Franklin County Schools' Virtual Academy Frequently Asked

Total Page:16

File Type:pdf, Size:1020Kb

Franklin County Schools' Virtual Academy Frequently Asked Franklin County Schools’ Virtual Academy Frequently Asked Questions Q: What is a virtual school? A: Virtual education is teaching and learning in which students and teachers are separated by space and/or time. Teachers and students will have limited physical contact during the instructional process. Virtual education is often called “distance learning”. Q: What is the difference between virtual school and home school? A: Homeschool is a parent-directed education. Homeschool parents can choose an individualized curriculum that reflects their own beliefs and ideas as they see fit to their child’s learning style. Parents are the teachers in a homeschool. Curriculum, materials, and activities are all organized and paid for by the parent. In a homeschool, the parent is responsible for the instruction and record keeping. In contrast, a virtual school is associated with the school district despite the instruction occurring in the home environment. FCS Virtual Academy will follow the North Carolina Standard Course of Study for all subjects. A rich, comprehensive curriculum will be provided for students in grades K-12. All materials are provided by the school district. A certified teacher provides instruction and oversees the curriculum and progress of the student. Virtual students have access to school activities to include field trips, clubs, award days and graduation ceremonies. Even within a virtual learning environment, parents play an important role in the success of their child. Younger students may need support to login to computers and follow the schedule provided by the classroom teacher. Middle and high school students will still need monitoring for completion of assignments and communication with classroom teachers. Parents are important partners in a student’s success regardless of the learning environment. Q: Will I still be enrolled in the base school? A: Yes, all students who enroll in the FCS Virtual Academy will maintain enrollment in their districted school. Students will be assigned a teacher from this school who will serve as their instructor in the Virtual Academy. Q: Who will provide the instruction? A: Instruction in the FCS Virtual Academy will be provided by licensed FCS teachers who have demonstrated strong technology skills, an ability to maintain high student engagement during remote learning periods, and a desire to work with students in a nontraditional school setting. Q: Who takes virtual courses? A: Students and families seeking high quality instruction with licensed teachers through a flexible format. Q: How does it work? A: Each student enrolled in the Virtual Academy will be assigned a teacher or teachers from their base, districted school within Franklin County. Students will remain a student at that school for the entire school year. All K-12 students will experience direct and indirect instruction from a combination of book based and online resources. Q: Does it cost anything? A: Franklin County Virtual Academy is an alternative to our traditional model within Franklin County Schools and is free. Full-time students at all grade levels are issued a Chromebook or tablet. Q: I am behind in required credits for my grade level. Can I catch up as a full-time FCS Virtual Academy student? A: The Virtual Academy does not offer credit recovery courses. All courses offered are for first-time learning only. Q: How do I know if the FCS Virtual Academy is a good fit for my child? A: Virtual education is not necessarily the best fit for all children. This style of teaching and learning requires that the student remain engaged in the coursework despite not being in the physical classroom. Students and families must effectively communicate with the classroom teacher, manage their time well, and follow all assignment deadlines. Q: Is online learning safe? A: All virtual instruction takes place in a secure online learning system that features protected communication protocols that eliminate external threats. Franklin County Schools provides internet filtering while students are using their school computer. However, there is no physical oversight provided at your home. Q: What courses are offered? A: For students in grades K-12, the Virtual Academy offers all the core subject areas (Math, Reading, Social Studies, and Science). In addition, for grades 6-12, the Virtual Academy offers a wide range of elective courses. There are some classes, however, that are difficult to offer in a virtual environment due to lab requirements and/or access to equipment. Each middle and high school will work with interested students to determine the courses available. Q: Does the FCS Virtual Academy follow the traditional school calendar? A: Yes, for 2020-2021, the Virtual Academy will follow the traditional school calendar. Q: When are classes offered? A: Virtual instruction begins on the first day of the new school year and concludes on the last day indicated on the traditional calendar. Students will enroll in their base/districted school and indicate that they wish to participate in the Virtual Academy. Q: Can I leave the Virtual Academy and go back to my assigned school for instruction? A: Yes, students can return to their assigned school if families determine that the Virtual Academy is not the best fit for the student. Franklin County Schools will work with families to accommodate the transition back to their assigned school. Q: What do students do if they have questions or problems while taking a course? A: Just like in a traditional classroom setting, teachers are available to assist students with any questions they might have. A student’s first stop should always be the classroom teacher. A student may text, email, or ask a question during video conferencing. Teachers are available during the school day and until 4:00PM Monday-Friday. Teachers will respond to students in 24 hours or less. Face to face assistance is available by appointment when needed. Technical support is provided by the FCS Technology Department. Q: Are students able to meet in person with their teachers? A: FCS Virtual Academy acknowledges the importance of relationships in the educational process. All teachers who work with students in the Virtual Academy are available for face-to-face assistance by appointment. Q: What are the face-to-face requirements for a full-time FVA student? FCS Virtual Academy students are required to participate in several mandatory events at their base school. All students must attend the following events: Virtual Academy orientation, parent-teacher conferences, and all district and state required testing. Q: Can FVA students participate in extracurricular activities? A: Students enrolled in the Virtual Academy will have the opportunity to participate in extracurricular activities at their base school. These activities may include field trips, activity days, and clubs. Students are encouraged to partake in the activities and socialize with other students. Per the NC High School Athletic Association, students in grades 9-12 must be enrolled in at least one face-to-face class at their base high school in order to participate in athletics. Q: My child has an IEP and/or a 504. Can they still participate in the Virtual Academy? A: Yes, students with an IEP and/or a 504 plan can participate in the Virtual Academy. Students in the Exceptional Children’s program each have a written Individualized Education Plan (IEP) that documents goals, accommodations, and strategies used to create a learning environment best suited for the student. EC students applying for the Virtual Academy are essentially changing the delivery method of their instruction. As such, an IEP review has to be conducted before a child can be enrolled in the Virtual Academy. At this meeting, it may be determined that virtual instruction is NOT the best fit for a student with special needs. Q. My student receives related services through their IEP for 504. Will they still receive those services? A: Students who receive speech and language services will be able to be delivered virtually. The IEP team will need to review the delivery and frequency of services prior to enrollment in FVA. At this time, occupational and physical therapy are not able to be delivered virtually. Q: My student received mental health services at school via an outside agency. Will they still receive those services? A: Yes. Your student is eligible to continue receiving those services. Franklin County Schools’ lead social worker will work with the providing agency to continue services as needed. Q: Will my child still have to take state-required End-of-Grade and End-of-Course assessments? A: All students enrolled in the FCS Virtual Academy must participate in all state and district testing. Students will have to come to their base school on designated days to take these assessments. Q: How will my child be counted in attendance during Virtual Academy? A: Students are required to participate in the activities assigned by their classroom teacher. Attendance is defined as contact between the student and teacher and will be measured by logging into Canvas or Google Classroom, submitting assignments, participating in online discussions and other class activities. Teachers will take attendance on a weekly basis. Students who are absent for a week (5 days) will be referred to the Principal of the school l. Coaches of student athletes will also be notified when a student is absent from the class for 5 days. Students will be in danger of disciplinary action and failure of the course. Q: Can students enrolled in the Virtual Academy enroll in courses through the NC Virtual Public Schools or a Vance-Granville Community College? A: Yes, students can choose to enroll in dual enrollment courses just like any other Franklin County Schools’ student. They must still meet admission requirements. Q: If I am a senior and enroll in the Virtual Academy, will I be able to march with the graduating class at my assigned school? A: Yes.
Recommended publications
  • NAVSH-The-Virtual-School-Handbook-2018.Pdf
    The Virtual School Handbook 1 NAVSH – Virtual School Handbook v2018-09 Contents What is the Virtual School Handbook for? ............................................................................................. 8 Audience ................................................................................................................................................. 8 Definitions ............................................................................................................................................... 8 Introduction ............................................................................................................................................ 9 Underpinning Statutory Framework ..................................................................................................... 10 National Association of Virtual School Heads (NAVSH) ........................................................................ 10 The Role of the Virtual School Head (VSH) ........................................................................................... 11 Key operational areas for Virtual School Heads ............................................................................... 11 Newly appointed Virtual School Heads............................................................................................. 11 1. Who is on the roll of the Virtual School? ...................................................................................... 12 a) Age range of children on roll ....................................................................................................
    [Show full text]
  • Virtual School Program Legislation
    Virtual School Program Legislation HB 1388 and SB 738 Overview • The legislation requires the Superintendent of Public Instruction to develop, and the Board to approve, criteria for approving and monitoring multi-division online providers of virtual school programs. • It allows local school boards to enter into contracts with approved multi-division online providers to deliver virtual programs. Such contracts shall be exempt from the Virginia Public Procurement Act. • Any multi-division online providers operating prior to the adoption of approval criteria by the Board mayyp continue to operate until such criteria are adopted. MultiMulti--divisiondivision Online Providers A multi-division online provider is: • AitA private or nonpro fittittiitfit entity entering into a contract with a local school board to provide programs through that school board and serving Virg in ia s tu den ts res iding b oth withi n and outidtside of the boundaries of the school division; • A private o r no np ro fit e nt ity e n terin g in to contracts with multiple school boards to provide programs through these multiple school boards; • A local school board that provides online courses or programs to students who reside in Virginia but outside of the boundaries of that school division. MultiMulti--divisiondivision Online Providers A multi-division online provider is not: • A local school board program in which fewer than 10 percent of the students enrolled are not residents of the school division; • Multiple school boards that establish joint programs in which fewer than 10 percent of the enrollment is comprised of students who are not residents of any of the pppgarticipating school divisions; • Any local school board that provides programs for its students through an arrangement with a public or ppg;rivate institution of higher education; and • Any local school board providing programs through private or nonprofit organizations that have been approved as multi-division online providers.
    [Show full text]
  • Durant Independent School District
    DURANT INDEPENDENT SCHOOL DISTRICT Duane Merideth, Superintendent 1323 Waco Street, Durant, OK 74701 (580) 924-1276 Phone (580) 924-6019 Fax Durant K-12 Virtual School Policies and Procedures Mission: Reaching every student, every day, every way. Program Description The Durant K-12 Virtual School is an online academic program that utilizes district approved courseware and teacher assistance from highly qualified teachers. Through this program, students are afforded access to fully accredited courses that fit their learning styles and paces. By monitoring student progress, teachers and coordinators ensure student mastery of content before continuing instruction. Program Goals To provide a rigorous online curriculum to full-time virtual students and blended virtual students. To provide access to online curriculum for credit recovery and credit accrual. To make certain students meet necessary requirements for graduation and completion of coursework. To improve student motivation and personal responsibility through mentorship. To ensure student success with online curriculum by providing progress monitoring. To provide daily support on regular school days. www.durantisd.org DURANT INDEPENDENT SCHOOL DISTRICT Duane Merideth, Superintendent 1323 Waco Street, Durant, OK 74701 (580) 924-1276 Phone (580) 924-6019 Fax Student Definitions Full-time students: off-site students enrolled in Durant Schools in a fully online curriculum. Students receive all of their academic credits from the coursework done via the learning websites assigned to the student. Blended: students who attend on-site courses associated with extra-curricular activities or courses not offered through the district online websites, such as honors and Advance Placement (AP) courses. Students taking honors, AP, or first-time courses, such as PFL (Personnel Financial Literacy) must be approved by the school counselor or principal.
    [Show full text]
  • A Comparative Analysis of the Education Policy Shift to School
    A Comparative Analysis of the Education Policy Shift to School Type Diversification and Corporatization in England and the United States of America: Implications for Educational Leader Preparation Programs This manuscript has been peer-reviewed, accepted, and endorsed by the International Council of Professors of Educational Leadership (ICPEL) as a significant contribution to the scholarship and practice of school administration and K-12 education. Valerie A. Storey University of Central Florida The purposes of this paper were to undertake a comparative analysis of policy shifts in England and the United States of America relating to school type diversification and corporatization, and the implications for educational leader preparation programs. Whilst the school delivery landscape seems to be one of turbulence, over the last four decades there has been a consistent drive in both countries for school-type diversification due to bi-partisan consensus regarding the appropriateness of neoliberal solutions to the problem of raising educational standards. This study involves an intellectual mapping of education provision in England and the United States of America, drawing on a range of primary and secondary data sources, including policy speeches, and for the latter, scholars’ interpretations of these. The documents were located initially through keyword searches of databases, archival material and legislation, and subsequently through following up references. Keywords: educational leadership preparation program, education policy, neoliberalism, school choice, school types, structural reform. 1 “It is a question of whether we can grasp the real nature of our society, or whether we persist in social and educational patterns based on a limited ruling class, a middle professional class, a large operative class, cemented by forces that cannot be challenged and will not be changed.
    [Show full text]
  • Effective Models for K-12 Virtual Schools
    EFFECTIVE MODELS FOR K-12 VIRTUAL SCHOOLS January 2017 In the following report, Hanover Research examines the benefits and drawbacks of K-12 virtual schools. The report highlights trends in virtual school education as well as the research base regarding online learning and student outcomes. Finally, the report profiles four prominent virtual school vendors that provide comprehensive virtual school curricula that can be tailored by districts. Hanover Research | January 2017 TABLE OF CONTENTS Executive Summary and Key Findings ............................................................................... 3 INTRODUCTION ........................................................................................................................... 3 KEY FINDINGS ............................................................................................................................. 3 Section I: Virtual Learning Models and Effectiveness ........................................................ 5 BACKGROUND ............................................................................................................................ 5 Nebraska Virtual Learning Context .................................................................................... 7 OUTCOMES OF VIRTUAL SCHOOLS .................................................................................................. 8 Benefits of Online Education ............................................................................................. 8 Challenges to Quality Online Education .........................................................................
    [Show full text]
  • School District of Indian River County Virtual School Procedures
    School District of Indian River County Virtual School ! Procedures ! 6600 57th Street, Vero Beach, Florida 32967 Indian River County School Board Members Laura Zorc, Chairman Tiffany Justice, Vice Chairman Dr. Mara Schiff Jacqueline Rosario Teri L. Barenborg Superintendent Mark J. Rendell, Ed. D. Indian River Virtual Instruction Programs Procedures School District of Indian River County offers eligible students full and part-time virtual school options each school year. All programs were created in accordance with Florida Statutes to provide our students with high quality instruction in an online environment. We offer solutions for students enrolled in public school, private school or home education. Our Program: The School District of Indian River County offers virtual school through the Indian River Virtual School (IR Virtual School). The programs were created in accordance with applicable Florida Statutes. IR Virtual School was created in 2016 in accordance with Florida Statute 1002.37. Indian River Virtual School is a fully online program for students in kindergarten through 12th grade. Indian River Virtual School offers both Full Time and Part Time virtual education utilizing Florida Department of Education approved virtual instruction providers. Public school, home education or in a private school students may be enrolled in Part Time virtual school. Indian River Virtual School (IR Virtual School) Graduation requirements Except as otherwise authorized pursuant to F.S. 1003.429., for Accelerated high school graduation options, graduation requires the successful completion of a minimum of 24 credits Graduation requirements are available at the Florida Department of Education website www.fldoe.org. Evaluation of VIP Providers In the event the district contracts with a VIP provider, Indian River Virtual School will comply with all aspects of Board Policy 6320 and s.
    [Show full text]
  • News Debate: Virtual Ed
    Non-fiction: News Debate: Virtual Ed News Debate: Virtual Ed Do cyber schools make the grade? Students in Caldwell, Idaho, can attend class in their pajamas! At Vallivue Virtual Academy, courses are taught online. Students work at home with parents, who serve as learning coaches. A certified teacher oversees the students’ progress. The cyber school was launched as a free option for students in kindergarten through grade 8 who have trouble succeeding in the district’s traditional public school. Supporters of the program say that virtual schools help students avoid the social pressures that can interfere with learning. In addition, supporters argue, online courses provide kids with more focused instruction and course options than they can get in a typical school. Not everyone gives cyber schools a passing grade, however. Some educators argue that online learning makes it hard for students to make friends. Many parents also feel that cyber schools put unrealistic time demands on them because they have to oversee their kids’ daily work. Are virtual schools a valid option? Current Events student reporters Sophia Platcow and Peter Brosnan each log in on a side. Crash Course To Failure Technology can benefit education, but it shouldn’t take over education. Students who go to virtual schools will miss many of the benefits of being in a real school. If kids attend school online, they will miss out on important social interactions. Payton Mcdonough, 13, a seventh grader from Glencoe, Ill., agrees. “I don’t know how I could sit at a computer all day without actually interacting with my peers and teachers,” he says.
    [Show full text]
  • Training Teachers for a Virtual School System: a Call to Action Michael Barbour Sacred Heart University
    Sacred Heart University DigitalCommons@SHU Education Faculty Publications Isabelle Farrington College Of Education 2012 Training Teachers for a Virtual School System: A Call to Action Michael Barbour Sacred Heart University Follow this and additional works at: http://digitalcommons.sacredheart.edu/ced_fac Part of the Educational Methods Commons, and the Teacher Education and Professional Development Commons Recommended Citation Barbour, Michael, "Training Teachers for a Virtual School System: A Call to Action" (2012). Education Faculty Publications. Paper 102. http://digitalcommons.sacredheart.edu/ced_fac/102 This Book Chapter is brought to you for free and open access by the Isabelle Farrington College Of Education at DigitalCommons@SHU. It has been accepted for inclusion in Education Faculty Publications by an authorized administrator of DigitalCommons@SHU. For more information, please contact [email protected]. Developing Technology- Rich Teacher Education Programs: Key Issues Drew Polly University of North Carolina at Charlotte, USA Clif Mims University of Memphis, USA Kay A. Persichitte University of Wyoming, USA Managing Director: Lindsay Johnston Senior Editorial Director: Heather Probst Book Production Manager: Sean Woznicki Development Manager: Joel Gamon Development Editor: Michael Killian Acquisitions Editor: Erika Gallagher Typesetters: Mackenzie Snader Print Coordinator: Jamie Snavely Cover Design: Nick Newcomer, Greg Snader Published in the United States of America by Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: [email protected] Web site: http://www.igi-global.com Copyright © 2012 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher.
    [Show full text]
  • Moving on Up? a Virtual School, Student Mobility, and Achievement
    EdWorkingPaper No. 20-309 Moving On Up? A Virtual School, Student Mobility, and Achievement James D. Paul Patrick J. Wolf University of Arkansas University of Arkansas Virtual charter schools provide full-time, tuition-free K-12 education through internet-based instruction. Although virtual schools offer a personalized learning experience, most research suggests these schools are negatively associated with achievement. Few studies account for differential rates of student mobility, which may produce biased estimates if mobility is jointly associated with virtual school enrollment and subsequent test scores. We evaluate the effects of a single, large, anonymous virtual charter school on student achievement using a hybrid of exact and nearest-neighbor propensity score matching. Relative to their matched peers, we estimate that virtual students produce marginally worse ELA scores and significantly worse math scores after one year. When controlling for student mobility during the outcome year, estimates of virtual schooling are slightly less negative. These findings may be more reliable indicators of the independent effect of virtual schooling if matching on mobility proxies for otherwise unobservable negative selection factors. VERSION: December 2020 Suggested citation: Paul, James D., and Patrick J. Wolf. (2020). Moving On Up? A Virtual School, Student Mobility, and Achievement. (EdWorkingPaper: 20-309). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/1h20-nk64 VIRTUAL SCHOOLING, STUDENT MOBILITY, AND ACHIEVEMENT Moving On Up? A Virtual School, Student Mobility, and Achievement James D. Paul Patrick J. Wolf University of Arkansas December 21, 2020 Abstract Virtual charter schools provide full-time, tuition-free K-12 education through internet-based instruction.
    [Show full text]
  • Virtual Schools and Colleges. Providing Alternatives for Successful Learning
    Bacsich, Paul; Bristow, Sara Frank; Camilleri, Anthony; Op de Beeck, Ilse; Pepler, Giles; Phillips, Barry Virtual schools and colleges. Providing alternatives for successful learning. Volume 2 Roosbeek, Belgium : ATiT bvba 2013, 95 S. urn:nbn:de:0111-opus-82860 Nutzungsbedingungen / conditions of use Dieses Dokument steht unter folgender Creative Commons-Lizenz: http://creativecommons.org/licenses/by-nc-sa/3.0/de/deed - Sie dürfen das Werk bzw. den Inhalt unter folgenden Bedingungen vervielfältigen, verbreiten und öffentlich zugänglich machen sowie Abwandlungen und Bearbeitungen des Werkes bzw. Inhaltes anfertigen: Sie müssen den Namen des Autors/Rechteinhabers in der von ihm festgelegten Weise nennen. Dieses Werk bzw. der Inhalt darf nicht für kommerzielle Zwecke verwendet werden. Die neu entstandenen Werke bzw. Inhalte dürfen nur unter Verwendung von Lizenzbedingungen weitergegeben werden, die mit denen dieses Lizenzvertrages identisch oder vergleichbar sind. This document is published under following Creative Commons-License: http://creativecommons.org/licenses/by-nc-sa/3.0/de/deed.en - You may copy, distribute and transmit, adapt or exhibit the work in the public and alter, transform or change this work as long as you attribute the work in the manner specified by the author or licensor. You are not allowed to make commercial use of the work. If you alter, transform, or change this work in any way, you may distribute the resulting work only under this or a comparable license. Mit der Verwendung dieses Dokuments erkennen Sie die Nutzungsbedingungen an. By using this particular document, you accept the above-stated conditions of use. Kontakt / Contact: peDOCS Deutsches Institut für Internationale Pädagogische Forschung (DIPF) Mitglied der Leibniz-Gemeinschaft Informationszentrum (IZ) Bildung Schloßstr.
    [Show full text]
  • 2020-21 Virtual School Faqs for School Districts
    Virtual Schools 2020-21 Virtual School FAQs for School Districts 1. What is a virtual school? A “virtual school” is defined in Tennessee law as “a public school in which the school uses technology in order to deliver a significant portion of instruction to its students via the internet in a virtual or remote setting.” T.C.A. §49-16-203(2). 2. What state laws or rules govern virtual schools? The creation and operation of virtual schools must comply with the Virtual Public Schools Act (T.C.A. §49-16- 201 through 216) and State Board of Education Public Virtual Schools Rule (0520-01-03-.05). 3. Is a virtual program the same as a virtual school? No. A “virtual program” or a “virtual education program” means a course or series of courses offered by a public school district or public charter school via online instruction. These programs may be used to expand and enhance curricular offerings and to remediate students but may not constitute a significant portion of the instruction provided to students. A virtual program must be operated in compliance with State law (T.C.A. § 49- 16-101 through 105) and any State Board of Education Rule or Policy promulgated for virtual programs. If a school district would like to supplement its course offerings for students who attend school in person with online courses, the appropriate vehicle is a virtual program. If a district would like to offer its students and families a fully virtual option for instruction, the district must do so via a virtual school.
    [Show full text]
  • Forum Guide to Elementary/Secondary Virtual Education Data
    Forum Guide to Elementary/Secondary Virtual Education Data National Cooperative Education Statistics System The National Center for Education Statistics (NCES) established the National Cooperative Education Statistics System (Cooperative System) to assist in producing and maintaining comparable and uniform information and data on early childhood, elementary, and secondary education. These data are intended to be useful for policymaking at the federal, state, and local levels. The National Forum on Education Statistics (Forum) is an entity of the Cooperative System and, among its other activities, proposes principles of good practice to assist state and local education agencies in meeting this purpose. The Cooperative System and the Forum are supported in these endeavors by resources from NCES. Publications of the Forum do not undergo the same formal review required for products of NCES. The information and opinions published here are those of the Forum and do not necessarily represent the policy or views of the National Center for Education Statistics or the U.S. Department of Education. This publication and other publications of the National Forum on Education Statistics may be found at the websites listed below. The NCES Home Page address is http://nces.ed.gov The NCES Publications and Products address is http://nces.ed.gov/pubsearch The Forum Home Page address is http://nces.ed.gov/forum This publication was prepared in part under Contract No. ED-CFO-10-A-0126/0002 with Quality Information Partners, Inc. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. Government. Suggested Citation National Forum on Education Statistics.
    [Show full text]