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Students will be registered to their school of residence, or if a transfer to a different school was requested, to the school requested. If there is a particular program at a school site within the district the student wishes to attend but the school is currently not taking transfers, the student can be assigned to the school through the virtual learning program. Students will then be placed on a priority list to transfer over if an opening at their grade level is made available. Due to the specialized program offered at their school sites for the Dual Language Immersion program, Dolores Huerta International Academy and Redwood Elementary will not have this option.

In general, transferring from the virtual program to a brick-andmortar school should not be significantly different from transferring between two traditional schools. The virtual program established by the district will have a different curriculum than the school sites though. It is recommended that if a switch back to the school site is desired, this be done at the semester level for the elementary school sites and once the current enrolled courses at the secondary level have been completed. Virtual schools are designed to deliver a rigorous academic curriculum. 

There are options where a student can be co-enrolled in both the traditional setting and the online setting. A student always belongs to their home school, and the online setting is an extended opportunity for students to participate in. If a family wants to return to in-person instruction, the program has 5 days to facilitate the transfer. To enter into the program, a family must go through the enrollment process, which can take up to 5 instructional days. 

The structure of a virtual classroom varies. In the FUSD model, students regularly log in to a learning management system, or LMS, a virtual portal where they can view assignments, access course materials, monitor their progress on lessons, contact their teachers for support, classmates and support services.

Students participate in small group instruction, asynchronous independent work and whole group instruction through the TEAMS platform. Depending on the strand the student is enrolled in, a student could be live most of the instructional day with a teacher or have structured times with flexible instructional support with a teacher / class on TEAMS. 

The virtual learning program will have in person options embedded within the program to provide additional supports for students who may require a more one-on-one approach for lessons. Students may complete team-building activities with other students, projectbased learning assignments, and at the high school level may have on site lab options required for their science courses. Students will also have the option of attending their home school for elective and supplemental courses such as music, dance, CTE courses, and physical education.

Social interaction is key to the building of soft skills for students. Virtual students need to socialize just like their traditional school peers. Virtual students may attend their home school to participate in gym, art or music classes, and after-school and summer enrichment courses. Virtual students may be offered field trips and other events. Students will be expected to engage in online class discussions, group work, and if a course has a synchronous component or requires students to travel to campus for completion of a course. Students at the secondary level who are interested in competing in athletics will have the opportunity to participate in the sports offered at their home school.

Just like in traditional classes, the workload varies – but don't expect your courses and assignment to be easier just because it's done virtually. Virtual learners should be expected to spend 15 to 20 hours a week on coursework. That workload, of course, may vary between full-time and part-time students. A lighter course load likely means less study time to complete the coursework.

Virtual course assignments depend largely on the selected course. But in general, students should expect assignments similar to those in the typical brick and mortar school setting, such as research papers, assessments, as well as online-specific assignments unique to the virtual learning programs. Virtual students will also be required to complete group projects where students communicate virtually, as well as remote presentations.

Progress monitoring of student completion of coursework is usually embedded within the established curriculum. If an exam requires an in-person assessment, such as Advanced Placement exams, teachers will coordinate with students to administer the exam in a setting within the school site. If a student is unable to attend a site within the district, administrators will work with the teacher, student, and parent to locate a testing site. Students may also take virtually monitored exams online, where a proctor watches via webcam or where computer software detects cheating by checking test-takers' screens.

Students of virtual programs turn in homework, write assignments, complete projects and take quizzes and tests. Work may be submitted via email or through Microsoft Teams. Teachers grade projects and written pieces. Students who participate in the virtual learning program will complete the same district assessments and the same statewide assessment tests all students within the district complete. Students will continually be monitored for their progress in mastery of standards and continuing assessments by their teachers. With this ongoing progress monitoring, students and parents often express an added benefit over traditional brick-andmortar schools.

In the virtual learning program, especially at the elementary school level, learning coaches (often parents) play a significant role in giving students the attention they need. This differs from the more independent, self-guided nature of online secondary courses. Learning coaches may facilitate communication between students and their online teachers. They are critical to providing structure, motivation and guidance as students move through the curriculum. Students will also get support from their online teachers and other students using tools such as video conferencing, discussion boards, email or telephone. This model is created to establish a circle of support between home and school.

The virtual learning program within the district is free to students. All necessary materials needed to be successful in the program will be provided by the district to students. Students will be provided computers, instructional curriculum and other items free of charge. The district is currently working on free internet access to all students within the district. If additional support is needed for internet access or additional materials, families should work with district administrators for these needs.