This study identifies competencies specific and beneficial to online high school teachers that are modifying their own courses. Existing instructional design standards, available to guide online teachers, are not only too numerous, they are also inconsistent. Moreover, a lack of clarity exists about which specific standards benefit this emerging professional group in the process of developing and revising their courses. The Delphi design enabled participants in related fields and separated by physical distance to make and refine judgments without stress and with anonymity, to achieve consensus on specific competencies. Based on this consensus, online high school educators now have a clearly defined set of instructional design competencies that will support modifying learning objects within their classes.