VIRTUAL SCHOOL CONSULTANT REPORTPresented to Meridian County Public School District

Christina Shinn EDTC 650 Assignment #4 August 17, 2012

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TABLE OF CONTENTSVIRTUAL SCHOOLS IN THE U.S. ...................................................................................3 VIRTUAL SCHOOL MODEL............................................................................................6 LEGISLATION AND POLICY COMPLIANCE .....................................................................8 COURSE DESIGN ......................................................................................................9

FUNDING & IMPLEMENTATION PLAN .........................................................................11 CONCLUSION ............................................................................................................13 REFERENCES ............................................................................................................14

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VIRTUAL SCHOOLS IN THE U.S.Alternative educational opportunities gained momentum at the turn of the 21st century with virtual schools providing students with a different means of learning beyond traditional physical schools in the U.S. (Clark, 2001). According to Clark (2001, p.1), virtual schools are defined as an educational organization that offers K-12 courses in an online environment connected to a computer network infrastructure. Currently, virtual schools play a growing significant role in the educational landscape, either as a supplemental program offering accelerated courses or credit recovery, as a diploma granting educational partner, or addressing the issue of lack of capacity in public schools (Hassel & Terrell, 2004). While it is extremely attractive to join the virtual school movement and implement a virtual program in the [fictional] Meridian County School District (MCSD), it is imperative to consider the critical characteristics of the virtual education program desired by the MCSD that will meet the districts needs. This consultant report will evaluate the different classification models of virtual schools, form recommendations for the selection of a virtual program, explore course design methodologies, and propose an implementation plan to assist in the development of district-wide virtual education opportunities for the Meridian County School District, particularly for K-7th grade students.

Key Challenges for Virtual SchoolsAccording to Barbor & Reeves (2009, p. 404), the literature shows that virtual schools is primarily a North American phenomenon; however, virtual schools have started to form a stronger presence around the world such as in India, Europe, Australia, and Asia to name a few (Mukhopadhyay & Phillips, 1994) due to the new demands of information and communications3

technology (ICT) embedded into long term educational strategic policies (Jeronen & Jeronen, n.d.). The demand for online education opportunities, student achievement, modernization, globalization, accessibility, and teacher technology training are similar concerns illustrated by all educational stakeholders, regardless of geographical location (Russell, 2006). Despite forward movement for virtual schooling, there are a number of different challenges that are common to virtual schools in the U.S. For example, education budgets may not be available to fund a virtual program; the infrastructure may not be in place to support the hardware and software needed to participate in virtual classes (Russell, 2006); lack of knowledge of legislation and policy may be obstacles to implementation and growth (Rice, 2006); inadequate teacher training and support for learning on an online environment can impact student achievement (Watson, 2008); and lack of support from students and their families. Before Meridian County School District moves to implement a virtual school program, it is recommended to carefully consider these challenges and have in place a strong system of support to be able to overcome them.

Meridian County School DistrictLocated in Meridian, Virginia, bordering the state line of North Carolina, Meridian County is a rural area with a population of 18,000 and the Meridian County School District (MCSD) has six elementary schools serving over 500 students in grades preK-7 and one high school serving approximately 1,000 students in grades 8-12. All MCSD students must meet the academic criteria of the Virginia Standard of Learning (SOL). The MCSD proposes providing a virtual education program to serve students in grades K-7 in the 2013 school year. The district mandates that the virtual school program must be performance-based, blended, and offer synchronous and asynchronous instruction in virtual settings with the Internet and other4

technologies. The virtual education program must also meet Virginia SOL and comply with No Child Left Behind (NCLB) Act legislation. MCSD would allow students to enroll into the program outside of the district but within the state of Virginia. The Meridian County School District requested recommendations in these five key criteria: o Virtual school model o Legislation and policy complianceo

Course design

o Funding strategyo

Implementation plan

This consultant report will investigate these key issues and provide recommendations to select a virtual school program that will best meet the districts needs for K-7th grade students.

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VIRTUAL SCHOOL MODELDue to the numerous classification models of virtual schools, the Meridian County School District needs to focus on the type of virtual program that best fits the needs for MCSD schools and students. There are five common classification models of virtual schools in the United States. As seen in Table 1 (Watson, 2008), virtual schools range from supplemental course-by-course enrollment to full-time enrollment in a virtual or cyber school: Table 1. Types of Online Programs Type Statewide-supplemental programs 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. Typically operated by autonomous districts and are typically not tracked by state agencies. Provide an alternative to the traditional face-toface 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 section 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.

District-level supplemental programs Single-district cyber schools

Multi-district cyber schools

Cyber charters

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Recommendation for Meridian County School DistrictBecause one of the mandated criteria for selection of an appropriate online education program is to be a blended one, meaning that students will be enrolled in a school and supplement their learning with online educational opportunities, MCSD may benefit from statewidesupplemental programs. These programs offer flexibility for students to participate in online learning while still attending their physical schools. Students may also be able to supplement faceto-face class time with online activities.

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LEGISLATION AND POLICY COMPLIANCEThe success and longevity of a virtual school depends on the application of educational legislation (Hassel & Terrell, 2004). Establishing effective legislation and policies to support virtual school learning is the first step towards meeting policy requirements and success. No Child Left Behind (NCLB) Act and Virginia Standard of Learning (SOL) both impact a variety of factors, such as teaching and learning standards, teacher training, and accessibility to technology (Watson & Gemin, 2008). Successful states that serve students with virtual school programs meet a number of established educational policies. Meridian County School District should be very selective in the virtual school program in order to meet policy requirements. States need to play a more transparent leadership role in identifying and pushing forward educational policies that support virtual schools and programs (Hassel & Terrell, 2004).

Recommendation for Meridian County School DistrictBefore selecting the virtual school program, MCSD will want to examine current policies that pertain to virtual schools and online education programs. Compliance to NCLB and Virginia SOL will also play a major factor in this exploration. Current policies should include appropriate language that is inclusive to virtual schools and online education.

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COURSE DESIGNWhether using state appropriations or a different type of funding option, MCSD may want to utilize course content that is already designed to meet student outcomes; these courses can be additionally tailored for MCSD students in order to meet Virginia SOL and compliance to NCLB. To meet the learning needs for K-7 students, the courses should include the following criteria: High quality course content Allows for synchronous and asynchronous online learning opportunities Allows for blended and fully online learning opportunities Performance-based Aligns to Virginia Standard of Learning based on grade level and subject matter Student support and services Teacher support and services Selection of a Learning Management System (LMS) In the state of Virginia, other virtual school programs currently use BlackBoard

Recommendation for Meridian County School DistrictIn addition to the above criteria, MCSD should account for, invest in, and develop professional and technology training for teachers and administration staff prior to implementation of the virtual school program. Professional development for teachers is one of the most important elements to student success (SERB, 2006) especially in the online environment. In Table 4 (below), adapted by the SERB (2006) standards, are the key characteristics to assess quality online teaching: Table 4. SERB Standards9

Criteria Academic Preparation

Standard The teacher meets the professional teaching standards established by a state licensing agency or the teacher has academic credentials in the field in which he or she is teaching. The teacher has the prerequisite technology skills to teach online. The teacher plans, designs and incorporates strategies to encourage active learning, interaction, participation and collaboration in the online environment. The teacher provides online leadership in a manner that promotes student success through regular feedback, prompt response and clear expectations. The teacher models, guides and encourages legal, ethical, safe and healthy behavior related to technology use. The teacher has experienced online learning from the perspective of a student. The teacher understands and is responsive to students with special needs in the online classroom. The teacher demonstrates competencies in creating and implementing assessments in online learning environments in ways that assure validity and reliability of instruments and procedures. The teacher develops and delivers assessments, projects and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of learning goals. The teacher demonstrates competencies in using data and findings from assessments and other data sources to modify instructional methods and content and to guide student learning. The teacher demonstrates frequent and effective strategies that enable both teacher and students to complete self- and preassessments.

Content Knowledge, Skills and Temperament for Instructional Technology Online Teaching and Learning Methodology, Management, Knowledge, Skills and Delivery

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FUNDING & IMPLEMENTATION PLANStates and school districts share in the cost of public education and therefore, funding formulas, established by state law, dictate the funding that will flow from the state to the local school districts (Anderson, Augenblick, DeCesare, & Conrad, 2006, p. 15). In table 2 (below), Anderson et al. (p. 15) define the four factors that drive the funding formulas: Table 2. Factors for Funding Factors Student Counts Student Need Wealth Effort Defined The number of students attending schools within the district Characteristics of students served (e.g., free and reduced lunch, special education) Property tax base (the state provides less aid to districts that can raise more resources locally) State incentives might be provided to a district to raise more in taxes and if it does, it is rewarded with more state aid

For virtual school programs, the funding formula for public schools may not be available. Instead, states can fund virtual schools in a number of different ways. In Table 3 (below), Anderson et al. (p. 15) provides alternative funding options for virtual school programs. Table 3. Funding Virtual Schools Funding Options State Appropriation Defined funding either flows directly from the state to the school or through another channel, such as the state department of education provides money to a virtual school on a per pupil basis, typically according to the number of11

Funding Formula

courses or units of instruction taken Course Fees state-led programs can charge course fees from outside the school district registering students in online courses; provides revenue to a state-led program that is in addition to, but never instead of, a state appropriation or other funding source play no role in supporting such schools financially; a state may permit the formation of virtual schools but rely on local school districts or private individuals or institutions for funding; highly unlikely that a state would have no role in funding the virtual school combines different funding methods

No State Role

Combination Approach

Recommendation for Meridian County School DistrictIf MCSD is looking for a state-sponsored virtual school program, having state appropriations would more than meet the needs for funding the virtual school program. However, MCSD may want to consider combined funding approaches to support the virtual school program. The state could provide the initial funds for the implementation stage and then find alternative options to continue funding the program, such as formula funding or course fees (Anderson et al., p. 16-17). MCSD may also consider raising taxes to support the virtual school program and encourage local investment rather than rely on state funding (Anderson et al., p. 19).

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CONCLUSIONImplementing a virtual school program requires careful planning and review of the five key criteria set out by Meridian County School District. Selecting a virtual school program should be based on compliance to education legislation and policy. These requirements are the cornerstone to the successful development of the appropriate virtual school program for Meridian County students. Using combined funding options such as state appropriation, course fees, and local investment from the community may meet MCSD goals while keeping the cost of implementing a virtual school program is shared by all of the stakeholders. And lastly, reserving funds to provide professional development and training to teachers and administration will ensure student achievement and success in a virtual school program.

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REFERENCESAnderson, A., Augenblick, J., DeCeasare, D., & Conrad, J. (2006). 20/20: Costs and funding of virtual schools. BellSouth Foundation. Retrieved August 18, 2012, fromhttp://heartland.org/sites/all/modules/custom/heartland_migration/files/pdfs/28390.pdf

Barbour, M., & Reeves, T. (2009). The reality of virtual schools: A review of the literature. Computers and Education, 52, 402-416. Clark, T. (2001 October). Virtual schools: Trends and issues. A study of virtual schools in the United States. Commissioned by Distance Learning Resource Network, Western Illinois University. Retrieved August 15, 2012, from http://www.wested.org/online_pubs/virtualschools.pdf Hassel, B., & Terrell, M. (2004). How can virtual schools be a vibrant part of meeting the choice provision of the No Child Left Behind Act? Retrieved August 15, 2012, from http://www.ed.gov/index.jhtml Jeronen, E. & Jeronen, J. (n.d.). Finnish school and teacher education Integration of information and communication technology into curricula and practice. Retrieved August 15, 2012, fromhttp://192.192.169.112/filedownload/%E8%8A%AC%E8%98%AD%E6%95%99%E8%82%B2/Finnish %20school%20and%20teacher%20education.pdf

Mukhopadhyay, M & Phillips, S. (Eds.). (1994). Open schooling: Selected Experiences.14

Retrieved August 15, 2012, from: http://www.col.org/SiteCollectionDocuments/Open%20Schooling.pdf Rice, K. (2006). A comprehensive look at distance education in the K-12 context. Journal of Research on Technology in Education, 38(4), 425-448. Russell, G. (2006). Online and virtual schooling in Europe. European Journal of Open, Distance and E-learning. Retrieved August 15, 2012, from http://www.eurodl.org/materials/contrib/2006/Glenn_Russell.htm Southern Regional Education Board. (2006 August). Standards for Quality Online Teaching. Retrieved August 18, 2012 from http://publications.sreb.org/2006/06T02_Standards_Online_Teaching.pdf Watson, J., & Gemin, B. (2008). Using Online Learning for At-Risk Students and Credit Recovery. NACOL Promising Practices in Online Learning. Retrieved August 15, 2012, from http://inacol.org/resources/promisingpractices/NACOL_Credit_Recovery_Promising_Practices.pdf Watson, W. (2008). Keeping Pace with K-12 Online Learning: A Review of State-level Policy and Practice. NACOL retrieved August 15, 2012, fromhttp://www.kpk12.com/downloads/Keeping_Pace_2008.pdf

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