m‰ÛÜeetings/2009/Jun09_confcall/IT‰ÛÜEM143-101-R0609Attachment.pdf‰ÛÜ
Yes10/10/13PolicyEffective 2009
MTAccommodations and Assessments
MTAllowable Providers of ServicesSection 1. Montana virtual academy -- purposes -- governance. (1) There is a Montana virtual academy at a unit of the Montana university system. (2) The purposes of the Montana virtual academy are to: (a) make distance learning opportunities available to all school-age children through public school districts in the state of Montana; (b) offer high-quality instructors who are licensed and endorsed in Montana and courses that are in compliance with all relevant education and distance learning rules, standards, and policies; and (c) emphasize the core subject matters required under the accreditation standards, offer advanced courses for dual credit in collaboration with the Montana university system, and offer enrichment courses. (3) The Montana virtual academy must be governed by a board with equal representation from: (a) the commissioner of higher education or a designee; (b) the superintendent of public instruction or a designee; (c) a Montana licensed and endorsed classroom teacher appointed by the board of public education; (d) a Montana licensed school district administrator appointed by the board of public education; (e) a trustee of a Montana school district appointed by the board of public education; (f) the dean of the school of education of the hosting unit of the Montana university system or a designee as a nonvoting member; and (g) the two officers provided for in subsection (5) as nonvoting members. (4) The governing board shall elect a presiding officer and vice presiding officer to 2-year terms without limitation on the number of terms. (5) The governing board shall hire a program director and a curriculum director who shall serve as chief executive officer and vice chief executive officer respectively on the governing board in a nonvoting capacity. The program director shall develop and, upon approval of the governing board, implement policies and guidelines for the Montana virtual academy pertaining to: (a) course offerings; (b) software and hardware selection; (c) instructor selection; (d) partnering school agreements; (e) instructor training and curriculum development; (f) course evaluation; (g) grant opportunities; and (h) other activities that are essential to the success of a statewide distance learning program. Section 2. Report to legislature. The governing board shall provide the 62nd legislature with a report that details: (1) how the line item funding in House Bill No. 645 cited in [section 4] was spent; and (2) future funding requirements and recommendations, instructor standards, curriculum development issues, and evaluation of the software for implementing a seamless educational distance learning continuum in the state of Montana.åÊåÊless
MTFunding for Services
MTGraduating or Exiting
MTPlacement and Enrollment
MTAccess or Accessibility
NCAccess or Accessibility
NCAccommodations and Assessments
NCAllowable Providers of ServicesSECTION 7.22.(b) The Director of NCVPS shall ensure that students residing in rural and low-wealth county local school administrative units have access to e-learning course offerings in order to expand available instructional opportunities. E-learning instructional opportunities shall include courses required as part of the standard course of study for high school graduation and AP offerings not otherwise available.åÊåÊless
NCGraduating or Exiting
NCPlacement and EnrollmentSECTION 7.22.(d) The State Board of Education shall take the following steps to implement an allotment formula for NCVPS beginning with the 2011-2012 school year: (1) Project NCVPS student enrollment by semester and year-long course types for each local school administrativeåÊunit and charter school. (2) Establish a per course teacher payment structure for the instructional costs of NCVPS. In establishing this payment structure, the Board shall consider the following: a. The payment structure is based on a total compensation analysis to ensure NCVPS teacher pay has parity with similar programs. The total compensation analysis shall take into account salaries, benefits, and work effort to ensure valid comparisons between occupations. b. The effects any change in NCVPS teacher payments may have on the attraction and retention of NCVPS teachers. (3) Develop a per student fee structure for in-State students that is based on the per course teacher pay structure. The fee structure for in-State students shall ensure that the projected cost for local school administrative units and charter schools equals the projected instructional cost for NCVPS courses. SL2011-0145 Session Law 2011-145 Page 55 (4) Multiply the per course fees for in-State students by the projected enrollment by course type to determine the total instructional cost for each local school administrative unit and charter school. (5) Transfer a dollar amount equal to seventy-five percent (75%) of the local school administrative unit's or charter school's projected instructional cost from the classroom teacher allotment to NCVPS. (6) No later than February 21 of each year, calculate the actual instructional cost for each local school administrative unit and charter school based upon actual NCVPS enrollment as of that date. (7) Subtract the amount transferred pursuant to subdivision (5) of this subsection from the actual instructional cost for each unit or charter school and transfer the remaining dollar amount owed, up to a maximum of one hundred percent (100%) of the projected cost. (8) Develop and implement a policy regarding returning funds to local school administrative units and charter schools in cases where the amount transferred pursuant to subdivision (5) of this subsection exceeds the actual instructional costs. NCVPS shall use funds transferred to it to provide the NCVPS program at no cost to all students in North Carolina who are enrolled in North Carolina's public schools, Department of Defense schools, and schools operated by the Bureau of Indian Affairs. SECTION 7.22.(e) In establishing the fee structure and payment structure for NCVPS, the State Board shall consider recommendations from the eLearning Commission and the NCVPS Advisory Board. SECTION 7.22.(f) The State Board shall establish a separate per student tuition for out-of-state students, home-schooled students, and private school students, which shall be adjusted upward from the in-State student fee structure by an amount determined appropriate by the State Board. SECTION 7.22.(g) The Board shall direct NCVPS to develop a plan to generate revenue from the sale of courses to out-of-state educational entities. Revenue generated by NCVPS shall be used to offset instructional costs to local school administrative units and charter schools. NCVPS shall submit its plan to the Board by September 15, 2011. SECTION 7.22.(h) Beginning in 2011, the Director of NCVPS shall submit an annual report on NCVPS to the State Board of Education no later than December 1 of each year. The report shall use data from the previous fiscal year and shall include statistics on actual versus projected costs to local school administrative units and charter schools, student enrollment, virtual teacher salaries, and measures of academic achievement. The Director of NCVPS shall continue to ensure the following: (1) Course quality standards are established and met. (2) All e-learning opportunities other than virtual charter schools offered by State-funded entities to public school students are consolidated under the NCVPS program, eliminating course duplication. (3) All courses offered through NCVPS are aligned to the North Carolina Standard Course of Study. SECTION 7.22.(i) The State Board of Education shall reduce each local school administrative unit's or charter school's classroom teacher allotment, or other allotment, as determined by the State Board of Education, on the basis of ADM in grades 6-12 to provide the sum of two million eight hundred sixty-six thousand nine hundred twenty-three dollars (,866,923) for the State-level operations and administration of NCVPS for the 2011-2012 fiscal year. The allotment reduction for State-level operations and administration shall continue in future fiscal years and be adjusted annually based upon the percentage growth in NCVPS enrollment, ensuring the expansion of services due to increased virtual student enrollment. SECTION 7.22.(j) For fiscal year 2011-2012, the State Board of Education shall reduce each local school administrative unit's or charter school's classroom teacher allotment, or other allotment, as determined by the State Board of Education, on the basis of ADM in grades 6-12 to provide the sum of two million dollars (,000,000) in order to create an NCVPS enrollment reserve. The NCVPS enrollment reserve shall be used to cover the NCVPS instructional costs of local school administrative units or charter schools with enrollments exceeding projected NCVPS enrollment. Beginning in fiscal year 2012-2013, and annually thereafter, the State Board of Education shall reduce each local school administrative unit's or charter school's classroom teacher allotment, or other allotment, as determined by the State Board of Education, on the basis of ADM in grades 6-12 an amount that is the difference between two million dollars (,000,000) and the balance of the NCVPS enrollment reserve. Amounts available in the NCVPS enrollment reserve shall not revert. SECTION 7.22.(k) The State Board shall use only funds provided through the North Carolina Virtual Public Schools Allotment Formula and the NCVPS enrollment reserve as set forth in this section to fund instructional costs of NCVPS. SECTION 7.22.(l) G.S. 66-58(c) is amended by adding a new subdivision to read: "(c) The provisions of subsection (a) shall not prohibit: ‰Û_ (20) The sale by the State Board of Education of NCVPS courses to home schools, private schools, and out-of-state educational entities."åÊåÊless
NCFunding for ServicesHB200
(att. pg. 54-56)
source: http://www.ncleg.net/S‰ÛÜessions/2011/Bills/House/PDF/H‰ÛÜ200v9.pdf‰ÛÜ
No10/11/13PolicyEffective 2011
NCAdministrative DutiesHB200
(att. pg. 54)
source: http://www.ncleg.net/S‰ÛÜessions/2011/Bills/House/PDF/H‰ÛÜ200v9.pdf‰ÛÜ
No10/11/13PolicyEffective 2011
NDAdministrative Duties
NDAllowable Providers of ServicesHB400
(att. pg. 1)
source: http://www.legis.nd.go‰ÛÜv/assembly/60-2007/bill-text/H‰ÛÜBIR0400.pdf‰ÛÜ
No10/11/13PolicyEffective 2007
NDAccommodations and Assessments
NDFunding for ServicesElectronic course delivery - Approval process. 1. Before a person may provide elementary or high school courses electronically to a student, school, or school district in this state, the person must obtain annual approval from the superintendent of public instruction. The electronic delivery of a course includes online and technological delivery methods. 2. Before the superintendent of public instruction may grant approval to a person under this section, the superintendent shall verify that: a. All courses offered by the person in this state are aligned with the state content and performance standards and if standards do not exist for a particular course, the criteria must ensure that the course content is sufficiently challenging for students, given the grade level at which it is offered; b. All teachers involved in the electronic delivery of a course meet or exceed the qualifications and licensure requirements placed on the teachers by the state in which the course originates; and c. All students receiving a course electronically have ongoing contact time with the teachers of the course. 3. The approval process provided for in this section does not apply to a course provided electronically between approved schools in this state.åÊåÊless
NDAccess or Accessibility
NDGraduating or Exiting
NDPlacement and Enrollment
NEAdministrative DutiesLB603
(att. pg. 34-39)
source: http://www.leg.ne.gov/‰ÛÜFloorDocs/100/PDF/Final/LB603.‰ÛÜpdf‰ÛÜ
No10/10/13PolicyEffective 2007
NEGraduating or Exiting
NEFunding for ServicesSec. 17. (1) The Educational Service Unit Coordinating Council shall work toward statewide coordination to provide the most cost-effective services for the students, teachers, and school districts in each educational service unit. The council‰Ûªs duties include, but are not limited to: (a) Preparation of strategic plans to assure the cost-efficient and equitable delivery of services across the state; (b) Administration of statewide initiatives and provision of statewide services; and (c) Coordination of distance education. (2) All activities conducted by the council shall be conducted in accordance with the Open Meetings Act. This section does not require or provide for state control of the operations of any educational service unit or abridge the governance ability, rights, or responsibilities of any educational service unit board. Sec. 18. The Educational Service Unit Coordinating Council shall appoint a distance education director and may appoint a council director, both of whom shall hold office at the pleasure of the council, except that the person serving as the administrator of the Distance Education Council immediately preceding the operative date of this section shall be the initial distance education director under this section. Thecouncil director and the distance education director shall receive such salaries as the council determines and shall be reimbursed for their actual expenses incurred in the performance of their duties as provided in sections 81-1174 to 81-1177. The council director and the distance education director shall perform duties as the council directs and shall not be members of the council. The council may also appoint or retain such other persons as it may deem necessary for the performance of its functions and shall prescribe their duties, fix their compensation, and provide for reimbursement of their actual and necessary expenses as provided in sections 81-1174 to 81-1177 within the amounts available in the budget of the council. Sec. 19. Section 79-1334, Revised Statutes Cumulative Supplement, 2006, is amended to read: The powers and duties of the Educational Service Unit Coordinating Council include, but are not limited to: (1) Providing public access to lists of qualified distance education courses; (2) Collecting and providing school schedules for participating educational entities; (3) Facilitation of scheduling for qualified distance education courses; (4) Brokering of qualified distance education courses to be purchased by educational entities; (5) Assessment of distance education needs and evaluation of distance education services; (6) Compliance with technical standards as set forth by the Nebraska Information Technology Commission and academic standards as set forth by the State Department of Education related to distance education; (7) Establishment of a system for prioritizing courses if the demand for Network Nebraska exceeds the capacity available for distance education and for choosing receiving educational entities when the demand for a course exceeds the capacity as determined by either the technology available or the course provider; (8) Scheduling and prioritization for access to Networ Nebraska by educational entities in cooperation with the Chief Information Officer and using scheduling software or scheduling services which meet any applicable standards established by the commission; (9) Administration of learning management systems that are in compliance with any applicable standards of the commission either through the staff of the council or by delegation to an appropriate educational entity with the funding for such systems provided by participating educational entities; and (10) Coordination with educational service units and postsecondary educational institutions to provide assistance for instructional design for both two-way interactive video distance education courses and the offering of graduate credit courses in distance education. 79-1233 Each educational service unit shall provide access for all school districts within the geographical area served by the unit to telecomputing resources, which shall include the capacity to receive and transmit distance education courses on at least a regional basis beginning on or before August 1, 2007, through the installation of necessary equipment at each educational service unit location or through interlocal agreements with other educational service units and shall provide support for training users to meet their specific telecomputing and distance education needs. School districts may annually elect prior to a date determined by the educational service unit not to connect to such telecomputing resources. Each educational service unit shall also develop, with the State Department of Education, a plan which provides for connecting the telecomputing and distance education equipment of such school districts with the telecomputing and distance education equipment of the unit. The leasing or purchase of and planning for telecomputing or distance education equipment and software for the educational service units shall meet the minimum standards as set by the Nebraska Information Technology Commission. The Chief Information Officer shall bid for such equipment and software and shall allow educational entities as defined in section 79-1332 to participate in such statewide leasing or purchasing contracts. Educational service units may enter into agreements pursuant to the Interlocal Cooperation Act and the Joint Public Agency Act to carry out this section. Such agreements may include, but need not be limited to, provisions requiring any school district having telecomputing or distance education equipment connected to the educational service unit‰Ûªs telecomputing or distance education equipment to pay periodic fees necessary to cover the cost of such usage.åÊåÊlessLB603
(att. pg. 33-34, 37-38)
source: http://www.leg.ne.gov/‰ÛÜFloorDocs/100/PDF/Final/LB603.‰ÛÜpdf‰ÛÜ
No10/10/13PolicyEffective 2007
NEPlacement and Enrollment
NEAllowable Providers of ServicesSec. 16. The Educational Service Unit Coordinating Council is created as of July 1, 2008. On such date the assets and liabilities of the Distance Education Council shall be transferred to the Educational Service Unit Coordinating Council. The council shall be composed of oneåÊadministrator from each educational service unit. The council shall be funded from one percent of the core services and technology infrastructure funding appropriated pursuant to section 24 of this act, appropriations by the Legislature for distance education, and fees established for services provided to educational entities. Educational Service Unit Coordinating Council shall only provide assistance in brokering or scheduling courses to educational entities that have access to Network Nebraska. All costs to the council associated with assisting private, denominational, or parochial schools and private postsecondary educational institutions shall be paid by such private, denominational, or parochial school or private postsecondary educational institution. Any services of the council may also be offered to other public entities with access to Network Nebraska on a contractual basis. The council shall not approve technology purchases for the council in excess of ten thousand dollars without approval of the technical panel of the Nebraska Information Technology Commission that the purchases are in compliance with any applicable commission standards. Sec. 21. Section 79-1223, Revised Statutes Cumulative Supplement, 2006, is amended to read: 79-1223 In order to carry out the purposes provided in section 79-1204, educational service units may purchase, lease, or lease-purchase real estate, equipment, supplies, services, and personal property for their own use. Educational service units may, either individually or collectively, purchase, lease, lease-purchase, or act as purchase agent for administrative and instructional supplies, instructional equipment, instructional services, and personal property for resale only to educational entities. as defined in section 79-1332. When an educational service unit advertises for bids for administrative or instructional supplies, instructional equipment, instructional services, and personal property, acceptance of any bid submitted to the educational service unit shall obligate the educational service unit to award the contract in accordance with the plans and specifications and in the quantities set forth in the bid documents.åÊåÊless
NEAccess or Accessibility
NEAccommodations and Assessments
NHAccess or Accessibility
NHAccommodations and Assessments
NHAdministrative Duties
NHAllowable Providers of Services
NHFunding for Services
NHGraduating or Exiting
NHPlacement and Enrollment
NJAllowable Providers of Services
NJAccommodations and Assessments
NJAccess or Accessibility
NJPlacement and Enrollment
NJAdministrative Duties
NJGraduating or Exiting
NJFunding for Services
NMAdministrative DutiesLocal distance learning sites shall provide accompanying electronic formats that are usable by a person with a disability using assistive technology, and those formats shall be based on the American standard code for information interchange, hypertext markup language, and extensible markup language.åÊåÊlessAC630
(att. pg. 2-3)
source: http://www.ped.state.n‰ÛÜm.us/press/2006/september/nmac‰ÛÜ/6.30.8%20NMAC%2009-05-06.pdf‰ÛÜ
Yes10/11/13PolicyEffective 2006
NMPlacement and EnrollmentAC630
(att. pg. 3)
source: http://www.ped.state.n‰ÛÜm.us/press/2006/september/nmac‰ÛÜ/6.30.8%20NMAC%2009-05-06.pdf‰ÛÜ
Yes10/11/13PolicyEffective 2006
NMAccommodations and AssessmentsA. Distance learning shall be used as a method by which the public schools within the state can expand their course offerings and expand access to instructional resources. These technologies shall not be used as a substitute for all direct, face-to-face student and teacher interactions, but as a means for local school districts and charter schools to expand the learning resources available to their students. B. Distance learning centers shall provide onsite access to the necessary technology to participate in all distance learning classes or programs. C. Distance learning centers shall provide accompanying electronic formats that are usable by a person with a disability using assistive technology, and those formats shall be based on the American standard code for information interchange, hypertext markup language and extensible markup language. D. All distance learning classes shall be physically attended at a distance learning center with the following exceptions: (1) when a student is receiving homebound instruction per their IEP due to a disability; (2) when every student in a distance learning center has been issued a laptop, and there is a school closure, and the scheduled class is synchronous; or (3) when the site coordinator approves an exception, which shall be limited to short-term medical conditions or other temporary urgent situations, and shall be made on a case by case basis. E. All local school boards and charter schools offering distance learning shall, prior to the offering of distance learning, adopt polices regarding distance learning which shall comply with the following parameters: (1) The local school board shall be the sole entity granting student credit for completion of distance learning courses. (2) Each district shall have a district coordinator and each school providing distance learning classes or programs shall have a site coordinator, who shall monitor students‰Ûª work, except that if a distance learning program is provided by a charter school, the site coordinator shall have sole responsibility for monitoring the distance learning program in that charter school. (3) The site coordinator of the school shall approve/disapprove all students‰Ûª requests to participate in all distance leaning courses or programs pursuant to criteria established by local school board policy. (4) Distance learning centers shall adopt a class schedule consistent with the distance learning course provider‰Ûªs class schedule such that students will be able to maintain a course schedule which incorporates both distance learning classes and locally scheduled classes. Students must be able to consistently join classes on either schedule. (5) Unless a student is receiving homebound instruction per their IEP due to a disability, students shall be permitted to take no more than four distance learning classes during a semester, no more than two of which may be asynchronous. (6) District policy shall establish procedures for monitoring of student progress and graded assignments. The same grading policies applied to locally scheduled classes shall apply to distance learning classes. (7) All federal and state statutes pertaining to student privacy, the posting of images on the internet, copyright or duplication of materials, and rules pertaining to the public broadcasting of audio and video technology shall be addressed by local board policy. (8) The security of individual student data and records shall be addressed by school board policy. At a minimum, student record safeguards under the Family Educational Right to Privacy Act shall be followed. [6.30.8.8 NMAC - N, xxx] A. Each local school board and charter school shall adopt a written policy addressing removal or non-use of a distance learning provider should irregularities or deficiencies in the provider‰Ûªs services become apparent. B. Should a distance learning center fail to comply with this rule, the department shall disapprove membership based on students‰Ûª enrollment in the distance learning courses or programs. C. Should a student fail to comply with this rule or the distance learning center‰Ûªs policies, in addition to other disciplinary actions which may be taken, the student may be denied credit for the distance learning course or program in which the student was enrolled. [6.30.8.11 NMAC - N, xxx]åÊåÊless
NMAllowable Providers of Services
NMAccess or AccessibilityDistance Learning
(att. pg. 2)
source: http://www.nmcpr.state‰ÛÜ.nm.us/nmac/parts/title06/06.0‰ÛÜ30.0008.htm‰ÛÜ
Yes6/4/13Policylocal distance learning sitesEffective 2008
NMFunding for Services
NMGraduating or ExitingA. Only students who are regularly enrolled in a school district or charter school shall be allowed to enroll in distance learning courses for credit through a local school district. B. Students must have a primary enrolling district. Should a student enroll in a distance learning course offered by a district other than the student‰Ûªs enrolling district, the student can only be counted as a qualified student for state equalization guarantee funding purposes as defined in Section 22-8-2 of the New Mexico Statutes Annotated for purposes of determining membership in the student‰Ûªs enrolling district. Any reimbursement for cross-district enrollment for distance learning courses shall be arranged between the districts through signed written documents. C. Students enrolled in asynchronous distance learning courses must log onto their computers a minimum of four times per week and must certify that they are the enrolled student each time they log on to their computers. Students enrolled in synchronous distance learning courses shall log on to their computer at the scheduled class time and certify that they are the enrolled student. D. Each student participating in a distance learning course or program shall be evaluated, tested and monitored at the same intervals as other students in the grade level in the student‰Ûªs school, and shall be subject to the statewide assessments as required in the Assessment and Accountability Act. No student shall be allowed to participate in the statewide assessments at a place other than a public school site. E. A distance learning student may enroll in and receive credit for a distance learning class or program that is at a different grade level than the student‰Ûªs current grade level. [6.30.8.9 NMAC - N, xxx]åÊåÊless
NVPlacement and EnrollmentNAC387.193
(att. pg. 1-2)
source: http://www.leg.state.n‰ÛÜv.us/NAC/NAC-387.html#NAC387Se‰ÛÜc193‰ÛÜ
No10/11/13PolicyEffective 2011
NVGraduating or Exiting
NVAllowable Providers of ServicesNRS388
(att. pg. 1)
source: http://www.leg.state.n‰ÛÜv.us/NRS/NRS-388.html#NRS388Se‰ÛÜc820‰ÛÜ
No10/11/13PolicyEffective 2011
NVFunding for ServicesNRS 388.838 Submission of application to Department; conditions for approval; opportunity to correct deficiencies. 1. The board of trustees of a school district or the governing body of a charter school may submit an application to the Department to provide a program of distance education. In addition, a committee to form a charter school may submit an application to the Department to provide a program of distance education if the application to form the charter school submitted by the committee pursuant to NRS 386.520 indicates that the charter school intends to provide a program of distance education. 2. An applicant to provide a program of distance education may seek approval to provide a program that is comprised of one or more courses of distance education included on the list of courses approved by the Department pursuant to NRS 388.834 or a program that is comprised of one or more courses of distance education which have not been reviewed by the Department before submission of the application. 3. An application to provide a program of distance education must include: (a) All the information prescribed by the State Board by regulation. (b) Except as otherwise provided in this paragraph, proof satisfactory to the Department that the program satisfies all applicable statutes and regulations. The proof required by this paragraph shall be deemed satisfied if the program is comprised only of courses of distance education approved by the Department pursuant to NRS 388.834 before submission of the application. 4. Except as otherwise provided in this subsection, the Department shall approve an application submitted pursuant to this section if the application satisfies the requirements of NRS 388.820 to 388.874, inclusive, and all other applicable statutes and regulations. The Department shall deny an application to provide a program of distance education submitted by a committee to form a charter school if the Department denies the application to form a charter school submitted by that committee. The Department shall provide written notice to the applicant of the Department‰Ûªs approval or denial of the application. 5. If the Department denies an application, the Department shall include in the written notice the reasons for the denial and the deficiencies of the application. The applicant must be granted 30 days after receipt of the written notice to correct any deficiencies identified in the written notice and resubmit the application. The Department shall approve an application that has been resubmitted pursuant to this subsection if the application satisfies the requirements of NRS 388.820 to 388.874, inclusive, and all other applicable statutes and regulations. (Added to NRS by 2001, 3150; A 2005, 2414) Operation of Programs; Regulations NRS 388.842 Alternate scheduling permitted; minimum time required for full-time program. 1. A program of distance education may include, without limitation, an opportunity for pupils to participate in the program: (a) For a shorter school day or a longer school day than that regularly provided for in the school district or charter school, as applicable; and (b) During any part of the calendar year. 2. If a program of distance education is provided for pupils on a full-time basis, the program must include at least as many hours or minutes of instruction as would be provided under a program consisting of 180 days. (Added to NRS by 2001, 3150)åÊåÊless
NVAccess or Accessibility
NVAdministrative Duties
NVAccommodations and AssessmentsNAC 387.193 Pupil enrolled in program of distance education. (NRS 385.080, 387.123, 388.874) 1. A pupil who is enrolled in a program of distance education that has been approved pursuant to NAC 388.830 shall be deemed an enrolled pupil if, for each course of distance education in which the pupil is enrolled: (a) The course is included on the list of approved courses of distance education prepared and published by the Department pursuant to NRS 388.834; (b) The name of the pupil is included in the electronic learning management system or the master register of enrollment and attendance required by NAC 387.171; and (c) Except as otherwise provided in subsection 2, the school district or charter school has evidence of the pupil‰Ûªs progression in the course, as documented in the electronic learning management system or as documented by the pupil‰Ûªs participation in a real-time class session for the course which is conducted by a person who is licensed pursuant to chapter 391 of NRS and who is authorized by the school district or charter school for the course. 2. If a pupil is initially enrolled in a program of distance education during the calendar week immediately preceding the count day prescribed by NRS 387.1233 and the school district or charter school does not have evidence of the pupil‰Ûªs progression in each course of distance education as required by paragraph (c) of subsection 1, the pupil shall be deemed an enrolled pupil if: (a) The school district or charter school documents that the pupil attended an orientation for the program of distance education or a similar admittance process for the program of distance education; and (b) Within the first calendar week after count day, the school district or charter school has evidence of the pupil‰Ûªs progression in each course as documented: (1) In the electronic learning management system; (2) By the pupil‰Ûªs participation in a real-time class session for the course which is conducted by a person who is licensed pursuant to chapter 391 of NRS and who is authorized by the school district or charter school for the course; or (3) By the pupil meeting or otherwise communicating with a person who is licensed pursuant to chapter 391 of NRS and who is authorized by the school district or charter school for the course to discuss the pupil‰Ûªs progress. 3. Each pupil enrolled in a course of distance education offered through a program of distance education must be recorded in full attendance for each week that the school district or charter school has evidence of the pupil‰Ûªs progression in each course as documented: (a) In the electronic learning management system; (b) By the pupil‰Ûªs participation in a real-time class session for the course which is conducted by a person who is licensed pursuant to chapter 391 of NRS and who is authorized by the school district or charter school for the course; or (c) By the pupil meeting or otherwise communicating with a person who is licensed pursuant to chapter 391 of NRS and who is authorized by the school district or charter school for the course to discuss the pupil‰Ûªs progress. •Ä_ The information required by this subsection to record the attendance of a pupil must be included in the master register of enrollment and attendance required by NAC 387.171 for that pupil. 4. A pupil who is enrolled full time in a program of distance education provided by: (a) The board of trustees of a school district must be entered as an enrolled pupil in the master register of enrollment and attendance for the public school to which the pupil is declared affiliated by the board of trustees pursuant to NRS 388.862. (b) A charter school must be entered as an enrolled pupil in the master register of enrollment and attendance for the charter school. 5. A pupil shall be deemed enrolled full-time in a program of distance education if: (a) The program of distance education contains the number of school days in session required pursuant to NAC 387.120; (b) The time that the pupil spends in the program is recorded by the pupil, the parent or legal guardian of the pupil, or by a computerized program; and (c) The pupil satisfies the requirements of subsection 6 or 7, as applicable for his or her grade level. 6. For purposes of full-time enrollment in a program of distance education, a pupil in kindergarten or in any grade from grades 1 to 8, inclusive, must be enrolled in: (a) The minimum daily period required pursuant to NAC 387.131; or (b) A curriculum that is equivalent to the regular school curriculum, if an exception to the minimum daily period has been approved pursuant to subsection 3 of NAC 387.131. 7. For purposes of full-time enrollment in a program of distance education, a pupil in any grade from grades 9 to 12, inclusive, must: (a) Be enrolled in the number of courses required for full-time pupils pursuant to subsection 4 of NAC 387.345; or (b) Have a written plan for enrollment prepared for the pupil which demonstrates that the pupil will complete during the school year the number of courses required for full-time pupils. 8. If a pupil is enrolled part time in a program of distance education, the record of the part-time attendance of the pupil must be maintained separately from the record of attendance maintained by the school in which the pupil is otherwise enrolled. 9. As used in this section, ‰ÛÏelectronic learning management system‰Û means an electronic system used by a school district or charter school to track the enrollment, attendance, progression and participation of a pupil enrolled in a course of distance education offered through a program of distance education provided by the school district or charter school. (Added to NAC by Bd. of Education by R007-02, eff. 4-5-2002; A by R134-07, 6-17-2008; R016-11, 10-26-2011)åÊåÊless
NYFunding for Services
NYAccess or Accessibility
NYAdministrative Duties
NYAllowable Providers of Services
NYPlacement and Enrollment
NYGraduating or Exiting
NYAccommodations and Assessments
OHFunding for ServicesSec. 3313.88. (A)(1) Prior to the first day of August of each school year, the board of education of any school district or the governing authority of any chartered nonpublic school may submit to the department of education a plan to require students to access and complete classroom lessons posted on the district's or nonpublic school's web portal or web site in order to make up days in that school year on which it is necessary to close schools for any of the reasons specified in division (B) of section 3317.01 of the Revised Code in excess of the number of days permitted under sections 3313.48, 3313.481, and 3317.01 of the Revised Code. A plan submitted by a school district board or chartered nonpublic school governing authority shall provide for making up any number of days, up to a maximum of three days. A plan submitted by a community school governing authority shall provide for making up any number of hours, up to a maximum of the equivalent of three days. Provided the plan meets all requirements of this section, the department shall permit the board or governing authority to implement the plan for the applicable school year. (2) Each plan submitted under this section by a school district board of education shall include the written consent of the teachers' employee representative designated under division (B) of section 4117.04 of the Revised Code. (3) Each plan submitted under this section shall provide for the following: (a) Not later than the first day of November of the school year, each classroom teacher shall develop a sufficient number of lessons for each course taught by the teacher that school year to cover the number of make-up days or hours specified in the plan. The teacher shall designate the order in which the lessons are to be posted on the district's, community school's, or nonpublic school's web portal or web site in the event of a school closure. Teachers may be granted up to one professional development day to create lesson plans for those lessons. (b) To the extent possible and necessary, a classroom teacher shall update or replace, based on current instructional progress, one or more of the lesson plans developed under division (A)(3)(a) of this section before they are posted on the web portal or web site under division (A)(3)(c) of this section or distributed under division (B) of this section. (c) As soon as practicable after a school closure, a district or school employee responsible for web portal or web site operations shall make the designated lessons available to students on the district's, community school's, or nonpublic school's portal or site. A lesson shall be posted for each course that was scheduled to meet on the day or hours of the closure. (d) Each student enrolled in a course for which a lesson is posted on the portal or site shall be granted a two-week period from the date of posting to complete the lesson. The student's classroom teacher shall grade the lesson in the same manner as other lessons. The student may receive an incomplete or failing grade if the lesson is not completed on time. (e) If a student does not have access to a computer at the student's residence and the plan does not include blizzard bags under division (B) of this section, the student shall be permitted to work on the posted lessons at school after the student's school reopens. If the lessons were posted prior to the reopening, the student shall be granted a two-week period from the date of the reopening, rather than from the date of posting as otherwise required under division (A)(3)(d) of this section, to complete the lessons. The district board or community school or nonpublic school governing authority may provide the student access to a computer before, during, or after the regularly scheduled school day or may provide a substantially similar paper lesson in order to complete the lessons.åÊåÊless
OHPlacement and Enrollment
OHDefinitions(A) Any local, city, exempted village, or joint vocational school district, community school established under Chapter 3314. of the Revised Code, STEM school established under Chapter 3326. of the Revised Code, college-preparatory boarding school established under Chapter 3328. of the Revised Code, or chartered nonpublic school may operate all or part of a school using a blended learning model. If a school is operated using a blended learning model or is to cease operating using a blended learning model, the superintendent of the school or district or director of the school shall notify the department of education of that fact not later than the first day of July of the school year for which the change is effective. If any school district school, community school, or STEM school is already operated using a blended learning model on the effective date of this section, the superintendent of the school or district may notify the department within ninety days after the effective date of this section of that fact and request that the school be classified as a blended learning school. (B) The state board of education shall revise any operating standards for school districts and chartered nonpublic schools adopted under section 3301.07 of the Revised Code to include standards for the operation of blended learning under this section. The blended learning operation standards shall provide for all of the following: (1) Student-to-teacher ratios whereby no school or classroom is required to have more than one teacher for every one hundred twenty-five students in blended learning classrooms; (2) The extent to which the school is or is not obligated to provide students with access to digital learning tools; (3) The ability of all students, at any grade level, to earn credits or advance grade levels upon demonstrating mastery of knowledge or skills through competency-based learning models. Credits or grade level advancement shall not be based on a minimum number of days or hours in a classroom. (4) An exemption from minimum school year or school day requirements in sections 3313.48 and 3313.481 of the Revised Code; (5) Adequate provisions for: the licensing of teachers, administrators, and other professional personnel and their assignment according to training and qualifications; efficient and effective instructional materials and equipment, including library facilities; the proper organization, administration, and supervision of each school, including regulations for preparing all necessary records and reports and the preparation of a statement of policies and objectives for each school; buildings, grounds, and health and sanitary facilities and services; admission of pupils, and such requirements for their promotion from grade to grade as will ensure that they are capable and prepared for the level of study to which they are certified; requirements for graduation; and such other factors as the board finds necessary. (C) An internet- or computer-based community school, as defined in section 3314.02 of the Revised Code, is not a blended learning school authorized under this section. Nor does this section affect any provisions for the operation of and payments to an internet- or computer-based community school prescribed in Chapter 3314. of the Revised CodeåÊåÊless3301
(att. pg. 25)
source: http://codes.ohio.gov/‰ÛÜorc/3301‰ÛÜ
No12/2/14PolicyEffective 2014
OHAdministrative DutiesSB316
(att. pg. 39-40)
source: http://www.legislature‰ÛÜ.state.oh.us/BillText129/129_S‰ÛÜB_316_EN_N.html‰ÛÜ
Yes10/12/12PolicyEffective 2012
OHAccess or Accessibility(1) "Blended learning" means the delivery of instruction in a combination of time in a supervised physical location away from home and online delivery whereby the student has some element of control over time, place, path, or pace of learning.HB153
(att. pg. 165-167)
source: http://www.legislature‰ÛÜ.state.oh.us/BillText129/129_H‰ÛÜB_153_EN_part2.pdf‰ÛÜ
No10/12/13PolicyEffective 2011
OHAllowable Providers of Services
OHGraduating or Exiting
OHTeacher Preparedness
OHAccommodations and Assessments
OKPlacement and EnrollmentThe school district shall not limit a student's access to supplemental online courses by either policy or application of internal or customary procedures. However, students taking supplemental online courses from a remote location will be responsible for providing their ownåÊequipment and Internet access.åÊåÊlessADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-5.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKAdministrative DutiesStudents who are enrolled in one or more supplemental online courses may participate in extracurricular activities sponsored by the district in which they are enrolled in accordance with state law and regulations governing participation as set forth in 70 O.S.å¤ 1-111(C)(8).ADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-8.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKAllowable Providers of ServicesLocal school districts shall provide supplementary aids and services, program modifications, supports for personnel and accommodations set forth in a student's IEP or Section 504 Plan to enable a student to take supplemental online courses as defined in section 210-15-34-(c)(1)(2) of these rules that have been determined to be educationally appropriate for the student. Provisions in the IEP for related services shall be the responsibility of the local school district where the student is enrolled in accordance with the Individuals with Disabilities Education Act (IDEA). Enrollment in supplemental online course does not abdicate, modify or alter the school district's legal responsibility under IDEA.åÊåÊlessADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-14.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKAccess or AccessibilityStudents may take OSOCP courses from a location inside or outside of the school site location, and may take supplemental online courses outside the normal school hours of operation. Students who elect to enroll in supplemental online courses, regardless of when or where taken, are still required to complete the equivalent number of hours of instruction as regularly enrolled students in the district and must satisfy the same attendance requirements of the district. For purposes of supplemental online courses, one credit may be granted for required or elective courses consisting of a minimum of 120 instructional hours or in which students demonstrate mastery of Oklahoma's PASS and/or CCSS in one-credit courses without specified instructional time. The local district shall establish local policy regarding attendance standards for supplemental online students in accordance with these rules.åÊåÊlessADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-11.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKFunding for ServicesSchool district policies governing grading scales and credits earned shall be applied to OSOCP courses under the same criteria as courses offered by the school district. A grade assigned for course credit that was completed through the OSOCP shall be treated the same as anyåÊother course offered by the district.åÊåÊlessADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-15.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKAdministrative DutiesEach district shall use the Oklahoma State Department of Education's electronic student information system to document enrollment in a supplemental online courses. The online provider for the course shall be coded to the individual student's enrollment record.HB 1071
(att. pg. 2, 3, 5)
source: http://legiscan.com/OK‰ÛÜ/bill/HB1071/2014‰ÛÜ
No6/23/14PolicyEffective 2013
OKAdministrative DutiesEach local school board shall adopt policies for a grace period for withdrawal from a supplemental online course of fifteen (15) calendar days from the first day of a supplemental online course enrollment as required by 70 O.S. å¤ 1-111(C) (6). A student who withdraws duringåÊthe fifteen (15) day grace period may withdraw from the supplemental online course without academic penalty. A student who withdraws from any supplemental online course is still obligated to complete the equivalent number of classroom hours of educational instruction that is required of students in the district in accordance with state law and local district policy. No school district shall be required to pay an online course provider for any student enrollment of less than (15) fifteen calendar days.åÊåÊlessSB267
(att. pg. 8-13)
source: http://webserver1.lsb.‰ÛÜstate.ok.us/cf_pdf/2013-14%20E‰ÛÜNR/sb/SB267%20ENR.PDF‰ÛÜ
No10/13/13PolicyEffective 2013
OKTeacher PreparednessSupplemental Online courses are an optional avenue for instruction. All existing requirements related to student progression including retention, promotion, and grade assignment are the same for the school district's online students as they are for students enrolled in traditional courses. Each local school board shall ensure that students have the opportunity to advance through the supplemental online course at their own pace so long as the supplemental online course completion corresponds with the standard course completion schedule of the district or the student's Individualized Education Program (IEP) or 504 Plan.åÊåÊless
OKGraduating or ExitingStudents enrolled in supplemental online courses must meet all state mandated compulsory attendance requirements and are not exempt from state truancy laws. Attendance/participation in a supplemental online course shall be monitored in accordance with local district policy and determined by documented student/teacher/course interaction that may include, but is not limited to, online chats, emails, posting/submission of lessons, etc. The student may be counted "present" or "in attendance" when the supplemental online course provider provides evidence of student/teacher/course interaction that demonstrates student progress toward learning objectives and demonstrates regular student engagement in course activity. Supplemental online course providers shall make available to students, parents, and districts reports that reflect daily attendance/participation. Such attendance/participation reports shall be provided to parents and districts on a regular weekly basis via electronic format unless required more frequently by the local district. The supplemental online course provider must provide evidence that the student is making appropriate progress weekly and such reports shall be sent to the designated resident district office via electronic format unless required more frequently by the local district.åÊåÊless
OKAccommodations and AssessmentsStudents enrolled in online courses must participate in required state-level academic assessments in the same manner as other regularly enrolled students within the state. No student will be allowed to enroll in an online course without submission of a signed Education Student Assessment Results Release Form or FERPA waiver. available on the Oklahoma State Department of Education (OSDE) Web site atåÊ. Each local school board shall adopt a policy that requires and ensures each student enrolled in one or more online courses will participate in state assessments administered pursuant to state statute and that the results of the assessments are released to the school district and the online course provider(s).åÊåÊlessADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-16.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKAdministrative DutiesLocal school districts shall establish a method for districts to accept transmissions of progress reports and grades for students enrolled in supplemental online courses. Students enrolled in supplemental online courses shall have their progress monitored by the supplementalåÊonline course provider weekly unless more frequent reporting is required by the local district. Progress reports shall be transmitted to the designated district representative and parent(s)/guardian(s) via electronic format. Such reports shall be reviewed regularly by the district at least twice per month unless more frequent review is required by the local district.åÊåÊlessADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-12.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKAllowable Providers of ServicesSection 3-145.1 A. There is hereby created the Statewide Virtual Charter School Board. The Board shall have the sole authority to authorize and sponsor statewide virtual charter schools in this state. The Board shall be composed of five (5) voting members as follows: 1. OneåÊmember appointed by the Governor, who shall be a resident and elector of the Fifth Congressional District; 2. Two members appointed by the President Pro Tempore of the Senate, one of whom shall be a resident and elector of the First Congressional District and one of whom shall be a resident and elector of the Third Congressional District; 3. Two members appointed by the Speaker of the House of Representatives, one of whom shall be a resident and elector of the Second Congressional District and one of whom shall be a resident and elector of the Fourth Congressional District; and 4. The State Superintendent of Public Instruction and the Secretary of Education or their designees shall serve as ex officio nonvoting members, and shall not be counted toward a quorum. B. Initial appointments shall be made by August 1, 2012. The President Pro Tempore of the Senate and the Speaker of the House of Representatives shall each appoint one member for one (1) year and one member for three (3) years. The Governor shall appoint one member for two (2) years. Members shall serve until their successors are duly appointed for a term of three (3) years. Appointments shall be made by and take effect on November 1 of the year in which the appointment is made. Annually by December 30 the Board shall elect from its membership a chair and vice-chair. C. A member may be removed from the Board by the appointing authority for cause which shall include, but not be limited to: 1. Being found guilty by a court of competent jurisdiction of a felony or any offense involving moral turpitude; 2. Being found guilty of malfeasance, misfeasance or nonfeasance in relation to Board duties; 3. Being found mentally incompetent by a court of competent jurisdiction; or 4. Failing to attend three successive meetings of the Board without just cause, as determined by the Board. D. Vacancies shall be filled by the appointing authority. E. No member of the Senate or House of Representatives may be appointed to the Board while serving as a member of the Legislature, or for two (2) full years following the expiration of the term of office. F. The State Department of Education shall provide staff support to the Board until December 31, 2014, and thereafter the Department shall provide office space for the operation of the Board. SECTION 5. AMENDATORY Section 5, Chapter 367, O.S.L. 2012 (70 O.S. Supp. 2012, Section 3-145.3), is amended to read as follows: Section 3-145.3 A. Subject to limitations provided by the State Board of Education and subject to the requirements of the Oklahoma Charter Schools Act, the Statewide Virtual Charter School Board shall: 1. Be the governing body of the statewide virtual charter school; 2. Provide oversight of the operations of the statewide virtual charter school schools in this state; and 3. Negotiate and enter into contracts with providers of virtual education to provide academic content and with providers for the management and administration of the statewide virtual charter school; 4. Establish policies and procedures for student admissions eligibility, student transfers, approval of online courses, and student enrollment; 5. Submit annually, by November 1 of each year, to the Governor, President Pro Tempore of the Senate, and Speaker of the House of Representatives a report on each provider which has entered into a contract with the Board and each provider which has entered into a contract with a local school district to provide full-time virtual instruction to students who do not reside within the school district boundaries, that has detailed data on the performance of students enrolled with the provider through the statewide virtual charter school or school district offering full-time virtual education to students who do not reside within the school district. The report shall be posted on the State Department of Education website. 2. Establish a procedure for accepting, approving and disapproving statewide virtual charter school applications and a process for renewal or revocation of approved charter school contracts which minimally meet the procedures set forth in the Oklahoma Charter Schools Act. B. The Statewide Virtual Charter School Board shall have authority to issue a diploma to students enrolled in the statewide virtual charter school full-time who have completed the curriculum requirements for graduation as provided in Section 1210.523 of Title 70 of the Oklahoma Statutes and as determined by the Board. Each statewide virtual charter school which has been approved and sponsored by the Board or any virtual charter school for which the Board has assumed sponsorship of as provided for in Section 3-145.5 of this title shall be considered a statewide virtual charter school and the geographic boundaries of each statewide virtual charter school shall be the borders of the state. C. Each provider statewide virtual charter school approved by the statewide virtual charter school governed by the Statewide Virtual Charter School Board shall be eligible to receive federal funds generated by students enrolled in the charter school for the applicable year. Each provider statewide virtual charter school shall be considered a separate school site local education agency for purposes of reporting and accountability. 2. Establish a procedure for accepting, approving and disapproving statewide virtual charter school applications and a process for renewal or revocation of approved charter school contracts which minimally meet the procedures set forth in the Oklahoma Charter Schools Act. B. Each statewide virtual charter school which has been approved and sponsored by the Board or any virtual charter school for which the Board has assumed sponsorship of as provided for in Section 3-145.5 of this title shall be considered a statewide virtual charter school and the geographic boundaries of each statewide virtual charter school shall be the borders of the state. C. Each statewide virtual charter school approved by the Statewide Virtual Charter School Board shall be eligible to receive federal funds generated by students enrolled in the charter school for the applicable year. Each statewide virtual charter school shall be considered a separate local education agency for the purposes of reporting and accountability. D. As calculated as provided for in Section 3-142 of this title, a statewide virtual charter school shall receive the State Aid allocation and any other state-appropriated revenue generated by students enrolled in the virtual charter school for the applicable year, less up to five percent (5%) of the State Aid allocation, which may be retained by the Statewide Virtual Charter School Board for administrative expenses, and to support the mission of the Board. A statewide virtual charter school shall be eligible for any other funding any other charter school is eligible for as provided for in Section 3-142 of this title. Each statewide virtual charter school shall be considered a separate local education agency for purposes of reporting and accountability. E. Students enrolled full-time in a statewide virtual charter school sponsored by the Statewide Virtual Charter School Board shall not be authorized to participate in any activities administered by the Oklahoma Secondary Schools Activities Association. However, the students may participate in intramural activities sponsored by a statewide virtual charter school, an online provider for the charter school or any other outside organization. F. The decision of the Statewide Virtual Charter School Board to deny, nonrenew or terminate the charter contract of a statewide virtual charter school may be appealed to the State Board of Education within thirty (30) days of the decision by the Statewide Virtual Charter School Board. The State Board of Education shall act on the appeal within sixty (60) days of receipt of the request from the statewide virtual charter school applicant. The State Board of Education may reverse the decision of the Statewide Virtual Charter School Board or may remand the matter back to the Statewide Virtual Charter School Board for further proceeding as directed. SECTION 6. AMENDATORY Section 6, Chapter 367, O.S.L. 2012 (70 O.S. Supp. 2012, Section 3-145.4), is amended to read as follows: Section 3-145.4 Pursuant to and in compliance with Article I of the Administrative Procedures Act, the Statewide Virtual Charter School Board shall promulgate rules as may be necessary to implement the provisions of this act. SECTION 7. AMENDATORY Section 7, Chapter 367, O.S.L. 2012 (70 O.S. Supp. 2012, Section 3-145.5), is amended to read as follows: Section 3-145.5 A. Notwithstanding any other provision of law, beginning July 1, 2014, no school district shall offer full-time virtual education to students who are not residents of the school district or enter into a virtual charter school contract with a provider to provide full-time virtual education to students who do not reside within the school district boundaries. B. Effective July 1, 2014, the Statewide Virtual Charter School Board shall succeed to any contractual rights and responsibilities incurred by a school district in a virtual charter school contract executed prior to January 1, 2014, with a provider to provide full-time virtual education to students who do not reside within the school district boundaries. All property, equipment, supplies, records, assets, current and future liability, encumbrances, obligations and indebtedness associated with the contract shall be transferred to the Statewide Virtual Charter School Board. Appropriate conveyances and other documents shall be executed to effectuate the transfer of any property associated with the contract. Upon succession of the contract, the Board shall assume sponsorship of the virtual charter school for the remainder of the term of the contract. Prior to the end of the current term of the contract, the Board shall allow the provider of the virtual charter school to apply for renewal of the contract with the Board in accordance with the renewal procedures established pursuant to Section 3-145.3 of this title. SECTION 8. This act shall become effective September 1, 2013.åÊåÊlessSB 169
(att. pg. 1-2)
source: http://webserver1.lsb.‰ÛÜstate.ok.us/cf_pdf/2013-14%20E‰ÛÜNR/sb/SB169%20ENR.PDF‰ÛÜ
No6/23/14PolicyEffective 2013
OKAdministrative DutiesC. Students absent from school in which they are regularly enrolled may be considered as being in attendance if the reason for such absence is to participate in scheduled school activities under the direction and supervision of a regular member of the faculty or to participate in an online course approved by the district board of education. The State Board of Education shall adopt rules to provide for the implementation of supplemental online courses which shall include, but not be limited to, provisions addressing the following: 1. Criteria for student admissions eligibility; 2. A student admission process administered through the district of residence, which provides the ability for the student to enroll in individual courses; 3. A process by which students are not denied the opportunity to enroll in educationally appropriate courses by school districts. 4. Creation of a system which provides ongoing enrollment access for students throughout the school year; 5. A grace period of fifteen (15) calendar days from the first day of an online course for student withdrawal from an online course without academic penalty; 6. Mastery of competencies for course completion rather than Carnegie units; 7. Student participation in extracurricular activities in accordance with school district eligibility rules and policies and any rules and policies of a private organization or association ENR. S. B. NO. 419 Page 3 which provides the coordination, supervision, and regulation of the interscholastic activities and contests of schools; 8. Parent authorization for release of state test results to online course providers, on a form developed by the State Department of Education; and 9. A review process to identify and certify online course providers and a uniform payment processing system.åÊåÊlessADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-10.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKAdministrative DutiesD. The academic performance of students who are enrolled full-time in an online program that is offered by a school district or charter school that is not the district of residence or is not located in the district of residence of the student shall be reported separately byåÊthe school district or charter school and shall not be included when determining the Academic Performance Index of the school district or charter school. C. 1. Students enrolled in an online course or program that is offered by a school district or charter school that is not the district of residence or is not located in the district of residence of the student shall be provided the opportunity to take any test required pursuant to the Oklahoma School Testing Program Act or any other test generally required of students by the school district in which the student is enrolled at an alternative testing location approved by the State Board of Education. The alternative testing locations may be at sites that are not in the school district that is offering the online course or program or the district of residence. Alternative testing locations may include technology center school sites or any other testing location selected by the school district or charter school offering the online course or program. All alternative testing locations shall be subject to testing location rules promulgated by the State Board of Education. The school district or charter school offering the online course or program shall be responsible for any cost incurred in providing an alternative testing location and any additional cost of administering a test at an alternative testing location. In order to provide alternative testing locations at geographically dispersed sites, the school district or charter school offering the online course or program shall, at a minimum, provide not less than six alternative testing locations, with at least one location in each quadrant of the state and in each of the two metropolitan areas in the state. Additional alternative testing locations may be provided by the school district or charter school offering the online course or program. 2. The performance of students on any test required pursuant to the Oklahoma School Testing Program Act or any other test generally required of students by the school district who are enrolled full-time in an online program that is offered by a school district or charter school that is not the district of residence or is not located in the district of residence of the student shall be reported separately by the school district or charter school and shall not be included when determining the performance levels of the school district or charter school in the Oklahoma School Testing Program as reported in the Oklahoma Educational Indicators Program. 3. The academic performance of students who are enrolled full-time in an online program that is offered by a school district or charter school that is not the district of residence or is not located in the district of residence of the student shall be reported separately by the school district or charter school and ENR. H. B. NO. 1071 Page 6 shall not be included when determining the grade of the school district or charter school.åÊåÊlessADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-4.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKAdministrative DutiesEach supplemental online course provider seeking to serve Oklahoma public school districts must demonstrate compliance with Oklahoma State Board of Education guidelines by completing the Oklahoma State Department of Education School District Virtual Instruction Vendor Form.åÊThis form is available on the OSDE web site,åÊ. Vendor forms shall be submitted to the OSDE with a list of all course offerings that meet Oklahoma educational standards and shall include a price list of the cost of each course offered by that Vendor for the current fiscal year. The Vendor Form will be posted on the OSDE Web site and must be updated annually by the Vendor by July 1st of each fiscal year. The course offerings and price schedules listed by each Vendor should be honored by the Vendor for a full fiscal year.åÊåÊlessADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-9.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKAdministrative DutiesA. A virtual education provider that offers full-time virtual education to students who are not residents of the school district with which the provider is contracted shall be considered a site within each school district with which the provider contracts and subject to theåÊaccountability system established pursuant to Section 1210.545 of this title. B. The virtual education provider and the school district with which it contracts are hereby directed to identify those students who are full-time virtual students and do not live in the physical boundaries of the district. The district and provider shall submit as necessary to the State Department of Education detailed data on ENR. S. B. NO. 169 Page 2 the performance of non-resident students who are receiving full-time instruction.åÊåÊlessYes10/13/13PolicyEffective 2012
OKAccess or AccessibilityFor the purposes of this section, "educationally appropriate" means any instruction that is not substantially a repeat of a course or portion of a course that the student has successfully completed, regardless of the grade of the student, and regardless of whether a course is similar to or identical to the instruction that is currently offered in the school districtåÊåÊlessADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-2.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKAdministrative DutiesThe yearly revenue received in the General Fund from all sources of revenue for districts may be used by districts to purchase one or more courses per student from any online course provided that meets the criteria established by the Oklahoma state Board of Education. A school district shall provide funding for online courses in an amount not to exceed the previous year's general fund per pupil expenditure. Public school students will be allowed to take up to the academic equivalent of five (5) hours of supplemental online instruction per day at no cost to the student. Districts shall not be required to dedicate more than the pro-rated portion of the previous year's per pupil expenditure towards payment for online courses so that the appropriate portion of funding is allocated to correspond with the number of online course hours the student has enrolled in. Students wishing to take more online course instruction may do so, but the cost to the district for such additional courses cannot exceed the pro-rated portion of the general fund per pupil expenditure for the student. No district will be financially responsible to pay an online course provider for online course instruction expenses incurred by a student that exceeds the pro-rated portion of the general fund per pupil expenditure for the student. The funding restrictions in no way will effect, prohibit or prevent any student from enrolling in additional online courses at the expense of the student or student's parent or guardian. Districts will also bear no responsibility for payment or collection of any outstanding funds or fees owed by a student to an online course provider.åÊåÊlessADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-6.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKAdministrative DutiesA price schedule for each supplemental online course for each online vendor shall be listed and maintained by the State Board of Education for the current academic year. The local school district shall only be required to pay the price listed by the vendor for that academicåÊyear. A district may choose to negotiate a lower price with the vendor. The local school district shall use standard payment procedures that comply with the uniform Oklahoma Cost Accounting System (OCAS) for reporting of supplemental online course expenses. Selection and payment for supplemental online courses for the student is the responsibility of the local public school district. Payment to the provider will be based upon continued course enrollment and subsequent course completion. Final payment to the provider shall be made in accordance with the district's procurement policies or as otherwise negotiated by the district with the vendor by contract. All vendor contracts must comply with all State Department of Education rules and regulations.åÊåÊlessSB 419
(att. pg. 2-3)
source: http://webserver1.lsb.‰ÛÜstate.ok.us/cf_pdf/2013-14%20E‰ÛÜNR/SB/SB419%20ENR.PDF‰ÛÜ
No6/23/14PolicyEffective 2013
OKFunding for ServicesFor charter schools sponsored by the board of education of a technology center school district, a higher education institution, the State Board of Education, or a federally recognized Indian tribe and for statewide virtual charter schools sponsored by the Statewide Virtual Charter School Board, the State Aid allocation for the charter school shall be distributed by the State Board of Education and not more than five percent (5%) of the State Aid allocation may be charged by the sponsor as a fee for administrative services rendered. The State Board of Education shall determine the policy and procedure for making payments to a charter school. The fee for administrative services as authorized in this subsection shall only be assessed on the State Aid allocation amount and shall not be assessed on any other appropriated amounts. 2. For the purpose of calculating weighted average daily membership pursuant to Section 18-201.1 of this title and State Aid pursuant to Section 18-200.1 of this title, the weighted average daily membership for the first year of operation and each year thereafter of a full-time virtual charter school shall be determined by multiplying the actual enrollment of students as of August 1 by 1.333. The full-time virtual charter school shall receive revenue equal to that which would be generated by the estimated weighted average daily membership calculated pursuant to this paragraph. At midyear, the allocation for the full-time virtual charter school shall be adjusted using the first quarter weighted average daily membership for the virtual charter school calculated pursuant to subsection A of this section.åÊåÊlessSB267
(att. pg. 7)
source: http://webserver1.lsb.‰ÛÜstate.ok.us/cf_pdf/2013-14%20E‰ÛÜNR/sb/SB267%20ENR.PDF‰ÛÜ
No10/13/13PolicyEffective 2013
OKFunding for Servicesfor statewide virtual charter schools sponsored by the Statewide Virtual Charter School Board, the State Aid allocation for the charter school shall be distributed by the State Board of Education and not more than five percent (5%) of the State Aid allocation may be charged by the sponsor as a fee for administrative services rendered. The State Board of Education shall determine the policy and procedure for making payments to a charter school. The fee for administrative services as authorized in this subsection shall only be assessed on the State Aid allocation amount and shall not be assessed on any other appropriated amounts. B. 1. The weighted average daily membership for the first year of operation of a charter school shall be determined initially by multiplying the actual enrollment of students as of August 1 by 1.333. The charter school shall receive revenue equal to that which would be generated by the estimated weighted average daily membership calculated pursuant to this subsection paragraph. At midyear, the allocation for the charter school shall be adjusted using the first quarter weighted average daily membership for the charter school calculated pursuant to subsection A of this section. 2. For the purpose of calculating weighted average daily membership pursuant to Section 18-201.1 of this title and State Aid pursuant to Section 18-200.1 of this title, the weighted average daily membership for the first year of operation and each year thereafter of a full-time virtual charter school shall be determined by multiplying the actual enrollment of students as of August 1 by 1.333. The full-time virtual charter school shall receive revenue equal to that which would be generated by the estimated weighted average daily membership calculated pursuant to this paragraph. At midyear, the allocation for the full-time virtual charter school shall be adjusted using the first quarter weighted average daily membership for the virtual charter school calculated pursuant to subsection A of this section. C. A charter school shall be eligible to receive any other aid, grants or revenues allowed to other schools. A charter school ENR. S. B. NO. 267 Page 8 sponsored by the board of education of a technology center school district, a higher education institution, the State Board of Education, or a federally recognized Indian tribe shall be considered a local education agency for purposes of funding. A charter school sponsored by a board of education of a school district shall be considered a local education agency for purposes of federal funding. D. A charter school, in addition to the money received from the state, may receive money from any other source. Any unexpended nonstate funds, excluding local revenue, may be reserved and used for future purposes. E. Any charter school which chooses to lease property shall be eligible to receive current government lease rates.åÊåÊlessADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-3.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKPlacement and EnrollmentHouse Bill 2301
(att. pg. 13)
source: http://www.leg.state.o‰ÛÜr.us/11reg/measpdf/hb2300.dir/‰ÛÜhb2301.intro.pdf‰ÛÜ
Yes6/4/13Policyall virtual public schoolsEffective 2011
OKDefinitionsOnline supplemental courses that are educationally appropriate shall be offered to all qualifying Oklahoma school students who meet the following criteria: (1) Eligibility. Districts shall offer individual academically approved and educationally appropriate online supplem...åÊmoreSB 419
(att. pg. 2)
source: http://webserver1.lsb.‰ÛÜstate.ok.us/cf_pdf/2013-14%20E‰ÛÜNR/SB/SB419%20ENR.PDF‰ÛÜ
No6/23/14PolicyEffective 2013
OKAdministrative DutiesA virtual public school may not limit enrollment based on race, religion, sex, sexual orientation, ethnicity, national origin, disability, income level or proficiency in the English languageADC210
(att. pg. 1)
source: http://www.oar.state.o‰ÛÜk.us/viewhtml/210_15-34-7.htm‰ÛÜ
Yes10/13/13PolicyEffective 2012
OKFunding for ServicesSB 267
(att. pg. 7-8)
source: http://webserver1.lsb.‰ÛÜstate.ok.us/cf_pdf/2013-14%20E‰ÛÜNR/sb/SB267%20ENR.PDF‰ÛÜ
No6/23/14PolicyEffective 2013
ORFunding for ServicesHouse Bill 2301
(att. pg. 10)
source: http://www.leg.state.o‰ÛÜr.us/11reg/measpdf/hb2300.dir/‰ÛÜhb2301.intro.pdf‰ÛÜ
Yes6/4/13Policyvirtual public schoolsEffective 2011
ORGraduating or Exiting
ORPlacement and Enrollment338.120. (1) In addition to any other requirements of this chapter for a public charter school, a virtual public charter school must have: (a) A plan for academic achievement that addresses how the school will improve student learning and meet academic content standards required by ORS 329.045. (b) Performance criteria the school will use to measure the progress of the school in meeting the academic performance goals set by the school for its first five years of operation. (c) A plan for implementing the proposed education program of the school by directly and significantly involving parents and guardians of students enrolled in the school and involving the professional employees of the school. (d) A budget, business plan and governance plan for the operation of the school. The budget and accounting system of the school must be compatible with the budget and accounting system of the sponsor of the virtual public charter school and must comply with the requirements of the uniform budget and accounting system adopted by rule of the State Board of Education under ORS 327.511. (e) In the charter of the school, a requirement that the school: (A) Monitor and track student progress and attendance; and (B) Provide student assessments in a manner that ensures that an individual student is being assessed and that the assessment is valid. (f) Notwithstanding ORS 338.135 (7), a plan to ensure that: (A) All superintendents, assistant superintendents and principals of the school are licensed to administer by the Teacher Standards and Practices Commission; and (B) [All teachers of the school] Teachers who are licensed to teach by the Teacher Standards and Practices Commission and who are highly qualified as described in the federal No Child Left Behind Act of 2001 (P.L. 107-110, 115 Stat. 1425) teach at least 95 percent of the school‰Ûªs instructional hours. (g) A plan for maintaining student records and school records, including financial records, at a designated central office of operations that is located: (A) If the sponsor is a school district, within the school district that is the sponsor and as specified in the charter of the school; or (B) If the sponsor is the State Board of Education, at a central office located in Oregon and as specified in the charter of the school. (h) A plan to provide equitable access to the education program of the school by ensuring that each student enrolled in the school: (A) Has access to and use of computer and printer equipment as needed; (B) Is offered an Internet service cost reimbursement arrangement under which the school reimburses the parent or guardian of the student, at a rate set by the school, for the costs of obtaining Internet service at the minimum connection speed required to effectively access the education program provided by the school; or (C) Has access to and use of computer and printer equipment and is offered Internet service cost reimbursement. (i) A plan to provide access to computer and printer equipment and the Internet service cost reimbursement as described in paragraph (h) of this subsection by students enrolled in the school who are from families that qualify as low-income under Title I of the federal Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.). (j) A plan to conduct school-sponsored optional educational events at least six times each school year at locations selected to provide convenient access to all students enrolled in the school who want to participate. (k) A plan to conduct meetings at least twice a week between teachers and students enrolled in the school, either in person or through the use of conference calls or other technology. (L) A plan to provide opportunities for face-to-face meetings between teachers and students enrolled in the school at least six times each school year. (m) A plan to provide, at the time of a student‰Ûªs enrollment, written notice to [the student‰Ûªs resident school district and to] the sponsor and, if different, to the school district where the student is a resident. Notification must be provided within 10 days after enrollment and must include: (A) The name, age and address of the student; and (B) The name of the school in which the student was formerly enrolled. (n) A plan to provide, at the time of a student‰Ûªs withdrawal for a reason other than graduation from high school, written notice to the [student‰Ûªs resident school district and] to the sponsor and, if different, to the school district where the student is a resident. Notification must be provided within 10 days after withdrawal and must include: (A) The name, age and address of the student; (B) The reason the student no longer is enrolled and, if applicable, the name of the school in which the student will enroll, if known to the virtual public charter school; and (C) The last day on which the student was enrolled at the virtual public charter school. (o) An agreement to provide a student‰Ûªs education records to the student‰Ûªs resident school district or to the sponsor, upon request of the resident school district or sponsor. (2) For a virtual public charter school: (a) A person who is a member of the school district board for the sponsor of the virtual public charter school may not be: (A) An employee of the virtual public charter school; (B) A member of the governing body of the virtual public charter school; or (C) An employee or other representative of any third-party entity with which the virtual public charter school has entered into a contract to provide educational services. (b) A person who is a member of the governing body of the virtual public charter school may not be an employee of a third-party entity with which the virtual public charter school has entered, or intends to enter, into a contract to provide educational services. [(2)] (3) If a virtual public charter school enters into a contract with a third-party entity to provide educational services for the virtual public charter school[,]: (a) No employee or member of the governing board of the third-party entity may attend an executive session of the school district board of the school district that is the sponsor of the virtual public charter school; (b) An employee of the virtual public charter school may not promote the sale or benefits of private supplemental services or classes offered by the third-party entity; (c) The educational services provided by the third-party entity must be consistent with state standards and requirements, and must be changed on the same timelines that changes are imposed on the nonvirtual public charter schools of this state; and (d) The virtual public charter school must have on file the third-party entity‰Ûªs budget for the provision of educational services and that budget must itemize: [(a)] (A) The salaries of supervisory and management personnel and consultants who are providing educational or related services for a public charter school in this state; and [(b)] (B) The annual operating expenses and profit margin of the third-party entity for providing educational services to a public charter school in this state. [(3)(a)] (4)(a) The sponsor or a member of the public may request access to any of the documents described in subsections (1) and [(2)] (3)(d) of this section that are public records, as provided by ORS 192.410 to 192.505. (b) Upon request by a sponsor or a member of the public, a virtual public charter school must provide reasonable access to the documents described in subsections (1) and [(2)] (3)(d) of this section that are public records, as provided by ORS 192.410 to 192.505. The documents may be provided electronically.åÊåÊlessHouse Bill 3660
(att. pg. 6-7)
source: http://www.leg.state.o‰ÛÜr.us/10ss1/measpdf/hb3600.dir/‰ÛÜhb3660.intro.pdf‰ÛÜ
Yes6/4/13Policyall virtual public schoolsEffective 2010
ORAllowable Providers of ServicesSECTION 1. (1) There is created the Oregon Virtual School District within the Department of Education. The purpose of the Oregon Virtual School District is to provide online courses to kindergarten through grade 12 public school students. (2) The Oregon Virtual School District shall provide online courses that meet academic content standards as defined in ORS 329.007 and meet other criteria adopted by the State Board of Education. Any person who teaches an online course must be properly licensed or registered as required by ORS 338.135 and 342.173 for a person employed by a school district or public charter school. All school districts and public charter schools may allow students to access the online courses offered by the Oregon Virtual School District. (3) The Superintendent of Public Instruction may contract with education service districts, school districts, public charter schools, community colleges, state institutions of higher education or any other public entity to provide online courses through the Oregon Virtual School District. (4) Statutes and rules that apply to other school districts do not apply to the Oregon Virtual School District except as provided under this section or by rule of the State Board of Education. The Oregon Virtual School District is not considered a school district for purposes of apportionment of the State School Fund and the department may not receive a direct apportionment under ORS 327.008 from the State School Fund for the Oregon Virtual School District. (5) The board may adopt the rules necessary for the administration of the Oregon Virtual School District and shall adopt rules to establish: (a) The procedure and criteria to be used for the selection of online courses to be offered through the Oregon Virtual School District; (b) The qualifications of students who may access online courses through the Oregon Virtual School District; (c) The number of credits for which students may access online courses through the Oregon Virtual School District; and (d) The student-to-teacher ratio for online courses offered through the Oregon Virtual School District.åÊåÊlessHouse Bill 2301
(att. pg. 4, 7, 9, 15)
source: http://www.leg.state.o‰ÛÜr.us/11reg/measpdf/hb2300.dir/‰ÛÜhb2301.intro.pdf‰ÛÜ
Yes6/4/13Policyany online course providerEffective 2011
ORFunding for ServicesSECTION 7. (1) If part-time online instruction or full-time online instruction is provided under sections 3 to 6 of this 2011 Act, the school district, group of school districts or education service district providing the online instruction must: (a) Ensure that any necessary special education and related services are provided to children with disabilities. SECTION 10. To become certified as a virtual public school, the governing body of the proposed virtual public school and the school district board with which the governing body will enter into a contract to provide online instruction must provide the following information to the State Board of Education: (2) The following information about the students of the proposed virtual public school (c) The arrangements for any necessary special education and related services provided pursuant to section 20 of this 2011 Act for children with disabilities. SECTION 11. (1) Using the information provided under section 10 of this 2011 Act, the State Board of Education may certify a virtual public school based on a good faith evaluation of: (f) Whether there are arrangements for any necessary special education and related services for children with disabilities pursuant to section 20 of this 2011 Act. SECTION 20. (1) A virtual public school is considered to be a school district for the purpose of special education and related services. When a student enrolls in a virtual public school, the student becomes a resident of the virtual public school for the purpose of special education and related services. (2) For students who attend virtual public schools and are eligible for special education and related services: (a) The virtual public school is responsible for identifying, locating and evaluating students who may have disabilities and be in need of special education and related services; (b) The virtual public school is responsible for providing any required special education and related services; and (c) Amounts from the State School Fund for those students shall be distributed to the virtual public school. (3) A virtual public school may enter into a contract with a school district, education service district or other entity for the purpose of providing special education and related services to a student eligible for special education and related services. (4) A virtual public school shall provide for face-to-face meetings with the parents, guardians or persons in parental relationship with a student when: (a) A meeting is held as provided by ORS 343.155 (1); or (b) An individualized education program is developed, reviewed or revised.åÊåÊlessChapter834
(att. pg. 2)
source: http://www.oregonlegis‰ÛÜlature.gov/bills_laws/lawsstat‰ÛÜutes/2005orLaw0834ses.html‰ÛÜ
No10/15/13PolicyEffective 2005
ORAccommodations and AssessmentsThe virtual public school shall have an annual audit of the accounts of the school prepared in accordance with ORS 297.405 to 297.555. The audit also shall determine if amounts received by the virtual public school under section 20 of this 2011 Act for students eligible foråÊspecial education or eligible for and enrolled in an English as a second language program were used for those students.åÊåÊless
ORAccess or AccessibilitySECTION 3. (1) The Oregon Virtual School District Fund is established in the State Treasury, separate and distinct from the General Fund. Interest earned by the Oregon Virtual School District Fund shall be credited to the fund. All moneys in the fund are continuously appropriated to the Department of Education for the administration of the Oregon Virtual School District created under section 1 of this 2005 Act. (2) Any moneys received by the department for the purpose of the Oregon Virtual School District shall be deposited in the fund. SECTION 4. There is transferred to the Oregon Virtual School District Fund from the State School Fund, for the biennium beginning July 1, 2005, the amount of million.åÊåÊless
ORPlacement and EnrollmentChapter649
(att. pg. 3-6)
source: http://www.oregonlegis‰ÛÜlature.gov/bills_laws/lawsstat‰ÛÜutes/2011orLaw0649.html‰ÛÜ
Yes10/15/13PolicyEffective 2011
ORAdministrative DutiesThe State Board of Education shall: (c) In consultation with the State Advisory Council for Special Education and any other organizations assisting children with disabilities: (A) Review participation rates of children with disabilities at virtual public schools, including virtual public charter schools; and (B) Identify virtual public schools, including virtual public charter schools, in this state at which the children are enrolled.åÊåÊlessChapter834
(att. pg. 1-2)
source: http://www.oregonlegis‰ÛÜlature.gov/bills_laws/lawsstat‰ÛÜutes/2005orLaw0834ses.html‰ÛÜ
No10/15/13PolicyEffective 2005
ORAdministrative DutiesSECTION 2. ORS 338.125 is amended to read: 338.125. (1) Student enrollment in a public charter school [shall be] is voluntary. (2)(a) All students who reside within the school district where [the] a public charter school is located are eligible for enrollment at [a] the public charter school. (b) Students who do not reside within the school district where a public charter school is located may enroll at the public charter school if space is available at the public charter school. (3)(a) A student who wishes to enroll in a virtual public charter school does not need the approval of the school district where the student is a resident before the student enrolls in the virtual public charter school. If a student wishes to enroll in a virtual public charter school, the parent, legal guardian or person in parental relationship with the student must provide the following notices to the school district where the student is a resident: (A) Intent to enroll the student in a virtual public charter school; and (B) Enrollment of the student in a virtual public charter school. (b) Notwithstanding paragraph (a) of this subsection, if more than three percent of the students who reside in a school district are enrolled in virtual public charter schools that are not sponsored by the school district, a student who is a resident of the school district must receive approval from the school district before enrolling in a virtual public charter school. A school district is not required to give approval if more than three percent of the students who reside in the school district are enrolled in virtual public charter schools that are not sponsored by the school district. (c) If the school district does not give approval under paragraph (b) of this subsection, the school district must provide information to the parent, legal guardian or person in parental relationship with the student about the right to appeal the decision to the State Board of Education and other online options available to the student. If an appeal is made to the State Board of Education, the board must issue a decision within 30 days of the submission of the appeal. (4)(a) Except as provided by paragraph (b) of this subsection, if the number of applications from students who reside within the school district exceeds the capacity of a program, class, grade level or building, the public charter school shall select students through an equitable lottery selection process. (b) [However,] After a public charter school has been in operation for one or more years, the public charter school may give priority for admission to students: [(a)] (A) Who were enrolled in the school in the prior year; or [(b)] (B) Who have siblings who are presently enrolled in the school and who were enrolled in the school in the prior year. [(2)(a) If space is available a public charter school may admit students who do not reside in the school district in which the public charter school is located.] [(b) Notwithstanding paragraph (a) of this subsection, if a public charter school offers any online courses as part of the curriculum of the school, then 50 percent or more of the students who attend the public charter school must reside in the school district in which the public charter school is located.] [(3)] (5) A public charter school may not limit student admission based on race, religion, sex, sexual orientation, ethnicity, national origin, disability, income level, proficiency in the English language or athletic ability, but may limit admission to students within a given age group or grade level. [(4)] (6) A public charter school may conduct fund-raising activities. However, a public charter school may not require a student to participate in fund-raising activities as a condition of admission to the public charter school. (7) When a virtual public charter school enrolls a student or a student no longer is enrolled at a virtual public charter school, the virtual public charter school shall provide the written notices described in ORS 338.120 (1)(m) and (n) to the school district where the student is a resident. SECTION 3. ORS 338.025, as amended by section 4, chapter 53, Oregon Laws 2010, and section 3, chapter 72, Oregon Laws 2010, is amended to read: 338.025. (1) The State Board of Education may adopt any rules necessary for the implementation of this chapter. The rules shall follow the intent of this chapter. (2) Upon application by a public charter school, the State Board of Education may grant a waiver of any provision of this chapter if the waiver promotes the development of programs by providers, enhances the equitable access by underserved families to the public education of their choice, extends the equitable access to public support by all students or permits high quality programs of unusual cost. The State Board of Education may not waive any appeal provision in this chapter or any provision under section 6, chapter 72, Oregon Laws 2010, or ORS 338.115 (1)(a) to (t), 338.125 (3) or 338.135 (2)(b) [or 338.120]. SECTION 4. ORS 338.025, as amended by section 8, chapter 839, Oregon Laws 2007, section 14, chapter 50, Oregon Laws 2008, section 5, chapter 53, Oregon Laws 2010, and section 4, chapter 72, Oregon Laws 2010, is amended to read: 338.025. (1) The State Board of Education may adopt any rules necessary for the implementation of this chapter. The rules shall follow the intent of this chapter. (2) Upon application by a public charter school, the State Board of Education may grant a waiver of any provision of this chapter if the waiver promotes the development of programs by providers, enhances the equitable access by underserved families to the public education of their choice, extends the equitable access to public support by all students or permits high quality programs of unusual cost. The State Board of Education may not waive any appeal provision in this chapter or any provision under section 6, chapter 72, Oregon Laws 2010, or ORS 338.115 (1)(a) to (u), 338.125 (3) or 338.135 (2)(b) [or 338.120]. SECTION 5. If House Bill 3681 becomes law, ORS 338.125, as amended by section 2 of this 2011 Act, is amended to read: 338.125. (1) Student enrollment in a public charter school is voluntary. (2)(a) All students who reside within the school district where a public charter school is located are eligible for enrollment at the public charter school. (b) Students who do not reside within the school district where a public charter school is located may enroll at the public charter school if space is available at the public charter school. (3)(a) A student who wishes to enroll in a virtual public charter school does not need the approval of the school district where the student is a resident before the student enrolls in the virtual public charter school. If a student wishes to enroll in a virtual public charter school, the parent, legal guardian or person in parental relationship with the student must provide the following notices to the school district where the student is a resident: (A) Intent to enroll the student in a virtual public charter school; and (B) Enrollment of the student in a virtual public charter school. (b)(A) Notwithstanding paragraph (a) of this subsection and ORS 339.133, if more than three percent of the students who reside in a school district are enrolled in virtual public charter schools that are not sponsored by the school district, a student who is a resident of the school district must receive approval from the school district before enrolling in a virtual public charter school. A school district is not required to give approval if more than three percent of the students who reside in the school district are enrolled in virtual public charter schools that are not sponsored by the school district. (B) For the purpose of determining whether more than three percent of the students who reside in the school district are enrolled in virtual public charter schools that are not sponsored by the school district, the school district board shall include any students who: (i) Reside in the school district, regardless of whether the students are considered residents of different school districts as provided by ORS 339.133 (5); and (ii) Are enrolled in virtual public charter schools that are not sponsored by the school district. (C) Students who reside in the school district, regardless of whether the students are considered residents of different school districts as provided by ORS 339.133 (5), must receive approval from the school district before enrolling in a virtual public charter school if the limit described in subparagraph (A) of this paragraph has been met. (c) If the school district does not give approval under paragraph (b) of this subsection, the school district must provide information to the parent, legal guardian or person in parental relationship with the student about the right to appeal the decision to the State Board of Education and other online options available to the student. If an appeal is made to the State Board of Education, the board must issue a decision within 30 days of the submission of the appeal. (4)(a) Except as provided by paragraph (b) of this subsection, if the number of applications from students who reside within the school district exceeds the capacity of a program, class, grade level or building, the public charter school shall select students through an equitable lottery selection process. (b) After a public charter school has been in operation for one or more years, the public charter school may give priority for admission to students: (A) Who were enrolled in the school in the prior year; or (B) Who have siblings who are presently enrolled in the school and who were enrolled in the school in the prior year. (5) A public charter school may not limit student admission based on race, religion, sex, sexual orientation, ethnicity, national origin, disability, income level, proficiency in the English language or athletic ability, but may limit admission to students within a given age group or grade level. (6) A public charter school may conduct fund-raising activities. However, a public charter school may not require a student to participate in fund-raising activities as a condition of admission to the public charter school. (7) When a virtual public charter school enrolls a student or a student no longer is enrolled at a virtual public charter school, the virtual public charter school shall provide the written notices described in ORS 338.120 (1)(m) and (n) to the school district where the student is a resident.åÊåÊlessChapter649
(att. pg. 1-3)
source: http://www.oregonlegis‰ÛÜlature.gov/bills_laws/lawsstat‰ÛÜutes/2011orLaw0649.html‰ÛÜ
No10/15/13PolicyEffective 2011
PAAllowable Providers of Services
PAPlacement and Enrollment
PAAdministrative DutiesThe Virtual High School Study Commission shall have the following powers and duties: (XI) Adaption and Accessibility for students with disabilities.House Bill 1067
(att. pg. 17-18)
source: http://www.legis.state‰ÛÜ.pa.us/CFDOCS/Legis/PN/Public/‰ÛÜbtCheck.cfm?txtType=PDF&sessYr‰ÛÜ=2007&sessInd=0&billBody=H&bil‰ÛÜlTyp=B&billNbr=1067&pn=4199‰ÛÜ
Yes6/4/13PolicyEffective 2008
PAAccommodations and Assessments
PAAccess or Accessibility
PAFunding for Services
PAGraduating or Exiting
RIAccess or Accessibility
RIAccommodations and Assessments
RIAllowable Providers of Services16-22.1-5. Regulations for virtual learning. ‰ÛÒ With the direction and approval of t board of regents for elementary and secondary education, the commissioner for elementary and secondary education shall develop and promulgate regulations for Rhode Island school distric and other educational organizations that are using or intend to use virtual courses and other onlin learning opportunities with K-12 students and adult learners. The regulations shall include: (1) Objective, standard criteria that ensures virtual courses and content for K-12 students are aligned with state content standards, meet or exceed the requirements of the state‰Ûªs basic education program, fulfill high school graduation requirements, and promote articulation with public higher education institutions in the state; (2) Objective, standard criteria for school districts to use to select quality providers of virtual courses and online content, which may include local school districts, not-for-profit and for-profit postsecondary institutions, and other organizations; (3) Objective, standard criteria that ensures teachers of virtual courses and other online learning activities are appropriately trained and qualified and meet certification requirements set forth by the commissioner of education; (4) Objective, standard criteria that ensures that local policies shall not limit student access to quality online learning opportunities; (5) Objective, standard criteria that school districts can use to ensure that all learners in Rhode Island have access to high quality, rigorous, and relevant virtual courses and other online learning activities; (6) Objective, standard procedures that school districts shall use to report and verify the attendance and participation of a student enrolled in a virtual course; (7) Standard accountability provisions that ensure school districts monitor students enrolled in virtual courses and other online learning activities and when appropriate, report on student progress and performance using grade-appropriate and content-appropriate assessments; (8) Objective, standard criteria that ensures that RIDE participates in statewide efforts to support virtual learning education with a focus on student access to quality online learning opportunities and ensuring efficiencies gained by coordinating resources; (9) Any other requirements or limitations for virtual courses in Rhode Island. 16-22.1-6. Oversight, quality assurance, reporting, and evaluation of virtual courses. ‰ÛÒ (a) The commissioner shall utilize existing evaluation processes and protocols established through regulations adopted by the board of regents to ensure student access to quality and effective online content and instruction. (b) Quality assurance reporting shall occur through the existing comprehensive data collection, analysis and accountability procedures at both the local and state level. (c) The commissioner shall prepare a report each fiscal year that documents the conditions under which virtual education supports student learning in Rhode Island. The report shall include: (1) Virtual course participation rates, with participation information disaggregated for core content areas; (2) Expenditures related to virtual education, in aggregate and by district; (3) The results of student assessments for students participating in virtual education in core content areas, disaggregated from overall district data; and (4) Any other information the commissioner deems relevant. (d) The commissioner‰Ûªs report shall be delivered to the speaker of the house of representatives and to the president of the senate by January 31 of each year, and the information posted for public inspection on the Rhode Island department of education‰Ûªs website. 16-22.1-7. Cooperation with public institutions of higher education. ‰ÛÒ In partnership with the commissioner of higher education, the commissioner of elementary and secondary education shall promote access to high quality virtual courses for all public elementary, secondary, and postsecondary students. SECTION 2. This act shall take effect upon passage.åÊåÊless
RIAdministrative DutiesSB2276
(att. pg. 4-6)
source: http://webserver.rilin‰ÛÜ.state.ri.us/BillText12/Senate‰ÛÜText12/S2276Aaa.htm‰ÛÜ
Yes10/15/13PolicyEffective 2012
RIFunding for Services
RIGraduating or Exiting
RIPlacement and Enrollment
SCTeacher Preparedness
SCAccommodations and AssessmentsIf a student placed with the SCVSP has an IEP or 504 plan, the accommodations page must be provided to the SCVSP. Please send the accommodations page only to SCVSP Student Services via email.VS IEP 504
(att. pg. 1)
source: https://scvspconnect.e‰ÛÜd.sc.gov/index.php?q=node/195‰ÛÜ
Yes6/4/13GuidanceSouth Carolina Virtual School Program
SCAdministrative Duties‰ÛÏSection 59-16-15. (A) The State Board of Education is authorized to establish a virtual education program to provide South Carolina students access to distance, online, or virtual learning courses offered for an initial unit of credit. Additionally, the virtual education program shall offer access to credit recovery programs for students who have been identified by a school district as not having received credit for a course previously taken or for students who have been identified by a school district as not likely to receive credit for a course in which the student is currently enrolled. Students may enroll in courses for credit recovery based on policies established by the State Board of Education. The virtual education program shall not award a South Carolina High School diploma. (B) A public, private, or homeschool student residing in South Carolina who is twenty-one years of age or younger must be eligible to enroll in the virtual education program. A private school or home school student enrolled in the virtual education program must not be entitled to any rights, privileges, courses, activities, or services available to a public school student other than receiving an appropriate unit of credit for a completed course. (C) Local school districts shall accurately transcribe a student‰Ûªs final numeric grade to the student‰Ûªs permanent record and transcript. 2 Home school students and private school students shall receive a certified grade report indicating date, course, and final numeric grade from the virtual education program or an entity approved by the State Board of Education. (D) Students enrolled in an online course for a unit of credit must be administered final exams and appropriate state assessments in a proctored environment. (E) It is not the responsibility of the school, district, or state to provide home computer equipment and Internet access for enrollment in courses provided by the virtual education program. However, nothing in this section shall prohibit a school or district from providing home computer equipment or Internet access to students enrolled in the virtual education program.‰Û Conformity change SECTION 2. Section 59-40-65(D) of the 1976 Code, as added by Act 26 of 2007, is amended to read: ‰ÛÏ(D) Charter school students may enroll in the Department of Education‰Ûªs virtual education program pursuant to program requirements.‰ÛåÊåÊlessSB3752
(att. pg. 2-3)
source: http://www.scstatehous‰ÛÜe.gov/sess120_2013-2014/bills/‰ÛÜ3752.docx‰ÛÜ
yes10/15/13PolicyEffective 2013
SCPlacement and EnrollmentVS IEP 504
(att. pg. 1)
source: https://scvspconnect.e‰ÛÜd.sc.gov/index.php?q=node/195‰ÛÜ
Yes6/4/13GuidanceSouth Carolina Virtual School Program
SCAccess or Accessibility
SCAllowable Providers of Services
SCDefinitions
SCFunding for ServicesCourse request for students who have an IEP, should be reviewed by the IEP team prior to the student‰Ûªs being placed in an SCVSP class. The IEP team should make the determination that virtual schooling is an appropriate placement before the enrollment process.
SCGraduating or Exiting
SDDefinitionsStudents with disabilities are ensured the same rights to access the SD Virtual High School as their district peers. This document will help districts be familiar with some additional considerations and steps that need to be taken to ensure equitable access. General questions regarding the Virtual High School program, courses offered, and policy agreements can be found on the web at: http://www.sdvhs.k12.sd.us/ Accessibility Issues: Federal law and state policy requires virtual high schools to make their programs and services available to all students, including students with disabilities. Online technologies can make many more resources and educational opportunities available to students who would not otherwise be able to participate. These same technologies can also pose other limitations to be overcome. Although virtual high school providers sign a policy agreement to ensure courses are accessible and accommodations will be provided, it is ultimately the district‰Ûªs responsibility to ensure the course is able to meet the needs of the student. If it does not, the district should work with the provider and instructor to determine the best way to provide services to the student or determine if the course will not meet the student‰Ûªs needs and another alternative should be sought. Considering Least Restrictive Environment: Courses taken through the virtual high school should be considered as courses taken with non-disabled peers, unless the course is specifically designed for only special education students. If the course does not have a clear time period, the IEP team should use the time period of a similar face to face course in order to determine the amounts of hoursin calculating least restrictive environment.åÊåÊless
SDAdministrative DutiesProviding Accommodations and Modifications: There are no specific accommodations or modifications that are not allowed for online education, there are responsibilities for all parties to ensure the student receives the appropriate accommodations and modifications. The district is responsible to clearly convey the student‰Ûªs accommodations and modifications and ensure the program will meet the student‰Ûªs needs. The provider is required to assure that courses will be able to meet the needs of students and the instructors must agree to the provider's assurances. The student‰Ûªs accommodations and modifications in the IEP need to beconveyed to the distance instructor and the team should ensure that they will be provided. In addition to the accommodations and modification listed on the student‰Ûªs IEP, it is important to consider four key areas in regards to the needs of students taking distance education courses in order to determine if additional accommodations are warranted. 1. Course accommodations. These services include changes to the course that did not affect the course content. The most common type of accommodation involved extended time in the form of one or more extensions to the time for completing the course. This category also included alternative formats for course materials (e.g., electronic file of text material, transcript for audiotaped materials). 2. Exam accommodations. This type of service includes time accommodations for examinations such as additional time for the examination, deferrals, or break times during examinations. It also included assistance with presenting the questions and recording the student's response, for example, through the use of a reader or scribe or by printing the examination in a large-size font. Other examination accommodations include environmental changes (e.g., providing an especially distraction-free room, playing relaxing music). Still other accommodations involved format changes requiring content expertise (e.g., multiple-choice to short-answer questions, oral examination). 3. External support service. The use of an special content assistance, or educational aide (e.g., note-taker, interpreter) are included in this category. This category primarily involves district personnel. 4. Assistive technology. This type of service involves assessment of student needs for adaptive equipment or technology, procuring equipment, and organizing training. Common types of assistive technology included the use of text-to-speech, speech-to-text, and screen reader software, as well as specially set-up computers to accommodate difficulties such as low vision, fine motor limitations (e.g., hand tremors), and dexterity problems.åÊåÊlessHB1312
(att. pg. 1-2)
source: http://legis.state.sd.‰ÛÜus/sessions/2008/Bills/HB1312E‰ÛÜNR.htm‰ÛÜ
No10/15/13PolicyEffective 2008
SDAccess or AccessibilityBE IT ENACTED BY THE LEGISLATURE OF THE STATE OF SOUTH DAKOTA: Section 1. That å¤ 13-33-24 be amended to read as follows: 13-33-24. There is created the South Dakota virtual school. The South Dakota virtual school shall be under the control of the Department of Education. TheåÊSouth Dakota virtual school shall provide choice accessibility, flexibility, quality, and equity in curricular offerings for students in the state. Section 2. That å¤ 13-33-25 be amended to read as follows: 13-33-25. The South Dakota Virtual School Advisory Council is established. The council shall advise the Department of Education, the South Dakota Board of Education, education-related organizations, and other education groups on issues related to distance learning. The council shall meet quarterly with the Department of Education to discuss, develop, and make recommendations for the promulgation of rules concerning policies that affect distance delivery. Section 3. That å¤ 13-33-28 be amended to read as follows: 13-33-28. The Department of Education may promulgate rules pursuant to chapter 1-26 to coordinate course offerings by the South Dakota virtual school, to award course credits earned by students taking classes from the South Dakota virtual school, and to establish criteria for school districts to participate in the South Dakota virtual school. Section 4. That å¤ 13-33-29 be amended to read as follows: 13-33-29. No school district may grant credit for any course successfully completed through distance learning as defined in å¤ 13-33-20 unless the course is offered through the South Dakota Virtual School. However, a school district may grant credit for a distance learning course offered through an entity other than the South Dakota Virtual School if any of the following conditions apply: (1) The course is provided through an agreement among accredited school districts; (2) The course is a university course taken by a student who is dually enrolled pursuant to the provisions of å¤ 13-28-37; (3) The course was previously taken through an accredited high school or other accredited provider by a student who subsequently transferred into the school district; or (4) The course is not available through the South Dakota Virtual School and is pre-approved by the secretary of education.åÊåÊlessGuidance Policy
(att. pg. 2-3)
source: http://doe.sd.gov/oess‰ÛÜ/documents/sped_transition_Gui‰ÛÜdancePolicyVHS.pdf‰ÛÜ
Yes6/26/13GuidanceSouth Dakota Virtual High SchoolGuidance - 2007
SDTeacher PreparednessEntities included on the Department of Education‰Ûªs Approved Distance Learning Providers list are required to do the following: Ensure that the instruction provided is aligned with South Dakota academic achievement standards and, in the case of a student with disabilities, will coordinate with the district to assure that instruction is consistent with the student‰Ûªs individualized education program (IEP) under section 614(d) of the Individuals with Disabilities Education Act.åÊåÊless
SDAllowable Providers of ServicesIn addition to approving providers, the SD Department of Education pre-approves each course offered via the SDVS. Courses are approved only if the following factors are in place: Alignment with state content standards, Qualified instructional staff, Evaluation component to demonstrate course completion, Assurance that provider will work with local district to meet special needs in order to comply with the Americans with Disabilities Act.åÊåÊlessVS FAQ
(att. pg. 3)
source: http://www.sdvs.k12.sd‰ÛÜ.us/Students/SDVHSFAQs.pdf‰ÛÜ
Yes6/4/13GuidanceSouth Dakota Virutal School
SDGraduating or ExitingCourse approval. The Department of Education shall review and approve each course offered by an approved distance learning provider before posting the course offering to the South Dakota Virtual School. Each course shall be approved contingent on: (4) Assurance that the approved distance learning provider will work with the local district to meet special needs in order to be in compliance with the Americans with Disabilities Act, as amended to July 1, 2006åÊåÊless
SDAllowable Providers of ServicesCriteria Providers
(att. pg. 1-2)
source: http://www.sdvs.k12.sd‰ÛÜ.us/Providers/Criteria.aspx‰ÛÜ
Yes6/4/13GuidanceSouth Dakota Virtual SchoolGuidance - 2009
SDPlacement and EnrollmentVS FAQ
(att. pg. 3)
source: http://www.sdvs.k12.sd‰ÛÜ.us/Students/SDVHSFAQs.pdf‰ÛÜ
Yes6/4/13GuidanceSouth Dakota Virtual School
SDAllowable Providers of ServicesAdmin Rules
(att. pg. 1)
source: http://legis.state.sd.‰ÛÜus/rules/DisplayRule.aspx?Rule‰ÛÜ=24:43:12:11‰ÛÜ
Yes6/4/13Policyall courses offered by an approved distance learning providerEffective 2006
SDAccommodations and AssessmentsStudents with special needs may take virtual courses as long as the student, the school and the Individualized Education Program team agree that it is appropriate. School districts work directly with providers to ensure that the course is aligned with the student‰Ûªs instructional program.åÊåÊlessGuidance Policy
(att. pg. 2-3)
source: http://doe.sd.gov/oess‰ÛÜ/documents/sped_transition_Gui‰ÛÜdancePolicyVHS.pdf‰ÛÜ
Yes6/26/13GuidanceSouth Dakota Virtual High SchoolGuidance - 2007
SDFunding for ServicesRegistering students: Authorized school personnel coordinate registration. If a student with disabilities is considering taking an online course the feasibility, planning and logistics should be discussed with the IEP team prior to registration. The authorized school personnel should verify the students a student‰Ûªs special education status and involvement of the IEP team prior to registering the student in virtual high school. This is important in order to ensure student success. Although distance education is available to all students, any student can be refused registration into distance education at the discretion of the district.åÊåÊless
SDPlacement and EnrollmentGuidance Policy
(att. pg. 2)
source: http://doe.sd.gov/oess‰ÛÜ/documents/sped_transition_Gui‰ÛÜdancePolicyVHS.pdf‰ÛÜ
Yes6/26/13GuidanceSouth Dakota Virtual High SchoolGuidance - 2007
TNAccess or Accessibility
TNPlacement and EnrollmentSB157
(att. pg. 1-2)
source: http://www.capitol.tn.‰ÛÜgov/Bills/108/Bill/SB0157.pdf‰ÛÜ
No10/18/13PolicyEffective 2013
TNPlacement and EnrollmentSECTION 1. Tennessee Code Annotated, Section 49-1-104, is amended by adding the following language as a new, appropriately designated subsection: ( ) Any LEA operating a virtual school or virtual education program shall not exceed the teacher-pupil ratio for virtual schoolsåÊset by the state board of education. SECTION 2. Tennessee Code Annotated, Section 49-6-3004, is amended by adding the following language as a new, appropriately designated section: ( ) Any LEA operating a virtual school or virtual education program shall make available the same length of time for learning opportunities per academic year as required under this section to any student participating in its program. The LEA shall, however, also permit a student to move at the student‰Ûªs own pace. The student shall demonstrate mastery, competency and completion of a course or subject area to be given credit for the course or subject area. SECTION 3. Tennessee Code Annotated, Section 49-16-206, is amended by deleting subdivisions (2) and (3) in their entireties and by substituting instead the following: (2) Provide materials and access to necessary technology such as computer, printer and internet connection used for school work, at minimum, through a physical computer lab that is available to the student through regularly scheduled times.åÊåÊlessHB1030
(att. pg. 2)
source: http://state.tn.us/sos‰ÛÜ/acts/107/pub/pc0492.pdf‰ÛÜ
Yes10/18/13PolicyEffective 2011
TNFunding for ServicesVirtual schools may be established by an LEA. A virtual school shall be a public school and shall be provided resources as any other public school in the state. 49-16-205. A virtual school shall provide each student enrolled in the school: (3) Regular assessment in languageåÊarts, math, science and social studies. 49-16-206. For each family with a student enrolled, the virtual school shall: (1) Provide instructional materials; (2) Ensure access to necessary technology such as a computer and printer; and (3) Ensure access to an Internet connection used for schoolwork. 49-16-207. Virtual schools shall not provide assistance to students or families to purchase instructional programs or materials. Nothing in this section shall prohibit virtual schools from reimbursing families for costs associated with their Internet connection for use in the virtual school program. 49-16-208. Each teacher employed at a virtual school shall be qualified to teach in this state under existing law 49-16-209. Nothing in this part shall preclude the use of computer-based and Internet-based instruction for students in a virtual or remote setting. 49-16-210. A virtual schoo! shall maintain an administrative office within the state. This office shall be considered its principal place of business. 49-16-212. In order to encourage collaboration among LEAs, a virtual school is authorized to operate according to the authority granted by the Educational Cooperation Act compiled in chapter 2, part 13 of this title. 49-16-213. A virtual school shall be evaluated annually by its establisher based on the following criteria: (1) The extent to which the school demonstrates increases in student achievement according to the goals of its authorizing contract and state academic standards; and (2) The accountability and viability of the virtual school, as demonstrated by its academic, fiscal and operational performance. 49-16-214. An establisher may contract for services with nonprofit and for-profit entities in the operation and management of the virtual school. SECTION 2. The state board of education shall promulgate rules and regulations to effectuate the purposes of this act. All such rules and regulations shall be promulgated in accordance with Tennessee Code Annotated, Title 4, Chapter 5.åÊåÊless
TNAdministrative DutiesHB3062
(att. pg. 1)
source: http://www.capitol.tn.‰ÛÜgov/Bills/107/Bill/HB3062.pdf‰ÛÜ
No10/18/13PolicyEffective 2012
TNAllowable Providers of Services
TNAccommodations and AssessmentsBeginning with students entering the ninth grade in the 2013-2014 school year, at least one (1) course within the credits required by the state board of education for graduation shall be completed through online learning. However, an online course taken during grades six through eight (6-8) shall fulfill this requirement. This requirement shall be met through an online course offered through an LEA or an online dual enrollment course offered pursuant to a district agreement. A student who is enrolled in a full-time or part-time virtual school meets this requirement.åÊåÊless
TNAdministrative Duties(b) Initial enrollment in a public virtual school shall be limited to one thousand five hundred (1,500) students. Students residing outside the LEA establishing the virtual school shall represent no more than twenty-five percent (25%) of the virtual school‰Ûªs enrollment; however, any public virtual school in operation as January 1, 2013 may continue to serve the students enrolled in the school as of January 1, 2013. If a public virtual school demonstrates student achievement growth at a minimum level of ‰ÛÏat expectations‰Û as represented by the Tennessee Value-Added Assessment System (TVAAS) developed pursuant to Title 49, Chapter 1, Part 6 and guidelines adopted by the state board of education pursuant to Title 49, Chapter 1, Part 3, the school may exceed the total enrollment and out-of-district enrollment caps; however, in no event shall the total enrollment exceed five thousand (5,000) students. SECTION 2. Tennessee Code Annotated, Section 49-16-213, is amended by designating the existing language as subsection (a) and adding the following language as a new subsection (b): (b) In addition to the intervention options available under å¤ 49-1-602, if a public virtual school is identified as a priority school pursuant to å¤ 49-1-602 or demonstrates student achievement growth at a level of ‰ÛÏsignificantly below expectations‰Û for two consecutive years, as represented by the Tennessee Value-Added Assessment System (TVAAS) developed pursuant to Title 49, Chapter 1, Part 6 and guidelines adopted by the state board of education pursuant to Title 49, Chapter 1, Part 3, the commissioner shall have the authority to reinstitute the enrollment caps specified in å¤ 49-16-211(b) or direct the LEA to close the school. If the department reinstitutes enrollment caps pursuant to this subsection, such caps shall not affect students enrolled in the virtual school at the time of the department‰Ûªs action. For the purposes of this subsection, ‰ÛÏtwo consecutive years‰Û shall include at least one year that is representative of the 2012-13 school year or later.åÊåÊlessHB1030
(att. pg. 1-2)
source: http://state.tn.us/sos‰ÛÜ/acts/107/pub/pc0492.pdf‰ÛÜ
No10/18/13PolicyEffective 2011
TNGraduating or Exiting49-16-211. Any student who is eligible for enrollment in a public school in this state may enroll in a virtual school as either a full-time virtual school student or as a parttime virtual school student taking some of the student's courses through the virtual school. An LEAåÊis authorized to charge tuition to any person not enrolled in a public school within the LEA for attendance in an LEA established virtual school.åÊåÊlessHB3062
(att. pg. 2)
source: http://www.capitol.tn.‰ÛÜgov/Bills/107/Bill/HB3062.pdf‰ÛÜ
No10/19/13PollicyEffective 2012
TXGraduating or Exiting
TXPlacement and EnrollmentHB1926
(att. pg. 1-3)
source: http://www.capitol.sta‰ÛÜte.tx.us/tlodocs/83R/billtext/‰ÛÜpdf/HB01926F.pdf#navpanes=0‰ÛÜ
No10/18/13Policy`Effective 2013
TXAccess or AccessibilityThe state virtual school network shall provide or authorize providers of electronic professional development courses or programs to provide professional development for teachers who are teaching electronic courses through the network. (b)The state virtual school network mayåÊprovide or authorize providers of electronic professional development courses to provide professional development for: (3) teachers who must become qualified under the Individuals with Disabilities Education Act (20 U.S.C. Section 1400 et seq.)åÊåÊless
TXAdministrative DutiesSECTION 61.03. Subchapter C, Chapter 30A, Education Code, is amended by adding Section 30A.1021 to read as follows: Sec. 30A.1021. PUBLIC ACCESS TO USER COMMENTS REGARDING ELECTRONIC COURSES. (a)The administering authority shall provide students who have completed or withdrawn from electronic courses offered through the virtual school network and their parents with a mechanism for providing comments regarding the courses. (b)The mechanism required by Subsection (a) must include a quantitative rating system and a list of verbal descriptors that a student or parent may select as appropriate. (c)The administering authority shall provide public access to the comments submitted by students and parents under this section. The comments must be in a format that permits a person to sort the comments by teacher, electronic course, and provider school district or school. SECTION 61.05. Section 30A.105, Education Code, is amended by adding Subsections (a-1) and (a-2) and amending Subsection (d) to read as follows: (a-1)The administering authority shall publish the schedule established under Subsection (a)(1), including any deadlines specified in that schedule, and any guidelines applicable to the submission and approval process for electronic courses. (a-2)The evaluation required by Subsection (a)(2) must include review of each electronic course component, including off-line material proposed to be used in the course. (d)If the agency determines that the costs of evaluating and approving a submitted electronic course will not be paid by the agency due to a shortage of funds available for that purpose, the school district, open-enrollment charter school, or public or private institution of higher education that submitted the course for evaluation and approval may pay a fee equal to the amount of the costs in order to ensure that evaluation of the course occurs. The agency shall establish and publish a fee schedule for purposes of this subsection.åÊåÊlessSenate Bill 1788
(att. pg. 5-6)
source: http://www.legis.state‰ÛÜ.tx.us/tlodocs/80R/billtext/ht‰ÛÜml/SB01788F.HTM‰ÛÜ
Yes6/11/13Policystate virtual school networkEffective 2007
TXAllowable Providers of ServicesSec.29.909. DISTANCE LEARNING COURSES. (a) A school district or open-enrollment charter school that provides a course through distance learning and seeks to inform other districts or schools of the availability of the course may submit information to the agency regarding theåÊcourse, including the number of positions available for student enrollment in the course. The district or school may submit updated information at the beginning of each semester. (b)The agency shall make information submitted under this section available on the agency ‰Ûªs Internet website. (c)The commissioner may adopt rules necessary to implement this section, including rules governing student enrollment. The commissioner may not adopt rules governing course pricing, and the price for a course shall be determined by the school districts or open-enrollment charter schools involved. Sec.30A.003. PROVISION OF COMPUTER EQUIPMENT OR INTERNET SERVICE. This chapter does not: (1)require a school district, an open-enrollment charter school, a course provider , or the state to provide a student with home computer equipment or Internet access for a course provided through the state virtual school network; or (2)prohibit a school district or open-enrollment charter school from providing a student with home computer equipment or Internet access for a course provided through the state virtual school network. SECTION5.Section 30A.007, Education Code, is amended by amending Subsection (a) and adding Subsection (a-1) to read as follows: (a)A school district or open-enrollment charter school shall adopt a written policy that provides district or school students with the opportunity to enroll in electronic courses provided through the state virtual school network. The policy must be consistent with the requirements imposed by Section 26.0031. (a-1) A school district or open-enrollment charter school shall, at least once per school year, send to a parent of each district or school student enrolled at the middle or high school level a copy of the policy adopted under Subsection (a). A district or school may send the policy with any other information that the district or school sends to a parent. SECTION6.Section 30A.056(a), Education Code, is amended to read as follows: (a)Each contract between a course provider and the administering authority must: (1)provide that the administering authority may cancel the contract without penalty if legislative authorization for the course provider to offer an electronic course through the state virtual school network is revoked; and (2)be submitted to the commissioner. Sec.A30A.102. LISTING OF ELECTRONIC COURSES. (a) The administering authority shall: (1)publish the criteria required by Section 30A.103 for electronic courses that may be offered through the state virtual school network; (2)using the criteria required by Section 30A.103, evaluate electronic courses submitted by a course provider to be offered through the network; (3)create a list of electronic courses approved by the administering authority; and (4)publish in a prominent location on the network ‰Ûªs Internet website the list of approved electronic courses offered through the network and a detailed description of the courses that complies with Section 30A.108. (b)To ensure that a full range of electronic courses, including advanced placement courses, are offered to students in this state, the administering authority: (1)shall create a list of those subjects and courses designated by the board under Subchapter A, Chapter 28, for which the board has identified essential knowledge and skills or for which the board has designated content requirements under Subchapter A, Chapter 28; (2)shall enter into agreements with school districts, open-enrollment charter schools, public or private institutions of higher education, and other eligible entities for the purpose of offering the courses through the state virtual school network; and (3)may develop or authorize the development of additional electronic courses that: (A)are needed to complete high school graduation requirements; and (B)are not otherwise available through the state virtual school network. (c)The administering authority shall develop a comprehensive course numbering system for all courses offered through the state virtual school network to ensure, to the greatest extent possible, consistent numbering of similar courses offered across all course providers. SECTION10.Section 30A.1021(c), Education Code, is amended to read as follows: (c)The administering authority shall provide public access to the comments submitted by students and parents under this section. The comments must be in a format that permits a person to sort the comments by teacher, electronic course, and course provider. SECTION11.Section 30A.103(a), Education Code, is amended to read as follows: (a)AAThe board by rule shall establish an objective standard criteria for an electronic course to ensure alignment with the essential knowledge and skills requirements identified or content requirements established under Subchapter A, Chapter 28. The criteria may not permit the administering authority to prohibit a course provider from applying for approval for an electronic course for a course for which essential knowledge and skills have been identified. SECTION 12.Section 30A.104(b), Education Code, is amended to read as follows: (b)AAIf the essential knowledge and skills with which an approved course is aligned in accordance with Subsection (a)(2) are modified, the course provider must be provided the same time period to revise the course to achieve alignment with the modified essential knowledge and skills as is provided for the modification of a course provided in a traditional classroom setting. SECTIONA13. Sections 30A.1041(a) and (b), Education Code, are amended to read as follows: (a) school district, open-enrollment charter school, public or private institution of higher education, or other eligible entity may seek approval to offer through the state virtual school network the classroom portion of a driver education and traffic safety course that complies with the requirements for the program developed under Section 29.902. (b) school district, open-enrollment charter school, public or private institution of higher education, or other eligible entity may not offer through the state virtual school network the laboratory portion of a driver education and traffic safety course. SECTIONA14. Subchapter C, Chapter 30A, Education Code, is amended by adding Section 30A.1042 to read as follows: Sec.A30A.1042. RECIPROCITY AGREEMENTS WITH OTHER STATES. (a) The administering authority may enter into a reciprocity agreement with one or more other states to facilitate expedited course approval. (b) An agreement under this section must ensure that any course approved in accordance with the agreement: (1) is evaluated to ensure compliance with Sections 30A.104(a)(1) and (2) before the course may be offered through the state virtual school network; and (2) meets the requirements of Section 30A.104(a)(3). SECTION 15. Section 30A.105, Education Code, is amended by amending Subsections (a), (a-1), and (d) and adding Subsection (e) to read as follows: (a) The administering authority shall: (1) establish a submission and approval process for electronic courses that occurs on a rolling basis; and (2) evaluate electronic courses to be offered through the state virtual school network (a-1) The administering authority shall publish the submission and approval process for electronic courses [schedule] established under Subsection (a)(1), including any deadlines and guidelines applicable to the process. (d) If the agency determines that the costs of evaluating and approving a submitted electronic course will not be paid by the agency due to a shortage of funds available for that purpose, the school district, open-enrollment charter school, public or private institution of higher education, or other eligible entity that submitted the course for evaluation and approval may pay a fee equal to the amount of the costs in order to ensure that evaluation of the course occurs. The agency shall establish and publish a fee schedule for purposes of this subsection. (e) The administering authority shall require a course provider to apply for renewed approval of a previously approved course in accordance with a schedule designed to coincide with revisions to the required curriculum under Section 28.002(a) but SECTION19. Section 30A.108(b), Education Code, is amended to read as follows: (b) Each report under this section must describe each electronic course offered through the state virtual school network and include the following information: (1) course requirements; (2) the school year calendar for the course, including any options for continued participation outside of the standard school year calendar; (3) the entity that developed the course; (4) the entity that provided the course; (5) the course completion rate; (6) aggregate student performance on an assessment instrument administered under Section 39.023 to students enrolled in the course; (7) aggregate student performance on all assessment instruments administered under Section 39.023 to students who completed the course provider ‰Ûªs courses; and (8) other information determined by the commissioner. SECTIONA20. Section 30A.1121, Education Code, is amended to read as follows: Sec.A30A.1121. ALTERNATIVE EDUCATOR PROFESSIONAL DEVELOPMENT. (a) Subject to Subsection (b), a course provider may provide professional development courses to teachers seeking to become authorized to teach electronic courses provided through the state virtual school network. A course provider may provide a professional development course that is approved under Subsection (b) to any interested teacher, regardless of the teacher ‰Ûªs employer. (b) The agency shall review each professional development course sought to be provided by a course provider under Subsection (a) to determine if the course meets the quality standards established under Section 30A.113. If a course meets those standards, the course provider may provide the course for purposes of enabling a teacher to comply with Section 30A.111 (a)(2). Section 21. Section 30A.114, Education Code, is amended to read as follows: Sec. 30.114. REGIONAL EDUCATION SERVICE CENTERS. The commissioner by rule shall allow regional education service centers to participate in the state virtual school network in the same manner as course providers. (b)The commissioner, after considering comments from school district and open-enrollment charter school representatives, shall adopt a standard agreement that governs the costs, payment of funds, and other matters relating to a student ‰Ûªs enrollment in an electronic course offered through the state virtual school network. The agreement may not require a school district or open-enrollment charter school to pay the provider the full amount until the student has successfully completed the electronic course, and the full amount may not exceed the limits specified by Section 30A.105(b).åÊåÊlessHB1926
(att. pg. 6-7)
source: http://www.capitol.sta‰ÛÜte.tx.us/tlodocs/83R/billtext/‰ÛÜpdf/HB01926F.pdf#navpanes=0‰ÛÜ
No10/18/13PolicyEffective 2013
TXAdministrative DutiesSec. 30A.104. COURSE ELIGIBILITY IN GENERAL. (a)A course offered through the state virtual school network must: (1)be in a specific subject that is part of the required curriculum under Section 28.002(a); (2)be aligned with the essential knowledge and skills identified underåÊSection 28.002(c) for a grade level at or above grade level three; and (3)be the equivalent in instructional rigor and scope to a course that is provided in a traditional classroom setting during: (A)a semester of 90 instructional days; and (B)a school day that meets the minimum length of a school day required under Section 25.082. (b)If the essential knowledge and skills with which an approved course is aligned in accordance with Subsection (a)(2) are modified, the provider school district or school must be provided the same time period to revise the course to achieve alignment with the modified essential knowledge and skills as is provided for the modification of a course provided in a traditional classroom setting.åÊåÊlessSB1
(att. pg. 179-181)
source: http://www.capitol.sta‰ÛÜte.tx.us/tlodocs/821/billtext/‰ÛÜpdf/SB00001F.pdf#navpanes=0‰ÛÜ
No10/18/13PolicyEffective 2011
TXAdministrative Duties(a)A school district or open-enrollment charter school is eligible to act as a course provider under this chapter only if the district or school is rated acceptable under Section 39.054. An open-enrollment charter school may serve as a course provider only: (1)to a student within its service area; or (2)to another student in the state: (A)through an agreement with the school district in which the student resides; or (B)if the student receives educational services under the supervision of a juvenile probation department, the Texas Juvenile Justice Department, or the Texas Department of Criminal Justice, through an agreement with the applicable agency. (c)A nonprofit entity, private entity, or corporation is eligible to act as a course provider under this chapter only if the nonprofit entity, private entity, or corporation: (1)complies with all applicable federal and state laws prohibiting discrimination; (2)demonstrates financial solvency; and (3)provides evidence of prior successful experience offering online courses to middle or high school students, with demonstrated student success in course completion and performance, as determined by the commissioner. (d)An entity other than a school district or open-enrollment charter school is not authorized to award course credit or a diploma for courses taken through the state virtual school network.åÊåÊlessHB1926
(att. pg. 3-14)
source: http://www.capitol.sta‰ÛÜte.tx.us/tlodocs/83R/billtext/‰ÛÜpdf/HB01926F.pdf#navpanes=0‰ÛÜ
No10/18/13PolicyEffective 2013
TXAllowable Providers of ServicesSec. 30A.153. FOUNDATION SCHOOL PROGRAM FUNDING. (a)A school district or open-enrollment charter school in which a student is enrolled is entitled to funding under Chapter 42 for the student ‰Ûªs enrollment in an electronic course offered through the state virtual school network in the same manner that the district or school is entitled to funding for the student ‰Ûªs enrollment in courses provided in a traditional classroom setting, provided that the student successfully completes the electronic course. (b)The commissioner, after considering comments from school district and open-enrollment charter school representatives, shall adopt a standard agreement that governs payment of funds and other matters relating to a student ‰Ûªs enrollment in an electronic course offered through the state virtual school network. The agreement may not require a school district or open-enrollment charter school to pay the provider the full amount until the student has successfully completed the electronic course.åÊåÊlessSB1
(att. pg. 180)
source: http://www.capitol.sta‰ÛÜte.tx.us/tlodocs/821/billtext/‰ÛÜpdf/SB00001F.pdf#navpanes=0‰ÛÜ
No10/18/13PolicyEffective 2011
TXPlacement and EnrollmentSection 22. Section 30A.153, Education Code, is amended by amending subsections (a) and (b) and adding Subsection (a-1) to read as follows: (a) Subject to the limitation imposed under Subsection (a-1), a school district or open-enrollment charter school in which a student isåÊenrolled is entitled to funding under Chapter 42 or in accordance with the terms of a charter granted under Section 12.101 for the student's enrollment in an electronic course offered through the state virtual school network in the same manner that the district or school is entitled to funding for the student's enrollment in courses provided in a traditional classroome setting, provided that the student successfully completes the electronic course. (a-1) For purposes of Subsection (a), a school district or open-enrollment charter school is limited to the funding described by that subsection for a student ‰Ûªs enrollment in not more than three electronic courses during any school year, unless the student is enrolled in a full-time online program that was operating on January 1, 2013. SECTION 23. Section 30A.155, Education Code, is amended by amending Subsections (a) and (c-1) and adding Subsection (e) to read as follows: (a) A school district or open-enrollment charter school may charge a fee for enrollment in an electronic course provided through the state virtual school network to a student who resides in this state and: (1) is enrolled in a school district or open-enrollment charter school as a full-time student with a course load greater than that normally taken by students in the equivalent grade level in other school districts or open-enrollment charter schools; or (2) elects to enroll in an electronic course provided through the network for which the school district or open-enrollment charter school in which the student is enrolled as a full-time student declines to pay the cost, as authorized by Section 26.0031(c-1). (c-1)A school district or open-enrollment charter school that is not the course provider may charge a student enrolled in the district or school a nominal fee, not to exceed the amount specified by the commissioner, if the student enrolls in an electronic course provided through the state virtual school network that exceeds the course load normally taken by students in the equivalent grade level. A juvenile probation department or state agency may charge a comparable fee to a student under the supervision of the department or agency.åÊåÊlessSB1
(att. pg. 178-179)
source: http://www.capitol.sta‰ÛÜte.tx.us/tlodocs/821/billtext/‰ÛÜpdf/SB00001F.pdf#navpanes=0‰ÛÜ
Yes10/18/13PolicyEffective 2011
TXFunding for ServicesHB1926
(att. pg. 14-16)
source: http://www.capitol.sta‰ÛÜte.tx.us/tlodocs/83R/billtext/‰ÛÜpdf/HB01926F.pdf#navpanes=0‰ÛÜ
No10/18/13PolicyEffective 2013
TXFunding for ServicesARTICLE 61. STATE VIRTUAL SCHOOL NETWORK SECTION 61.01. Subsection (a), Section 30A.002, Education Code, is amended to read as follows: (a)A student is eligible to enroll in a course provided through the state virtual school network only if the student: (1)on September 1 ofåÊthe school year: (A)is younger than 21 years of age; or (B)is younger than 26 years of age and entitled to the benefits of the Foundation School Program under Section 42.003; (2)has not graduated from high school; and (3)is otherwise eligible to enroll in a public school in this state. SECTION 61.02. Subchapter A, Chapter 30A, Education Code, is amended by adding Section 30A.007 to read as follows: Sec. 30A.007. LOCAL POLICY ON ELECTRONIC COURSES. (a) A school district or open-enrollment charter school shall adopt a policy that provides district or school students with the opportunity to enroll in electronic courses provided through the state virtual school network. The policy must be consistent with the requirements imposed by Section 26.0031. (b)For purposes of a policy adopted under Subsection (a), the determination of whether or not an electronic course will meet the needs of a student with a disability shall be made by the student ‰Ûªs admission, review, and dismissal committee in a manner consistent with state and federal law, including the Individuals with Disabilities Education Act (20 U.S.C. Section 1400 et seq.) and Section 504, Rehabilitation Act of 1973 (29 U.S.C. Section 794).åÊåÊlessSB1
(att. pg. 181-182)
source: http://www.capitol.sta‰ÛÜte.tx.us/tlodocs/821/billtext/‰ÛÜpdf/SB00001F.pdf#navpanes=0‰ÛÜ
No10/18/13PolicyEffective 2011
TXAccommodations and Assessments(b)Except as provided by Subsection (c), a school district or open-enrollment charter school in which a student is enrolled as a full-time student may not deny the request of a parent of a student to enroll the student in an electronic course offered through the state virtual school network under Chapter 30A. (c)A school district or open-enrollment charter school may deny a request to enroll a student in an electronic course if: (1)a student attempts to enroll in a course load that is inconsistent with the student ‰Ûªs high school graduation plan or requirements for college admission or earning an industry certification; (2) the student requests permission to enroll in an electronic course at a time that is not consistent with the enrollment period established by the school district or open-enrollment charter school providing the course; or (3)the district or school offers a substantially similar course. (c-1) A school district or open-enrollment charter school may decline to pay the cost for a student of more than three yearlong electronic courses, or the equivalent, during any school year. This subsection does not: (1)limit the ability of the student to enroll in additional electronic courses at the student ‰Ûªs cost; or (2)apply to a student enrolled in a full-time online program that was operating on January 1, 2013. (d)Notwithstanding Subsection (c)(2), a school district or open-enrollment charter school that provides an electronic course through the state virtual school network under Chapter 30A shall make all reasonable efforts to accommodate the enrollment of a student in the course under special circumstances. (f)A school district or open-enrollment charter school from which a parent of a student requests permission to enroll the student in an electronic course offered through the state virtual school network under Chapter 30A has discretion to select a course provider approved by the network ‰Ûªs administering authority for the course in which the student will enroll based on factors including the informed choice report in Section 30A.108(b).åÊåÊless
UTAccess or Accessibility
UTAllowable Providers of ServicesSB178
(att. pg. 8-9)
source: http://le.utah.gov/~20‰ÛÜ12/bills/sbillenr/sb0178.pdf‰ÛÜ
No10/21/13PolicyEffective 2012
UTFunding for ServicesSection 13. Section 53A-15-1208 is amended to read: 53A-15-1208. Course credit acknowledgement. (1) A student's primary LEA of enrollment and the student's online course provider shall enter into a course credit acknowledgement in which the primary LEA of enrollment and theåÊonline course provider acknowledge that the online course provider is responsible for the instruction of the student in a specified online course. (2) The terms of the course credit acknowledgement shall provide that: (a) the online course provider shall receive a payment in the amount provided under Section 53A-15-1206; and (b) the student's primary LEA of enrollment acknowledges that the State Board of Education will deduct [an amount equal to the online course fee from] funds allocated to the LEA under Chapter 17a, Minimum School Program Act[.], in the amount and at the time the online course provider qualifies to receive payment for the online course as provided in Subsection 53A-15-1206(4). (3) (a) A course credit acknowledgement may originate with either an online course provider or primary LEA of enrollment. (b) The originating entity shall submit the course credit acknowledgement to the State Board of Education who shall forward it to the primary LEA of enrollment for course selection verification or the online course provider for acceptance. (c) (i) A primary LEA of enrollment may only reject a course credit acknowledgement if: (A) the online course is not aligned with the student's SEOP; (B) the online course is not consistent with the student's IEP, if the student has an IEP; (C) the online course is not consistent with the student's international baccalaureate program, if the student participates in an international baccalaureate program; or (D) the number of online course credits exceeds the maximum allowed for the year as provided in Section 53A-15-1204. (ii) Verification of alignment of an online course with a student's SEOP does not require a meeting with the student. (d) An online course provider may only reject a course credit acknowledgement if: (i) the student does not meet course prerequisites; or (ii) the course is not open for enrollment. (e) A primary LEA of enrollment or online course provider shall submit an acceptance or rejection of a course credit acknowledgement to the State Board of Education within 72 business hours of the receipt of a course credit acknowledgement from the State Board of Education pursuant to Subsection (3)(b). (f) If an online course provider accepts a course credit acknowledgement, the online course provider shall forward to the primary LEA of enrollment the online course start date as established under Section 53A-15-1206.5. (g) If an online course provider rejects a course credit acknowledgement, the online course provider shall include an explanation which the State Board of Education shall forward to the primary LEA of enrollment for the purpose of assisting a student with future online course selection. (h) If a primary LEA of enrollment does not submit an acceptance or rejection of a course credit acknowledgement to the State Board of Education within 72 business hours of the receipt of a course credit acknowledgement from the State Board of Education pursuant to Subsection (3)(b), the State Board of Education shall consider the course credit acknowledgement accepted. (i) (i) Upon acceptance of a course credit acknowledgement, the primary LEA of enrollment shall notify the student of the acceptance and the start date for the online course as established under Section 53A-15-1206.5. (ii) Upon rejection of a course credit acknowledgement, the primary LEA of enrollment shall notify the student of the rejection and provide an explanation of the rejection. (j) If the online course student has an individual education plan (IEP) or 504 accommodations, the primary LEA of enrollment shall forward the IEP or description of 504 accommodations to the online course provider within 72 business hours after the primary LEA of enrollment receives notice that the online course provider accepted the course credit acknowledgement. (4) (a) A primary LEA of enrollment may not reject a course credit acknowledgement, because the LEA is negotiating, or intends to negotiate, an online course fee with the online course provider pursuant to Subsection 53A-15-1206(6). (b) If a primary LEA of enrollment negotiates an online course fee with an online course provider before the start date of an online course, a course credit acknowledgement may be amended to reflect the negotiated online course fee. Section 14. Section 53A-15-1209 is amended to read: 53A-15-1209. Online course credit hours included in daily membership -- Limitation. (1) Subject to Subsection (2), a student's primary LEA of enrollment shall include online course credit hours in calculating daily membership. (2) A student may not count as more than one FTE, unless the student intends to complete high school graduation requirements, and exit high school, early, in accordance with the student's education/occupation plan (SEOP). (3) A student who enrolls in an online course may not be counted in membership for a released-time class, if counting the student in membership for a released-time class would result in the student being counted as more than one FTE. (4) Except as provided in Subsection (5), a student enrolled in an online course may earn no more credits in a year than the number of credits a student may earn in a year by taking a full course load during the regular school day in [a high school the student's primary LEA of enrollment. (5) A student enrolled in an online course may earn more credits in a year than the number of credits a student may earn in a year by taking a full course load during the regular school day in the student's primary LEA of enrollment: (a) if the student intends to complete high school graduation requirements, and exit high school, early, in accordance with the student's education/occupation plan (SEOP); or (b) if allowed under local school board or charter school governing board policy. Section 15. Section 53A-15-1211 is amended to read: 53A-15-1211. Report on performance of online course providers. (1) The State Board of Education, in collaboration with online course providers, shall develop a report on the performance of online course providers, which may be used to evaluate the Statewide Online Education Program and assess the quality of an online course provider. (2) A report on the performance of an online course provider shall include: (a) scores aggregated by test on statewide assessments administered under Chapter 1, Part 6, Achievement Tests, taken by students at the end of an online course offered through the Statewide Online Education Program; (b) the percentage of the online course provider's students who complete online courses within the applicable time period specified in Subsection 53A-15-1206(4)(c); [and] (c) the percentage of the online course provider's students who complete online courses after the applicable time period specified in Subsection 53A-15-1206(4)(c) and before the student graduates from high school; and (d) the pupil-teacher ratio for the combined online courses of the online course provider. (3) The State Board of Education shall post a report on the performance of an online course provider on the Statewide Online Education Program's website. Section 16. Section 53A-15-1212 is amended to read: 53A-15-1212. Dissemination of information on the Statewide Online Education Program. (1) The State Board of Education shall develop a website for the Statewide Online Education Program which shall include: (a) a description of the Statewide Online Education Program, including its purposes; (b) information on who is eligible to enroll, and how an eligible student may enroll, in an online course; (c) a directory of online course providers; (d) a link to a course catalog for each online course provider; and (e) a report on the performance of online course providers as required by Section 53A-15-1211. (2) An online course provider shall provide the following information on the online course provider's website: (a) a description of the Statewide Online Education Program, including its purposes; (b) information on who is eligible to enroll, and how an eligible student may enroll, in an online course; (c) a course catalog; (d) scores aggregated by test on statewide assessments administered under Chapter 1, Part 6, Achievement Tests, taken by students at the end of an online course offered through the Statewide Online Education Program; (e) the percentage of an online course provider's students who complete online courses within the applicable time period specified in Subsection 53A-15-1206(4)(c); [and] (f) the percentage of an online course provider's students who complete online courses after the applicable time period specified in Subsection 53A-15-1206(4)(c) and before the student graduates from high school; and (g) the online learning provider's pupil-teacher ratio for the online courses combined. Section 17. Section 53A-15-1212.5 is enacted to read: 53A-15-1212.5. Time period to enroll in an online course. (1) To provide an LEA and online course providers with estimates of online course enrollment, a student should enroll in an online course, or declare an intention to enroll in an online course, during the high school course registration period designated by the LEA. (2) Notwithstanding Subsection (1) and except as provided in Subsection (3), a student may enroll in an online course at any time during a calendar year. (3) (a) A student may alter a course schedule by dropping a traditional classroom course and adding an online course consistent with course schedule alteration procedures adopted by the student's primary LEA of enrollment or high school. (b) A school district's or high school's deadline for dropping a traditional classroom course and adding an online course shall be the same deadline for dropping and adding a traditional classroom course. Section 18. Section 53A-15-1216 is enacted to read: 53A-15-1216. Report of noncompliance -- Action to ensure compliance. (1) The state superintendent shall report to the State Board of Education any report of noncompliance of this part made to a member of the staff of the State Board of Education. (2) The State Board of Education shall take appropriate action to ensure compliance with this part. Section 19. Section 53A-15-1217 is enacted to read: 53A-15-1217. Agreements for online instruction. (1) In addition to offering online courses to students through the Statewide Online Education Program, a school district or charter school may enter into an agreement with another school district or charter school or a consortium of school districts or charter schools to provide online instruction to the school district's or charter school's students. (2) Online instruction offered pursuant to Subsection (1) is not subject to the requirements of this part.åÊåÊlessSB178
(att. pg. 9-12)
source: http://le.utah.gov/~20‰ÛÜ12/bills/sbillenr/sb0178.pdf‰ÛÜ
No10/21/13PolicyEffective 2012
UTPlacement and Enrollment53A-15-1205. Authorized online course providers. The following entities may offer online courses to eligible students through the Statewide Online Education Program: (1) beginning with the 2011-12 school year, a charter school or district school created exclusively for theåÊpurpose of serving students online; and (2) beginning with the 2011-12 school year, an LEA program, approved by the LEA's governing board, that is created exclusively for the purpose of serving students online.åÊåÊlessSB178
(att. pg. 7-8)
source: http://le.utah.gov/~20‰ÛÜ12/bills/sbillenr/sb0178.pdf‰ÛÜ
Yes10/21/13PolicyEffective 2012
UTGraduating or Exiting(1) For the 2012-13 school year, the fee for a .5 credit online course or .5 credit of a 1 credit online course is: (a) 0 for the following core curriculum courses, except a concurrent enrollment course: (i) financial literacy; (ii) health; (iii) fitness for life; and (iv) computer literacy; (b) 0 for driver education; (c) 0 for a course that meets core curriculum requirements in fine arts or career and technical education, except a concurrent enrollment course; (d) 0 for the following courses: (i) a course that meets core curriculum requirements in social studies, except a concurrent enrollment course; and (ii) a world language course, except a concurrent enrollment course; (e) 0 for the following courses: (i) a course that meets core curriculum requirements for language arts, mathematics, or science; and (ii) a concurrent enrollment course; and (f) 0 for a course not described in Subsections (1)(a) through (e). (2) If a course meets the requirements of more than one course fee category described in Subsection (1), the course fee shall be the lowest of the applicable course fee categories. (3) Beginning with the 2013-14 school year, the online course fees described in Subsection (1) shall be adjusted each school year in accordance with the percentage change in value of the weighted pupil unit from the previous school year. (4) An online learning provider shall receive payment for an online course as follows: (a) for a .5 credit online course, 50% of the online course fee after the withdrawal period described in Section 53A-15-1206.5; (b) for a 1 credit online course, 25% of the online course fee after the withdrawal period described in Section 53A-15-1206.5 and 25% of the online course fee upon the beginning of the second .5 credit of the online course; and (c) if a student completes a 1 credit online course within 12 months or a .5 credit course within nine weeks following the end of a traditional semester, 50% of the online course fee. (5) (a) If a student fails to complete a 1 credit course within 12 months or a .5 credit course within nine weeks following the end of a traditional semester, the student may continue to be enrolled in the course until the student graduates from high school. (b) To encourage an online course provider to provide remediation to a student who remains enrolled in an online course pursuant to Subsection (5)(a) and avoid the need for credit recovery, an online course provider shall receive a payment equal to 30% of the online course fee if the student completes the online course before the student graduates from high school. (6) Notwithstanding the online course fees prescribed in Subsections (1) through (3), a school district or charter school may: (a) negotiate a fee with an online course provider for an amount up to the amount prescribed in Subsections (1) through (3); and (b) pay the negotiated fee instead of the fee prescribed in Subsections (1) through (3). (7) An online course provider who contracts with a vendor for the acquisition of online course content or online course instruction may negotiate the payment for the vendor's service independent of the fees specified in Subsections (1) through (3). Section 11. Section 53A-15-1206.5 is enacted to read: 53A-15-1206.5. Withdrawal from an online course. (1) An online course provider shall establish a start date for an online course, including a start date for the second .5 credit of a 1 credit online course. (2) Except as provided in Subsection (3), a student may withdraw from an online course: (a) within 20 school calendar days of the start date, if the student enrolls in an online course on or before the start date established pursuant to Subsection (1); or (b) within 20 school calendar days of enrolling in the online course, if the student enrolls in an online course after the start date established pursuant to Subsection (1). (3) (a) A student may withdraw from a 1 credit online course within 20 school calendar days of the start date of the second .5 credit of the online course. (b) An online course provider shall refund a payment received for the second .5 credit of an online course if a student withdraws from the online course pursuant to Subsection (3)(a). (c) If a student withdraws from a 1 credit online course as provided in Subsection (3)(a), the online course provider shall receive payment for the student's completion of .5 credit of the 1 credit course in the same manner as an online course provider receives payment for a student's completion of a .5 credit online course as described in Subsection 53A-15-1206(4). Section 12. Section 53A-15-1207 is amended to read: 53A-15-1207. State Board of Education to deduct funds and make payments -- Plan for the payment of online courses taken by private and home school students. (1) (a) The State Board of Education shall deduct money from funds allocated to the student's primary LEA of enrollment under Chapter 17a, Minimum School Program Act, to pay for online course fees. (b) Money shall be deducted under Subsection (1) in the amount and at the time an online course provider qualifies to receive payment for an online course as provided in Subsection 53A-15-1206(4). (2) From money deducted under Subsection (1), the State Board of Education shall make payments to the student's online course provider as provided in Section 53A-15-1206. (3) The Legislature shall establish a plan, which shall take effect beginning on July 1, 2013, for the payment of online courses taken by a private school or home school student.åÊåÊless
UTPlacement and EnrollmentOnline Education
(att. pg. 2)
source: http://www.schools.uta‰ÛÜh.gov/edonline/‰ÛÜ
Yes6/27/13Guidancestatewide Online Education ProgramGuidance - 2011
UTPlacement and EnrollmentThe purposes of an online school are to: (b) provide high quality learning options for a student regardless of language, residence, family income, or special needsSenate Bill 65
(att. pg. 5)
source: http://le.utah.gov/~20‰ÛÜ11/bills/sbillamd/sb0065.pdf‰ÛÜ
Yes6/11/13Policyall online schoolsEffective 2011
UTAdministrative DutiesA counselor designated by the primary school of enrollment shall review the CCA (course credit acknowledgement) to ensure consistency with graduation requirements, the student's SEOP, the student's Individualized Education Plan (IEP), the student's Section 504 plan, or the student's international baccalaureate program, if applicable. The primary school of enrollment shall return the CCA to the USOE (Utah State Office of Education) within 72 business hours.åÊåÊlessSB178
(att. pg. 12-18)
source: http://le.utah.gov/~20‰ÛÜ12/bills/sbillenr/sb0178.pdf‰ÛÜ
No10/21/13PolicyEffective 2012
UTPlacement and EnrollmentThe purposes of Statewide Online Education Program are to: Provide students with access to online learning regardless of where students attend school. Provide high quality learning options for students regardless of language, residence, family income, or special needs. Provide online learning options to allow students to acquire the knowledge and technology skills necessary in a digital world. Utilize the power and scalability of technology to customize education so that students may learn in their own style preference and at their own pace. Utilize technology to remove the constraints of traditional classroom learning, allowing students to access learning virtually at any time and in any place and give students the flexibility to take advantage of their peak learning time. Provide personalized learning where students can spend as little or as much time as they need to master the material. Provide greater access to self-paced programs enabling high-achieving students to accelerate academically, while struggling students may have additional time and help to gain competency. Allow students to customize their schedule to better meet their academic goals. Provide quality learning options to better prepare students for post-secondary education and vocational or career opportunities. Allow students to have an individualized educational experience.åÊåÊlessAdministrative Rules
(att. pg. 2-3)
source: http://www.rules.utah.‰ÛÜgov/publicat/code/r277/r277-72‰ÛÜ6.htm‰ÛÜ
Yes6/27/13Policystatewide Online Education ProgramsEffective 2011
UTAccommodations and Assessments53A-15-1204. Option to enroll in online courses offered through the Statewide Online Education Program. (1) Subject to the course limitations provided in Subsection (2), an eligible student may enroll in an online course offered through the Statewide Online Education Program if: (a) the student meets the course prerequisites; (b) the course is open for enrollment; (c) the online course is aligned with the student's student education/occupation plan (SEOP); (d) the online course is consistent with the student's individual education plan (IEP), if the student has an IEP; and (e) the online course is consistent with the student's international baccalaureate program, if the student is participating in an international baccalaureate program. (2) An eligible student may enroll in online courses for no more than the following number of credits: (a) in the 2011-12 and 2012-13 school years, two credits; (b) in the 2013-14 school year, three credits; (c) in the 2014-15 school year, four credits; (d) in the 2015-16 school year, five credits; and (e) beginning with the 2016-17 school year, six credits. (3) Notwithstanding Subsection (2): (a) a student's primary LEA of enrollment may allow an eligible student to enroll in online courses for more than the number of credits specified in Subsection (2); or (b) upon the request of an eligible student, the State Board of Education may allow the student to enroll in online courses for more than the number of credits specified in Subsection (2), if the online courses better meet the academic goals of the student. (4) An eligible student's primary LEA of enrollment: (a) in conjunction with the student and the student's parent or legal guardian, is responsible for preparing and implementing a student education/occupation plan (SEOP) for the eligible student, as provided in Section 53A-1a-106; and (b) shall assist an eligible student in scheduling courses in accordance with the student's SEOP, graduation requirements, and the student's post-secondary plans. (5) An eligible student's primary LEA of enrollment may not: (a) impose restrictions on a student's selection of an online course that fulfills graduation requirements and is consistent with the student's SEOP or post-secondary plans; or (b) give preference to an online course or online course provider. (6) The State Board of Education, including an employee of the State Board of Education, may not give preference to an online course or online course provider. (7) (a) Except as provided in Subsection (7)(b), a person may not provide an inducement or incentive to a public school student to participate in the Statewide Online Education Program.åÊåÊless
VAAdministrative DutiesSB738
(att. pg. 1-2, 4)
source: http://leg1.state.va.u‰ÛÜs/cgi-bin/legp504.exe?101+ful+‰ÛÜSB738ER+pdf‰ÛÜ
No10/21/13PolicyEffective 2010
VAAdministrative DutiesThe programs must ensure a commitment to equity by providing students with disabilities the necessary accommodations and modifications to access the content. Teachers serving these students should be properly licensed and endorsed. They should also ensure that students fromåÊlow-income families, English language learners, or traditionally underrepresented racial and ethnic minorities are not excluded from participation and that the content of the materials is diverse to reflect the inclusive nature of the programåÊåÊlessSuperintendent
(att. pg. 1)
source: http://www.doe.virgini‰ÛÜa.gov/administrators/superinte‰ÛÜndents_memos/2012/308-12.shtml‰ÛÜ
Yes6/11/13Guidanceschool division providing virtual programsGuidance - 2012
VAAdministrative DutiesThe following information is provided in response to inquiries regarding which school division is responsible for the provision of Child Find and a free appropriate public education (FAPE) for a child with a disability who receives full-time virtual instruction from a schoolåÊdivision different from the division of the child‰Ûªs residence. The Individuals with Disabilities Education Improvement Act (IDEA 2004) requires states to identify the public entities responsible for Child Find and FAPE. Virginia has established these standards through its residency requirements in the Regulations Governing Special Education Programs for Children with Disabilities in Virginia at 8 VAC 20-81-30 (FAPE) and 8 VAC 20-81-50 (Child Find). Following our review of these regulations, we have determined that if the virtual student is a resident of the school division providing the virtual program, then that school division is responsible for Child Find and FAPE for students with disabilities. However, if the student receives full-time virtual instruction from a school division other than the division of the child‰Ûªs residence, then the school division of the child‰Ûªs residence is responsible for Child Find and FAPE. Please note that the school division providing the virtual program to a non-resident student has Child Find responsibility to the extent only of referring a child suspected of having a disability to the child‰Ûªs school division of residence.åÊåÊlessHB2619
(att. pg. 1)
source: http://leg1.state.va.u‰ÛÜs/cgi-bin/legp504.exe?091+ful+‰ÛÜHB2619ER‰ÛÜ
Yes10/21/13PolicyEffective 2009
VATeacher PreparednessThe Board of Education shall promulgate regulations establishing standards for accreditation of public virtual schools under the authority of the local school board that enroll students full time.VAC2022
(att. pg. 11, 18-20)
source: http://www.doe.virgini‰ÛÜa.gov/boe/meetings/2013/06_jun‰ÛÜ/agenda_items/item_i.pdf‰ÛÜ
No12/2/14PolicyProposed
VAAllowable Providers of ServicesThe Board of Education shall prescribe by regulation the licensure requirements for teachers who teach only online courses, as defined in å¤ 22.1-212.23. Such license shall be valid only for teaching online courses. Teachers who hold a five-year renewable license issued by the Board of Education may teach online courses for which they are properly endorsed.åÊåÊlessVS Programs
(att. pg. 2-3)
source: http://www.doe.virgini‰ÛÜa.gov/instruction/virtual_lear‰ÛÜning/virtual_schools/virtual_s‰ÛÜchools_program_vision.pdf‰ÛÜ
Yes6/11/13Guidanceall online programsGuidance - 2010
VAAccess or AccessibilityAn online course or virtual school program may be delivered to students at school as part of the regularly scheduled school day. C. Local school boards may enter into contracts, consistent with the criteria approved by the Board pursuant to this section, with approved private or nonprofit organizations to provide multi-division online courses and virtual school programs. Such contracts shall be exempt from the Virginia Public Procurement Act (å¤ 2.2-4300 et seq.). å¤ 22.1-212.25. Information regarding online courses and virtual programs; report. A. The Department of Education shall develop and maintain a website that provides objective information for students, parents, and educators regarding online courses and virtual programs offered through local school boards by multi-division online providers that have been approved in accordance with å¤ 22.1-212.24. The website shall include information regarding the overall instructional programs, the specific content of individual online courses and online programs, a direct link to each multi-division online provider's website, how to register for online learning programs and courses, teacher qualifications, course completion rates, and other evaluative and comparative information. The website shall also provide information regarding the process and criteria for approving multi-division online providers. Multi-division online providers shall provide the Department of Education the required information for the website as a condition of maintaining Board approval. B. The Superintendent of Public Instruction shall develop model policies and procedures regarding student access to online courses and online learning programs that may be used by local school divisions. Nothing in this article shall be deemed to require a local school division to adopt model policies or procedures developed pursuant to this section. C. Beginning November 1, 2011, and annually thereafter, the Board of Education shall include in its annual report to the Governor and the General Assembly information regarding multi-division online learning during the previous school year. The information shall include but not be limited to student demographics, course enrollment data, parental satisfaction, aggregated student course completion and passing rates, and activities and outcomes of course and provider approval reviews. The November 1, 2011, report shall be an interim progress report and include information on the criteria and processes dopted by the Board and outcomes of provider applications. D. By July 1, 2011, local school boards shall post on their websites information regarding online courses and programs that are available through the school division. Such information shall include but not be limited to the types of online courses and programs available to students through the school division, when the school division will pay course fees and other costs for nonresident students, and the granting of high school credit. å¤ 22.1-212.26. Teachers and administrators of online courses and programs. A. Teachers who deliver instruction to students through online courses or virtual school programs shall be licensed by the Board of Education and shall be subject to the requirements of å¤å¤ 22.1-296.1 and 22.1-296.2 applicable to teachers employed by a local school board. B. The administrator of a virtual school program shall hold an advanced degree from a regionally accredited institution of higher education with educational and work experience in administering educational programs. P. Notwithstanding the provisions of this section, when determining the assignment of instructional and other licensed personnel in subsections C through J, a local school board shall not be required to include full-time students of approved virtual school programs. 2. That any multi-division online provider operating prior to the enactment of this act and prior to the development and enactment of the approval criteria pursuant to subsection A of å¤ 22.1-212.24 of the Code of Virginia and meeting the requirements of subsection B of å¤ 22.1-212.24 shall be permitted to continue operating until enactment of the approval criteria pursuant to å¤ 22.1-212.24. Following such enactment, any operating multi-division online provider shall be required to submit an application for approval and shall be permitted to continue operating until a decision is rendered under the criteria enacted pursuant to å¤ 22.1-212.24.åÊåÊless
VADefinitionsCourse credits earned for online courses taken in the Department of Education's Virtual Virginia program shall transfer to Virginia public schools in accordance with provisions of the standards for accreditation. Further, reasonable accommodation to meet the requirements foråÊdiplomas shall be provided for otherwise qualified students with disabilities as needed.åÊåÊless
VAPlacement and EnrollmentPrograms that use a blended approach‰ÛÓwith either a parent or educational mentor‰ÛÓmust provide training for the mentor. Programs that provide a complete curriculum must provide support services (e.g., academic advising, needs assessment, career counseling) to all students. TheåÊonline environment must also be safe, secure, and appropriately maintained. Certain characteristics should be present in every high-quality online program: Technology should be used effectively to support the integration of multiple tools and pedagogical approaches. Effective support facilitates communication, collaboration, and learning. The technology must be reliable and properly maintained. Multimedia elements must be age and content appropriate, engaging, and optimized for delivery over the Internet. Effective technology is unobtrusive and intuitive for users. Data must be gathered and used effectively to inform decisions regarding all aspects of the program, including tracking individual student growth and achievement and adjusting particular teaching methods. The program and courses must be updated regularly to improve student growth and achievement, adjust for technological changes, and stay aligned with the program goals and learning standards. In addition, virtual programs must readily provide appropriate data to stakeholders and solicit feedback on the quality andeffectiveness of the programs. These characteristics of effective online programs form the basis for the criteria and application process for becoming an approved multidivision online provider in Virginia.åÊåÊless
VAFunding for ServicesB. In developing the criteria for approval pursuant to subsection A, the Superintendent of Public Instruction shall (i) require multi-division online providers to be accredited by a national, regional, or state accreditation program approved by the Board; (ii) require such courses or programs, pupil performance standards, and curriculum to meet or exceed any applicable Standards of Learning and Standards of Accreditation; (iii) require any educational objectives and assessments used to measure pupil progress toward achievement of the school's pupil performance standards to be in accordance with the Board's Standards of Accreditation and all applicable state and federal laws; and (iv) require such courses or programs to maintain minimum staffing requirements appropriate for virtual school programs. å¤ 22.1-212.26. Teachers and administrators of online courses and programs. A. Teachers who deliver instruction to students through online courses or virtual school programs shall be licensed by the Board of Education and shall be subject to the requirements of å¤å¤ 22.1-296.1 and 22.1-296.2 applicable to teachers employed by a local school board. B. The administrator of a virtual school program shall hold an advanced degree from a regionally accredited institution of higher education with educational and work experience in administering educational programs.åÊåÊlessSuperintendent
(att. pg. 1)
source: http://www.doe.virgini‰ÛÜa.gov/administrators/superinte‰ÛÜndents_memos/2012/308-12.shtml‰ÛÜ
Yes6/11/13Guidanceschool division providing virtual programsGuidance - 2012
VAGraduating or ExitingHB3191
(att. pg. 1)
source: http://leg1.state.va.u‰ÛÜs/cgi-bin/legp504.exe?071+ful+‰ÛÜHB3191ER‰ÛÜ
Yes10/21/13PolicyEffective 1997
VAAdministrative DutiesThe school division providing the virtual program receives the average daily membership (ADM) pursuant to enrolling the student in accordance with å¤ 22.1-212.27 of the Code of Virginia. The federal award under IDEAPart B for the school division of residence will not be affec...åÊmoreHB578
(att. pg. 1)
source: http://lis.virginia.go‰ÛÜv/cgi-bin/legp604.exe?121+ful+‰ÛÜHB578ER+pdf‰ÛÜ
No10/21/13PolicyEffective 2012
VAAllowable Providers of Services4. To enter into such agreements with private entities, nonprofit civic organizations, school divisions, and public and private two-year and four-year institutions of higher education as it may deem necessary to provide age appropriate educational programs and training, including career and technical education, career development opportunities, public service projects, restricted Internet access to approved or accredited online secondary education or adult education and literacy programs leading to a diploma or the General Education Development (GED) program and testing, and other learning experiences in the furtherance of its duties and responsibilities under this chapter for persons committed to the institutions comprising the Department;åÊåÊlessSB738
(att. pg. 2-3)
source: http://leg1.state.va.u‰ÛÜs/cgi-bin/legp504.exe?101+ful+‰ÛÜSB738ER+pdf‰ÛÜ
No10/21/13PolicyEffective 2010
VAAdministrative DutiesHB1215
(att. pg. 1)
source: http://leg1.state.va.u‰ÛÜs/cgi-bin/legp504.exe?121+ful+‰ÛÜHB1215ER+pdf‰ÛÜ
No10/21/13PolicyEffective 2012
VAAccommodations and Assessments‰ÛÏOnline Teacher License‰Û means a five-year, renewable license valid only for teaching online courses. [Teachers who hold a five-year renewable license issued by the Virginia Board of Education may teach online courses for which they are properly endorsed and do not need to seek this license.] 9. Online Teacher License. The Online Teacher License is a five-year, renewable license valid only for teaching online courses. [Teachers who hold a five-year renewable license issued by the Virginia Board of Education may teach online courses for which they are properly endorsed and do not need to seek this license.] a. The individual is required to meet requirements for an endorsement in a content (teaching) area, professional studies requirements, and qualifying scores on professional teacher‰Ûªs assessments as prescribed by the Virginia Board of Education. In addition, the individual must complete a three-semester-hour course in online instructional procedures. Online instructional procedures: 3 semester hours. Skills in this area shall contribute to an understanding of the principles of online learning and online instructional strategies and the application of skills in the ability to: use the Internet for teaching, learning, and management; design, deliver, and support instruction in an online environment; adapt strategies for a variety of course models (e.g., synchronous and asynchronous); select, adapt, and create rich multimedia for instruction; adapt Individualized Education Program requirements to online course practices, as appropriate; use data to meet individual students needs; and employ innovative teaching strategies in an online environment. Demonstrated proficiency of advanced skills in the following must be addressed: use of communication technologies to interact with and engage students, parents, and mentors; use of education technologies; management of instructional activities in a technology-mediated environment; and nontraditional content delivery methods. b. Online teaching experience is not acceptable to meet the full-time teaching experience for other license types, such as a division superintendent license, or for endorsements, such as for the reading specialist, school counselor, or administration and supervision endorsements. The Online Teacher License may be issued, if requirements have been met, as one of the following licenses to individuals teaching only online courses: (1) Online Teacher (Postgraduate Professional) License--a five-year, renewable license available to an individual who has qualified for the Online Teacher Collegiate Professional License and who holds an appropriate earned graduate degree from a regionally accredited college or university. (2) Online Teacher (Collegiate Professional) License--a five-year, renewable teaching license available to an individual who has satisfied all requirements for licensure, including an earned baccalaureate degree from a regionally accredited college or university, endorsement and professional studies requirements, and the professional teacher's assessments prescribed by the Virginia Board of Education, or (3) Online Teacher (Technical Professional) License--a five-year, renewable teaching license available to an individual who has graduated from an accredited high school (or possesses a General Educational Development Certificate); has exhibited academic proficiency, technical competency, and occupational experience; and meets the requirements specified in 8VAC20-22-50. An individual seeking an Online Teacher Technical Professional License must be recommended for the license by a Virginia public school, Virginia accredited nonpublic school, or an accredited virtual school program. c. A nonrenewable Online Teacher (Provisional) License may be issued for a period not to exceed three years to an individual who has allowable deficiencies for full licensure as set forth in Section 8VAC20-22-90B of these regulations. The Online (Provisional) License will be issued for two years. Individuals may apply for a third year on the Online (Provisional) License by submitting documentation indicating that all licensure assessments prescribed by the Virginia Board of Education have been taken. The individual must have a minimum of an undergraduate degree from a regionally accredited college or university (with the exception of those individuals seeking the Technical Professional License). Individuals must complete all requirements for a renewable Online Teacher License within the validity period of the license.åÊåÊlessVS Programs
(att. pg. 2)
source: http://www.doe.virgini‰ÛÜa.gov/instruction/virtual_lear‰ÛÜning/virtual_schools/virtual_s‰ÛÜchools_program_vision.pdf‰ÛÜ
Yes6/11/13Guidanceall online programsGuidance - 2010
VTDefinitionsS 130
(att. pg. 24, 25)
source: http://www.leg.state.v‰ÛÜt.us/docs/2014/bills/Passed/S-‰ÛÜ130.pdf‰ÛÜ
No6/25/14PolicyEffective 2013
VTAccommodations and Assessments
VTTeacher Preparedness
VTAccess or Accessibility
VTGraduating or Exiting(3) ‰ÛÏBlended learning‰Û means a formal education program in which content and instruction are delivered both in a traditional classroom setting and through virtual learning. (13) ‰ÛÏVirtual learning‰Û means learning in which the teacher and student communicate concurrently through real-time telecommunication. ‰ÛÏVirtual learning‰Û also means online learning in which communication between the teacher and student does not occur concurrently and the student works according to his or her own schedule.åÊåÊless
VTAdministrative Duties
VTAllowable Providers of Services
VTFunding for Services
VTPlacement and Enrollment
WAAdministrative DutiesSB5496
(att. pg. 2)
source: http://apps.leg.wa.gov‰ÛÜ/documents/billdocs/2013-14/Pd‰ÛÜf/Bills/Senate%20Passed%20Legi‰ÛÜslature/5496.PL.pdf‰ÛÜ
WAPlacement and EnrollmentSPED Guidelines
(att. pg. 1-3)
source: https://digitallearnin‰ÛÜg.k12.wa.us/options/districts/‰ÛÜspecial_education/‰ÛÜ
Yes6/11/13Guidancepublic school districts that operate an online school program
WAAccess or AccessibilitySec. 3. The private school advisory committee 16 appointed under RCW 28A.195.050 shall examine issues associated with 17 state approval of online school programs offered by private schools and 18 shall consider whether criteria or procedures for approval in addition 19 to those provided in section 2 of this act should be considered by the 20 legislature. The committee must submit a report on its deliberations, 21 with recommendations if necessary, to the education committees of the 22 legislature by January 10, 2014. In developing recommendations, the 23 committee shall be mindful of the legislature's intent that private 24 schools should be subject only to those minimum state controls 25 necessary to ensure the health and safety of all the students in the 26 state and to ensure a sufficient basic education to meet usual 27 graduation requirements.åÊåÊless
WAAllowable Providers of ServicesIf the student needs related services, the district providing the online program must determine how those services will be delivered. Some methods for delivering related services can include: contracting with the student's resident district, contracting with another districtåÊthat is located close to the student's physical location, or contracting with private providers, or determining whether some services can be provided using teletherapy. School district administrators and school boards should be aware of these requirements when making decisions about operating online programs. Parents of special education children enrolled in non-resident district online programs possess all of the procedural safeguards provided by the Individuals with Disabilities Education Act and Section 504 to address the district's obligation to provide a free appropriate public education. Districts should make sure they are following all requirements for any student in the online program to address identification, evaluation, placement and the provision of FAPE.åÊåÊlessChapter 28A
(att. pg. 1)
source: http://apps.leg.wa.gov‰ÛÜ/rcw/default.aspx?cite=28A.250‰ÛÜ.020‰ÛÜ
Yes6/12/13PolicyMultidistrict online providersEffective 2011
WAAllowable Providers of ServicesMultidistrict online providers The superintendent of public instruction, in collaboration with the state board of education, shall develop and implement approval criteria and a process for approving online providers; a process for monitoring and if necessary rescinding the approval of courses or programs offered by an online provider; and an appeals process. The criteria and processes for multidistrict online providers shall be adopted by rule by December 1, 2009. When developing the approval criteria, the superintendent of public instruction shall require that providers offering online courses or programs have accreditation through the Northwest accreditation commission or another national, regional, or state accreditation program listed by the office of the superintendent of public instruction after consultation with the Washington coalition for online learning. Inaddition to other criteria, the approval criteria shall include the degree of alignment with state academic standards and require that all teachers be certificated in accordance with Washington state law. When reviewing online providers that offer high school courses, the superintendent of public instruction shall assure that the courses offered by the provider are eligible for high school credit. However, final decisions regarding whether credit meets the school district's graduation requirements shall remain the responsibility of the school districts. (3) Initial approval of online providers by the superintendent of public instruction shall be for four years. The superintendent of public instruction shall develop a process for the renewal of approvals and for rescinding approvals based on noncompliance with approval requirements. Any multidistrict online provider that was approved by the digital learning commons or accredited by the Northwest association of accredited schools before July 26, 2009, and that meets the teacher certification requirements of subsection (2) of this section, is exempt from the initial approval process under this section until August 31, 2012, but must comply with the process for renewal of approvals and must comply with approval requirements. (4) The superintendent of public instruction shall make the first round of decisions regarding approval of multidistrict online providers by April 1, 2010. The first round of decisions regarding approval of online providers that are not multidistrict online providers shall be made by April 1, 2013. Thereafter, the superintendent of public instruction shall make annual approval decisions no later than November 1st of each year. (5) The superintendent of public instruction shall establish an online learning advisory committee within existing resources that shall provide advice to the superintendent regarding the approval criteria, major components of the web site, the model school district policy, model agreements, and other related matters. The committee shall include a representative of each of the following groups: Private and public online providers, parents of online students, accreditation organizations, educational service districts, school principals, teachers, school administrators, school board members, institutions of higher education, and other individuals as determined by the superintendent. Members of the advisory committee shall be selected by the superintendent based on nominations from statewide organizations, shall serve three-year terms, and may be reappointed. The superintendent shall select the chair of the committee.åÊåÊlessChapter 28A
(att. pg. 1)
source: http://apps.leg.wa.gov‰ÛÜ/rcw/default.aspx?cite=28A.250‰ÛÜ.030‰ÛÜ
Yes6/12/13PolicyMultidistrict online providersEffective 2011
WATeacher PreparednessThe office shall (2) Develop model agreements with approved online providers that address standard contract terms and conditions that may apply to contracts between a school district and the approved provider. The purpose of the agreements is to provide a template to assiståÊindividual school districts, at the discretion of the district, in contracting with online providers to offer the online provider's courses and programs to students in the district. The agreements may address billing, fees, responsibilities of online course providers and school districts, and other issuesåÊåÊless
WAAccommodations and AssessmentsThis section sets forth the assurances and criteria that online providers must meet to be approved under this chapter. To be approved, online providers must provide the following assurances to the superintendent of public instruction: The online provider is accredited through an accrediting body asdefined in WAC 392-502-010 and agrees to maintain accredited status for the duration of the approval period. Each course and program the online provider offers is aligned with at least eighty percent of the current applicable grade/subject area of Washington state standards. For courses with content that is not included in state standards, the online provider's courses are aligned with at least eighty percent of nationally accepted content standards set for the relevant subjects. Online providers must submit information to the superintendent regarding the standards alignment and the standards aligned. All instruction delivered to Washington state students is delivered byWashington state certificated teachers who are assigned to instruct courses in a manner which meets the "highly qualified" definition under the No Child Left Behind Act and in a manner which meets the requirements set forth in chapter 181-82 WAC. For online providers that offer high school courses, the courses offered by the online provider must be eligible for high school credit pursuant to WAC 180-51-050. All of the online provider's current and future courses in the applicable areas meet the credit/content requirements in chapter 392-410 WAC. All advanced placement courses offered by the online provider have been approved in accordance with the college board advanced placement course audit. For advanced placement courses not yet offered at the time of application, the online provider must assure that those courses will be approved by the college board prior to offering those courses to students. The online provider's data management systems ensure all student information remains confidential, as required by the Family Educational Rights and Privacy Act of 1974, as amended. The online provider's web systems and content meet accessibility conformance levels specified in the list of approved provider assurances on the office of superintendent of public instruction's web site. The online provider provides all information as directed or as requested by the office of superintendent of public instruction, the secretary for the department of education, and other federal officials for audit, program evaluation compliance, monitoring, and other purposes and to maintain all records for the current year and three previous years. The online provider informs the office of superintendent of public instruction in writing of any significant changes to the program including, but not limited to, changes in assurances, program description, fiscal status, or ownership. The online provider upholds any pertinent federal or state laws, rules or regulations, in the delivery of the online courses or programs. The online provider retains responsibility for the quality of courses and content offered, regardless of any third-party contractual arrangements, partnerships or consortia, contributing to the content or delivery of the online courses or programs. The online provider complies with the state assessment requirements including, but not limited to, the requirements of chapter 28A.655 RCW and WAC 392-121-182, as applicable. All of the provider's current and future career and technical education (CTE) courses are aligned to Washington state CTE program standards and have been approved by the office of superintendent of public instruction's CTE office. CTE courses must be taught by a Washington certificated teacher who is also CTE-certificated in the subject area of the course. The online provider agrees to abide by any additional assurances required by the superintendent of public instruction. Multidistrict online providers must meet the following approval criteria by a preponderance of evidence submitted with the online provider's application. Course content and instructional design incorporating course goals and outcomes, materials and content organization, and student engagement. Classroom management incorporating grading and privacy policies, internet etiquette, and expectations for communications. Student assessment incorporating various types, frequent feedback, and appropriateness for the online learning environment. Course evaluation and management incorporating strategies for obtaining feedback about the courses/programs and processes for quality assurance and updating content. Student support incorporating policies and systems to enhance the students' learning experience and their success. School-based support incorporating strategies and systems to allow school-based staff to support student success. Technology elements, requirements and support including descriptions and ease of navigation. Staff development and support includingtraining and online instructorperformance reviews conducted on a planned and regularly scheduled basis. Program management including timeliness and quality of teachers' responses to students, handling of fees, prompt distributioof materials and processing of enrollments, and handling fees and payments. The superintendent may require additional approval criteria pursuant to WAC 392-502-080. After review by the online learning advisory committee, the approval criteria with explanations and suggested supporting evidence will be posted on the superintendent of public instruction web site on or before the date the application is made available. Online provider's application will bereviewed by reviewers selected by the superintendent of public instruction for their experience and expertise. The reviewers will be provided orientations and training to review and score the online provider applications using the approval criteria and scoring protocols. (4) Single-district provider online programs must incorporate the approval criteria developed by the superintendent of public instruction into the program design.åÊåÊless
WAGraduating or ExitingMultidistrict online providers The superintendent of public instruction, in collaboration with the state board of education, shall develop and implement approval criteria and a process for approving online providers; a process for monitoring and if necessary rescinding the approval of courses or programs offered by an online provider; and an appeals process. The criteria and processes for multidistrict online providers shall be adopted by rule by December 1, 2009. When developing the approval criteria, the superintendent of public instruction shall require that providers offering online courses or programs have accreditation through the Northwest accreditation commission or another national, regional, or state accreditation program listed by the office of the superintendent of public instruction after consultation with the Washington coalition for online learning. Inaddition to other criteria, the approval criteria shall include the degree of alignment with state academic standards and require that all teachers be certificated in accordance with Washington state law. When reviewing online providers that offer high school courses, the superintendent of public instruction shall assure that the courses offered by the provider are eligible for high school credit. However, final decisions regarding whether credit meets the school district's graduation requirements shall remain the responsibility of the school districts. (3) Initial approval of online providers by the superintendent of public instruction shall be for four years. The superintendent of public instruction shall develop a process for the renewal of approvals and for rescinding approvals based on noncompliance with approval requirements. Any multidistrict online provider that was approved by the digital learning commons or accredited by the Northwest association of accredited schools before July 26, 2009, and that meets the teacher certification requirements of subsection (2) of this section, is exempt from the initial approval process under this section until August 31, 2012, but must comply with the process for renewal of approvals and must comply with approval requirements. (4) The superintendent of public instruction shall make the first round of decisions regarding approval of multidistrict online providers by April 1, 2010. The first round of decisions regarding approval of online providers that are not multidistrict online providers shall be made by April 1, 2013. Thereafter, the superintendent of public instruction shall make annual approval decisions no later than November 1st of each year. (5) The superintendent of public instruction shall establish an online learning advisory committee within existing resources that shall provide advice to the superintendent regarding the approval criteria, major components of the web site, the model school district policy, model agreements, and other related matters. The committee shall include a representative of each of the following groups: Private and public online providers, parents of online students, accreditation organizations, educational service districts, school principals, teachers, school administrators, school board members, institutions of higher education, and other individuals as determined by the superintendent. Members of the advisory committee shall be selected by the superintendent based on nominations from statewide organizations, shall serve three-year terms, and may be reappointed. The superintendent shall select the chair of the committee.åÊåÊless
WAAllowable Providers of ServicesThe office shall (2) Develop model agreements with approved online providers that address standard contract terms and conditions that may apply to contracts between a school district and the approved provider. The purpose of the agreements is to provide a template to assiståÊindividual school districts, at the discretion of the district, in contracting with online providers to offer the online provider's courses and programs to students in the district. The agreements may address billing, fees, responsibilities of online course providers and school districts, and other issuesåÊåÊlessSPED Guidelines
(att. pg. 3)
source: https://digitallearnin‰ÛÜg.k12.wa.us/options/districts/‰ÛÜspecial_education/‰ÛÜ
Yes6/12/13Policypublic school districts that operate an online school program
WADefinitionsThis section sets forth the assurances and criteria that online providers must meet to be approved under this chapter. To be approved, online providers must provide the following assurances to the superintendent of public instruction: The online provider is accredited through an accrediting body asdefined in WAC 392-502-010 and agrees to maintain accredited status for the duration of the approval period. Each course and program the online provider offers is aligned with at least eighty percent of the current applicable grade/subject area of Washington state standards. For courses with content that is not included in state standards, the online provider's courses are aligned with at least eighty percent of nationally accepted content standards set for the relevant subjects. Online providers must submit information to the superintendent regarding the standards alignment and the standards aligned. All instruction delivered to Washington state students is delivered byWashington state certificated teachers who are assigned to instruct courses in a manner which meets the "highly qualified" definition under the No Child Left Behind Act and in a manner which meets the requirements set forth in chapter 181-82 WAC. For online providers that offer high school courses, the courses offered by the online provider must be eligible for high school credit pursuant to WAC 180-51-050. All of the online provider's current and future courses in the applicable areas meet the credit/content requirements in chapter 392-410 WAC. All advanced placement courses offered by the online provider have been approved in accordance with the college board advanced placement course audit. For advanced placement courses not yet offered at the time of application, the online provider must assure that those courses will be approved by the college board prior to offering those courses to students. The online provider's data management systems ensure all student information remains confidential, as required by the Family Educational Rights and Privacy Act of 1974, as amended. The online provider's web systems and content meet accessibility conformance levels specified in the list of approved provider assurances on the office of superintendent of public instruction's web site. The online provider provides all information as directed or as requested by the office of superintendent of public instruction, the secretary for the department of education, and other federal officials for audit, program evaluation compliance, monitoring, and other purposes and to maintain all records for the current year and three previous years. The online provider informs the office of superintendent of public instruction in writing of any significant changes to the program including, but not limited to, changes in assurances, program description, fiscal status, or ownership. The online provider upholds any pertinent federal or state laws, rules or regulations, in the delivery of the online courses or programs. The online provider retains responsibility for the quality of courses and content offered, regardless of any third-party contractual arrangements, partnerships or consortia, contributing to the content or delivery of the online courses or programs. The online provider complies with the state assessment requirements including, but not limited to, the requirements of chapter 28A.655 RCW and WAC 392-121-182, as applicable. All of the provider's current and future career and technical education (CTE) courses are aligned to Washington state CTE program standards and have been approved by the office of superintendent of public instruction's CTE office. CTE courses must be taught by a Washington certificated teacher who is also CTE-certificated in the subject area of the course. The online provider agrees to abide by any additional assurances required by the superintendent of public instruction. Multidistrict online providers must meet the following approval criteria by a preponderance of evidence submitted with the online provider's application. Course content and instructional design incorporating course goals and outcomes, materials and content organization, and student engagement. Classroom management incorporating grading and privacy policies, internet etiquette, and expectations for communications. Student assessment incorporating various types, frequent feedback, and appropriateness for the online learning environment. Course evaluation and management incorporating strategies for obtaining feedback about the courses/programs and processes for quality assurance and updating content. Student support incorporating policies and systems to enhance the students' learning experience and their success. School-based support incorporating strategies and systems to allow school-based staff to support student success. Technology elements, requirements and support including descriptions and ease of navigation. Staff development and support includingtraining and online instructorperformance reviews conducted on a planned and regularly scheduled basis. Program management including timeliness and quality of teachers' responses to students, handling of fees, prompt distributioof materials and processing of enrollments, and handling fees and payments. The superintendent may require additional approval criteria pursuant to WAC 392-502-080. After review by the online learning advisory committee, the approval criteria with explanations and suggested supporting evidence will be posted on the superintendent of public instruction web site on or before the date the application is made available. Online provider's application will bereviewed by reviewers selected by the superintendent of public instruction for their experience and expertise. The reviewers will be provided orientations and training to review and score the online provider applications using the approval criteria and scoring protocols. (4) Single-district provider online programs must incorporate the approval criteria developed by the superintendent of public instruction into the program design.åÊåÊless
WAAllowable Providers of Services(1) If a private school that has been approved under this chapter 17 by the state board of education seeks approval also to offer and 18 administer an online school program as defined under RCW 28A.250.010, including under contract with a third party, the requirements for 2åÊminimum instructional hour offerings under RCW 28A.195.010(1) shall be 3 deemed met for the online school program. A residential dwelling of a 4 parent, guardian, or custodian shall be deemed an adequate physical 5 facility for students enrolled in the online school program. The 6 online school program is not required to be offered for the same grade 7 levels as the approved private school. 8 (2) The state board of education may approve an online school 9 program under this section that meets other applicable requirements 10 under this chapter. 11 (3) No private school offering and administering an online program 12 under this section, third party that contracts with a private school to 13 offer and administer an online program, or parent or guardian providing 14 an online program may receive state funding to provide the program.åÊåÊlessChapter 28A
(att. pg. 1)
source: http://apps.leg.wa.gov‰ÛÜ/rcw/default.aspx?cite=28A.250‰ÛÜ.030‰ÛÜ
Yes6/12/13PolicyEffective 2011
WAAllowable Providers of ServicesChapter 28A
(att. pg. 1-2)
source: http://apps.leg.wa.gov‰ÛÜ/wac/default.aspx?cite=392-502‰ÛÜ-030‰ÛÜ
Yes6/12/13Policyall online course providersEffective 2012
WAAllowable Providers of ServicesChapter 28A
(att. pg. 1-2)
source: http://apps.leg.wa.gov‰ÛÜ/wac/default.aspx?cite=392-502‰ÛÜ-030‰ÛÜ
Yes6/12/13PolicyEffective 2011
WAFunding for Services
WAAllowable Providers of ServicesA public school district that operates an online school program must not discriminate against students based on disability in recruitment. When a public school district announces an online school program or conducts public outreach and recruitment, it must do so in such a way that does not discriminate against students from all segments of the community served by the program, including students with disabilities. Promotional materials used by online school programs on the internet, in newspapers, and in other online or written communications, should state that the program does not discriminate against students based on disability, gender, racial and ethnic minorities, people of all sexual orientations and gender identities in admission or treatment in the program. Recruitment materials should include the contact information for the person responsible for coordinating the online school program's efforts to comply with Section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act. A district that operates a multidistrict online school program under school choice may develop eligibility criteria for admission as long as the criteria are: Neutral on their face with respect to disability; Educationally justified; Applied equally to both disabled and nondisabled students alike; and Subject to modification when necessary to avoid discriminating against a student on the basis of disability, unless the district can demonstrate that making the modification would fundamentally alter the nature of its online school program. For example, a district can establish specific reading, writing, and math achievement criteria for admission to its online school program, as long as the criteria are justified by the nature of its online school program, applied equally to all applicants, and subject to modification when necessary to avoid discriminating against a student on the basis of disability, unless the district can demonstrate that making the modification would fundamentally alter the nature of its online school program. When considering admission of a non-resident student, a district must not discriminate against a student based on disability in admission. The district cannot categorically deny admission to a student under school choice based on disability, or deny admission to a disabled student solely because the student needs special education or related aids or services. Nor may the district ask the parent to revoke consent for special education services as a condition of acceptance. The district must provide disabled students an equal opportunity to meet any appropriate minimum eligibility criteria for admission, consistent with the mission of the online school program and Section 504. Once a district has accepted a student for its online program through the non-resident transfer process, that district is legally responsible for providing special education and related services to the student. The online program should review the student's educational records including evaluations and IEPs to determine how services will be provided. Given the nature of the online program, the IEP may need to be revised. In some cases, the IEP may have lapsed and the non-resident district providing the online program will need to develop a current IEP. This may require a reevaluation. If the student needs related services, the district providing the online program must determine how those services will be delivered.åÊåÊlessYes6/12/13Policyall online course providersEffective 2012
WAAllowable Providers of ServicesSB5496
(att. pg. 1-2)
source: http://apps.leg.wa.gov‰ÛÜ/documents/billdocs/2013-14/Pd‰ÛÜf/Bills/Senate%20Passed%20Legi‰ÛÜslature/5496.PL.pdf‰ÛÜ
No10/22/13PolicyEffective 2013
WIAdministrative DutiesAct20 Sec1736
(att. pg. 54)
source: http://legis.wisconsin‰ÛÜ.gov/lfb/publications/budget/2‰ÛÜ013-15%20Budget/Documents/Act%‰ÛÜ2020/dpi.pdf‰ÛÜ
No6/25/14PolicyEffective 2013
WIFunding for ServicesSB396
(att. pg. 6)
source: https://docs.legis.wis‰ÛÜconsin.gov/2007/related/propos‰ÛÜals/sb396‰ÛÜ
No10/22/13PolicyVirtual Charter SchoolsEffective 2008
WIAccess or Accessibility25. REQUIRING CLASSROOM PRESENCE OF TEACHERS Governor/Legislature: Require DPI to promote the delivery of digital content and collaborative instruction among schools within a school district and between two or more school districts, including through online courses. ProhibitåÊDPI from promulgating a rule or establishing a policy that requires a licensed teacher or instructional staff person to be physically present in a classroom in which the delivery of content or collaborative instruction is being provided in that classroom digitally or through an online course. [Act 20 Section: 1736] 26. VIRTUAL SCHOOL TEACHER REQUIREMENTS [LFB Paper 542] Governor/Legislature: Prohibit DPI from requiring professional development for an appropriately licensed person teaching in a virtual charter school that would not otherwise be required for a similarly licensed person teaching outside of a virtual charter school. Delete the current law requirement that a person teaching an online course in a public school, including a charter school, must complete at least 30 hours of professional development designed to prepare a teacher for online teaching. [Act 20 Sections: 1757, 1808, and 1879]åÊåÊless
WIAllowable Providers of Services118.40 (4) (d) Virtual charter schools. Beginning in the 2009‰öÕ10 school year, if a school board establishes or contracts for the establishment of a virtual charter school, the school board shall ensure that no more than 85 percent of the pupils attending the virtual charter school do so through open enrollment under s. 118.51. SECTION 8. 118.40 (8) of the statutes is created to read: 118.40 (8) LOCATION OF VIRTUAL CHARTER SCHOOLS. For the purposes of sub. (7) (a), (am) 1., and (ar), a virtual charter school is considered to be located in the following school district: (a) If a school board establishes or contracts with a person to establish the virtual charter school, in the school district governed by that school board. (b) If the common council of the city of Milwaukee, the chancellor of the University of Wisconsin‰öÕMilwaukee, or Milwaukee Area Technical College establishes or contracts with a person to establish the virtual charter school, in the school district operating under ch. 119. 121.02 (1) (a) 2. Ensure that all instructional staff of charter schools located in the school district, other than virtual charter schools, hold a license or permit to teach issued by the department; and beginning on July 1, 2009, ensure that all instructional staff of virtual charter schools located in the school district, as specified in s. 118.40 (8), hold a license or permit to teach issued by the department. The state superintendent shall promulgate rules defining instructional staff" for purposes of this subdivision.åÊåÊlessAct 222
(att. pg. 4-5)
source: http://docs.legis.wisc‰ÛÜonsin.gov/2007/related/acts/22‰ÛÜ2.pdf‰ÛÜ
Yes6/11/13Policyvirtual charter schoolsEffective 2008
WIAdministrative Duties25. REQUIRING CLASSROOM PRESENCE OF TEACHERS Governor/Legislature: Require DPI to promote the delivery of digital content and collaborative instruction among schools within a school district and between two or more school districts, including through online courses. ProhibitåÊDPI from promulgating a rule or establishing a policy that requires a licensed teacher or instructional staff person to be physically present in a classroom in which the delivery of content or collaborative instruction is being provided in that classroom digitally or through an online course. [Act 20 Section: 1736]åÊåÊlessSB396
(att. pg. 4-5 & 9)
source: https://docs.legis.wis‰ÛÜconsin.gov/2007/related/propos‰ÛÜals/sb396‰ÛÜ
No10/22/13Policyvirtual charter schoolsEffective 2008
WIFunding for ServicesThe legislative audit bureau shall perform a financial and performance evaluation audit of virtual charter schools. The audit shall do all of the following: Determine the extent to which special education and related services are provided to children with disabilities who attend virtual charter schools.åÊåÊlessAct20 Sec1736
(att. pg.)
source: http://legis.wisconsin‰ÛÜ.gov/lfb/publications/budget/2‰ÛÜ013-15%20Budget/Documents/Act%‰ÛÜ2020/dpi.pdf‰ÛÜ
No6/25/14PolicyEffective 2013
WITeacher PreparednessAct20 Sec1736
(att. pg. 54)
source: http://legis.wisconsin‰ÛÜ.gov/lfb/publications/budget/2‰ÛÜ013-15%20Budget/Documents/Act%‰ÛÜ2020/dpi.pdf‰ÛÜ
No6/25/14PolicyEffective 2013
WIGraduating or Exiting118.51 (16) (b) 3. Notwithstanding subds. 1. and 2., if nonresident pupils attend a virtual charter school under this section, the multiplier under subds. 1. and 2. is an amount equal to 50 percent of the amount determined under par. (a) 3.
WIDefinitions8. DIGITAL LEARNING PORTAL [LFB Paper 538] Governor/Legislature: Provide ,450,000 in 2014-15 and 1.19 position in a new annual appropriation for WISElearn, a statewide digital learning portal, including ,000 for the positions and ,359,000 for supplies and services such as hardware, software licensing, web hosting, and content acquisition and management. Require DPI to develop and maintain an online resource to: (a) provide educational resources for parents, teachers, and pupils; (b) offer online learning opportunities; (c) provide regional technical support centers; (d) provide professional development for teachers; and (e) enable video conferencing. [Act 20 Sections: 229 and 1735]åÊåÊless
WIAdministrative DutiesAct20
(att. pg. 54)
source: http://legis.wisconsin‰ÛÜ.gov/lfb/publications/budget/2‰ÛÜ013-15%20Budget/Documents/Act%‰ÛÜ2020/dpi.pdf‰ÛÜ
No10/22/13PolicyEffective 2013
WIAccommodations and Assessments
WIPlacement and Enrollment26. VIRTUAL SCHOOL TEACHER REQUIREMENTS [LFB Paper 542] Governor/Legislature: Prohibit DPI from requiring professional development for an appropriately licensed person teaching in a virtual charter school that would not otherwise be required for a similarly licensed person teaching outside of a virtual charter school. Delete the current law requirement that a person teaching an online course in a public school, including a charter school, must complete at least 30 hours of professional development designed to prepare a teacher for online teaching. [Act 20 Sections: 1757, 1808, and 1879]åÊåÊless
WVGraduating or Exiting
WVAccess or Accessibility
WVAllowable Providers of ServicesARTICLE 2E. HIGH QUALITY EDUCATIONAL PROGRAMS. å¤18-2E-9. West Virginia Virtual School. (a) Findings: -- The Legislature finds that: (1) West Virginia schools have improved and expanded internet access which enables schools to offer courses through the internet and other newåÊand developing technologies; (2) Current technology is available to provide students with more resources for learning and new and developing technologies offer even more promise for expanded learning opportunities; (3) A number of states and other jurisdictions have developed internet-based instruction which is available currently and which is being used by schools in this state; (4) To educate better the students of West Virginia, more course and class offerings can be made available through technology, especially to students who are geographically disadvantaged; (5) Virtual learning enables students to learn from remote sites, learn at times other than the normal school day and learn at a different pace and gives students access to courses that would not be available in their area; (6) There is a need to assure that internet-based courses and courses offered through new and developing technologies are of high quality; and (7) The state and county school systems can benefit from the purchasing power the state can offer. (b) The Legislature hereby creates the West Virginia virtual school. The West Virginia virtual school shall be located within the office of technology and information systems within the West Virginia department of education. (c) The state superintendent of schools shall appoint the director of the West Virginia Virtual School with the approval of the state board. (d) The director of the West Virginia virtual school has the following powers and duties: (1) To contract with providers for courses and other services; (2) To review courses and courseware and make determinations and recommendations relative to the cost and quality of the courses and the alignment with the instructional goals and objectives of the state board; (3) To develop policy recommendations for consideration by the state board, which may include, but not be limited to, the following: (A) Hardware and software considerations for the offering of courses on the internet or other developing technologies; (B) Standards of teachers and other school employees who are engaged in the activities surrounding the offering of courses on the internet or other developing technologies; (C) Sharing of resources with other agencies of government, both within and outside West Virginia, to facilitate the offering of courses on the internet or other developing technologies; (D) Methods for including courses offered on the internet or through other developing technologies in alternative education programs; (E) Methods for making courses offered on the internet or through other developing technologies available for students receiving home instruction; (F) Methods for brokering the courses offered on the internet or through other developing technologies; (G) Methods for applying for grants; (H) Methods for employing persons who are the most familiar with the instructional goals and objectives to develop the courses to be offered on the internet and through other developing technologies; and (I) Proper funding models that address all areas of funding including, but not limited to, which county, if any, may include a student receiving courses on the internet or through other developing technologies in enrollment and who, if anyone, is required to pay for the courses offered on the internet or through other developing technologies; and (4) Any other powers and duties necessary to address the findings of the Legislature in subsection (a) of this section. (e) The West Virginia department of education shall report the progress of the West Virginia virtual school to the legislative oversight commission on education accountability on or before the first day of September, two thousand.åÊåÊless
WVFunding for Services
WVPlacement and Enrollment
WVAccommodations and Assessments
WVAdministrative DutiesSB594
(att. pg. 1-2)
source: http://www.legis.state‰ÛÜ.wv.us/Bill_Text_HTML/2000_SES‰ÛÜSIONS/RS/Bills/sb584%20sub1%20‰ÛÜenr.htm‰ÛÜ
No10/22/13PolicyEffective 2000
WYAccommodations and AssessmentsIn collaboration with the distance education program provider, the resident district shall ensure that the needs of all students are met, including gifted and talented, at-risk students, and students with disabilities
WYAccess or AccessibilityChapter 41
(att. pg. 9)
source: http://legisweb.state.‰ÛÜwy.us/ARULES/2011/AR11-025Educ‰ÛÜation.pdf‰ÛÜ
Yes6/12/13Policyresident districts of students in online learning programsEffective 2009
WYDefinitionsSection 4. Process to Join the Wyoming Switchboard Network (WSN). (a) For School Year 2008-2009, current distance education provider shall submit the required information in sub-section (b) as soon as possible. (b) For School Year 2009-2010 and each year thereafter, prospective distance education providers shall submit a letter of intent to the Department by May 1 applying to add its distance education program(s) to the WSN and to be considered for the succeeding school year. The letter of intent shall provide: (i) A distance education program overview that describes general information such as the program‰Ûªs title, administrative contacts, method(s) of delivery, and proposed course offerings and capacity; and, (ii) A signed assurance statement maintaining that the distance education program possesses the necessary financial, personnel, and technical infrastructure capacity to effectively operate. (c) After verifying the Department approved accreditation of the school(s) and district(s) proposing to provide the distance education program, the Department may approve the letter of intent based on the information provided in the distance education program overview or request necessary changes before proceeding. (d) After the approval of the letter of intent, the prospective distance education provider shall submit a WSN program application created from Department approved templates. The WSN program application shall provide: (i) A course evaluation narrative that describes: (A) The method(s) of course procurement; and, (B) Procedures for course evaluation. (ii) A student accountability narrative that details: (A) The enrollment requirements of the student; (B) The pre-enrollment consultation, to include: (I) A medium and grade level specific screening tool to determine that the distance education course(s) is appropriate to the learning capabilities of the individual student; and, (II) Required distance education training, simulations, readiness surveys, or experience prior to the start of class(es); (C) The anticipated roles and duties of the resident school‰Ûªs liaison and/or the student‰Ûªs mentor/tutor that provides instructional support to the student throughout the duration of the distance education course(s); (D) The nonresident district administrators‰Ûª and instructors‰Ûª accountability for monitoring student performance; and, (E) An intervention plan to assist students‰Ûª performance. (iii) An instructor accountability narrative that details: (A) The professional development opportunities available to instructors, to include: (I) Pre-service components which shall be required of all instructors that possess no previous experience teaching within the distance education medium of their currently assigned course(s). These pre-service components shall be completed prior to the beginning date of the course(s) assigned to that instructor; and, (II) Ongoing components of the professional development process required of all distance education instructors, such as, just-in-time training and resources, available support materials, coaching or mentoring systems, and other professional learning communities; (B) Continual evaluation process of the professional development program(s) that ensure the continuous improvement of the program(s) quality and overall value; and, (C) Instructor performance expectations and methods of evaluation to determine and, if necessary, improve the critical aspects of distance education pedagogy. (iv) A partnership plan narrative that describes the expectations and requirements the nonresident district will have for the resident district, and how the nonresident district will coordinate the proper support and training for resident district personnel. (e) Approval of the WSN application shall be determined by the Department in consultation with the nonresident local board. The Department may require necessary corrections or improvements before final approval of the WSN program application. (f) After the approval of the WSN program application, the distance education program provider shall provide a credit course application for each proposed course, created from Department approved templates, that consists of: (i) General course information that includes basic details such as the title, description and syllabus, suggested grade level(s), and course delivery method; (ii) A course taxonomy worksheet that identifies core knowledge and skills, Success curriculum component(s), and subject area(s) addressed by the course; (iii) A course calendar outlining any synchronous requirements; (iv) A course scope that outlines the topics and objectives presented; and explicitly defines assessments and other mandatory benchmarks throughout the coursework; (v) A milestones checklist of compulsory topics and objectives from the course scope with the anticipated completion dates that are required in order to successfully complete the course. In accordance with Section 10 of the Department‰Ûªs Chapter 8 Rules and Regulations for the School Foundation Program, these milestones will measure the student‰Ûªs progress throughout the coursework and shall be used as attendance and membership equivalency within the student‰Ûªs distance learning plan; (vi) A course standards alignment verification that describes the nonresident district‰Ûªs process used to align course content to the Wyoming Content and Performance Standards. The nonresident district shall provide the documentation resulting from this course standards alignment process that specifies which state standards are addressed by each course; and, (vii) Course quality documentation that demonstrates the course meets or exceeds the appropriate Department approved standards/guidelines pertaining to distance education course delivery methods. (g) Approval of each credit course application shall be determined by the Department. Necessary corrections or improvements shall be required before final approval of each credit course application. (h) A post-secondary distance education program may apply for limited membership to the Wyoming Switchboard Network and waive the course taxonomy, course scope, standards alignment, and/or course quality verification. These distance education programs shall only be eligible to provide distance education courses to students enrolled at a resident district that has submitted to the Department a credit course application waiver. This waiver, provided by the Department, shall: (i) Be signed by the resident district superintendent, a member of the local board, and the resident district curriculum director; (ii) Acknowledge the distance education program provider‰Ûªs omission of the course taxonomy, course scope, standards alignment, and/or course quality verification; and, (iii) Verify the presence of an articulation agreement that, at a minimum, the resident district and distance education provider shall: (A) Agree that the design, content, and delivery of the selected distance education course work provided by the distance education program meets or exceeds the requirements and state standards for course content, comply with and fulfills the state education program established by W.S. å¤ 21-9-101 and W.S. å¤ 21-9-102, and that the program otherwise meets district program standards and assessment policies; and, (B) Annually review and mutually agree upon the documentation that aligns course content, objectives, and outcomes required to satisfy the Hathaway Scholarship Success Curriculum requirements, and Wyoming Content and Performance Standards. (a) All distance education providers shall update each course calendar and milestones components each year. (b) Nonresident distance education providers may update any components of its WSN Application and submit for evaluation. (c) Distance education providers may remove course offerings or its entire program from the WSN provided that none of the courses are active distance education courses and the Department is immediately notified. (d) The Department shall remove any nonresident distance education providers from the WSN if its school or district loses its accreditation. Section 6. Enrolling Students. (a) All distance education course enrollments are initiated at the resident district in accordance with W.S. å¤ 21-13-330(g)(ii). The resident district shall have ten (10) business days to confirm the enrollment process with the nonresident district and, if necessary, assign the student to a resident district school that provides an appropriate grade level instruction. (b) The resident district shall verify that the prospective distance education course(s) received by the student: (i) Complies with and fulfills the educational programs established by W.S. å¤å¤ 21-9-101 and 21-9-102; (ii) Has been approved by the Department; and, (iii) Meets the resident district‰Ûªs program and content standards. (c) The resident district shall notify the nonresident district of the student‰Ûªs intent to register with the distance education course. The nonresident district sets the last day for registration per course as outlined in the course calendar. (d) The resident district shall ensure that each student participating in a distance education course has a Distance Learning Plan (DLP). (i) The Distance Learning Plan shall be completed by the resident district‰Ûªs designee in collaboration with the nonresident district‰Ûªs designee, the student‰Ûªs parent(s) or legal guardian(s), and the student. (ii) The Distance Learning Plan shall remain on file at the resident district, nonresident district, and Department. (iii) The Department shall provide a template for the Distance Learning Plan, however districts may modify this template or create their own provided that the Distance Learning Plan documents at a minimum the following: (A) The effective dates of the Distance Learning Plan that shall not exceed a period of one (1) year; (B) The student‰Ûªs Wyoming Integrated Statewide Education Record Identifier (WISER ID) identification, legal first and last name, and grade level; (C) A description of each distance education course detailing the title, WSN course identification number, number of milestones, instructor, and program provider, course completion status report (grade letter, numeric percentage, pass/fail, etc) and the amount of credit to be achieved by the student and reported to the designated resident district official at the completion of the distance education program; (D) Acknowledgement of or modifications to course start and end dates, calendar and weekly bell schedule for synchronous elements, and drop dates as stated on the WSN course calendar; (E) Acknowledgement of or modifications to the course milestones; (F) The attendance requirements, contact time and methods of contact required by the student in order to successfully complete the course; (G) The acknowledgement of or modifications to the student accountability narrative that verifies that the course is appropriate to the learning capabilities of the participating; (H) The name and position of the resident school‰Ûªs liaison and/or the student‰Ûªs mentor/tutor that provides instructional support throughout the duration of the course(s); (I) Clearly outlined process concerning where and how to send information requested by the instructor, mentor, and student, to include due dates; and, (J) Clearly outlined process concerning where and how to send information between the nonresident and resident district in regard to the student‰Ûªs progress through the course milestones. (e) A signed Memorandum of Understanding (MOU) between the resident district and nonresident district shall be completed and on file at the resident district, nonresident district, and Department prior to the course‰Ûªs beginning date. (f) The resident district may allow a student whose custodial parent or guardian is on active military service, and leaves the state of Wyoming and whose custodial parent or guardian maintains Wyoming residency, to finish the remainder of the current school year in a Department approved distance education program(s). (d) In collaboration with the nonresident district, the resident district shall ensure that the needs of all students are met, including special education, gifted and talented, and at-risk students. Section 9. Additional Nonresident District Responsibilities. (a) The nonresident district shall document that all teachers instructing distance education courses in Wyoming are employed by a Wyoming school district, community college or the University of Wyoming. The employing institution is responsible for the authenticity of teacher credentials. (b) The nonresident district shall assist in the completion of the student‰Ûªs Distance Learning Plan in collaboration with the resident district designee, the student, and parent or legal guardian. (c) The nonresident district shall limit WEN Video and other Interactive Video Conference course sections to a 20:1 maximum student to teacher ratio that consists of not more than four (4) remote sites in addition to the originating location; unless extenuating circumstances apply and the WEN Video Scheduler approves, per the WEN Video Guidelines. All other distance education mediums shall limit course sections to a 25:1 maximum student to teacher ratio. (d) The nonresident district shall ensure that the instructor does not teach more than six (6) course sections unless an exception is granted by the Department is accordance with the following: (i) The Department may grant an exception to the limitation of six (6) sections on a case-by-case basis; and, (ii) A request for an exception shall be made by the nonresident district in the manner and form directed by the Department. (e) The nonresident district shall initiate the MOU with the resident district, as outlined in Section 12 and establish a conflict resolution process in agreement with the resident district. Section 10. Data Collection and Reporting. (a) The nonresident district shall collect and report to the Department: (i) Course completion rates and information for each course offered on the WSN; (ii) Internal survey results if available; and, (iii) Reports required by the Distance Education Grant (DEG) process, to include: (A) Total program costs; (B) Expenditure of all DEG Program funding in the Special Revenue Fund using the appropriate accounting codes in the WDE601 ‰ÛÒ Annual District Report; (C) Impact of the DEG Program on compliance with W.S. å¤ 21-13-330; and, (D) Evaluation of the distance education course(s) in addressing student needs. (b) The Department shall: (i) Monitor student distance education enrollment information; (ii) Annually survey district superintendents concerning their distance learning needs and instructional availability; (iii) Annually survey the nonresident distance education providers administrators, instructors, and students concerning the quality and effectiveness of programming available through the WSN; (iv) Compile Department survey results and present a summary reporting to the State Superintendent of Public Instruction and the Wyoming Legislature; (v) Provide a summary of distance education course(s) available on the WSN; and, (vi) Present a compilation report on the information collected from WSN distance education providers utilizing the DEG program. Section 11. Funding. (a) Each student participating in distance education shall be included in a district‰Ûªs Average Daily Membership in accordance with the Department‰Ûªs Chapter 8 Rules and Regulations for the School Foundation Program. (b) In accordance with W.S. å¤ 21-13-330(g)(vii) Average Daily Membership shall only count for distance education course(s) approved by the Department and accredited by the State Board. Section 12. Memorandum of Understanding (MOU) (a) A signed MOU shall: (i) Be used as the funding agreement between the resident and nonresident district; (ii) Initiated by the nonresident district; (iii) Designed for a period not to exceed one year; and, (iv) The original MOU shall be on file at the nonresident district, with a digital copy submitted to both the Department and resident district. (b) The MOU shall consist of at a minimum: (i) The identification of the resident and nonresident district point-of-contact to include first and last name, position/title, and contact information; (ii) The name(s) and WISER ID(s) of the student(s) involved in the distance education course(s); (iii) Information detailing the title, start date, and completion date of each distance education course; (iv) Payment information to include the amount, due date(s), and method of payment; (v) Apportion the responsibility for ensuring that each student has access to the appropriate electronic equipment, connectivity, and resources needed to participate in the distance education course(s); (vi) A description of the educational support provided to the student(s) by the resident district. This may include, but is not limited to: (A) The access of resources at the resident district; (B) Required tutoring and/or mentoring services; (C) Testing and assessment services; (D) Academic counseling services; (E) Library services; and, (F) Special needs requirements. (vii) If the resident district does not have qualified distance education site coordinators, the MOU shall include: (A) A description the training required of the resident district‰Ûªs staff;access to the appropriate electronic equipment, connectivity, and resources needed to participate in the distance education course(s); (vi) A description of the educational support provided to the student(s) by the resident district. This may include, but is not limited to: (A) The access of resources at the resident district; (B) Required tutoring and/or mentoring services; (C) Testing and assessment services; (D) Academic counseling services; (E) Library services; and, (F) Special needs requirements. (vii) If the resident district does not have qualified distance education site coordinators, the MOU shall include: (A) A description the training required of the resident district‰Ûªs staff;access to the appropriate electronic equipment, connectivity, and resources needed to participate in the distance education course(s); (vi) A description of the educational support provided to the student(s) by the resident district. This may include, but is not limited to: (A) The access of resources at the resident district; (B) Required tutoring and/or mentoring services; (C) Testing and assessment services; (D) Academic counseling services; (E) Library services; and, (F) Special needs requirements. (vii) If the resident district does not have qualified distance education site coordinators, the MOU shall include: (A) A description the training required of the resident district‰Ûªs staff; (v) Apportion the responsibility for ensuring that each student has access to the appropriate electronic equipment, connectivity, and resources needed to participate in the distance education course(s); (vi) A description of the educational support provided to the student(s) by the resident district. This may include, but is not limited to: (A) The access of resources at the resident district; (B) Required tutoring and/or mentoring services; (C) Testing and assessment services; (D) Academic counseling services; (E) Library services; and, (F) Special needs requirements. (vii) If the resident district does not have qualified distance education site coordinators, the MOU shall include: (A) A description the training required of the resident district‰Ûªs staff; payment; (v) Apportion the reonsibility for ensuring that each student has access to the appropriate electronic equipment, connectivity, and resources needed to participate in the distance education course(s); (vi) A description of the educational support provided to the student(s) by the resident district. This may include, but is not limited to: (A) The access of resources at the resident district; (B) Required tutoring and/or mentoring services; (C) Testing and assessment services; (D) Academic counseling services; (E) Library services; and, (F) Special needs requirements. (vii) If the resident district does not have qualified distance education site coordinators, the MOU shall include: (A) A description the training required of the resident district‰Ûªs staff;(payment; (v) Apportion the responsibility for ensuring that each student has access to the appropriate electronic equipment, connectivity, and resources needed to participate in the distance education course(s); (vi) A description of the educational support provided to the student(s) by the resident district. This may include, but is not limited to: (A) The access of resources at the resident district; (B) Required tutoring and/or mentoring services; (C) Testing and assessment services; (D) Academic counseling services; (E) Library services; and, (F) Special needs requirements. (vii) If the resident district does not have qualified distance education site coordinators, the MOU shall include: (A) A description the training required of the resident district‰Ûªs staff;B) Which district staff should attend the training; (C) How the training will be provided; and, (D) When the training should be completed. (viii) A description of any training required of the student(s), how this training will be provided, and when it should be completed; (ix) A statement ensuring that all records of the student(s) will be provided by the resident district including any records of special education; (x) A conflict resolution policy; and, (xi) The signatures of the nonresident and resident district‰Ûªs superintendent or designee, in accordance with district policies. Section 13. The Distance Education Grant (DEG) Program. (a) The DEG shall be available to assist nonresident distance education providers with developing distance education course(s) available from the WSN. (b) The DEG Program shall be available to Wyoming school districts, community colleges, and the University of Wyoming. The notice of the grant program, together with necessary application forms and program information, shall be provided to eligible applicants by May 1. Grants will be awarded no later than August 15 of the succeeding school year. (c) The DEG Program shall be made available for: (i) Necessary professional development requirements that align to the nonresident distance education provider‰Ûªs professional development plan as stated on the Instructor Accountability narrative. The applicant shall detail the origin of the professional development and rationale for selection, and itemized budget of how the funds will be expended; (ii) Program maintenance and operational needs. The applicant shall provide an itemized budget of how the funds will be expended on items such as, but not limited to, infrastructure needs, teacher incentives, and course design; (iii) Accreditation requirements for K-12 distance education providers; (iv) Program evaluation of core courses within the required statewide education program, components of the Success Curriculum required for participation in the Hathaway student scholarship program specified by W.S. å¤ 21-16-1307, dual enrollment courses and advanced-placement courses. The applicant shall detail the origin of the evaluation, rationale for selection of the evaluator, and itemized budget of how the fundspayment; (v) Apportion the responsibility for ensuring that each student has access to the appropriate electronic equipment, connectivity, and resources needed to participate in the distance education course(s); (vi) A description of the educational support provided to the student(s) by the resident district. This may include, but is not limited to: (A) The access of resources at the resident district; (B) Required tutoring and/or mentoring services; (C) Testing and assessment services; (D) Academic counseling services; (E) Library services; and, (F) Special needs requirements. (vii) If the resident district does not have qualified distance education site coordinators, the MOU shall include: (A) A description the training required of the resident district‰Ûªs staff;åÊåÊless
WYFunding for Services
WYAdministrative DutiesA signed MOU shall consist of at a minimum: The identification of the resident and distance education program provider point-of-contact to include first and last name, position/title, and contact information; Payment information to include how the amount is determined, due date(s), and method of payment; Apportion the responsibility for ensuring that each student has access to the appropriate electronic equipment, connectivity, and resources needed to participate in the distance education course(s); A description of the educational support provided to the student(s) by the resident district. This may include, but is not limited to: (A) The access of resources at the resident district; (B) Required tutoring and/or mentoring services; (C) Testing and assessment services to include a timeline or schedule appropriate to the instruction provided to the student(s); (D) Academic counseling services; (E) Library services; (F) Extra curricular activities; and, (G) Special needs requirements. (vii)If the resident district does not have qualified distance education site coordinators, the MOU shall include: (A) A description of the training required of the resident district‰Ûªs staff; (B) Which district staff should attend the training; (C) How the training will be provided; and, (D) When the training should be completed.(viii) A description of any training required of the student(s), how this training will be provided, and when it should be completed; (ix) A statement ensuring that all records of the student(s) will be provided by the resident district including any records of special educationåÊåÊless
WYGraduating or Exiting
WYPlacement and Enrollment
WYAdministrative DutiesChap41
(att. pg. 2-14)
source: http://soswy.state.wy.‰ÛÜus/Rules/RULES/7334.pdf‰ÛÜ
No10/22/13PolicyDistance EducationEffective 2009
WYTeacher Preparedness
WYAllowable Providers of ServicesDistance Education
(att. pg. 11-12)
source: http://soswy.state.wy.‰ÛÜus/Rules/RULES/7334.pdf‰ÛÜ
Yes6/4/13Policyresident districts of students in online learning programsEffective 2009