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What expectations should we have in place for students’ participation & engagement?

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How might we create opportunities for parent involvement, virtually and in person?

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How might we build a sense of community for staff, students, and parents?

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How might we provide opportunities for in-person social activities or other activities to build school culture?

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Is the goal of this program to keep students in the district who might otherwise go elsewhere as they look for a program that meets their needs?

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Is the goal of the program to mirror the high school program when it comes to traditional direction instruction? Class size? Master scheduling? Grading? Or, is the goal to create a nontraditional program for nontraditional learners?

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How might we support our students who are not succeeding in the virtual program (academically, attendance, social-emotionally)?
How might we quickly identify students who are struggling with the virtual program?

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How might we determine which activities may be best done in person with students?

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How might we structure intervention to meet the needs of our students?

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How should the current Units of Study and Pre/Post Assessments be modified for the virtual program?

Pacing?

Common assessment template?

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This will help to brand & market RCHS. In the long run, by offering educational options the number of students leaving the district will be reduced, and will bring in students from outside of the district.

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STRUCTURE - Guiding Q3: How might we create a schedule that balances synchronous direct instruction, asynchronous/independent instruction, group instruction, and differentiation?

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STRUCTURE - Guiding Q3: How might we create a schedule that balances synchronous direct instruction, asynchronous/independent instruction, group instruction, and differentiation?

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-Concurrent enrollment
- virtual enrollment for core classes, in-person for electives
-How do we ensure classes are A-G aligned: PLC time
-Ensure schedule flows with RCHS to benefit students and teachers -Longer blocks you have, it's harder for synchronous -Adjust time frame for synchronous and asynchronous
-Schedule needs to be consistent- should be at least 60 minutes (30 minutes too short, 90 minutes too long)
-Structure and consistency the same, needs to be structured
-90 minute block gives virtual teacher a lot of leeway to align it with RCHS on-campus schedule if students are concurrent
-Ensuring that learning space available on campus for students in virtual learning but do not/cannot be at home

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Some on-campus electives can and should be offered virtually as well. Allow those students who like the virtual school to participate in those opportunities

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Some on-campus electives can and should be offered virtually as well. Allow those students who like the virtual school to participate in those opportunities

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STRUCTURE - Guiding Q2: What components of virtual instruction from this school year should NOT be included in the Virtual Academy? 

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STRUCTURE - Guiding Q2: What components of virtual instruction from this school year should NOT be included in the Virtual Academy? 

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-Simulcasting- takes away from one group of students
-Some of the expectations- making students be on camera and use their microphone. Clear expectations from the beginning.
-Prior to enrollment, clear expectations around what the program is and accurate for what people are signing up for
-Given a choice like a college when signing up for class -Scheduling- can sign up for online but also take in-person
-Ask why they want to do it -Consistency with platforms- Zoom or Meets; Canvas or Google Classroom
- Higher and more clear expectations -Model off Bryte

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STRUCTURE - Guiding Q1: What components of virtual instruction from this school year should be included in the Virtual Academy?

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STRUCTURE - Guiding Q1: What components of virtual instruction from this school year should be included in the Virtual Academy?

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-Some students are thriving, students willing to participate
-Time for group instruction -Many students are thriving, better to have teachers willing to teach online and also in classes with minor alterations -Virtual teachers are still part of the PLC process and collaborate with in-person teachers and schedule is consistent and provided same PL
-Many students in SPED are doing really well, working for some with anxiety and don't want to come to class -Would like it to remain part of River City, don't like it being a separate school. Similar to ISP but not ISP -Would still be a part of RCHS- access to clubs, sports, student activities -Great opportunity for students with anxiety -Create a program that is ours and not just something that is off the shelf
-Could offer more variety as part of RCHS as keeping it part of RCHS
-Job implications benefit it keeping it as part of RCHS -Keep curriculum consistent with RCHS
-Standards-based instruction

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Allows opportunity to add more depth to programs at RCHS.

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There are certain Pathways/Electives that can only be offered for in person instruction (Ex: Band, Choir, Orchestra, Theatre, etc.). Goal would be to offer electives that cannot be offered on campus.

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This is an opportunity to offer classes at the high school that cannot be offered due to low enrollment (AP, World Languages, etc.).