Implementing Online High School Courses

A practical guide for administrators and counselors

This guide is designed for high school administrators and counselors who are exploring or refining the use of supplemental online courses through AVLI. Whether the goal is to expand academic offerings, support individual student needs, or relieve pressure on overextended staff, online coursework can be an effective solution when implemented with intention and alignment.

Why Schools Add Online Courses

Schools most often turn to online courses to address real constraints, not trends. Common reasons include limited staffing, scheduling conflicts, and the need to offer advanced or specialized courses that may not be feasible in house.

Teacher shortages continue to impact high schools nationwide, particularly in upper level math, science, world languages, and electives. Utilizing online coursework through AVLI allows schools to maintain rigorous academic pathways for students without placing additional strain on existing faculty. Research from organizations like the National Education Policy Center highlights how high quality online programs are increasingly used as supplemental support rather than full replacement, especially at the secondary level.

For counselors, online options also provide flexibility for transfer students, students managing health or attendance challenges, or those pursuing accelerated or credit recovery pathways.

Selecting the Right Courses

Course selection is one of the most consequential decisions in the implementation process. At the high school level, online courses should meet expectations for academic rigor, alignment with graduation requirements, and college preparation standards.

It is also important to understand the instructional model. AVLI online courses include qualified instructors who actively engage students, provide timely feedback, and communicate with school personnel. Instructional support should complement, not replace, the role of on site staff.

AVLI courses are taught by teachers from member schools who understand both the academic expectations and the realities of integrating online learning into a traditional school environment. This shared community model helps ensure consistency, communication, and support across participating schools. Schools can learn more about the educators behind AVLI courses here.

Integrating Online Courses Into the School Schedule

Successful implementation requires thoughtful scheduling and clearly defined roles. Research on secondary online programs highlights that successful implementation is more likely when online learning is structured and supported as a core part of the school’s academic ecosystem rather than treated as an add-on. Effective programs leverage leadership, multi-level support, and ongoing evaluation to sustain student success.

Schools should determine:

• When students will work on online coursework during the school day

• Who will provide supervision or check ins on site

• How progress and concerns will be communicated between AVLI and school staff

Counselors play a key role in setting expectations with students, ensuring courses fit graduation plans, and monitoring workload balance. Administrators should ensure systems are in place so online learning supports existing schedules rather than complicating them.

Supporting Students Without Overloading Staff

One of the biggest advantages of supplemental online courses is scalability. When implemented well, they expand opportunities without increasing staffing demands.

Clear communication protocols, defined points of contact, and shared responsibility between AVLI instructors and school personnel are essential. Research from iNACOL and the Christensen Institute shows that online programs are most effective when schools establish consistent monitoring practices while relying on external instructors for instruction and assessment.

AVLI supports schools not only during course implementation, but as long term member partners, offering guidance, collaboration, and shared best practices as needs evolve.

Ensuring Mission Alignment

Online courses should reinforce, not dilute, a school’s mission and values. Administrators should evaluate how curriculum, instructional approach, and student support align with their educational philosophy.

For faith based schools, this includes ensuring academic integrity, community connection, and shared values remain central, even in a digital environment.

When aligned thoughtfully, online courses become an extension of the school’s mission, not a departure from it.

Conclusion

Supplemental online coursework though AVLI can strengthen a high school’s academic program without increasing staff burden or compromising mission. By selecting appropriate courses and integrating them intentionally into schedules, administrators and counselors can expand opportunities for students while maintaining clarity, consistency, and support. AVLI exists to walk alongside schools through both the implementation process and the long term work of serving students well.