Education Week - April 1, 2015 - 10

DIGITAL DIRECTIONS > Tracking news and ideas in educational technology
www.digitaldirections.org
Online Coursetaking
Breaking New Ground
In Special Education
CONTINUED FROM PAGE 1
online courses to meet the needs of
students with disabilities.
But these developments-which are
part of a bigger trend to blend faceto-face
and online learning in public
schools-are raising questions about
the role and effectiveness of online
coursetaking for students with disabilities
because there is little evidence
that the approach improves student
achievement for those students. Some
educators also question whether companies
touting new online-learning
services for special education students
truly appreciate the investments they
will need to make to meet the needs of
those students.
"This is very time-intensive, and
it's not one-size-fits-all," said Michelle
H. Lourcey, the chief academic
officer for the North Carolina Virtual
Public School, which provides supplemental
courses to schools across
the state and which has developed
a roster of courses for special education
students. "I don't know how
many for-profit companies would be
willing to put in the money and effort
needed," she said.
Academic Gains
Throughout the day in special education
teacher Lindsey L. Taylor's
classroom at Ashbrook High School
in Gastonia, N.C., students take applied
science, introduction to math,
and algebra courses all developed
by the state's virtual school. The students
in her class have a range of disabilities,
including bipolar disorder,
adhd, oppositional defiance, autism,
and cerebral palsy.
But the students have been able to
navigate through the online courses,
boost their knowledge, and this year
they are taking the same assessments
as students who are not in special
education, Ms. Taylor said. She's seen
a measurable impact from using the
courses: In last year's biology class,
for example, the state (which makes
predictions for student test scores
on state tests) predicted one student
would score in the second percentile,
but that student instead scored in the
82nd percentile, Ms. Taylor said. The
majority of her other seven students
made significant gains too. "Even
though my students might not be on
grade level, the growth they're making
is enormous," she said.
That's largely because the blended
learning curriculum from the virtual
school-which features a mix of
online and hands-on lessons-was
designed specifically for students
with disabilities, Ms. Taylor said.
The courses use simpler vocabulary
words, they are deliberately more repetitive,
and they use the concepts of
universal design for learning-such
as tools to convert text to speech-
to provide greater access for those
with disabilities. Each course also
features an online teacher from the
virtual school, which developed the
courses several years ago after state
lawmakers insisted special education
students should be learning the
same curriculum as the rest of the
student population.
The special education course of
study is the state virtual school's
biggest area of enrollment, with
8,010 course enrollments this semester,
Ms. Lourcey said.
The online courses require a
significant amount of collaboration
between the on-site educator
and the virtual teacher. Along with
the classroom teacher, the virtual
teacher reviews and grades online
student work, provides feedback,
and assigns work. At the end of
each day in Ms. Taylor's class, she
fills in a detailed Googledoc to help
the online teacher know which
Clash Over
State Testing,
Social Media
CONTINUED FROM PAGE 1
turbing," she wrote-was that
Pearson, the U.K.-based global education
company that contracts with
states to administer testing through
the Partnership for Assessment of
Readiness for College and Careers,
or parcc, was monitoring social
media to ensure test security.
"If our parents were concerned
before about a conspiracy with all of
the student data, I am sure I will be
receiving more letters of refusal [to
take tests] once this gets out," Ms.
Jewett wrote. She added that the
state department of education had
asked her to discipline the student.
An allegation that the item had been
photographed was incorrect, Ms.
Jewett said.
"To me, it feels a little Big Brotherish,"
said David R. Schuler, the superintendent
of the 12,000-student
Township High School District
214, in Cook County, Ill., who is the
president-elect of aasa, the School
Superintendents Association.
"I understand [Pearson's need] to
protect its brand and protect the assessment,"
he said. "At the same time,
I'm concerned about vendors monitoring
students' posts, behaviors, and actions
and what they might potentially
do with that information."
Caveon is the vendor Pearson contracted
with to monitor social media
and websites around the time tests
are taken.
"We don't look at students," said
Stephen D. Addicott, the vice president
of the Midvale, Utah-based
company. "We look for our clients'
test content on public-facing
websites and social-media channels"
like Twitter, Facebook, and Instagram.
Caveon does not receive a list of
test-takers, but rather trolls the
Web for any posting that would appear
to threaten the validity of test
results by publishing a question.
Parcc is one of two state consortia
that developed tests aligned with
the Common Core State Standards
in English/language arts and math.
As those tests make their formal
debut, officials are grappling with
resistance by some parents to their
children's participation. (See related
story, Page 15.)
10 | EDUCATION WEEK | April 1, 2015 | www.edweek.org
The public attention around the
New Jersey incident sparked the
American Federation of Teachers to
float a petition asking Pearson to stop
monitoring social media, and to make
all contract language related to "test
security" available to the public. As of
March 25, that petition, which began
with "Big Brother really is watching,"
had more than 24,000 signatures.
Testing Company Responds
Pearson issued a statement challenging
allegations that it is spying
on students. "Absolutely not," it said.
To begin with, the company said it
is "contractually required by states"
to monitor public conversations on
social media related to the tests. The
company argues that whatever it
sees during the monitoring is available
to any person browsing the Web.
"Students' social-media pages are
public and often include information
that indicates their name and/
or where they go to school," the
company's statement said. "Only
when it is confirmed that a test
question has been exposed or compromised
does Pearson work with
states to address the breach."
The test questions themselves are
owned by the parcc states.
Representatives from Pearson,
Caveon, and other test-making and
test-security companies were part of a
working group that contributed to the
"Operational Best Practices for Statewide
Large-Scale Assessment Programs,
2013" document issued by the
Council of Chief State School Officers
and the Association of Test Publishers.
The document recommends the use of
social-media monitoring to protect the
integrity of state assessments.
When assessments are administered
over a wide geography and
many weeks, instead of days, there
needs to be a way to ensure "the integrity
of the items, the administration
of the test, and also the results,"
said William G. Harris, the ceo of
the Washington-based test publishers'
association, an international
group representing the industry.
But the very wide common-core
testing window of 12 or more weeks is
"a game changer" for those who monitor
test security, said Gregory J. Cizek,
a professor of educational measurement
and evaluation at the University
of North Carolina at Chapel Hill. He
is a member of the technical-advisory
committee for the Smarter Balanced
Assessment Consortium, the other
major common-core testing coalition,
which also monitors social media to
protect the integrity of its tests.
With the assessments being administered
online, there's a "real
concern" that someone taking the
test early in the window will see
questions, problems, graphs, and
charts and share them with students
across the country, he said.
Besides watching for breaches
that would compromise test validity,
Mr. Cizek said monitoring social
media is necessary to see what
students are saying about the tests
themselves to understand if they
think they're difficult or easy.
But disclosures about the monitoring
could have the unintended
effect of silencing students on the
very subjects the consortia might
be interested in learning about.
Such monitoring is "a violation of
students' trust and privacy," and is
likely to chill free speech, said Khaliah
Barnes, a lawyer for the Electronic
Privacy Information Center,
a Washington-based advocacy group.
Others add that the monitoring
could cause trust problems between
parents and school leaders.
"Personally, I feel it's overreaching
and intrusive," said Kenneth J.
Mitchell, an associate professor of
educational leadership at Manhattanville
College in Purchase, N.Y.,
http://www.digitaldirections.org http://www.edweek.org

Education Week - April 1, 2015

Table of Contents for the Digital Edition of Education Week - April 1, 2015

K-12 Law’s Legacy Blend of Idealism, Policy Tensions
Testing Security Prompts Scrutiny Of Social Media
Virtual Spec. Ed. Is Evolving Option
Turnover at Top Can Leave Funders Wary
Education Week - April 1, 2015
News in Brief
Report Roundup
New Studies Affirm Impact of Board-Certified Teachers
Blogs of the Week
Honored Educator Decries Current Climate for Teaching
‘Opt-Out’ Push Sparks Queries For Guidance
Texas Lawmakers Wrangle A Herd of Education Measures
A View From the Top As the Policy Clock Ticks
Blogs of the Week
TYRONE HOWARD: Decriminalizing School Discipline: Why Black Males Matter
THE ESEA AT 50: Perspectives From the Archives
REBECCA GIVENS ROLLAND: The Ticking Clock of American Education
Letters
TopSchoolJobs Recruitment Marketplace
MARILYN BURNS: What Reading Instruction Can Teach Us About Math Instruction
Education Week - April 1, 2015 - Education Week - April 1, 2015
Education Week - April 1, 2015 - 2
Education Week - April 1, 2015 - 3
Education Week - April 1, 2015 - News in Brief
Education Week - April 1, 2015 - Report Roundup
Education Week - April 1, 2015 - New Studies Affirm Impact of Board-Certified Teachers
Education Week - April 1, 2015 - Blogs of the Week
Education Week - April 1, 2015 - Honored Educator Decries Current Climate for Teaching
Education Week - April 1, 2015 - 9
Education Week - April 1, 2015 - 10
Education Week - April 1, 2015 - 11
Education Week - April 1, 2015 - 12
Education Week - April 1, 2015 - 13
Education Week - April 1, 2015 - 14
Education Week - April 1, 2015 - Texas Lawmakers Wrangle A Herd of Education Measures
Education Week - April 1, 2015 - Blogs of the Week
Education Week - April 1, 2015 - 17
Education Week - April 1, 2015 - 18
Education Week - April 1, 2015 - 19
Education Week - April 1, 2015 - 20
Education Week - April 1, 2015 - 21
Education Week - April 1, 2015 - 22
Education Week - April 1, 2015 - 23
Education Week - April 1, 2015 - THE ESEA AT 50: Perspectives From the Archives
Education Week - April 1, 2015 - REBECCA GIVENS ROLLAND: The Ticking Clock of American Education
Education Week - April 1, 2015 - Letters
Education Week - April 1, 2015 - 27
Education Week - April 1, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - April 1, 2015 - 29
Education Week - April 1, 2015 - 30
Education Week - April 1, 2015 - 31
Education Week - April 1, 2015 - MARILYN BURNS: What Reading Instruction Can Teach Us About Math Instruction
Education Week - April 1, 2015 - CT1
Education Week - April 1, 2015 - CT2
Education Week - April 1, 2015 - CT3
Education Week - April 1, 2015 - CT4
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