Students pick up laptops and other school supplies during orientation for Brookside Virtual Academy on Aug. 20 in Kansas City. Brian Wilson (left) said he and his wife like giving individual attention to their kids’ education at home (Vaughn Wheat/The Beacon).
Bridget Bolder sent her daughter, Mia, to kindergarten at a neighborhood public school. After all, it seemed the “normal, regular thing to do.”
But Bolder started to worry that some of her daughter’s classmates were exposing her to inappropriate topics. Early in the school year, Mia had to tell a teacher about a boy groping some of the other girls.
“I’m like, she’s a baby,” Bolder said. “Bring her home a little while longer before I throw her to the wolves.”
Brian Wilson and his wife homeschooled three of their children last year. They struggled to juggle home life, both parents’ jobs and teaching the kids.
The family briefly switched to in-person school, but Wilson said it only validated the parents’ theory that the individual attention the kids got at home had been working.
“They seemed like head and shoulders above all the other kids when it comes to learning,” he said. “My son, Aaron — he’s the youngest — he was actually helping kids in his class.”
Both families have turned to the new Brookside Virtual Academy so they could keep their kids at home and still rely on professional teachers to lead their schooling.
The academy is attached to Brookside Charter School and bills itself as Kansas City’s only virtual program where teaching happens on live, interactive video calls.
Online school isn’t widely popular. It’s been blamed for some of the learning loss that set kids back during the COVID-19 pandemic.
Kansas City Public Schools closed its virtual academy for kindergarten through fifth grade this year because of shrinking enrollment, district spokesperson Shain Bergan said in an email.
But for a girl with severe social anxiety? A boy with leukemia? A young athlete with a rigorous training and travel schedule?
Leslie Correa, who helped design the KCPS program, said certain students and families need the option. So she found a home for the program at Brookside, where she’s now the virtual academy principal.
“The students that virtual works for, it works really well for,” she said. “We cannot close the door to them for having a great education.”
Who succeeds in virtual education?
For some students, the computer screen provides a layer of distance that makes them braver, Correa said. Learning from home can also reduce distracting sensory overload for some kids with autism.
For example, loud or persistent background noise, visually busy environments or other students bumping into them could overwhelm some children.
Other students might need virtual school for logistical reasons.
That could include students who are barred from in-person school for disciplinary issues, traveling athletes, kids going through intensive medical treatment like dialysis or chemotherapy, or parents who struggle with transportation.
Some families identify as homeschoolers but want professional help teaching reading and math, Correa said. Since virtual school is more concise, it leaves more flexibility in the day.
Parents’ fears can also push them toward keeping kids at home.
“Anytime that there has been a violent occurrence in one of our schools in Kansas City, I get a big uptick in enrollment,” Correa said. “They feel scared and they’re looking for an alternative.”
When virtual learning doesn’t work
To figure out if it’s a good fit, Correa starts by asking parents why they’re interested in virtual school.
“If it’s, you know, ‘I don’t have day care and I need my 12-year-old to be home to watch my kid,’ it’s kind of an alarm,” she said. “I’m not the one to judge what their decision is, but I am the one to help arm them with information.”
The virtual academy serves students in kindergarten through eighth grade. Because Kansas City-area charter schools can only operate within the boundaries of KCPS, its students have to be from that area.
The virtual academy doesn’t turn students away based on their reason to enroll, Correa said, but it monitors their progress. If a student isn’t thriving, she meets with a parent to make a plan, like tutoring or switching the child to in-person school.
Schools can deny virtual education if they document that it’s not in the student’s best interest.
“My goal before getting to that point is always to have the parent make that decision for themselves through very hard conversation,” Correa said. “But it does happen.”
Problems can arise when the virtual school doesn’t think it can fulfill an individualized education program, or IEP, often used to support students with disabilities.
“The parent has the option to return to in-person learning or waive the IEP, and then their student does not get that support,” Correa said. “They almost never waive the IEP.”
Students can also get removed from virtual school, and referred for truancy, if they stop signing in or engaging at all for too many days.
Correa said she’s also attentive to offering ways for virtual students to get more comfortable with in-person interaction.
Virtual school students can attend optional in-person events and participate in Brookside clubs and sports.
“If they want to kind of test the water, the opportunity is there,” she said. “If a student is saying to me, ‘I am ready to go in a building,’ then OK. But then also, if a student is saying to me, ‘I need out of the building,’ OK, I’m here. I just don’t want to disrupt their education.”
How virtual learning works
Right before the school year started, Brookside Charter School’s STEAM lab was set up for virtual academy orientation.
Teachers and school leaders passed out laptops, hot spots for internet access and school supplies.
The supply bags include books, basics like pencils and glue, whiteboards and dry erase markers (extra for younger kids, who tend to leave the caps off), and individually packaged science kits for lessons on the solar system, geology or density.
But first, families settled in for a presentation to learn the basics.
Brookside Virtual Academy starts at 9 a.m. with a lesson on leadership.
Most days, students then launch into reading class, followed by math. Wednesdays are for science.
Students spend about two and a half hours in live virtual lessons each day, and another 90 minutes online working through a task list that includes social studies and science.
Live classes use video calls and technology that lets teachers monitor what students are looking at and control their screens.
Parents aren’t responsible for teaching their kids, but they’re expected to keep in touch and generally make sure the students are online and on task.
Connecting with families
For some parents, being extra involved in part of the draw.
Wilson, the parent of three kids in the program, said he appreciates that it cuts the school day down to essentials, allowing parents to be more strategic about where they put time into their kids’ education.
Bolder, the parent of a first grader, said she’s looking forward to more easily monitoring what her daughter is learning so she can help supplement that.
Virtual education makes it easier to connect with families, said Tina Duvall, a reading and math interventionist for kindergarten through fourth grade.
“I get to be in their home with them. It takes away a whole lot of anxiety for kids,” she said. “I thought in my years past teaching that I knew — really, really knew — my students’ families, but not like this.”
Duvall will be working with breakout groups of students, grouped by grade or ability level.
With about 100 students as of Aug. 20, two or three grades are combined under each of four virtual academy teachers. But staggered schedules and help from interventionists like Duvall will allow each grade to learn separately.
The biggest challenge, Duvall said, is not being able to sit by a student to point things out or hand them what they need.
“You just want to reach through the screen and help,” she said.
Bolder and Wilson said they have their kids in in-person activities so they can socialize. But they’re not sure if they’ll ever go to in-person school.
“There shouldn’t be such a thing as a bad school,” Wilson said. “But because there is, until we’re able to put our kids in a good school … then we feel like we’re more suited to teach our kids at home.”
This article first appeared on Beacon: Kansas City and is republished here under a Creative Commons license.