Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, Plymouth-Canton Community Schools’ Virtual Academy sought to articulate expectations to better support students with virtual learning and train teachers on best practices for establishing norms and expectations in a virtual learning environment.
West Chester Area School District’s Cyber Program, a virtual and hybrid school based in Pennsylvania, serves 230 students in grades 6-12. Their instructional model offers a combination of synchronous and asynchronous courses.
Plymouth-Canton Community Schools’ (P-CCS) Virtual Academy, a virtual school based in Michigan, serves 299 K-12 students. Their instructional model includes synchronous instruction alongside access to in-person clubs and sports for middle- and high-school students at their local school.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, Madison Promise Online Program sought to identify ways to better communicate with and engage families and set clear expectations for virtual/hybrid learning.
Madison Promise Online Program, a virtual school in the Madison Metropolitan School District in Wisconsin, serves 125 students in grades 4-11 and describes their instructional model as a combination of synchronous and asynchronous learning.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, Cajon Valley’s Virtual Learning Program sought ways to help students build social skills and provide in-person activities to foster school-wide community-building.
Cajon Valley’s Virtual Learning Program has an enrollment of 250 students in grades K-8 and describes their instructional model as a combination of synchronous and asynchronous learning.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, NYC School Without Walls sought to increase engagement with asynchronous learning and provide clarity for both students and families about expectations for virtual learning.
A hybrid program based in New York serving 60 students in grade 9, the NYC School Without Walls (SWOW) launched at the start of the 2022-23 school year. Their instructional model offers a combination of virtual and in-person classes with a focus on student-created passion projects and place-based learning (outside of the traditional classroom).
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, KIPP DC sought to improve their students’ sense of belonging as well as their educators’ capacity to mentor students.
