virtual school consultant project
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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:
http://www.voki.com/pickup.php?scid=7175941&height=267&width=200
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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
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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
& 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
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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
& 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
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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
& 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