1. 1 DISTANCE EDUCATION

2. Distance Education Topics for Conversation Definition of Distance Education Teacher of Record Carnegie Units vs. Competency Based Instruction Distance Education Plans Courses Assigned in Student Information System (SIS) Concurrent vs Sequential Delivery of Classes Plan of Study Enrollment on Count Week Attendance Written Agreements 2

3. Distance Education A copy of this presentation, as well as the Distance Education Program Handbook is available on the Department of Education website at: http://cteae.nv.gov/Adult_Education/Distance_Education/ http://cteae.nv.gov/Adult_Education/Distance_Education/ For questions regarding Distance Education Programs, contact: Jeff Wales (775) 687-7288 jwales@doe.nv.gov 3

4. 4 Distance Education Definition NRS 388.826 “Distance Education” defined: “Distance education” means instruction which is delivered by means of video, computer, television, or the Internet or other electronic means of communication, or any combination thereof, in such a manner that the person supervising or providing the instruction and the pupil receiving the instruction are separated geographically for a majority of the time during which the instruction is delivered.

5. 5 Distance Education Definition, cont’d If the online curriculum is delivered via computer within a classroom it is also considered a distance education program. Correspondence courses are not considered Distance Education.

6. 6 Teacher of Record

7. The teacher of record is the person who provides work assignments to the pupil, communicates with the pupil regarding the pupil’s progress, and enters into a written agreement with the pupil. (NRS 388.866) 7

8. Teacher of Record If a “highly qualified” teacher of record in the core area is not available, NAC 391.392 allows for an instructor to act as teacher of record outside of their area of endorsement for Distance Education courses if they have received an alternative education endorsement.NAC 391.392 8

9. Teacher of Record The teacher of record may be employed by the school district or charter school or by the entity that provides the online/cyber/virtual curriculum to the school. Teachers of record who provide online/cyber/virtual instruction may work onsite at the school or from a separate location. 9

10. 10 Carnegie Units vs. Competency- Based Instruction

11. Carnegie Units vs. Competency Seat Time-Based Instruction (STBI) Credit for courses completed by pupils is usually awarded on the basis of Carnegie Units or “Seat Time.” To earn credit, pupils must fulfill all course requirements and attend instruction for a minimum number of hours (aka Seat Time).Carnegie Units 11

12. Carnegie Units vs. Competency To earn one full credit, Nevada pupils must attend instruction for 120 hours in one subject to earn one full credit (or have 60 hours of Seat Time for one-half credit). 12

13. Carnegie Units vs. Competency Competency-Based Instruction (CBI) The alternative to the “Seat Time” requirement for earning credits as described above is “Competency- Based Instruction,” in which the amount of time a pupil physically attends a class or accesses instruction is not the determining factor for the earning of credit. 13

14. Carnegie Units vs. Competency In Competency-Based Instruction, the pupil accesses instruction, be it via technology at home or in a school setting, for as long as it takes to pass all course requirements, which may be less than the 120 hours required for one credit under the Carnegie Unit system. 14

15. Carnegie Units vs. Competency The online curriculum provides both the instruction and the assessment to determine competency. In this model, the teacher may provide additional or supplemental materials for the student to complete, but there may not be any deletions or changes made to the program materials provided in the online curriculum. ( NAC 388.825(4)) 15

16. 16 Distance Education Plans

17. A School District or Charter school must obtain Nevada Department of Education (NDE) permission to use Distance Education if: The school wishes to use any course appearing on the NDE Approved Course Provider List, or develop and use their own approved Distance Education Courses. Approved Course Provider List To use any of these courses, Distance Education Program Approval must first be obtained by the school district or charter school.Distance Education Program Approval 17

18. 18 Distance Education Plans Distance Education Programs and Courses require that a plan be submitted to the Nevada Department of Education (NAC 388.825, 388.830) A School District or Charter School must have an approved plan in order to operate these programs. Distance Ed plans are approved for 3 years.

19. 19 Distance Education Plans NAC 388.830 8. A school district or charter school shall not enroll pupils in a program of distance education unless the Department has provided documentation indicating that the program has been approved pursuant to this section for operation in this State.

20. 20 Distance Education Plans NAC 388.830 To continue providing a program of distance education, the provider of the program must submit an application for renewal to the Department at least 60 days before the expiration of the approval.

21. 21 Distance Education Plans NAC 388.825 The Department must approve all courses for Distance Education. If a course is approved by the Department, the course is assumed to contain 180 days of instruction. The Distance Education course application requires extensive standards match and course descriptions.

22. 22 Distance Education Plans If any of these plans are significantly modified by the district or charter school, the modification must be submitted to the Department for approval prior to commencing the program. Not reporting modifications can have a direct effect on your yearly audit outcomes and your ability to issue credit to participating students.

23. 23 Distance Education Plans “Significant Modifications” would include such things as: A change of course offerings in Distance Ed. Any changes with regard to the item set forth in the application If a school develops its own Distance Ed courses, they must be approved by the Department prior to use. Reference NAC 388.825,NAC 388.830

24. 24 Courses Assigned in Student Information System (SIS)

25. Courses Assigned in SIS If a school district or charter school uses computer- based instruction or Distance Education as a primary method of instruction, the courses offered must be identified in the Student Information System (SIS) separately from those offered through direct instruction. 25

26. Courses Assigned in SIS For example, if the school offers Algebra 1 as a semester class where the teacher provides the instruction, and daily attendance and participation in the course counts towards the required Seat Time of 60 hours for each 0.5 credit, it must be designated separately from the Algebra 1 course offered through Distance Education. 26

27. 27 Courses Assigned in SIS Thus, the distance education course is considered Competency-Based Instruction, whereas the direct instruction course credit is acquired through Seat Time or Carnegie units. An example would be to name the distance education course DE Algebra 1. Naming the course “Online School” or something similar is not sufficient; the class and content must be identified.

28. Courses Assigned in SIS This allows the administrator oversight and the ability to view transcripts with courses and credits uniformly identified as distance education. 28

29. 29 Concurrent vs Sequential Delivery of Classes

30. Concurrent vs Sequential NAC 387.193 provides: 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 30

31. Concurrent vs Sequential (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. In grades 9-11, students must be enrolled in six courses per semester (equivalent to 6 credits per year) and as a senior, 4 courses per semester. 31

32. Concurrent vs Sequential Concurrent Model Enroll the students in either 6 or (4 for seniors) courses, as needed. With this method, the student must be working in all courses that are currently assigned and should be completed by the end of the 1st semester. Attendance and tracking of completion of work must be documented in each of the classes throughout the semester. 32

33. Concurrent vs Sequential Concurrent Model Example: 9 th grade student must be enrolled in 6 courses at the beginning of the semester. Pupil must progress or have a discussion of his progress with a teacher in each of the 6 courses every week. Pupil must finish all 6 courses by the end of the semester. 33

34. Concurrent vs Sequential Sequential Model Student must be enrolled in 6 (4 for seniors) courses per semester. Student may work in courses sequentially. All courses must be completed by the end of the semester. A Plan of Study showing a timeline for completion of each individual course is crucial. 34

35. Concurrent vs Sequential Sequential Model, cont’d For one course, the student would have approximately 3 weeks to complete the course. At the end of the time-period assigned, the student would then move on to the next course that is outlined in the Plan of Study. If the student has not completed the first course, the school may determine if the student is close enough to completion that they allow the course to remain open for the student to finish. 35

36. Concurrent vs Sequential Sequential Model, cont’d However, the student must begin to work on the next course, and attendance would be taken in that class going forward. 36

37. Concurrent vs Sequential The Plan of Study (POS) The POS must contain a complete list of courses that the student is assigned throughout the school year. Each course must contain the projected start and end dates. An actual completion date must be filled in upon course completion. When the Plan of Study is developed, it must contain the parental or guardian signature if the student is under the age of 18. If the student is at least 18 years of age, the student may sign it. 37

38. Concurrent vs Sequential Sequential Model, cont’d The courses that are listed on the Plan of Study should be the same that are listed on the Student Information System (PowerSchool or Infinite Campus). If a change is made, that change should be annotated on the Plan of Study. 38

39. Concurrent vs Sequential Mismatch of courses discovered during PEAA audit will result in a disallowance of a student for apportionment. Use of white out and pencil on POS is not allowed 39

40. Sequential Plan of Study, Example #1 40

41. Sequential Plan of Study, Example #2 41

42. 42 Full-Time Enrollment

43. 43 Full-Time Enrollment NAC 387.345 Calculating basic support. 4. A school district shall not count a pupil who enrolls in the ninth grade during or after the 2000-2001 school year as a full-time pupil for the purpose of calculating the basic support for the school district for a school year unless the pupil is in a minimum of: (a) Six courses or the equivalent of six periods per day if he is in grade 9, 10 or 11; or (b) Four courses or the equivalent of four periods per day if he is in grade 12.

44. 44 Full-Time Enrollment NAC 387.171(9) Each school or school district shall maintain a master register of enrollment and attendance containing the following information for each pupil: (NAC 387.193) 1. The name of the pupil. 2. The date of birth of the pupil. 3. The school in which the pupil is enrolled. 4. The grade or ungraded category of educational service to which the pupil is admitted. 5. The dates, if applicable, of enrollment and reenrollment. 6. The date of withdrawal, if applicable, and the reason for the withdrawal, as described in NAC 387.215.NAC 387.215 7. The pupil’s record of daily attendance. 8. The gender of the pupil. 9. If the pupil is enrolled in a program of distance education, the information required by subsection 3 of NAC 387.193.NAC 387.193 10. The ethnic group or race to which the pupil belongs, according to the following designations: (a) American Indian/Alaskan Native; (b) Asian or Pacific Islander; (c) Black; (d) Hispanic; or (e) White.

45. 45 Full-Time Enrollment NAC 387.193 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; and (b) A teacher meets or otherwise communicates with the pupil at least once each week during the course to discuss the pupil’s progress.

46. Full-Time Enrollment (c) Except as otherwise provided in subsection 2, the school district or charter school has evidence of the pupil’s progression in the course, as documented in the electronic learning management system or as documented by the pupil’s 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. 46

47. Full-Time Enrollment Example: A 9 th grade pupil is deemed to be enrolled if: a) Pupil is taking a course according to the list published by NDE and b) Pupil is listed on the master register or his activity can be found in the Learning Management System and c) Pupil has made progress in the course in the Learning Management system or a class with a teacher (face-to-face or real time online class). 47

48. Enrollment on the Count Week 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’s 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 48

49. Enrollment on the Count Week (b) Within the first calendar week after count day, the school district or charter school has evidence of the pupil’s progression in each course as documented: (1) In the electronic learning management system; (2) By the pupil’s 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’s progress. 49

50. Enrollment on the Count Week Enrollment of the Count Week Example (concurrent model): A 9 th grade student wants to enroll in the Distance Education program at a school on the Count Day. If the school orientates the student on that day and then student has attendance in 6 courses the next week, this student can be included in the count for apportionment 50

51. Enrollment on the Count Week Example of an Orientation Log documentation: A handwritten orientation log should contain at least: Student’s Name: John Doe Purpose of visit: Orientation Date of visit: 09/15/2015 Time of visit: 8:35am Student’s signature 51

52. 52 Full-Time Enrollment If a Distance Education program is utilizing courses that are not approved by the Department, the students will not be considered as “enrolled” and therefore will be denied for DSA payment by Audit. This would include courses that are developed by the school in which the program resides. Students also may not receive credit for a class that is not approved by the Department which could affect promotion/graduation.

53. 53 Full-Time Enrollment NAC 387.193(4): “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 5 or 6, as applicable for his grade level.

54. 54 Full-Time Enrollment NAC 387.193 5. 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.

55. Full-Time Enrollment Example: In addition to the requirements of enrollment in the course(s) The school calendar must provide not less than 180 days of instruction and The amount of time the student spent working at the courses must be documented and The student must take the number of classes according to his grade level (see NAC 387.193(5)) 55

56. 56 Full-Time Enrollment – Distance Ed NAC 387.193 6. 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.

57. 57 Full-Time Enrollment – Distance Ed The Department has determined that the written plan referenced in NAC 387.193 must reflect the proper number of courses to reach full-time enrollment and the plan for the entire school year must be discussed with the student prior to count day. This is particularly important when the student is taking courses sequentially. The discussion with the student must be documented.

58. 58 Attendance

59. 59 Attendance Attendance in Distance Education programs is based on the student and teacher meeting weekly to discuss the progress of the student, through documented course progress in the LMS, or by the pupil’s participation in a real-time class. These meetings must be documented sufficiently to prove that the discussion was a two-way communication between the named parties.

60. 60 Attendance NAC 387.193 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’s progression in each course as documented: (a) In the electronic learning management system; (b) By the pupil’s 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; orchapter 391 (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’s progress. 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.

61. Attendance Example: Pupil should be marked as attending for the entire week if: Pupil had a progress in the Learning Management System or Pupil had a class with the teacher (face-to-face or real time online class) or Pupil had a discussion of his progress with the teacher in each class via e-mail or phone. 61

62. 62 Attendance Sufficient documentation is the basis for proving attendance. The documentation must show two-way communication and it must document a discussion of student progress. The communication may be in person, over the phone, or through e-mail but it must be documented.

63. 63 Attendance Appropriate documentation must include as a minimum: Student Name. Teacher Name. Course Name. Date of Contact. Substantive notes of discussion of pupil’s progress.

64. 64 Attendance Proper documentation could include: A sign-in sheet with a written summary of the discussion. A phone log with sufficient details of the conversation. Outbound and response e-mails showing 2-way discussion of progress.

65. Attendance Example of Progress in Learning Management System documentation: An electronic file downloaded from the system in Excel format should contain at least: Student’s Name: John Doe Teacher’s Name: Jane Roe Course Name: DE Algebra 1 Topic: Linear equations Date and time of login: 09/15/2015 at 8:35am Time spent in the system: 38 minutes 65

66. Attendance Example of Face-to-face class documentation: A sign-in sheet should contain at least: Student’s Name: John Doe Teacher’s Name: Jane Roe Course Name: DE Algebra 1 Date and time of class: 09/15/2015 at 8:35am Student’s signature 66

67. Attendance Example of Real time online class documentation: A print-out from the Learning Management System should contain at least: Student’s Name: John Doe Teacher’s Name: Jane Roe Course Name: DE Algebra 1 Topic: Linear equations Date and time of class: 09/15/2015 at 8:35am 67

68. Attendance Example of Phone call documentation: The phone call logs must contain at least: Student’s Name: John Doe Teacher’s Name: Jane Roe Course Name: DE Algebra 1 Date and time of phone call: 09/15/2015 at 8:35am “Student says he is behind with his current assignment. He does not understand the linear equations and needs help with this topic.” 68

69. Attendance Example of E-mail Exchange documentation: From: Jane Roe (teacher) To: John Doe (student) E-mail sent on: 09/14/2015 at 6:26am “Hi John, how is it going with your Algebra 1 class?” From: John Doe (student) To: Jane Roe (teacher) E-mail sent on: 09/15/2015 at 8:35am “Hi teacher, I am falling behind with my assignment. I don’t understand the linear equations. Please help!” 69

70. 70 Attendance If the student and teacher do not meet the requirements of NAC 387.193 each week, the student is deemed absent for the 5 school days of that week. Missing two weekly attendance requirements in a row will cause the student to be absent 10 days. School truancy policies should be commenced at the appropriate time.

71. Attendance Note: The two-way communication via e-mail or phone does not establish the enrollment. Only after the enrollment established by either a student’s progress in the Learning Management System or a face-to-face/ real time online class, the e-mail or phone communications count for attendance. 71

72. 72 Written Agreements

73. 73 Written Agreements A written agreement is required for Distance Education programs. These written agreements are often directly related to the enrollment status of the student. See NRS 388.866 and NAC 389.750.

74. 74 Written Agreements NRS 388.866.1(a)(3): “The board of trustees of a school district or the governing body of a charter school that provides a program of distance education shall ensure that for each course offered through the program, a teacher enters into a written agreement with the pupil and his parent or legal guardian outlining the objectives of the course, the timeline for completion of the course and the method by which the progress of the pupil will be assessed”

75. Written Agreements NRS 388.850(2) Eligibility for enrollment. “A child who is exempt from compulsory attendance and is enrolled in a private school pursuant to chapter 394 of NRS or is being homeschooled is not eligible to enroll in or otherwise attend a program of distance education, regardless of whether he is otherwise eligible for enrollment pursuant to subsection 1.”chapter 394 75

76. 76 Questions?

77. THANK YOU!