Asynchronous Program

Asynchronous Program

Our Asynchronous Program is designed for families seeking flexibility within a structured, high-quality public school experience. Students in grades K-6 work independently at home with the support of a credentialed teacher and a dedicated parent/guardian “Learning Coach.” While flexible, this program maintains clear expectations, regular teacher connection, and academic accountability.

This is a true independent study model. 

  • Students receive two weeks of coursework at a time

  • They work at their own pace within that two-week window

  • Participation in our program is based on work completion within each two-week window

  • They are not required to attend school during traditional full-day hours

  • Families build a schedule that works best for them

Before enrolling:

  1. Families should notify their current school and discuss the reason for requesting IVA.

  2. Families must speak with the IVA front office or program coordinator to determine fit.

  3. Inter-district transfers must be initiated through the student’s current district.

    • Requirements vary by district.

    • Families should begin with their home district.

If a student has an IEP or 504 Plan:

  • The IEP or 504 team must recommend IVA as a “change of placement.”

  • The team must determine that IVA can provide required services and accommodations.

  • Enrollment cannot proceed without this recommendation.

Upon enrollment:

  • Families must visit College Park Elementary

  • Pick up materials

  • Sign a Master Agreement for Independent Study which outlines the agreements of our program

    • Students who trigger re-engagement are breaking the Master Agreement, and it is our responsibility to ensure success for our students. Re-engagement is triggered by:

      • A student is not generating attendance for more than three school days or 60 percent of the instructional days per week.
      • A student fails to complete three assignments.
      • A student agrees to uphold all other agreements listed in the Master Agreement. 

This program is not ideal for students who require full-day direct supervision or constant live instruction. Students who thrive in this environment typically:

  • Can work independently (with guidance, as needed)

  • Benefit from schedule flexibility

  • Are comfortable learning in a home setting

  • Have a dedicated adult available during the school day

  • Are motivated to manage assignments across a two-week window

Our Async Program is best for students who...

K–3: Daily connection for foundational skill growth
4–6: Weekly connection for growing independence

Program FeatureKindergarten–3rd Grade4th–6th Grade
Live Attendance Requirement1 live learning opportunity per day1 live learning opportunity per week
Why This Requirement ExistsBuilds foundational literacy & math skills; allows daily teacher check-ins and monitoringPromotes independence while maintaining accountability
Teacher Access FrequencyDaily connectionWeekly required connection (additional access available)
Ways to Fulfill Live Requirement• Grade-level lesson
• Office hours
• Assessment
• Learning Lab
• Other scheduled live opportunity		• Grade-level lesson
• Novel study / book club
• Office hours
• Assessment
• Learning Lab
Flexibility LevelFlexible schedule, but daily touchpoint requiredHigh flexibility with weekly accountability

Our sample schedule shows a full range of available learning opportunities throughout the week.

Important reminders:

  • K–3 students attend one per day

  • 4–6 students attend one per week

  • Families select the options that best fit their schedule, and are not expected to come to every time slot, every day.

    This is a sample of possible options for each day a week. These are opportunities, not obligations.

Families receive everything necessary for successful participation. Students have access to:

  • Curriculum (The virtual Flexpoint Education curriculum, while different from in-person, still provides the same level of rigor to meet grade level standards)

  • Music (options include: attending in person, attending online live, keeping a log of your own music)

  • Science (virtual labs using Twig curriculum with access to office hours from an IUSD Science Specialist once a week)

  • Art (virtual IUSD created  videos)

  • Physical Education (PE)

All instructional materials are provided for the year, including:

  • Textbooks and novels

  • Printed materials

  • Chromebook

  • Document camera

Learning Lab provides small-group or one-on-one support with the teacher. This ensures students receive support exactly when they need it. Learning Lab may be:

Assigned

  • Based on assessment results

  • Focused on mastering specific standards

  • Removed once mastery is demonstrated

Voluntary

  • Requested by students or Learning Coaches

  • Used to clarify confusion or strengthen understanding

  • Scheduled as needed

Learning Coach

Because students are not on campus daily, we intentionally build connection as often as the schedule will allow. The schedule reflects opportunity, not obligation and we hope that the child is also getting multiple social opportunities in a variety of ways outside of school.

OpportunityFormatFrequencyPurpose
Lunch BunchVirtualOffered dailySocial connection during lunch; games, conversation, interactive activities
Fun FridaysVirtualOffered on FridayCommunity building through themed, teacher-led activities
Live Learning OpportunitiesVirtualOngoing - dailyAcademic instruction with peer interaction built in
Learning LabVirtualAs assigned or voluntary; 3 opportunities a weekTargeted support and relationship-building with teacher
Monthly On-Campus ActivitiesIn-Person (@ College Park Elementary)Once per monthCollaboration, communication, and social skill development

Students will physically occupy the residence as stated on the IUSD residency affidavit within IUSD boundaries 7 days per week, unless they have received prior Inter-District Transfer approval.

If a student is temporarily away from the residence due to travel, vacation, personal necessity, etc, parent/guardian must notify the school in advance.

  • A student who requires independent study for this reason only may contact the school for a short-term agreement not to exceed 15 days.
  • In accordance with AR 6158, short-term independent study contracts may be approved for up to 15 school days prior to the start of the temporary absence.
  • Students who are physically away from the residence for more than 15 school days, three weeks maximum at a time, while school is in session, will be subject to withdrawal.  

Every family begins with a structured onboarding process that includes:

  • Program expectations

  • Independent study structure

  • Technology training

  • Software navigation

  • Learning Coach guidance

Families also receive ongoing support through: