The Minnesota “Online Learning Option Act” (M.S.124D.095) first appeared in Minnesota  Statutes in 2003. At this time, online learning was an unfamiliar concept to most people and the legislation was written to clarify funding, ensure equity of access, and establish quality online  educational options. Since then, advances in technology and pedagogy have created new ways  of providing instruction and numerous opportunities for students. Examples include easy access  to live videoconferencing, CTE partnerships and pathways, new developments in learning  management system design and capabilities, and new digital tools and education resources that  enable interactive learning. 

Online and digital learning have been brought into sharp focus by the COVID 19 global  pandemic. Our entire K-12 workforce now has experience with digital learning as do all families  with school-age children. Not all of the experiences have been positive for students, families, or  educators, but they have opened our eyes to new opportunities and highlighted tensions with  existing policies and structures. As schools move forward with planning for the next school year  and beyond, this is a good time to take stock in the experiences educators and students have  had, evaluate lessons learned, and consider how to seize opportunities to provide public  education in new ways. 

The Minnesota Learning Commons (MNLC), a partnership between the Minnesota Department  of Education, University of Minnesota, and Minnesota State convened a group of education  professionals experienced with online learning both before and during the pandemic to  examine the existing Minnesota Online Learning Options Act and make recommendations on  potential changes to policy to better meet the needs of Minnesota’s students.  

Topics for Immediate Action, Procedure Change, Guidance  

1. Encourage and facilitate opportunities for collaboration and partnership between online  providers and school districts.  

2. Revise the three-year review process facilitated by MDE to create opportunities for  online learning programs to work together in professional learning communities. 

3. Improve communication and information for online learning options for families and  districts so that barriers to participation are removed. 

4. Create clear guidance regarding online learning service contracts with third-party  vendors.

Topics for Law or Policy Change  

1. Private and homeschool students should be able to access supplemental courses. (This requires eliminating the line “at a school building” in the shared time statute.) 

2. The current definition of residency/domicile/physical presence should be reevaluated. 

3. MDE should make recommendations for restructuring the current law so it is sectioned  in a way that makes it clear what students can do, what schools can do, and what MDE  is required to do. MDE should also develop accompanying guidance that provides clarity  for different audiences. 

4. Remove barriers for school districts and charter schools to provide flexible learning  options, including online instruction, to their enrolled students. Such a proposal must  include clear guidelines for administrative control, alignment with Minnesota academic  and graduation standards, and instruction provided by licensed teachers employed by  the public school offering the program. 

5. There should be extended year opportunities for credit recovery for all students without  barriers that require site-based or synchronous attendance. 

6. The Online Learning Advisory Council should be reinstated, along with a budget for its  operation to bring to the attention of the commissioner and the legislature any matters  related to online and digital learning. The advisory council shall provide input to the  department and the legislature in online learning matters related, but not restricted, to:  (1) quality assurance; (2) teacher qualifications; (3) program approval; (4) special  education; (5) attendance; (6) program design and requirements; and(7) fair and equal  access to programs.  

Topics for Study 

1. Online learning programs, MDE, and districts should collaborate to determine  better/different accountability measures that better align with program outcomes. 

2. MDE should study alternative funding models that are not based solely on seat time. 

Members of the Online Learning Options Act Work Group were recruited on the basis of their  organizational affiliation, experience with online learning, and student groups represented by  their organizations. Jeff Plaman, Online and Digital Learning Specialist at the Minnesota  Department of Education has served as chair, and Mary Mehsikomer, Outreach Facilitator,  Sourcewell Technology and Jon Voss, Director of Teaching and Learning, Intermediate District  287 have been co-facilitators for the group. Sourcewell Technology, as the administrator for the  Minnesota Learning Commons, has assisted with planning, facilitation and communication.  Members of the Work Group are listed below:  

Krin Abraham, Superintendent, Houston Public Schools  

Sean Beaverson, Digital Learning Specialist, Edina Public Schools  

Jason Berg, Superintendent, Farmington Public Schools  

Jocelynn Buckenthin, Digital Learning Specialist, Hutchinson Public Schools  

Gigi Dobosenski, Director, EdVisions 

Jenn Fuchs, Principal, Duluth Edison Charter School  

Jenn Hegna, Technology Director, Byron Public Schools  

John Iverson, Online Learning, St. Paul Public Schools  

Shawntel Jenkins, Principal, K-12 Online Learning, Minneapolis Public Schools 

Mary Mehsikomer, Outreach Facilitator, Sourcewell Technology, Co-Facilitator 

John Olson, Science Specialist, Minnesota Department of Education  

Jeff Plaman, Online and Digital Learning Specialist, Minnesota Department of Education, Chair

Tracy Quarnstrom, Director, Wolf Creek Academy  

Christopher Reynolds, Special Education, Minnesota Department of Education  

Holly Skadsem, Digital Learning Specialist, Bloomington Public Schools  

Jon Voss, Director of Teaching and Learning, Intermediate District 287, Co-Facilitator 

Kelly Wosika, Education Finance, Minnesota Department of Education