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Clients

Clients

In our 25+ year history, we have been fortunate to have as clients many dozens of companies, state agencies, foundations, schools, districts, and NGOs.

Below is a partial list to provide an overview of our work. Our strategic advising and market research services are not represented deeply below because those clients typically request that our engagements with them remain private. Note that for most of these engagements we were operating under the Evergreen Education Group (EEG) brand.

Schools

DLAC staff are ongoing advisors to the K-12 digital schools and services offered by Arizona State University.

For more than a decade DLAC was an advisor to the founder and leadership of the Florida Virtual School (FLVS) which is the largest public online school in the U.S.

The New York City Department of Education is the largest in the U.S., with more than one million students. NYC DOE hired us to help them determine how to incorporate online and blended learning into the City’s innovation hub, the iZone.

The Clark County School District—the fifth largest in the United States—adopted our Planning for Quality guide to bring blended learning to more than 100,000 students in schools across the district. DLAC’s planners and researchers have co-presented with educators from CCSD numerous times at several different conferences.

A set of private independent schools in California’s Bay Area region hired DLAC to help create the Bay Area BlendEd Consortium, combining demonstrated best practices for online learning with the schools’ proven strengths in direct classroom instruction and experiential learning

DLAC guided the launch of a mastery-based blended learning center providing math instruction for all students (grades 9-12) in Purcell Marian High School, a Catholic school with a diverse student population. The project encompassed strategic planning and implementation, including a readiness assessment, defining and documenting the blended learning model, development of a blended learning budget, developing a new staffing model, and conducting a marketing assessment.

We helped plan and implement a blended learning program for middle and elementary school students in Denver Academy of Torah, including development of multiple blended learning models, supporting professional development, and the management of the content review process.

The Chaminade College Preparatory hired us to help them move from a web-enhanced instructional environment to a blended model for grades 6-12. This process required a coordinated plan for two different blended learning approaches in the middle and high schools, while maximizing the 1:1 device implementation and learning management system common to both schools. Areas of focus included content, teaching, technology, operations, scheduling, personnel, finance and marketing.

Howard County Public Schools, a mid-sized district in Maryland, engaged DLAC to assess existing district blended and online programs, identify target student groups in each, investigate emerging and successful blended and online learning models from similar districts. We also helped create an implementation plan outlining tasks, sub-tasks and focus questions for each of the four academic years in the program timeline.

In Michigan, we worked in cooperation with a local organization to support the launch of two new blended high school programs serving students from 20 districts in the Grand Rapids area. MySchool@Kent is a hybrid high school program that combines online instruction with a learning lab on two scheduled days each week. A second program serves at-risk students, and includes both online instruction and learning support offered at one of several community centers. In both programs, certified teachers are available for students both online and in learning labs.

We helped Tri-Creek School Corporation in Indiana to develop blended and online courses to leverage an existing 1:1 laptop initiative. These efforts were coordinated with other instructional improvement efforts including literacy, project-based learning, and assessment alignment.

Amphitheater Public Schools in Tucson, Arizona, hired us to help launch two blended learning programs in Fall 2012. The first program was designed to serve long-term suspended students utilizing open-entry policies, competency-based learning, and an after-hours learning lab staffed by certified instructors. The second program is open to students in 4th through 6th grades and includes a blend of in-home and at-school learning. Our work included facilitating a district committee to plan and refine the blended models, authoring RFPs for blended course content and teaching, managing the proposal review process, and assisting in the development of a community outreach plan and enrollment marketing materials.

The Crown Point Community School Corporation in Indiana hired us to assist them in the implementation of “Crown Point 2.0 Next Generation Learning.” The engagement began with strategic planning, extended through operational planning for a pilot program, and culminated in the implementation of scaled online and blended learning across the school corporation.

Public agencies

We were invited to join an expert panel advising the U.S. federal government’s National Center for Education Statistics on how to survey families to determine the extent to which they are choosing online and blended learning opportunities as part of the National Household Education Surveys Program.

We created, and for seven years incubated, the Virtual School Leadership Alliance, a collection of state-run online and blended schools in numerous states including North Carolina, Georgia, New Mexico, Montana, Alabama, and Connecticut. We helped the Alliance with strategy, planning, and communications.

We wrote the California eLearning Framework in conjunction with the California County Superintendents Educational Services Association. The document helps guide eLearning among school districts and county offices of education in the largest state in the U.S.

The Wisconsin eSchool Network (WEN) has twice engaged us in strategic planning, helping the organization’s board of directors determine future directions, focus, and growth in a changing digital learning landscape. 

Michigan Virtual hired DLAC to help create the Michigan Planning Guide for Online and Blended Learning. In addition, we have twice delivered the keynote speech for MVU’s statewide digital learning symposium.

Maryland’s Department of Education commissioned us to study and report on The State of Online Learning in Maryland.

DLAC has conducted program evaluations of the state virtual schools in Idaho, Illinois, and Missouri. In these and other engagements we have worked with state legislators and governor’s offices in these states, as well as in Maine, Colorado, and elsewhere.

We helped the San Juan Board of Cooperative Educational Services (BOCES), serving nine rural school districts in Colorado, open the Southwest Colorado eSchool. The project extended over eight months from the initial strategic planning meetings with representatives from all member districts, through operational planning, culminating with the launch of the online school.

Companies & NGOs

Future of school commissioned us to conduct three studies: Why Students Choose Blended and Online Schools, Teaching with Technology, and Digital Learning in Rural America.

Google for Education hired DLAC to research case studies of schools using Google software and Chromebooks in the United States, Australia, New Zealand, the United Kingdom, Sweden, and Spain. We have provided public summary findings and advised Google product, marketing, sales, and strategy teams.

We have completed numerous case studies and white papers for Fuel Education detailing blended learning processes, practices, and successes.

We partnered with the Clayton Christensen Institute to find some of the best examples of blended learning success in traditional school districts across the United States, and published a series of Proof Points profiles.

The Missouri Chamber of Commerce Education Foundation hired us to explore digital learning in their state, resulting in K-12 Digital Learning in Missouri: Creating Pathways to Success.

The Donnell-Kay Foundation brought us in to help facilitate a group of stakeholders examining laws and regulations related to online schools in Colorado, resulting in the Trujillo Commission report that laid the foundation for a new online learning law creating the framework for online schools.

We partnered with the Aurora Institute, when it was called iNACOL, to produce a series of six white papers under the name “Promising Practices.” 

We also partnered with iNACOL to publish Measuring Quality from Inputs to Outcomes: Creating Student Learning Performance Metrics and Quality Assurance for Online Students.

Many educational technology and digital content companies have hired DLAC on advisory engagements, or sponsored our reports. These include Pearson, K12 Inc., Edmentum, Edgenuity, APEX Learning, Thinkwell, Words & Numbers, Blackboard, Connections Learning, and others.

Let’s have a conversation to explore how we can help you advance digital learning in your organization or region.

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