1. Nuts and Bolts of Distance Learning: 2011 and Beyond Lynn Bartlett, OTAN and San Juan USD

2. This Workshop Will: Review the current status of distance learning Consider how distance learning fits with future directions in adult education Review some of the program requirements Update you on new OTAN projects for 2010-11

3. Where are we now?

4. 2009-10 Decline in Enrollment Instructional Program2008-092009-10 Decrease ABE76,51668,17510.9% ESL444,892324,12327.1% ASE226,053194,15614.1% Citizenship2,9851,05064.8% CTE180,49494,48347.7% Adult with Disabilities26,83912,14654.7% Health and Safety26,9119,46664.8% Home Economics17,3717,47557.0% Parent Education67,68824,08964.4% Older Adults142,31941,69070.7% Total1,212,068776,85335.9% Includes Adult Schools administered by the CDE (both WIA, Title II funded and non-WIA, funded schools)

5. 2009-10 Performance

6. ESL Reading Gains 2008-09

7. Improving Persistence Set clear goals and expectations Develop a clear assignment and orientation process Make learners aware of choices and ability to transfer to DL at a later date Test blended learning for motivated learners Make extra efforts to conduct CASAS post testing Make learning more engaging — add Internet lab opportunities, small group activities, simulations Offer DL options until there are class openings Alternative instructional strategy

8. Persistence Rates Compared

9. New Directions in California We need more access for learners at every level We have the tools We need to develop the expertise We need to reach learners not near programs Many opportunities for professional development

10. Potential Distance Learning Venues Classroom and classroom supplements Learning centers Community centers Workplace Home Virtual classroom K-12 campuses for specific Adult programs Churches Restaurants Factories Casinos Libraries Apartment complexes Recreation centers Clinics Businesses

11. From “Can I?” to “How Can I?” National research shows that by 2015, 50% of all learning will take place online OTAN Web site offers evidence – assessment data, persistence information, graphs and charts in annual Distance Learning Reports “Flexibility” does not mean that we relax our due diligence to maintain good programs, data and standards Lay the groundwork to ensure the future after 2013

12. Don’t Stop Now! By continuing to collect data, we’ll have valuable information for future. Serving students by this modality is “the right thing” because the ability to use technology is a life skill. Using distance learning may strengthen future funding. Look within your agency for logical partnerships- --CAHSEE, credit recovery etc.

13. Create partnerships

14. Some Things Haven’t Changed Although state adult education apportionment funds have become flexible, those agencies collecting federal Workforce Investment Act, Title II funds for distance learning classes are required to submit an application. “Without documented information about services provided, it will be a challenge to justify our programs and explain the key role we play in the state's economy.” Debra Jones, Administrator CDE

15. Definition of Distance Learners Learners who receive more than 50 percent of instructional hours in a distance learning format during the program year are considered distance learners for NRS reporting purposes. Workforce Investment Act Title II Adult Education and Family Literacy Act Revised for Program Year 2009-10

16. DL Accountability Use TOPSPro student tracking software Check Distance Learning on Item 13 “Special Programs” option Create unique class ID for distance learners Run TOPSPro entry filters Run TOPSPro QueryMaker

17. Be prepared for assessments

18. Workforce Investment Act Title II Adult Education and Family Literacy Act Assessment Policy Guidelines C. Testing for Distance Learning Programs Learners in distance learning settings must fulfill the same assessment requirements as all other learners. Agencies must assess distance learners in a secure proctored environment, either at the adult education site or other proctored and secure location with staff trained to administer the assessment. (Page 8)

19. Proctored CASAS testing at elementary school site

20. HTTP://ADULTED.OTAN.US/

21. Over 80 Agencies Participate

22. Information about the Application Program Description See other participating Adult Schools Background Information Sample Application [pdf]Sample Application Frequently asked questions (FAQs) Advantages of Distance Learning [pdf]Advantages of Distance Learning Suggested level and attendance hours for selected ESL curricula [pdf]Suggested level and attendance hours for selected ESL curricula

23. Information about the Application California Assessment Policy GuidelinesCalifornia Assessment Policy Guidelines Suggested level and attendance hours for ABE curricula [pdf]Suggested level and attendance hours for ABE curricula Suggested level and attendance hours for Test Preparation curricula [pdf]Suggested level and attendance hours for Test Preparation curricula Suggestions for ESL Citizenship curricula [pdf]Suggestions for ESL Citizenship curricula

24. Outcome-based Learner Mastery Model California Department of Education promotes a rigorous outcome- based learner mastery model with designated benchmark levels for program completion…

25. Curricula and Proxy Hours Curricula used for distance education: Agencies may use curricula approved by CDE that has been used successfully with field-based distance learning programs. Programs may also submit other curricula for CDE approval that meet the needs of the population they are serving. Proxy Hours: Proxy hours are determined by a review of agency Innovation program applications, and are based on a CDE-approved range for each curriculum and may include hours for additional activities to meet local needs. CDE provides proxy contact hours for curricula that are used extensively in distance learning programs throughout California.

26. Sample format for documenting proxy hours

27. Materials and Proxy Hours Recommendations for ESL

28. Materials and Proxy Hours Recommendations for Test Prep

29. The Innovation Programs continue to meet the three crucial benefit–cost criteria often used to evaluate the utility of a program intervention. Effectiveness Efficiency Equity

30. OTAN Resources www.otan.us

31. Distance Learning Email List Group email for Californians involved in distance learning mthacher@otan.us Colleagues You OTAN

32. Online Teaching Academy Application for 2011-12 posted in March Training on principles of online instruction Training on Moodle Mentoring, online meetings

33. Sharable Online Courses Several online courses will be developed Can be used at a distance or blended Currently piloting –Advanced ESL –USA Learns 2 nd Course Future topics to be determined

34. Distance Learning Webinars Spring Schedule –Easy Excel Activities for the Classroom, March 4 –Using Moodle to Create a Course Web Site, March 5 –Distance Learning Open Forum, March 10 –Orienting Students to Online Learning, March 17 –Moodle: Creating Quizzes, March 24 –Building Community and Collaboration Online, April 29 Register at www.CAAdultEdTraining.orgwww.CAAdultEdTraining.org

35. Thank you! Lynn Bartlett, San Juan USD and OTAN cdlpbartlett@gmail.com cdlpbartlett@gmail.com