A blank sheet of paper . . .

In 1974 Marty Sklar had just been promoted to creative leader of Walt Disney Imagineering -- the creative force behind the theme parks and other guest experiences. At the time Walt Disney World in Florida had just opened and EPCOT Center was on its way (Disneyland in California was in operation). Over his tenure as the leader, it grew to eleven theme parks across the globe on three continents.

Back to 1974 though. In one of his first meetings, Sklar set out a black piece of paper in front of the Imagineers who had gathered for the launch.

"There are two ways to look at a blank sheet of paper," Sklar told the creative team. "It can be the most frightening thing in the world because you have to make the first mark on it. Or it can be the greatest opportunity in the world because you get to make the first mark -- you can let your imagination fly in any direction, and create whole new worlds!"

If a blank sheet of paper were placed in front of you, how would you see it? Answering that question can make all the difference in the world as to what you may or may not create moving forward.

The virtual school model is broken . . .

Rogers Morton, the campaign manager for the presidential candidate, Gerald Ford, had lost 5 of the last 6 primaries when he uttered the phrase, as reported by Washington Post, "I'm not going to rearrange the furniture on the Titanic."

Morton uttered this phrase as he took over leading the campaign just a month prior. He knew, that in order for Ford to win, he could not continue to do what had been done. It wasn't working. It could not be tweaked. It could not be adapted. It had to be fundamentally changed.

Unfortunately for Ford, the changes made were too late and Jimmy Carter was elected President of the United States later that year.

My hope, as I utter the same "Titanic phrase" as it relates to the current virtual school model, is that it is not too late for virtual learning. It already is for the current model and that is fine. However, there is hope, I believe, for virtual learning -- a new model, "a new hope" as Star Wars might say.

Mr. Morton was correct though. We cannot merely rearrange the deck chairs, nor play music while the virtual school Titanic we are sailing on is sinking. The iceberg has already been struck so merely altering course will not do. The current model is already taking on water and there is an undeniable tilt to the ship.

What we must do is to rethink the virtual learning ship altogether. We need to throw away the old blueprints and rebuild with a new idea in mind.

After the Titanic struck the iceberg it took only 2 hours and 40 minutes for the mighty luxury liner to sink below the Atlantic surface. How long will it take the current virtual model to sink now that the iceberg has been struck?

That is why the time is now to reimagine virtual learning. The ocean still beckons for those willing to sail it.

#virtualschools #virtuallearning #elearning #blendedlearning #K12 #education #EpicCharterSchools #A3Education #GeorgiaCyberSchool #OhioVirtual #ConnectionsAcademy

Can we stop putting the student in the center of it all?

After 16 years of "putting the student in the middle," "surrounding the student with excellent resources," and "making the student our number one priority," the results have demonstrated that virtual schools got it wrong.

So, let's remove the student from the center of the virtual learning universe. Let's quit surrounding the student with the latest technology and academic fads expecting them to latch onto it and thrive. And, by all means, cut the word "individualized" out of the virtual school vocabulary.

How much more data do you need before you understand the current model simply won't work.

"It works for some," will be the retort. Then, serve the some and not the many.

Better yet, radically alter the model. Redefine the possibilities. Start from scratch and build with completely different blueprints.

Where to start?

Start by placing the teacher and student relationship at the middle. Let it be your foundation to build on.

houston@figment-consulting.com

Figment Consulting offers sales & marketing training, executive coaching, and consulting services that offer our clients effective ways of increasing revenue and decreasing costs.

"It's a poor sort of memory that only works backwards." The White Queen said to Alice

Severing ties with a learning management company because of poor performance then attempting to build exactly what you just left is memory not working properly, as The White Queen would say.

Adding more to the plate of families who are leaving because the prior plate was too full is memory not working properly.

Believing that a new branding message can paint over the rotting foundation is a memory not working properly.

Expecting technology to save the day when families crave interaction is memory not working properly.

While I am not sure The White Queen had any knowledge of virtual schooling when she made the comment to Alice, I am sure that many in the world of virtual schooling are not listening to her words of wisdom.

houston@figment-consulting.com

Know, Accept, Be

Know who you are and you have the potential to serve students in the best way.

Accept who you are and you will recruit students you can best serve.

Be who you are and you will attract more students like the ones you serve best.

houston@figment-consulting.com

I'm giving up on virtual schools.

Recently the Center for Research on Education Outcomes (CREDO), in conjunction with MATHEMATICA Policy Research and the Center for Reinventing Public Education (CRPE) released its findings on a national study of full-time, online schools.

The results of the findings were dismal. The report was released just prior to the annual conference of the International Association for K-12 Online Learning, or iNACOL, which is going on this week in Orlando to tout the benefits of virtual learning and the impact it has had.

As for the report, there were quick responses from K12, ECOT (an Ohio virtual school), and others calling into question the validity of the findings, or taking issues with key aspects of it. K12 even published a more detailed analysis of the study itself taking issue with the study's lack of taking into account persistence, enrollment date, mobility, reasons for enrolling, and more. While most of their reasoning falls flat in my opinion, they do raise some valid points.

"I'm giving up on virtual schools." -- that's what a former colleague of mine used as a subject line in her email to me, after reading the report and sending me her thoughts on it.

Other words she used were "disgraceful" and "pitiful" as she laid out her argument for agreeing with the findings. It was a long email, and one where I could tell she had put great thought into it. More than likely, she wrote it, edited, and rewrote it. It was not quick and flippant but instead was one filled with deep emotion.

I am sure it deserved a response equal to its original standard. That is why I am also confident my reply disappointed her.

Dear (      ),

It's okay to give up on virtual schools. Just don't give up on virtual schooling.

Kind regards,

Houston

Figment Consulting

www.figment-consulting.com

Dr. James Woodworth, Senior Quantitative Research Analyst for CREDO at Stanford University, was quoted at the end of the study's press release. He said, "While the overall findings of our analysis are somber, we do believe the information will serve as the foundation for constructive discussions on the role of online learning in the K-12 sector."

An industry friend of mine and I are working now on either an article or series of articles (not sure just yet) related to Dr. Woodworth's belief in constructive discussions. Our hope is to put forth some ideas and suggestions on ways in which we can move forward -- at the policy level, oversight level, and at the school level.

At the heart of the report is what I have believed for a long time now -- the current model is broken. However, as I said to my friend via the email, don't give up on the concept. I haven't.

houston@figment-consulting.com

Virtual schools: Do you know why your parents are leaving?

Do you know what question is most asked of Cast Members at Walt Disney World's Magic Kingdom?

Where is the nearest restroom? -- Nope.

Where is Mickey Mouse? -- Nope.

What time does the park close? -- Nope.

The question most asked of Magic Kingdom Cast Members is "What time does the 3 o'clock parade start?"

However, the response that Cast Members are trained to give is directed toward the real question being asked. Because, in reality, parents are not asking what time the 3 o'clock parade starts. So, the response is centered on the real question which is -- What time will the parade be where I am now?

Cast Members are trained to answer that question, and they go even further by recommending a great place to be nearby in order to see the parade.

Attrition rates are high and retention rates are low at virtual schools and many of them conduct exit interviews to try and obtain the reasons behind the departure. However, what they fail to comprehend is that there are answers behind the answers given by the families.

If you believe families are leaving your school due to "lack of socialization" then you are focused on the start time of the 3 o'clock parade. If you believe they are leaving because your school is "too rigorous" then you are focused on the start time of the 3 o'clock parade.

Instead there are reasons that go deeper as to why parents are leaving your school. Once you recognize that, then you can begin to comprehend them. Once you comprehend them, then you can understand them. Once you understand them, then and only then will you be able to craft solutions -- solutions that focus on the real issues.

houston@figment-consulting.com

When virtual school families experience buyer's remorse

Many virtual schools utilize email nurturing campaigns, or behavioral campaigns, to help move new leads toward purchases (or enrollments when it comes to virtual schools). The level of sophistication associated with these campaigns is astounding. Thousands, even millions, of dollars are spent on these campaign efforts to increase conversion rates for new students.

And when the new leads convert?  -- the sound of silence occurs. It could be weeks or even months before families hear from the schools. And when they do it is typically school-related information provided to families in a cold, dry manner - meant to inform not to inspire.

Retention rates at virtual schools are astoundingly low heading into the academic year because so many of these schools forget there are two "buying" seasons. First, the new family goes through the initial decision process -- to enroll or not to enroll? Once they do commit, the new family then undertakes an entirely different route centered on the concept of remorse, specifically buyer's remorse.

Virtual schools that understand this, and truly care about their new families, will not only conduct a nurturing campaign to convert to enrollment, but they will also conduct one that helps families overcome their remorse in "buying" the virtual school. And remember, with virtual schools being free (tuition-free) it is much easier for families to step away from their recent decision.

The first step in developing a buyer's remorse nurturing campaign is to understand the key fears families go through when experiencing this remorse.

Do you know them? If not, don't start your nurturing campaign just yet or else it will be a waste of time and money.

houston@figment-consulting.com

Paying the Cost of Free in Virtual Public Schools

Virtual public schools may be tuition free but there is a cost.

And, the more they promote tuition free the more they will recruit families who are not willing to pay the cost.

It's time to re-imagine virtual schools.

houston@figment-consulting.com

Questions from readers on K12, Agora, TNVA, Connections, virtual learning, and more.

Since my Monday blog about K12 I have been inundated with emails, many of them posing some good questions. As I did previously, I thought I would answer them here. I do appreciate each and every person who takes time out of their day to read what I have to say -- whether they agree with my viewpoint or not is irrelevant. So, if you are reading this, thank you for taking time to do so. Questions (and comments) are always welcome.

Let's dive in shall we.

Q1: In your post about the problems K12 is having you referenced the core issue(s) they are not addressing but did not identify them. What do you think those core issues are?

I purposely did not mention them on Monday but have alluded to them in other posts about virtual schools overall. Would like to point you in the direction of my post Virtual Schools Manifesto: Nine Essential Ingredients for a more detailed answer.

Q2: Do you think the K12 stock price will continue to drop?

While I invest in stocks regularly I am not one to follow for advice on this. My belief though is it will mirror the overall stock market to some degree and continue to be a wild roller coaster ride. News out of North Carolina should help boost it temporarily, along with my belief that the Tennessee Virtual Academy will be renewed due primarily to the departure of TN Ed Commissioner Kevin Huffman late last year.

I checked this morning and it was in the $10 range which is lower than I anticipated it would fall. Investors have a much different measuring rod in terms of the success for K12, and it has little to do with academics (unless they impact growth and margins).

Q3: K12 and Connections Academy were approved recently in North Carolina to open up two pilot programs for the state. If they are as bad as you say they are, why are the leaders in North Carolina approving them to open? Perhaps you are missing something after all.

It is a fair question, and appreciated. I would say though that the legislature in North Carolina mandated the approval of two pilot schools to start in the fall of 2015 thereby restricting what the educational leaders could do. Only two respondents replied to the RFP that was sent out (K12 and Connections), so in effect, they only had two to select from in order to meet the legislature requirements.

Encourage you to read this article to see the dilemma this has created in North Carolina. Demand for virtual is great in this state, and I expect it to mirror Georgia to some degree. It's unfortunate more providers did not respond to the RFP.

Q4: In the Bloomberg article you said that your experience in Tennessee Virtual Academy was not good, and you pulled your kids out after the first year. Yet, TNVA continues to enroll thousands of students each year so clearly it is having some kind of positive impact in the state. Why were you so down on it?

What I shared in the article was only a portion of what I could have shared about our personal experience with TNVA. And, as I mentioned to the author of the article, it was not to say TNVA was not working for everyone, it was to share our experience with it.

We as a family embrace the virtual school concept and believe it has a vital place in the world of education. However, I do stand by my assertion that the current model is broken, and tweaks to the model will not produce adequate results. If they did, we would have seen it by now.

It is what I call the lost potential. Virtual schools are struggling to fulfill their original mission and purpose because they have tried to mirror the public school system. In doing so, they are losing out on the potential of what they could accomplish. One need only look at the landscape across the country and quickly understand it is hard to find a virtual school that is thriving. It's not too late though to re-imagine what virtual could be.

Note: The Bloomberg article referenced is from last year, and authored by John Hechinger concerning K12, and virtual learning.

Q5: I recently left Agora Cyber and things there are not good. The new people who have come in to run the school are, in reality, driving it over a cliff. Do you think they made the right decision to leave K12 and manage the school on their own?

Time is the true answer to this question. Time will tell us if the decision was the right one. Sometimes though we make the best decision we can with all of the facts we have, then we must work hard to make it the right decision afterwards.

Q6: Do you think blended will overtake virtual?

Emphatic YES. Blended learning (or flipped as it is sometimes referenced) is the new golden child in education, and will be for years to come. It is becoming the go-to solution for all educational ills.

At the end of the day though I hope it is more of an AND than an OR. Within districts we don't have to do blended or virtual? Why not blended and virtual? Why not blended, virtual, classroom, flipped, disruptive, and mobile?

Education has multiple issues going on which requires multiple solutions. Let's embrace public schools, charter schools, private schools, homeschool, and alternative schools with the understanding that the ultimate goal is learning.

And with that I will leave it for today. Thanks again for reading, thanks for writing, and thanks for caring.

houston@figment-consulting.com

Should we "put students first" in virtual schools?

What if the current virtual school providers have it wrong?

What if we should not put students first after all?

If we do not put students first then what should be there instead?

In order to find solutions that work, we must first make sure we are asking the right questions.

houston@figment-consulting.com

North Carolina stands on the virtual school precipice.

The State Board of Education in North Carolina finds itself in a quandary. Only two providers responded to its proposal to open two virtual schools in the state next year: K12 and Connections.

http://www.newsobserver.com/2014/10/22/4256223/two-apply-to-run-virtual-public.html

In their neighboring state of Tennessee, the Commissioner of Education has threatened to close Tennessee Virtual Academy due to ongoing poor academic results. In Massachusetts, the K12 virtual academy there has been placed on probation due to academic insufficiency. Georgia Cyber Academy (another K12 school) has recently come under fire from the Department of Education in their state. Similar stories can be found in other states as well. Unfortunately the narrative is similar for Connections Academy.

But, what is the SBE to do? They are working under state legislation that, more than likely, was crafted with the assistance of the providers and they are under obligation to open two virtual school pilot programs. This makes it tough to choose correctly when only two applied -- a true definition of a conundrum.

If they proceed along this path, within a year of opening academic results will be below standards, attrition rates at the schools will be high, and the Department of Education in North Carolina will be on the search for solutions from the providers to turn the schools around and set them on a better path.

There is time though. As of yet, North Carolina has not jumped off the precipice into the chasm. So, now is the best time to alter course and lay a foundation built for success in virtual learning. It cannot replicate other states and hope that minor tweaks will produce different results. Instead, it must be bold and now is the time to set that precedent.

If not, and they go ahead and jump, the story at the bottom of the chasm has already been told.

houston@figment-consulting.com

95% satisfaction equals 30-40% attrition rate in virtual schools?

In a 2013 Parent Satisfaction Survey conducted by Connections Academy, the results are as follows:

* 96% of parents agree that the curriculum is of high quality
* 94% of parents agree their children are satisfied with the program
* 95% of parents are satisfied with teachers' helpfulness
* 94% of parents are satisfied with the variety of learning activities
* 92% of parents would recommend Connections Academy to other parents
* 94% of parents agree that our technology tools improve their child's learning experience

Not to be outdone, K12, offers the following:

* 97% of K12 parents say their student has benefited academically from the K12 curriculum
* 96% of K12 parents say their student has benefited academically from attending their K12 school

And yet, with all of these high marks, 30-40% of students leave these schools each year (in some cases the percentage is much higher). For Connections Academy, the overall real numbers are smaller because they serve less students nationally, but the story remains the same - evidently high satisfaction numbers equals high atrrition rates.

The current model is not working. It's time to re-imagine virtual.

houston@figment-consulting.com

In virtual education, the teachers still matter most.

I was asked the other day what I thought was an appropriate student/teacher ratio in virtual schools. The short answer is "I do not know." However, I am not sure that is the right question overall, or at least the one we need to focus all of our attention on.

The real issue virtual schools must understand is the vital, the critical role teachers play in the world of virtual education. Irregardless if the teachers are providing the daily instruction or seeing their students face-to-face, that relationship between the student and their teacher(s) is still the most important component.

So, rather than discuss ratios, I suggest we ask questions more related to ways we can equip, support, and empower the teachers to serve the students.

Let's equip the teachers with the tools they need to interact and engage with students in order to develop the types of relationships where students can perform to their best.

Let's support the teachers with the initial and ongoing training required to excel in the world of virtual education. It's a different way of life than brick and mortar, and it should include more than just the normal professional development that one finds in schools. Relating to students and supporting students in a virtual environment is quite different than the traditional counterparts.

And, do not forget the practical support to give them the time to be a teacher.

Let's empower the teachers to fulfill their role. The curriculum, the lessons, the online tools, are all nice and necessary, but let's provide the teachers the authority to guide, to adapt, and to inspire the learning that should occur.

Virtual education has a place, and teachers still matter most.

houston@figment-consulting.com

Tuition-free, online public school

It's a conundrum for virtual schools. They know the word "free" will attract interest and bring in more leads. Nothing wrong with that, especially if you believe any lead is a good lead.

However, when virtual schools are losing 30-40% of their students each year, one has to wonder if the problem begins with the students being attracted to the school?

"Tuition-free" is a lead-capture phrase, and last time I checked all online public schools are "tuition-free" so I am not sure how that sets one apart from the others. It would be similar to the colas touting themselves as liquids.

However, virtual schools are stuck on features and benefits -- and "tuition-free" is one they just can't get away from because the word free supposedly drives leads.

The question then becomes, is it driving the right kind of lead? Do you want a student to enroll in your virtual school primarily because you are free?

houston@figment-consulting.com