The DoDEA Virtual School (DVS) curriculum is designed to be delivered virtually. The majority of student time will be spent working independently on their grade-level virtual curriculum and may require parental support. Students may be required to attend synchronous sessions with their teacher based on their grade-level. Students are responsible for completing and submitting assignments and attending virtual synchronous sessions with their general education teacher(s). Students have unlimited access to published curriculum. All courses include an assignment schedule with required due dates.
DVS courses, curriculum, and services do not encompass the full continuum of educational options that may be available within DoDEA brick and mortar schools (BMS). Therefore, the options for courses and services within DVS may differ from the educational continuum provided during in-person learning. Separate special education classes are not offered as a replacement to any general education course. Special education services, which may include direct or small group instruction to address the Individualized Education Program (IEP) goals, will be provided by DVS Special Education teachers and related service providers. Students may receive related services and supports through the DVS or the brick and mortar school, as appropriate. Students with an IEP are required to complete the DVS grade-level virtual curriculum and assignments.
Yes. A DVS case manager will be assigned.
Students may receive related services from either a DVS or BMS related service provider.
Yes. The DVS special education teachers will provide specialized instruction, consultation, and accommodations, as needed, to students with individualized education programs (IEPs) in order to access the general education curriculum while addressing targeted goals.
No. Special education direct service time does not replace the requirements of the grade-level general education core class.
No. There are no special education classes to replace DVS grade-level general education courses.
This is dependent upon the course(s) in which the student is enrolled. All DVS students should adhere to their required weekly assignments and virtual synchronous session schedules posted in each of their grade-level classes.
Required synchronous sessions can be whole group, small group, or individualized. During these required synchronous sessions, DVS general education teachers either introduce and reinforce general education concepts or address specific concerns.
Required virtual synchronous sessions can be small groups or individualized. During these required virtual synchronous sessions, DVS special education case managers provide instruction towards mastery of IEP goals.
No. Sponsors who select the DVS as an option, must commit to a one-year enrollment with the DVS. However, as needed, the Case Study Committee (CSC) may make a determination that the DVS is not appropriate to meet the student’s needs, even with provision of supports from the brick and mortar school. In such situations, the CSC may determine that the student should withdraw from the DVS and attend the brick and mortar school.
Yes. Accommodations on the IEP that are appropriate for the virtual setting will be provided. The IEP will be modified to remove accommodations that are not necessary for the virtual setting while the student is in the DVS.
Yes. Upon enrollment and as needed, an IEP meeting will be held to determine if the DVS is appropriate to meet the student’s needs and for the student to access the grade-level curriculum. If the student’s existing IEP services and accommodations cannot be fully implemented as written, the Case Study Committee (CSC) will need to determine whether IEP amendments are necessary and appropriate to provide the student with a free appropriate public education (FAPE) and to ensure the student’s IEP reflects how FAPE will be provided within the DVS model.