The GCS model is intentionally hybrid. Students can take some classes online while attending one or two periods on campus, or they can participate in extracurriculars, athletics, and clubs. It blends autonomy with belonging—mirroring modern workforce expectations. Hunter initially hoped for twenty students. The virtual school now enrolls sixty-two, with rapid growth fueled by the leadership of its coordinator, a not motivate Greensburg’s virtual school model. In fact, he says the pandemic could have dissuaded him from pursuing it. But the new economy—and the needs of certain students—made virtual and hybrid learning a necessity, not an option. “There are kids who cannot function in a building with 600 others, but who are academically strong and highly motivated,” he explains. “They need a different way of learning.” 286 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 01
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