OASE DRAFT POLICY DEVELOPMENT PROPOSAL
Policy Topic: E-Learning/ Technology
The policy topic was divided into four critical areas:




E-Learning Providers
Broadband Connectivity
Advancing E-Learning in Public Schools
E-Learning and Educators (Labor Relations, Endorsements, Tech Competency)
Current Status
E-Learning Providers
Oregon currently has a statutory state level “Virtual School District serving 460 schools, 150,000
students and receiving about $1 million biennially from the SSF. It does not provide course
directly to school districts. It partners with OSU to provide a platform of courses, content and
teaching applications. OVSD also has an open source course management system through the
OSU Open Source Lab. Although it doesn’t offer course directly, it sources them from private
providers including the Florida Virtual School.
There are 8 virtual charters with additional district programs serving 5,577 students in 2011-12.
Two more online charters opened in 2012-13.
Broadband Connectivity
There is no statewide inventory of state and local technology infrastructure available to support
e-learning in the State’s 198 districts. There also is no inventory of available local infrastructure
needs to meet developing bandwidth best practices. Information on local district hardware and
software needs remain largely undeveloped.
There is unequal access to the internet outside of school for students of poverty, color and
students residing in rural areas. This digital divide will exacerbate the achievement gap for
these sub-groups as we expand e-learning.
Partnerships between schools and the local community around universal internet access, pre
and post K-12 learning opportunities and resource sharing are starting to emerge but remain
underdeveloped and without guidance and support from the State.
Advancing E-Learning in Public Schools
School Districts wishing to utilize e-learning options are required to contract with OVSD, private
providers, or develop e-curriculum on their own. Currently, these options provide only
marginal learning opportunities for students and drain resources from already tight budget
school budgets.
Use of high quality e-learning is sporadic and not universally available to all of Oregon’s public
school children. There is high degree variability in the technology skills of our teachers and in
the hardware and software available to our students.
E-Learning and Educators
There are no requirements for technology proficiency for Educators in their certification
process. Many school districts in Oregon have collective bargaining agreements that limit the
use of e-learning in schools creating a potential labor – management conflict when school
boards and administration seek to expand e-learning opportunities for students.
Desired Outcomes
E-Learning Providers

Evaluation of on-line learning in Oregon, including: content, teaching methodology,
credit attainment, recruitment practices and efficacy in moving students toward
standards and graduation. Recommendations on e-Provider governance based on the
evaluation.
Broadband Connectivity


Universal access to high speed internet for all of Oregon’s K-12 students at school and at
home.
Partnerships within local communities that leverage local and state resources to deliver
24/7 e-learning for students and their families.
Advancing E-Learning in Public Schools



A comprehensive database on on-line and blended learning currently being delivered in
local districts.
Clear definition of technical, financial and other issues that create a barrier to more
extensive on-line learning opportunities for all Oregon students.
Recommendations for policy and financial support for statewide on-line learning
options.


Work with OEIB to develop a statewide Strategic Investment Initiative to advance a goal
of low cost, high quality e-courses / units / lessons that address the CCSS and Or
Content Standards, utilizing research-based instructional strategies and proficiencybased assessment tools.
Develop guidelines around the “textbook” adoption process for e-learning materials.
E-Learning and Teachers





Determine if a level of technology proficiency is needed to qualify for a teaching and
administrative license in Oregon.
With the help of OSBA, establish recommendations regarding board policy on eLearning.
Work with OEA to find common ground to promote expanded learning opportunities for
students using e-resources.
Make recommendations to TSPC regarding endorsements/certification for technology.
Work with COSA to develop a model professional development program for
administrators in the state to significantly raise their technology proficiency and
conceptual understanding.
Plan of Action
Form an OASE Work Group consisting of superintendents and invited members from OVSD,
ODE, and others with special knowledge of e-learning application and technology.
Work group charge should include policy development in the following areas:
E-Learning Providers


Model policy development for district governance of on-line education.
State governance policies on e-learning providers.
Broadband Connectivity


24/7 student access to learning resources via broadband.
Develop recommendations or strategy to develop recommendations to address K-12
broadband infrastructure needs in conjunction with the Oregon Education Investment
Board.
Advancing E-Learning in Public Schools

Develop policy recommendations for introduction for the 2015 Legislative Session to
include:
 District level barriers in infrastructure and on-line content availability and
support costs.
 Assessment of on-line/blended content need to meet state education
goals.
 Recommendations for OEIB investment projects aimed at developing or
extending on-line learning opportunities statewide
E-Learning and Educators


Professional development for administrators and teachers in e-learning and technology.
New Licensure guidelines on teacher and administrator proficiencies regarding
technology.
Meetings: TBD date, time and location
Members:
 Superintendents; Co-Chairs Rob Hess, Boyd Keyser and John Steach; other
superintendents TBD
 Principals TBD
 ODE – Steve Nelson
 Other administrators TBD
 Teachers TBD
Staff: Chuck Bennett, Craig Hawkins and Colin Cameron