VIRTUAL SCHOOL PROPOSAL

Virtual School Proposal for XYZ School District

Erin Adelsberger
University of Maryland, University College

VIRTUAL SCHOOL PROPOSAL

Virtual Schools Proposal for XYZ School District

Introduction
Based on an estimate from 2009-2010, there are approximately 1.5 million K-12 students
participating in online and blended learning experiences. This number continues to rise as
technology integration becomes more prevalent in K-12 school systems (Wicks & Associates,
2010). While the first virtual schools reportedly opened in Canada in 1995, the first virtual
schools in the United States were opened in 1995. Since the advent of these first two virtual
schools, Florida Virtual School (FLVS) and Virtual High School (VHS), the number and
prevalence of virtual schools has grown tremendously (Barbour & Reeves, 2009).
As of the end of 2010, supplemental or full-time online learning opportunities are
available to at least some students in 48 of the 50 states plus Washington, DC:
38 states have state virtual schools or state-led online initiatives, and Alaska is planning
to open a statewide online learning network in 2011
27 states plus Washington, DC have full-time online schools serving students statewide
20 states are providing both supplemental and full-time online learning options
statewide (Wicks & Associates, 2010).
This paper seeks to respond to the request for proposal to provide a suggested structure
and implementation plan for establishing a virtual school in XYZ School District. This proposal
includes discussion of proposed model, mission statement, and criteria to consider when
selecting a virtual schooling model for the district.

VIRTUAL SCHOOL PROPOSAL

Why Virtual Schooling?

Virtual and blended schooling models are used in a variety of ways and are designed to
serve many different purposes, based on the needs to the implementing district or school system.
Examples of how online learning opportunities can be used are the following:

expanding the range of courses available to students, especially in small, rural or innercity schools, beyond what a single school can offer;

providing highly qualified teachers in subjects where qualified teachers are unavailable;

providing flexibility to students facing scheduling conflicts;

affording opportunities for at-risk students, elite athletes and performers, dropouts,
migrant youth, pregnant or incarcerated students, and students who are homebound due to
illness or injury; allowing them to continue their studies outside the classroom;

providing credit recovery programs for students that have failed courses and/or dropped
out of school, allowing them to get back on track to graduate;

helping students that are currently performing below grade-level to begin catching-up
through blended learning;

addressing the needs of the Millennial student;

providing on-demand online tutoring;

increasing the teaching of technology skills by embedding technology literacy in

academic content (Rice, 2006).

Extending learning opportunities for accelerated and/or high achieving students

Meeting the needs of special education students, especially if the disability prevents the
student from attending brick and mortar school.

VIRTUAL SCHOOL PROPOSAL

Types of Virtual Schools

Regardless of purpose the program is designed to meet, there are many different types of
virtual schools. Watson et al. define five main types as:
Type
Statewide supplemental
programs
District-level supplemental
programs
Single-district cyber schools

Multi-district cyber schools

Cyber charters

Description
Students take individual courses but are enrolled in a physical
school or cyber school within the state. These programs are
authorized by the state and overseen by state education governing
agencies
Are typically operated by autonomous districts and are typically not
tracked by state agencies
Provide an alternative to the traditional face-to-face school
environment and are offered by individual districts for students
within that district
Are operated within individual school districts but enroll students
from other school districts within the state. This represents the
largest growth sector in K-12 online learning
Are chartered within a single district but can draw students from
across the state. In many cases they are connected in some way to
commercial curriculum providers (Barbour & Reeves, 2009).

Within each type of school, there is also a wide range models that vary in
comprehensiveness, geographic reach, type (fully virtual, blended, fully face-to-face), curriculum
delivery (synchronous, asynchronous, independent), and type of communication (synchronous,
asynchronous, mixed) (Rice, 2006).
Criteria for Selecting a Virtual Schooling Model
There are many factors to take into account when selecting an online learning model; the
most important criteria to consider are based on the TPAC model. The TPAC model focuses on
considering a holistic approach to online learning that represents not only internet facilitates

VIRTUAL SCHOOL PROPOSAL

learning, but a systemic shift to support the implementation (Wicks & Associates, 2009). The
graphic below highlights the major components that the adapted TPAC model takes into account.

(Wicks & Associates, 2009)

When planning for a virtual school, the platform and technology to be used must be
considered. In addition, the people, pedagogy, and professional development to support the
program must be carefully considered. Moreover, curriculum and assessment must be outlined.
Lastly, when planning support for students and advocacy/funding are key elements. These
criteria are key for developing a comprehensive virtual schooling model that can be sustained
and supported. Attempting to develop a virtual learning experience that does not take a
comprehensive approach will ultimately have weaknesses. For example, if the selected or

VIRTUAL SCHOOL PROPOSAL

developed curriculum is highly rigorous and robust, but the personnel hired to teach it are not
given the proper training and professional development for delivering it in the virtual
environment then there will ultimately be weaknesses in the effectiveness of the program.
Proposal for XYZ School District
Description of XYZ School District
In developing a proposal for a virtual learning opportunity, it is critical to consider the
makeup of the school district. XYZ school district serves approximately 10,000 students, but is
high rural. Due to the rural nature of the district, many schools are not able to offer the full
variety of courses, advanced, standard, and remedial, needed to meet the needs of select
populations of students. With small numbers of students falling into certain groups it is
challenging to not only find teachers given the sparse population in certain areas, but to find
highly-qualified teachers in specific content areas or teachers with specialized training. As a
result, students report feeling as though they are not fully prepared for college. Parents also
report that there are not appropriate learning opportunities for their students who are either
functioning well above or below grade level.
Proposed Program Model
Considering the needs to XYZ school district, the development of district-level
supplemental program would be most appropriate, XYZ School District Virtual Supplemental
Learning Program. This type of program will provide students with a blended approach to
learning. Students will participate as many core classes as appropriate at their local school.
Students are able supplement their educational program through access to supplemental classes

VIRTUAL SCHOOL PROPOSAL

provided through an online learning opportunity. This blended approach to learning allows
students to participate in both face-to-face and virtual learning.
This type of program increases access to educational opportunities for all students, as
well as integrates technology into the learning experience of students. The utilization of
technology in learning for these students is critical because depending on the opportunities that
are available many of them could be considering a virtual learning experience for college and
post-secondary learning.
Mission Statement
The mission of XYZ School District Virtual Supplemental Learning Program is to
provide students with access to high quality learning experiences that meet their individual
learning needs. Through online learning opportunities students will have access to curriculum
and teachers with highly qualified and specialized training to support their learning needs.
Technology and Platforms
Considering that this program will be supplemental, the district will need to purchase a
learning management system to facilitate online learning. There are many commercially
available learning management systems with varying features and levels of interaction. A simple
google search for K-12 online learning management systems produces a variety of options
including Blackboard, Moodle, CaliQity, Haiku Learning, and many more.
People, Pedagogy, and Professional Development
In order to ensure program success, an administrator should be hired to oversee the
program at the district level. This central administrator should have knowledge of online learning

VIRTUAL SCHOOL PROPOSAL

and teaching in the virtual environment. The administrator will be in charge of selecting teachers
to teach in this program. Most teachers hired will be working remotely due to fact that they do
not live in the immediate proximity of the school district. A robust, virtual professional
development program will need to be developed that includes not only curriculum training, but
the ongoing development of best practices for teaching in the virtual environment.
Curriculum and Assessment
The curriculum that will be used for the program will need to be selected for the program.
Considering that there are very few highly qualified teachers needed to teach the subjects, it is
unlikely that there district staff that will be able to design original curriculum for the courses.
With that being said, the best option to consider would be to contract with a commercial elearning vendor such as Connections Education or K-12 to name a few. Along with receiving
high quality courses and curricular materials, many of these for profit companies include the use
of their proprietary learning management system and will even provide opportunities to contract
with highly qualified teachers in certain subject areas. This may be a particularly attractive
option because it would satisfy many facets of what is needed for the program.
In addition, the addition the planning team must consider student participation in periodic
district, state, and national assessments. Plans must be made for students to attend these
assessments in person, just as any other student participating in a traditional brick and mortar
only school setting. When students agree to participate in a program such as this, required
participation in assessments should be part of the program agreement.
Student Support Services

VIRTUAL SCHOOL PROPOSAL

While teachers will need ongoing support in getting started with this program, so will
students. Due to the blended nature of this program, it would be advantageous to have some type
of in person support for the blended courses at the school. This could be a staff member that
work as a liaison for technical support for the online program. In addition, there should be some
level of support or somewhere that students can go for academic support. This could include a
virtual tutoring program or possible a face-to-face peer tutoring model where students in the
course work together during a study hall or other period if they are struggling with certain virtual
course content.
Policy and Advocacy
Ongoing policy and advocacy for the program should be considered as part of the
program model. District officials and administrators should frequently review the purpose and
reach of the program to ensure that all eligible students are able to participate. In addition, as the
program grows ongoing funding should be considered based upon possible expansion of the
program to multiple districts, especially the other districts that are rural.
Implementation
Implementation of the program will require multiple phases, beginning with a pilot, and
expanding each year assuming success. The graphic below outlines key tasks associated with
each phase of implementation.

VIRTUAL SCHOOL PROPOSAL

10

Pre-Planning YEAR 1 (Pilot)

-Select Administrator
-Select platform and
curriculum
-Define scope of first
year pilot
-Plan ongoing
professional
development
-Develop guidelines
and student
expectations when
entering the program

-Select number of
students (approx. 50)
-Select supplemental
courses that will be
offered
(recommended to
start with AP or GT
Courses)
-Plan ongoing
professional
development and
support sessions (will
likely need to be at
frequent intervals
and taper off as to
the program
progresses).

YEAR 2
-Expand course
offerings and staff
based on outcome of
year 1.

YEAR 3

-Revise procedures as
appropriate to
ensure student
success.

-Continue to add
course offerings as
appropriate. Based
on success of AP and
GT courses, consider
offering remedial or
credit recovery
courses.

-Develop multi-tier
professional
development
offerings to support
both returning
teachers, as well as
new teachers to the
program.

-Plan for ongoing

professional
development

-Expand program
staff as needed to
ensure appropriate
levels of support for
the program

Conclusion
XYZ School District is considering the exciting prospect of adding virtual learning to
their education program. Considering the makeup and needs of the district I would recommend a
district-level supplemental program designed to increase access to subject and content areas that
currently cannot be offered with the personnel available. A comprehensive program that takes
into consideration the elements of the TPAC model would be a most appropriate and a contract
with for profit virtual learning company should be explored.
Presentation
http://youtu.be/NNB6XjuPkSc

VIRTUAL SCHOOL PROPOSAL

11

References
Barbour, M., Reeves, T., (2009). The reality of virtual schools: A review of the
literature. Computers and Education, 52, 402-416.
Matthew Wicks and Associates. (2010). National Primer on K-12 Online Learning. Washington
DC:iNacol. http://www.inacol.org/cms/wpcontent/uploads/2012/11/iNCL_NationalPrim
erv22010-web1.pdf
Rice, K. (2006). A Comprehensive Look at Distance Education in the K-12 Context. Journal Of
Research On Technology In Education (International Society For Technology In
Education), 38(4), 425-448.