1. Impact of Online Courses on Graduation Rates and College Readiness: What the Research is Saying Digital Learning Commons Leslie St. Pierre John Hardy Assistant Director of Course Support Assistant Director of School Support lstpierr@learningcommons.org jthardy@learningcommons.org lstpierr@learningcommons.orgjthardy@learningcommons.org 206.616.5771 206.543.3938

2. In this session: About the DLC -Offerings, data and student perspectives Course Support -‘Intake process’, resources and best practices Full Circle Quality Assurance -Provider evaluations and partnerships

3. About the Digital Learning Commons www.learningcommons.org

4. Mission: The Digital Learning Commons will improve access to educational opportunities and learning resources by providing high quality educational materials, online courses, and technology tools to all students and teachers in Washington State.

5. Organizational Values: Student success is our highest priority Equal opportunity in education Engaging families, schools, and communities Offer educational opportunity and choice where it has not previously existed

6. Online Courses: what we offer Choice Variety Course Support Student Mentors Ease of Use Voice and Leverage Equity Measures

7. DLC Courses Data: High School Seniors Online Course Taking Patterns in Washington State Jeffrey Fouts & Duane Baker, June 2006  http://www.learningcommons.org/about/files/05-06_Evaluation.pdf What role do online courses play in: enabling students to graduate from HS making HS graduates college eligible enhancing HS graduates’ preparedness for college

8. DLC Courses Data: Findings: of 115 seniors completing 151 DLC courses at 17 schools in 2004-05:

9. DLC Courses Data:

10. Enrollments: between 2004* and 2006, the DLC saw: o ~ 85% completion rate in total enrollments o ~ 53% passing rate per total enrollments o ~79% enrollments in ‘standard’ level courses and ~ 10% in AP o ~ foreign language and language arts most popular in general. Cost: since 2003, the DLC has negotiated the average cost of online courses down 19% from what schools would typically pay if they worked directly with the course providers.

11. Student Perspectives: DLC’s student focus groups What do students expect from their online learning experience? What information do students seek prior to beginning an online course? What information do students generally absorb? miss altogether?

12. Student Perspectives: DLC’s student focus groups Students do little information-finding prior to enrolling in an online course; information they do get is primarily delivered by their school’s CS team.  Ideally, CS teams are aware of student information needs, and of the information available from the DLC and its providers.

13. Student Perspectives: DLC’s student focus groups Students do not like having to look in many (more than one?) places for information – up front and in one location is preferred.  Challenge in making information centrally located and available at the point of need: ie, instructions on how to submit homework should be included in course orientations and linked to on assignment pages.

14. Student perspectives: DLC’s student focus groups The DLC’s main conclusion: Students should be required to complete course orientations prior to accessing course content and instruction; when it’s not required by the provider, it should be required by the school.

15. Course Support (CS)

16. "I am constantly commending the DLC for the quality they deliver. Anybody can go to the online course vendors and get a class, but I think the DLC component makes a big difference…I wouldn't bother to try to do this on my own." - Sherry Hahn, Teacher/Mentor at the Washington State School for the Blind

17. Course Support ‘Intake Process’

18. Course Support (CS): ‘Intake Process’ 1.When a school joins the DLC, lead contacts are given CS role descriptions to identify key staff members to fill the role of DLC Registrar and Teacher/Mentor. 2.CS team members then sign up with the DLC, create their IDs and register for an online phone orientation.

19. Course Support (CS): ‘Intake Process’ 3. After the phone training, CS team members are ready to register students and to start them in online courses. 4. Continuing support is available from the DLC by way of DLC-wide communications, online resources, additional provider-specific orientations and registration facilitation.

20. Course Support (CS): ‘Intake Process’ As a result…. DLC Course Support staff is recognized as a key member of the school CS team – as an advocate for students and mentors, and for best practice strategies.

21. Course Support Resources

22. Course Support Resources: DLC provider start-up demo accounts A ‘heads up’ approach to flatten the learning curve. Help set expectations for post-registration next steps. Help CS teams identify potential technology roadblocks.

23. Online Courses Best Practices

24. Online Course Best Practices School-Centered Best Practices Best Practices for the Course Support team –Registrar –Teacher/Mentor Student steps to success  http://www.learningcommons.org/educators/cs/best_practices/

25. Full Circle Quality Assurance

26. Full Circle Quality Assurance: DLC Course Provider Evaluations Comprehensive 5 category rubric Exhaustive, in-depth examination of key topics Information-gathering exercise – ‘discovery’

27. Full Circle Quality Assurance: DLC Course Provider Partnership Meetings What’s next at the DLC What’s next for the partnership Feedback on DLC- and end-user experience