Legislature(2017 - 2018)BUTROVICH 205
02/17/2017 08:00 AM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation: Virtual Education from a Statewide Perspective; Florida Virtual Schools; New York State Distance Learning Consortium | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
February 17, 2017
8:00 a.m.
MEMBERS PRESENT
Senator Shelley Hughes, Chair
Senator Gary Stevens
Senator Cathy Giessel
Senator John Coghill
Senator Tom Begich
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
PRESENTATION: VIRTUAL EDUCATION FROM A STATEWIDE PERSPECTIVE;
FLORIDA VIRTUAL SCHOOLS; NEW YORK STATE DISTANCE LEARNING
CONSORTIUM
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
VIRGINIA GESLER, Digital Education Consultant
Florida Virtual Schools (FLVS)
Tampa, Florida
POSITION STATEMENT: Presented information on Florida's Virtual
Schools.
HOLLY SAGUES, Executive Director
Government Affairs and Strategic Solutions
Florida Virtual Schools (FLVS)
Tampa, Florida
POSITION STATEMENT: Presented information on Florida's Virtual
Schools.
MIKE BAYBA, Co-President
New York State Distance Learning Consortium
Buffalo, New York
POSITION STATEMENT: Presented information on New York State
Distance Learning Consortium (NYSDLC).
ACTION NARRATIVE
8:00:52 AM
CHAIR SHELLEY HUGHES called the Senate Education Standing
Committee meeting to order at 8:00 a.m. Present at the call to
order were Senators Begich, Giessel, Coghill, and Chair Hughes.
Senator Stevens arrived shortly thereafter.
CHAIR HUGHES said the presentation on virtual education would be
by two organizations that are leading the way nationally. The
Florida Virtual School (FLVS) offers full-time and part-time
virtual education for students throughout the country. She
understood that a few Alaska School Districts have purchased
content from FLVS. The New York State Distance Learning
Consortium (NYSDLC) connects school districts throughout New
York to exchange virtual education courses with other districts.
The presentation by NYSDLC will be using video conferencing
software.
^PRESENTATION: VIRTUAL EDUCATION FROM A STATEWIDE PERSPECTIVE;
FLORIDA VIRTUAL SCHOOLS; NEW YORK STATE DISTANCE LEARNING
CONSORTIUM
PRESENTATION: VIRTUAL EDUCATION FROM A STATEWIDE PERSPECTIVE;
FLORIDA VIRTUAL SCHOOLS; NEW YORK STATE DISTANCE LEARNING
CONSORTIUM
8:02:23 AM
CHAIR HUGHES announced that the only order of business would be
a presentation on Virtual Education from a Statewide
Perspective; Florida Virtual Schools; New York State Distance
Learning Consortium.
She noted that Senator Stevens joined the committee.
8:02:51 AM
VIRGINIA GESLER, Digital Education Consultant, Florida Virtual
Schools (FLVS), presented information on Florida's Virtual
Schools. She noted that FLVS was the first virtual school in the
nation. She shared the history of FLVS:
1996-Orange and Alachua Counties receive a $200,000
grant from the Florida Department of Education and
pilot a "Web School" with five online courses.
1997-Florida High School (now FLVS) launches with
seven staff members.
2003-FLVS joins forces with Florida school districts
to increase the capacity of students who can be served
online through an in-state franchise program.
2003-FLVS becomes fully funded as a statewide virtual
school and becomes part of the Florida Education
Finance Program.
2012-FLVS experiences continual growth in student
enrollments and now delivers more than 120 courses.
2013-275 FLVS Full Time 12th grade students graduate
and receive high school diplomas.
2014-FLVS reaches a milestone of 2 million completed
semester courses.
8:06:49 AM
MS. GESLER related how FLVS looks today:
440,300 half-credit courses completed 2015-16
In Florida, we offer Full-time and Part-time
enrollments
License our rigorous curriculum in every state
throughout the U.S. and internationally
Over 150 Courses - Core, Elective, Honors, AP, Credit
Recovery
Over 1,200 full time teachers
Accredited and NCAA approved
Courses meet SREB Essential Principals of Quality and
the iNACOL Standards for Quality Online Content
FLVS Global is a non-profit entity
8:07:58 AM
HOLLY SAGUES, Executive Director, Government Affairs and
Strategic Solutions, Florida Virtual Schools (FLVS), presented
information on Florida's Virtual Schools. She shared FLVS's
results of end of course exams in Algebra, Biology, Geometry,
Civics, and U.S. History. She said since FLVS is a public school
they are held to the same accountability standards as every
other public school. She noted that FLVS exceeds or matches the
state average in all areas.
8:09:31 AM
MS. SAGUES described FLVS funding. They began as a line item
grant for the first years. The legislature would award FLVS a
specific amount. In 2003, the legislature included FLVS into the
Florida Education Finance Program (FEFP). She explained that the
formula FLVS and all virtual education funding, is unique in
that they are funded upon successful completion by each student.
She said they have fewer funding categories and a lower funding
level than regular education funding.
She explained that Florida has a unique funding categorical -
class size. Virtual schools used to receive class-size dollars.
Today, those dollars are removed from the formula, which
decreases their funding. The legislature recognized that problem
and provided a "hold harmless" account. The first year the floor
was set at $4,800 and, since that time, it has increased to
$5,230. If the total does not come to that amount per student,
the state kicks in the remainder. FLVS's funding floor will not
change until the Virtual Education Contribution (hold harmless
fund) is depleted.
8:15:16 AM
MS. SAGUES showed a graph of how FLVS is stretching Florida tax
dollars. She noted the funding has remained stable. She detailed
the funding per year and per student for public and FLVS
funding.
8:16:51 AM
SENATOR GIESSEL asked how many Title I students FLVS serves.
MS. SAGUES said there are about 7,000 students in the full-time
virtual school, and about 200,000 part-time students throughout
the state. The virtual school is considered a Title I School
with 40 percent of students in Title I.
8:17:37 AM
SENATOR STEVENS asked what the governance of the school is.
MS. SAGUES said FLVS has a seven-member board that is appointed
by the governor.
8:18:13 AM
SENATOR COGHILL thanked the presenters. He asked if there is a
charge for the courses and how those dollars are folded into the
formula.
MS. GESLER explained that FLVS does license out courses to other
districts in several ways. If a state or district needs
teachers, as well as courses, it is one price; for the course
only, it can be done per enrollment - one set price for each
enrollment of each student. There is also a per-seat license so
one student can take many courses using the district teacher.
SENATOR COGHILL noted that is money coming into the district. He
asked how the state views that income.
8:20:25 AM
MS. SAGUES said there is special language in the statute that
states FLVS seek those types of revenue streams and the money
must go back toward new course development to benefit all
Florida students and students in other states.
SENATOR COGHILL asked if the school board reports that income to
the state and whether it is used for matches or for regular
schooling.
MS. SAGUES replied that there are no matching funds from the
state, but it allows FLVS to supplement their funding. Their
school does go through a financial audit every year.
8:22:10 AM
SENATOR BEGICH asked if the creation of FLVS has reduced
staffing or administrative costs in other public schools, or if
virtual school is an alternative for students.
MS. SAGUES replied that Florida is beginning to see a teacher
shortage. There has not been a decrease in teachers at the
district level because Florida is growing. Students can take
virtual courses at their district programs or through FLVS.
There are many reasons students take the courses. She provided
examples. She pointed out that virtual education saves districts
money when they do not have to fund a teacher. She has not seen
instances of teacher reductions.
8:24:34 AM
SENATOR BEGICH stated that virtual education offers an
opportunity for rural districts to access more courses. He asked
if that was the fundamental mission.
MS. SAGUES said yes. Within FLVS there are three priority
populations; rural districts, low performing schools, and home
school students.
8:25:40 AM
SENATOR STEVENS asked how funding works for public schools when
their students take virtual courses. He asked how the formula is
modified when a student spends half-time in a virtual school.
MS. SAGUES responded that before 2013, it did not impact the
local school district at all. In 2013 there was a modification
to the funding formula that provided that a student could not
generate more than one FTE. She explained how the funding works
for public schools and for virtual schools. She provided an
example of a student taking 6 courses in a traditional school
and one course from a virtual school, the school district would
receive 6/7 of a full FTE and the virtual would receive 1/7 FTE.
She noted that it is difficult on a district level to determine
the budget because it is complex when using fractions of FTEs.
8:28:46 AM
SENATOR GIESSEL referred to the slide about virtual school and
public school results and asked if there is a similar comparison
of outcomes for Title I students.
MS. SAGUES offered to provide that information.
8:29:47 AM
CHAIR HUGHES asked whether 200,000 students take part-time
courses.
MS. SAGUES said yes.
CHAIR HUGHES asked how many of the 200,000 part-time students
come from out of state.
MS. SAGUES said that number does not include out-of-state
students. She deferred to Ms. Gesler to answer.
MS. GESLER said she did not have the exact numbers, but she
could provide them. She added that most out-of-state virtual
education is managed by the other states.
8:31:07 AM
CHAIR HUGHES asked if middle schools are served.
MS. SAGUES said they serve students in K-12; most are high
school students.
8:32:02 AM
CHAIR HUGHES asked for the breakdown.
MS. SAGUES thought it was 70 percent high school students. She
offered to provide that information.
CHAIR HUGHES asked what grades full-time students are in.
MS. SAGUES replied they are K-12 students.
CHAIR HUGHES requested the breakdown of students by grade level
and how the academic results compare to brick and mortar
students.
MS. SAGUES offered to provide that information.
CHAIR HUGHES asked how their building looks and is set up.
8:33:36 AM
MS. GESLER replied that in Florida the teachers work out of home
offices. It varies where the students work; home, school lab, or
centers, or a combination. Courses are available to students 24-
hours a day.
8:34:53 AM
CHAIR HUGHES asked if the delivery is synchronous or
asynchronous.
MS. GESLER explained that teachers provide live lessons and one-
on-one lessons, which allow for opportunities to reteach and
build relationships. It also aids in academic integrity.
CHAIR HUGHES asked for the student/teacher ratio.
MS. SAGUES said there is no hard ratio, but generally teachers
are limited to a 150-student load. Some courses have more, such
as AP courses.
8:37:36 AM
CHAIR HUGHES asked if it is a special type of teacher who does
this kind of work, especially for two-way teachings. She asked
if the quality of teachers is different.
8:38:34 AM
MS. GESLER opined that it takes a different mindset to be a
virtual teacher. Usually, experienced teachers apply.
8:39:44 AM
CHAIR HUGHES asked if they provide training to the teachers.
MS. GESLER said specific online training is provided in Florida.
Outside of the state there is professional development
available.
8:41:08 AM
SENATOR STEVENS said in Alaska districts solve their own
problems in distance education; some are successful, some not.
He asked if Florida districts are involved in determining their
programs or if it is left to FLVS.
MS. SAGUES replied that it is a partnership. Districts can have
their own program within FLVS's system. Almost every district
participates in a franchise. In some cases, it makes more sense
to have a local teacher to provide distance learning
opportunities. Students can choose either method.
8:43:16 AM
CHAIR HUGHES asked if any teachers live outside of Florida.
MS. SAGUES said 95 percent live in Florida, however, some are
specialized and live somewhere else.
CHAIR HUGHES thanked the presenters. She introduced the next
presenter.
8:44:45 AM
At ease
8:45:39 AM
MIKE BAYBA, Co-President, New York State Distance Learning
Consortium, presented information on New York State Distance
Learning Consortium (NYSDLC). He began with the overview of
NYSDLC. There are 37 Board of Cooperative Educational Services
(BOCES) serving 700+ districts. They are intermediary service
organizations that are assigned to groups of school districts to
deliver services in a cost-effective manner. Many of the BOCES
offer some sort of distance education, two-way interactive
video, online, or a combination of both. Any district can join,
and it costs $300 per year.
He said NYSDLC consists of 29 members. The purposes of the
consortium are joint planning, sharing of expertise, policy
influence, support for new members, and sharing courses.
8:49:22 AM
MR. BAYBA provided an overview of NYSDLB's funding. They have
been doing interactive video for about 20 years. Their purpose
is to pursue academic opportunities for students using
technology. Each BOCES has the unique status of being both a
school and a service provider. The state encourages BOCES
participation by incentivizing BOCES service use through a
complex aid formula. He said the formula is based on district
wealth.
8:52:28 AM
MR. BAYBA described NYSDLB's course delivery. Distance education
classes are offered to students through their home school
district via teacher-created content or vendor purchased
curriculum. Students do not get to select courses; the districts
do. This does not prevent districts from purchasing online
curriculum directly from a vendor. Consortium course are taught
either by member school district or BOCES NYS certified
teachers.
8:54:57 AM
MR. BAYBA explained that course costs vary and are set by each
individual BOCES. He compared NY to AK in size and costs. In the
current range, cost varies from free to $10,200 per course.
Video courses are usually charged by the course; online courses
by the student. Online courses must have a NYS certified teacher
assigned, either from the district or from BOCES.
8:57:14 AM
MR. BAYBA emphasized that courses are selected by school
district personnel, not by students individually. The consortium
practice is that distance education will not be used to supplant
existing staff positions. The following barriers, if changed,
could dramatically increase utilization - the common calendar
and common bell schedule.
9:00:16 AM
MR. BAYBA shared NYSDLC's academic results. He said no formal
study has been done to compare student performance at remote
locations, but he has not heard of lower scores. AP results have
exceeded the national and state averages. He said the teacher
return rate is well over 95 percent in BOCES. The teachers
choose to teach in this environment. The course catalog is
expanding annually. There are college tuition savings through
college professor adjunct-status high school faculty to award
dual credit. Community colleges are tuition free within his
region and many others. In the last 15 to 20 years, BOCES
programs have probably saved students $1 million in college
credits. Many BOCES have a reduced tuition rate.
9:04:30 AM
MR. BAYBA turned to the future of NYSDLC. He stated that virtual
classes are not going to disappear any time soon. Video based
synchronous classes have become a real boom. Online based,
teacher created, and vendor supplied classes are very popular.
Blended classes, consisting of teacher-determined blend levels
are the wave of the future.
He related that NYSDLC does an evaluation of best practices for
all models and evaluates new technologies to aid the delivery of
instruction, such as the technology being used for this
presentation.
9:08:12 AM
MR. BAYBA offered a link to their shared catalog:
dlcourses.e@ccb.org. User name - alaska; password - alaska. He
showed it available on NYSDLC's web page and explained how to
search the site. There are 815 entries, some active and some
inactive. This year there are 334 active courses.
He showed specific examples of courses.
9:11:49 AM
CHAIR HUGHES asked if they could see a teacher teaching.
MR. BAYBA said there is a separate video library for those. He
offered to forward the links.
CHAIR HUGHES was thinking from a marketing perspective.
9:13:02 AM
SENATOR BEGICH shared his experience working with juvenile
justice. He asked how large a BOCE is and whether it could work
outside of the government model, such as in a non-profit.
MR. BAYBA explained that the BOCES are educational entities
created by statute, and NYSDLC is treated as a school district,
as well as a provider. Private schools do not belong to any
BOCES; however, they can buy individual courses. He thought it
could be done as a private enterprise.
He spoke of the problem of losing sight of the cost-effective
nature of the BOCES. The overhead gets large because the BOCES
are large. He said in his BOCES, student enrollment is 30,000
with 27 districts and is large geographically. He gave an
example of a BOCES with dense population, noting that each BOCES
is unique.
9:16:54 AM
SENATOR GIESSEL asked about demographics and outcomes of Title I
students.
9:17:18 AM
MR. BAYBA responded that they do not have that data because when
two districts decide to share a class, the students do not
become BOCES students. Face-to-face students are reported from
their schools and BOCE has no role in reporting.
9:18:39 AM
SENATOR COGHILL thanked the presenter. He said Alaska is trying
to figure out how to use distance education. He asked how the
BOCES do an annual student count.
9:19:18 AM
MR. BAYBA explained that it is complicated. Within the BOCES he
is affiliated with, he keeps track of who the teaching and
receiving sites are and pursues school districts for their
enrollment numbers. However, each BOCES counts enrollment
differently.
9:20:16 AM
CHAIR HUGHES asked about the cost per course and how it compares
to a brick-and-mortar course.
9:20:48 AM
MR. BAYBA said he knows only how much his teachers cost - about
$75,000 to $80,000. He provided a hypothetical example.
CHAIR HUGHES commented on the 95 percent of teacher retention.
She asked for the brick-and-mortar school teacher retention
rate.
MR. BAYBA thought it was comparable, but varied by location.
9:23:52 AM
CHAIR HUGHES thanked Mr. Bayba.
She noted that Commissioner Johnson was present in the room.
9:24:16 AM
CHAIR HUGHES announced next week's schedule.
9:24:35 AM
There being no further business to come before the committee,
Chair Hughes adjourned the Senate Education Standing Committee
at 9:24 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| NYSDLC Presentation.pptx |
SEDC 2/17/2017 8:00:00 AM |
|
| FLVS History-Financial SS for AK.pdf |
SEDC 2/17/2017 8:00:00 AM |