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Students will be registered at their school of residence, or if a transfer to a different school is requested and approved by CWA, the requested school. 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 online 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, Redwood Elementary, Sequoia Middle, and Jurupa Hills High Schools will not have this option.

In general, transferring from the online program to in-person instruction should not be significantly different from transferring between two traditional schools. The online program established by the district may have a different curriculum than the school sites though. It is recommended that if a switch back to in-person instruction 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. 

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. If a family wants to return to in-person instruction, the program has up to 5 working days to transfer. To enter into the program, a family must go through the enrollment process, which can take up to 5 instructional days as well.

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 MICROSOFT TEAMS platform. Depending on the modality or strand the student is enrolled in, a student could live most of the instructional day with a teacher or have structured times with flexible instructional support with a teacher/class on MICROSOFT TEAMS. 

The Online Learning Program has two modalities or educational options for students. Our flexible online modality (FLEX) allows students to participate in most of their instructional time asynchronously, or independently. Online students must participate in the schedule or designated synchronous sessions by law. Students in grades K-5 participate at least two (2) times daily with a teacher synchronously. Students in grades 6-12 participate at least two (2) times per week for each course synchronously. A student does not have the option to only participate asynchronously in this modality.

The second modality or option is the live online strand (LIVE), where students are synchronous with their teachers for a majority (80-90%) of the instructional day. This means that a student must be virtually face to face with their teachers for the entire instructional day. This strand mimics the traditional school settings. Students must be active and engaged during all instructional times.

At the secondary level, grades 6-12, it is possible for a student to be enrolled in both strands. In order for a student to qualify for this, an enrollment conference with the OLL staff must take place. In addition, it is possible for a student to have a part-time enrollment at the in-person school of residence and our online learning program. This individualized approach requires an enrollment conference with the school site and our program before a student is active in that setting. 

The Online Learning Program will have in-person options embedded within the program to provide additional support for students who may require a more one-on-one approach for lessons. Students may complete team-building activities with other students, project based 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. Online students need to socialize just like their traditional school peers. Online students may attend their home school to participate in gym, art or music classes, and after-school and summer enrichment courses. Online 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 assignments to be easier just because it's done virtually. Online 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.

Online course assignments depend largely on the selected course. But in general, students should expect assignments similar to those in the traditional school setting, such as research papers, assessments, as well as online-specific assignments unique to the Online Learning Program. Online 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, 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.

Online students 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 Online Learning Program will complete the same district assessments and 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 schools.

In the Online 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 Online Learning Program within the district is free for students. All necessary materials 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. If additional support is needed for internet access or additional materials, families should work with district administrators for these needs.