Running Head: XYZ School Districts Virtual School Development Plan

XYZ School Districts Virtual School Development Plan

Danielle Nixon
University of Maryland University College

Running Head: XYZ School Districts Virtual School Development Plan

Abstract
The XYZ School District is considering establishing a virtual school. The school district has no
prior experience with virtual school and is in need of recommendations from a consultant. Based
on current research, there are key recommendations for establishment. The statistics of virtual
schools show that there is a rise in the number of students enrolling in virtual schools in the
United States. This proposal also identifies the asynchronous model of virtual school to be the
most beneficial for the students of the XYZ school district. This proposal also includes five key
elements that the implementation model must implement, including: properly trained teachers,
home-school connection, student support services, technology support, and access to an online
library database.

Running Head: XYZ School Districts Virtual School Development Plan

As part of XYZ School District continuing to grow in technological advancement and

availability to students, the establishment of a virtual school is necessary. The virtual school will
allow students across the district to collaborate and learn from their peers with the utilization of
digital learning resources. The development of the virtual school will need to have a structure
and implementation plan to be effective within the district. The recommendations provided for
the virtual school are ones that will provide students and educators within XYZ School District
with new opportunities for instruction.
The availability of virtual schools in the United States to students is continuing to grow.
According to the National Education Policy center the 2012 2013 school year had 338 full-time
virtual schools with 243,000 students enrolled. The statistics represent a 22 percent rise in the
number of students served over the previous year. (Davis, 2013) Currently, in the US there are
thirty states with fully online schools operating across the state, allowing any student in the state
to attend. Twenty-six states have virtual schools that supply students with access to supplemental
courses online. In these twenty-six states, it is estimated that 740,000 students have enrolled in
supplemental courses. Even districts and states without access for students to virtual courses,
provide students with a variety of digital learning resources. (Watson, 2013)
The course design for the XYZ School Districts virtual school will be an asynchronous
design. The delivery method of an asynchronous virtual schools is the more common type of
virtual school that is seen throughout online learning in the United States. This type of virtual
school provides interactions with the teacher as well as student and student interactions. The
students are not interacting in real-time, but rather through written communication such as
assignment feedback and discussion posts. (Wicks, 2010) Students taking an asynchronous

Running Head: XYZ School Districts Virtual School Development Plan

delivery of classes have discussion posts and assignments with due dates, but are not restricted to
logging on to the computer at identified times, but rather what suits their lifestyle. Students
taking asynchronous courses are given content that allows them to apply the learning to real
world situations and providing a choice in different resources. Teachers in an asynchronous
delivered course are in charge are providing students with feedback and providing
student/teacher interactions. These interactions allow students to reflect on performance, and
make changes if necessary. Feedback is also given through discussion posts that are completed
by given due dates. Throughout the assigned discussion posts, collaboration is key not only
between student/instructor but with classmates. Students are expected to collaborate with their
peers and post their own ideas while giving feedback and agreeing with or challenging other
students' ideas. (Barbour, 2009) When students have the ability to interact with other members of
the classroom they can build their knowledge and learn from other students ideas and real-world
experiences unlike the independent course. Asynchronous students are also expected to
collaborate with other students within the classroom to complete group work and projects.
Students in this style of course use email, online text forums, or threaded discussions to work at
different times rather than in real-time. (Ruggieri, 2013)
The asynchronous course design recommended for XYZ district with have a structured
start and end date, as well as due dates for assignments throughout the course. The teacher will
have an important role of deciding the pace of the course and the amount of work to be
completed between each of the due dates. Students will be provided with a syllabus at the start of
the course and due dates and course expectations will be established from the very start of the
course. Teachers will be required to stay in communication with students daily through email,
reminders, and discussion post feedback. With an implementation of a virtual school, the

Running Head: XYZ School Districts Virtual School Development Plan

suggestion is to begin with a few courses of different subjects and build upon the classes each
semester. With establishing only a few classes at first, teachers will be able to collaborate on the
course models taught and reflect on different changes and additions that need to be made. As the
courses evolve through reflection and virtual teaching experience, the district can add more
courses in varying subjects for greater student opportunities.
The development of a virtual school has criteria that are necessary for establishment. When
creating a virtual school there needs to be properly trained teachers, home-school connection,
student support services, technology support, and access to an online library database.
Teachers need to be trained in how to effectively teach in a virtual school.
Having experience in traditional face-to-face school is not enough to be an
effective teacher. For the establishment of a virtual school teachers need to
understand that, the curriculum can be personalized because the focus is
on the individual student instead of on the classroom. (Frye, 2005) With
proper professional development, teachers will also be, trained in the
importance of excellent oral and written communications, which are vital to
the success of a teacher in this environment. (Frye, 2005)
While virtual schools are very different from traditional face-to-face
schools, the home-school connection is still just as important. The
partnership between teachers and parents is a collaboration that is
mandatory to identify each students strengths and weaknesses and how the
teacher can approach the diverse learning styles in the virtual classroom.
(Frye, 2005) The home-school connection not only includes the teachers

Running Head: XYZ School Districts Virtual School Development Plan

knowing families, but for there to be a partnership between the school and
the families. This can be done with events and community outreach.
Virtual schools need to provide students with support services such as
peer tutoring. Peer tutoring will be an idea that is created as students have
more experience with taking online classes. Former students of classes will
be available through chat rooms and email to help students with any
questions they have with the content of the course. This service is effective
when the students have gone through the courses themselves and can
provide the student with current information and help.
Schools also need to provide technology help to students. The technology
help should be in the form of a help desk with employees that can answer
any questions for students have difficulty with the online classes. Difficulty
may include trouble signing in, issues with proper software, and website
updates. The help desk should be available through phone, email, and office
hours to allow students with different needs to contact them.
The final criteria necessary for establishment of a virtual school is the
establishment of an online library database. Students that are taking online
courses need to be able to access resources that would typically be found in
a traditional school library. The database can start small with resources for
the current courses, and grow as the implementation plan increases subjects
and courses. The online library will need to be grade level appropriate and
provide research as well as online materials such as books, videos, and
articles.

Running Head: XYZ School Districts Virtual School Development Plan

As the XYZ School District begins the implementation process of the

design of a virtual school, take the above ideas into consideration. The
implementation process will require the willingness and collaboration of
teachers, students, and parents throughout. At XYZ School District, the
benefits of the Virtual School and the ability to reach all students with
rigorous courses will continue to grow as the virtual school grows.

References

Barbour, M., Reeves, T., (2009). The reality of virtual schools: A review of the literature.
Computers and Education, 52, 402-416.
Davis, J., & Council of Chief State School, O. (2013). School Choice in the States: A Policy
Landscape. Council Of Chief State School Officers,
Frey, B. (2005) A virtual school principals to-do list. T.H.E. Journal, 2005, January. Retrieved
November 21, 2007, from. http://thejournal.com/articles/2005/01/01/a-virtual-schoolprincipals-todo-list.aspx.
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_NationalPrimerv22010-web1.pdf
Ruggieri, S., Boca, S., & Garro, M. (2013). Leadership Styles in Synchronous and Asynchronous
Virtual Learning Environments. Turkish Online Journal Of Educational Technology TOJET, 12(4), 96-102.
Watson, J. Keeping pace with K-12 online learning: A review of state-level policy and
practice. (2013). Evergreen Education Group. Retrieved February 25, 2014,
from http://kpk12.com/