Virtual School Consultant Project

Running Head: Virtual School Consultant Project

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Virtual School Consultant Project

Anna Newton

University of Maryland University College


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Introduction

As technology continues to advance and become more integrated in our daily lives, the

K-12 education system is trying to change and integrate more technology in order to adapt to the

needs and desires of the students, parents, teachers, and administration. Virtual or online schools

“allow students unparalleled equity and access to high quality education unconstrained by time

and place” and as a result many states and school districts are creating online learning

opportunities for their students (Wicks & Associates, 2010, p13). This paper was created to

inform the XYZ School District of the state of virtual schooling in the United States and the

types of online learning that are currently being used in the United States. Based off of the

research available, a recommendation with justification will be made on what type of virtual

school model is appropriate to the needs of the XYZ School District. There will also be a course

design recommendation, implementation plan outline, and an explanation of criteria that make a

strong virtual school.

Virtual Schools in the United States

The current state of virtual schools and numbers of students taking online or blended is

hard to describe because there are many students that are not tracked, but “the annual increase in

the number of students attending fully online schools in the largest states is typically hovering

around 15%” (Watson, Murin, Vashaw, Gemin, & Rapp, C, 2012, p. 5). “In all 50 states online

learning options are available to at least some students. However, in a few states the online

learning options are highly restricted to a very small percentage of the student population that

this can be viewed the same as online learning activities not existing in the state” (Wicks &

Associates, 2010, p. 13). The only state that has a full range of online learning options is Florida.


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In 2012, Florida passed laws that, in theory at least, make a full range of supplemental and full-

time online options available to all K-12 students” (Watson, et al., 2012, p. 4).

So far, only five states require their students to take at least one online class, as a part of

their state high school graduation requirements. See appendix A for a chart outlining the states

that have this online learning requirement. Despite only five states requiring students to take an

online school, there are twenty-eight states that have a state-run virtual school. See appendix C

for a map. There are also thirty states and the District of Columbia that have multi-district state

fully online schools. See appendix B for the map. Some of the states in appendix B and C are the

same. The options available to students are increasing, for example, students can take courses

fully online or in a blended learning environment, where parts of the course are online and other

parts are face-to-face in either a synchronous or asynchronous environment. There are state run

virtual schools, single-district online programs, multi-district online programs, consortium online

programs, which are developed by districts, education service agencies, or intermediate service

units that wish to create efficiencies by combining resources and usually serve multiple districts,

and programs run by universities or private organizations (Watson, et al., 2012, p. 12).

Virtual School Model Recommendation & Justification

There are so many models of virtual schools, but not every model will appropriately meet

the needs and requirements of the district. For the XYZ School District, a combination of a

blended and fully online consortium virtual school is recommended. The XYZ School District

has a diverse population of students with very different needs and these needs require very

different types of online courses. Despite the different needs, the XYZ School District also has

the desire to create a virtual school that would serve their entire student population, instead of a

specific group. This is the reason why a combination of blended learning and a fully online


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consortium virtual school. Each model helps to serve a particular group of students in a way that

also meets their specific needs.

The XYZ School District has three specific groups of students they want to serve with

their virtual school. First, students who are at-risk due to failing to pass required courses they

need to graduate will benefit immensely from the blended model. Second, students who are

homebound or unable to come to school due to various reasons, such as medical, will benefit

from the fully online consortium model. Finally, gifted and talented students will benefit from

the fully online consortium model as well. While having multiple methods of delivery is more

difficult to design and implement, it will be more effective in meeting the needs of the three

types of students the XYZ School District is trying to serve and it will give students more choice

in their own education. According to Reid, Aqui, & Putney (2009), students “preference of

learning environment [delivery method] was correlated with students’ preferred levels of control

of learning” (p. 283). Students will enroll in courses and virtual schools that use a delivery

method that will suit them the best because it will help set them up for potential success in the

online learning environment.

The blended learning method is the “practice of combining traditional and online

instructional practices. This teaching method has the least amount of student control because

students will still meet in a traditional class, but the students take more control of their online

learning by participating in discussions and other course work. This method is highly

recommended for students who are enrolling in online courses for credit recovery so they can

graduate on time. The percentage of online and traditional instruction can vary providing a wide-

range of possible approaches to blended learning,” (Wicks & Associates, 2010, p. 42). Blended

learning allows students to get the benefits of multiple teaching methods that are used in both


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traditional and online courses. This will be beneficial because the student can take the course

primarily online, which will allow them to take the other courses they need to graduate in

addition to the online course, and then receive extra support in their traditional school along with

the support they receive from their online instructor. Students, who need remediation or course

recovery courses, may not have all or any of the characteristics of a successful online learner,

particularly if they have failed the course before due to lack of motivation, attendance, or support

from the family. These students will need support services to ensure they do not drop out or fail

the course a second time. Students also gain more personalized interactions with the teacher

where they can get extra guidance they may not have received while in the traditional classroom.

“The use of web and blended learning environments provides teachers with support tools to

individualize instruction for each student, as well as providing advanced and remedial resources

where appropriate” (Ferdig, n.d., p. 9). According to Wicks & Associates (2010), “instruction

combining online and face-to-face elements had a larger advantage relative to purely face-to-face

instruction than did purely online instruction” (p. 38). This may be because some students need

the teacher to have more control of the learning environment due to learning problems and/or to

help regulate their learning.

Gifted or advanced students, who take courses to enrich their own education, typically

need less support than other types of students because they most likely have the characteristics of

someone who is successful learning online. The characteristics of successful online learners are

“self-directed; independent learners, highly motivated, have good time management skills, are

willing to ask a lot of questions, have strong support from their family, and are not dependent on

face-to-face interaction” (Reid, et al, 2009, p. 292). Gifted students are looking to take more

challenging courses that are not available in the XYZ School District. While the XYZ School


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District has many AP courses, there are many courses that are not available, such as AP Chinese

Language and Culture, AP Chemistry, and AP Music Theory. A fully online consortium virtual

school allows the district to meet the need for these students to challenge themselves, but also

helps the district because they will share the resources needed in order to create and successfully

implement these advanced courses that are harder to implement in the traditional classroom due

to cost, finding a certified teacher to teach the course, or too small class sizes for the class to be

offered. Students, who may be unable to attend a traditional school due to illness, travel, or

homeschooled students will also benefit from a fully online consortium virtual school because

they must meet the state requirements in order to graduate with a high school diploma, but are

unable to attend school in the traditional classroom.

There will be hurdles that must be addressed in order to create a successful virtual school.

First, all the courses (blended and fully online consortium courses) must be designed in detail in

order to make sure the courses meet the standards either required by the state or AP College

Board and make sure the students are able to have a successful learning environment. To address

this hurdle, the people designing the courses must be given enough time to create the course and

there must be multiple reviews and evaluations to be sure the course is up to par. Another hurdle

is acquiring trained staff to design and teach the courses and a support system to help the

teachers teach a successful online course. Finally, the last hurdle will be ensuring the students

have the support they need in order to be successful online.

Course Design Recommendation & Implementation

As previously stated, the virtual school for the XYZ School District should have both a

blended and fully online consortium model to address the needs of their student population.

There will be two types of course design. First, there will be a blended course design that will


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help both homebound and credit recovery students. Credit recovery student’s blended learning

environment will require them to complete course work online in an asynchronous environment

and meet with an advisor or support teacher weekly to provide support as needed. Homebound

students should also have a blended learning environment, but they will not be able to meet in

person. In their model, they will complete the course work in an asynchronous environment, but

meet online in a synchronous environment for support in their studies. The second design model

is a completely asynchronous environment for the advanced students. These types of students are

more able to take charge of their own learning and will need less support than other students.

In order to create the virtual school, an implementation plan must be in place. The plan

includes the following steps: instructional & course design, staff development, course

management system development, evaluations, and testing coordination. The first and most

important part of implementing a virtual school is designing the course and instruction because it

makes sure that students are meeting the state standards and the course is achieving its goals. A

team of experts must be put together to create the courses to ensure all aspects are considered.

Staff development helps the district train and support teachers to teach online successfully, which

requires a different set of skills than a traditional school teacher. The course management system

is important because it should be easy to use and support all the learning activities of the course.

The use of the course management system allows the student to interact with the teacher and

with other students taking the course. The teacher uses the course management system to help

guide students through the course and provides feedback on formative and summative

assignments. Students still have a lot of control over their own learning and will need self-

regulatory skills, but the guidance and feedback provided by the teacher, which is facilitated by

the course management system, helps keep the student on track with the coursework and


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provides clarification and support when needed. Each course should be evaluated consistently,

during and at the end of each semester, to ensure the course is a successful one. Finally, the state

has required exams, as well as AP College Board, and some do not have the opportunity for

online test available. A testing coordinator is needed to be sure all the state exams and AP exams

are given properly.

Criteria of a Virtual School

In order to be sure that the XYZ School District virtual school is successful, no matter

what type of virtual school it is, the following five criteria must be necessary. First, a variety of

technology is required because it allows students and teachers to create an engaging learning

environment that also helps prepare students for the 21st century. Second, staffing is extremely

important because teaching online requires different skills that not every teacher possesses. Also,

support staffing is needed to make sure the virtual school is being administered properly and all

students and teachers are supported. Third, course and instructional design is essential because a

poorly designed course will never result in student learning and will be a waste of money and

effort. Forth, assessment is important because the online teacher must constantly assess student

progress to make sure they are learning and getting the support they need. Assessment is also

needed to make sure the students are meeting state learning objectives and to ensure the course is

successful. Finally, student support is important because according to Reid, et al. (2009), the

most common reasons students dropped out of the virtual school in their study and returned to

the traditional school “involved the students’ false expectations and feelings of

isolation…Students realized it [online courses] was not as easy as they anticipated” (p. 292).

According to Luppicini (2003), virtual learning communities of socialization help “connect

individuals with common interests or a common background for social exchange” (p. 410).


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These communities help combat the feeling of isolation these types of students may feel, which

could cause them to drop out of the virtual school. Support services can help students feel less

isolated and help students master the skills they need to be successful online, such as time-

management, library services, and a writing lab.

Conclusion

Virtual schools are on the rise in the United States because it is a way to expand high

quality education opportunities to more students. The XYZ School District will meet the needs

of gifted, homebound, and at-risk students if they create a virtual school that combines both

blended learning and fully online consortium courses. Blended learning meets the needs of

students who need more support due to previous difficulties in school. Courses that are fully

online meet the needs of homebound students that cannot attend a traditional school and allows

gifted students to access courses that are not available in their own school.

Multimedia Presentation Link:

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References Ferdig, R. E. (n.d.). Understanding the role and applicability of K-12 online learning to support

student dropout recovery efforts. Retrieved from http://www.mivu.org/LinkClick.aspx?fileticket=uiE%2FCGLYj2g%3D&tabid=373

Luppicini, R. (2003). Categories of virtual learning: Communities for educational design. The Quarterly Review of Distance Education, 4(4), 409-416. Reid, K. M, Aqui, Y., & Putney, L. G. (2009). Evaluation of an evolving virtual high school. Educational Medial International, 46(4), 281-294. Watson, J., Murin, A., Vashaw, L, Gemin, B., & Rapp, C. (2012). Keeping pace with k-12 online

& blended learning: An annual review of policy and practice. Durango, Colorado: Evergreen Education Group. Retrieved from http://kpk12.com/cms/wp-content/uploads/KeepingPace2012.pdf

Wicks, M., & Associates. (2010). National primer on k-12 online learning. Washington DC: iNacol. Retrieved from http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf

http://www.mivu.org/LinkClick.aspx?fileticket=uiE%2FCGLYj2g%3D&tabid=373�

http://kpk12.com/cms/wp-content/uploads/KeepingPace2012.pdf�


http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf�


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Appendix A: States with an online learning requirement

Source of chart: Watson, J., Murin, A., Vashaw, L, Gemin, B., & Rapp, C. (2012). Keeping pace with k-12 online





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Appendix B: States with multi-district fully online schools

Source of map: Watson, J., Murin, A., Vashaw, L, Gemin, B., & Rapp, C. (2012). Keeping pace with k-12 online





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Appendix C: States Virtual Schools: Program size to state population

Source of map: Watson, J., Murin, A., Vashaw, L, Gemin, B., & Rapp, C. (2012). Keeping pace with k-12 online




Virtual School Consultant Project

Documents

ap college

evergreen

xyz school

district online

online learning

blended learning

asynchronous

traditional