JLARC Study of Alternative Learning Experience Programs

1. JLARC Study ofAlternative Learning Experience Programs Interim Report February 8, 2005 Joint Legislative Audit and Review Committee Robert Krell, JLARC Staff

2. Introduction • Study mandate included in 2004 Supplemental Budget • Interim Report by 2/01/05 • Final Report by 6/30/05 • Interim report does 3 things: • Provides background information • Presents school district survey results • Focuses on ALE programs that rely on digital/ online curriculum (most time-sensitive issues) • Includes six recommendations • Joint effort with State Auditor’s Office ALE Programs Interim Report

3. Alternative Learning Experience • An individualized course of study, primarily distinguished by off-campus instruction, that can be claimed for full basic education funding • Intended to provide districts flexibility to serve a diverse student population • Program types include: • Digital/online programs (focus of this report) • Parent/Partner programs (focus of final report) • Other miscellaneous types ALE Programs Interim Report

4. School District Survey Results • Purpose: information not previously available • Of 268 responding districts, accounting for 97 percent of all K-12 students: • 155 (57%) operate at least one ALE program • 267 total ALE programs identified for 2004-05 • 21,406 estimated headcount • 18,874 estimated FTE students • More complete survey results shown in Figure 1, page 6 of report ALE Programs Interim Report

5. Background on Concerns • Singled out in statutory mandate • Issues came to light as result of SAO review of ALE Parent/Partner programs • As part of that review, SAO found instances where Federal Way Internet Academy was not in compliance with ALE rules • That and other similar programs faced prospect of having funding disallowed • Legislature allowed districts operating these programs to continue doing so until June 30, 2005 ALE Programs Interim Report

6. Digital/Online Programs - Overview • Encompass broad range of activities • This report focuses on internet-based programs • Rapid growth in programs nationwide • Students who may be able to benefit include those who: • Live in remote locations • Have health or emotional issues • Need scheduling flexibility for employment or parenting reasons • Wish to accelerate their learning program or earn additional credits ALE Programs Interim Report

7. Digital ALE Programs in Washington • 38 separate ALE programs rely on internet based curriculum – 1,731 FTEs • Excludes Digital Learning Commons courses • Two main program types • Federal Way and Evergreen (Vancouver) Internet Academies: full-scale internet-based programs • Curriculum developed in-house • Courses actively taught by a teacher • Other programs rely primarily on digital or electronically-mediated curriculum programs ALE Programs Interim Report

8. Background on Current Rules • Major problem areas involve failure to comply with current rules • Rules promulgated before this technology was widely available • OSPI acknowledges rules are not adequate in many respects • Has been trying to revise for several years • Rules that could change how FTE student is defined must be approved by House and Senate fiscal committees ALE Programs Interim Report

9. Issue 1: Teacher/Student Contact • Current rules require minimum of 1 hour face-to-face contact per week • Problematic because: a) many students live out-of-district, and b) time constraints • OSPI previously proposed revisions • Allow telephone or other electronic communication & remove minimum time requirement • Issue is one of accountability and program quality ALE Programs Interim Report

10. Recommendation 1 • Retain rule as a general matter of course, BUT: • OSPI should amend rules to provide for a process whereby local districts can waive the requirement for any program it operates, if it meets certain criteria (to be developed by OSPI) ALE Programs Interim Report

11. Issue 2: Student Learning Plans • Current rules require individualized learning plans • Internet academies use course syllabi, which are not individualized • Recommendation 2 • OSPI should amend rules so that course syllabi can be used for part of the learning plan • Should also clarify what additional information is needed ALE Programs Interim Report

12. Issue 3: Tracking Student Hours • Current rules require FTE equivalency, for funding purposes, be based on number of hours student is engaged in learning activities – hours must be tracked • Federal Way based justification for funding on course participation and completion • OSPI previously proposed revisions • Base equivalency on estimated weekly hours of learning activity in learning plan • Recommendation 3: OSPI should revise rules to allow • Also clarify which programs it’s appropriate for ALE Programs Interim Report

13. Program Approval & Oversight • Can be wide variations in program quality • Current rules do not require program approval or oversight – though OSPI has proposed • Recommendation 4: OSPI should amend rules to require online programs be approved by local school district, and to require annual report to board ALE Programs Interim Report

14. Program and Student Outcomes • Program quality is a major issue nationally, but little research has been done • Current rules do not require any type of evaluation. Thus no system to assess effectiveness or determine if one program type better than another • Recommendation 5: OSPI amend rules to require online programs have some form of self-evaluation component • Recommendation 6: Require districts to report annually on ALE programs ALE Programs Interim Report

15. Other Issues • Funding, and lack of guiding state policy • No recommendations – information provided for Legislature’s consideration • If Legislature wishes to examine further, may want to consider appointing a special task force ALE Programs Interim Report

16. Final Report • Mandate requires final report by June 30, 2005 • Questions: Robert Krell, JLARC Staff krell.robert@leg.wa.gov 360-786-5182 ALE Programs Interim Report