Essentials H.S. English 3B
Course Description:
English III for Credit Recovery is a high school course that covers active reading and analysis of literary and informational texts of high complexity; writing for varied purposes; listening, speaking, and viewing skills; and collaboration for college and career preparation and readiness. Students are exposed to high-complexity texts on a deeper level, spending more time with that text and writing to that text.
Course Details:
| Course Title (District): | Essentials H.S. English 3B | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | English/Language Arts III (11th grade) | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Florida Virtual School | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | Michigan Merit Curriculum, Common Core State Standards | ||||||||||
| Alignment Document : | https://docs.google.com/document/d/12T-SCyseqh83fIHBFiTYS5Y33ctRTBvegSvtu8PqK_s/edit?usp=sharing | ||||||||||
| Academic Terms : | Semester, Open Entry / Open Exit, Accelerated | ||||||||||
| NCES SCED Code : 01003 |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
|---|---|
| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Analyze an author’s purpose in a text, include the ways that style and content contribute to the persuasiveness of a text
- Analyze a speaker’s point of view, reasoning, use of evidence and rhetoric, links among ideas, points of emphasis, and tone
- Introduce and support a claim and counterclaim with evidence, introduce an argument and a rebuttal in an argument essay
- Use an argument essay as the foundation for delivering an argument presentation
- Utilize appropriate technological tools to aid in the presentation of an argument
- Analyze hyphens and syntax in a poem
- Analyze poetry citing evidence to support explicit meanings and inferences
- Consult reference materials to determine precise meanings of words
- Demonstrate knowledge of early 20th century American literature
- Use technology to publish and respond to literature
- Interpret and analyze figures of speech
- Understand and analyze a speaker’s use of points of emphasis, rhetorical devices, and tone in a formal speech
- Evaluate reasoning in seminal US texts and apply the constitutional principles and legal reasoning in an argument of public advocacy, as well as analyze these texts for themes, purposes, and rhetorical features.
- Review and evaluate constitutional principles and legal reasoning in a US Supreme Court case and make applications in new arguments
- Conduct research to answer a question and use standard MLA formatting to cite sources of research
Additional Cost: $0.0
Additional Cost Description:
None
Upon completion of this course, students will be able to...
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Fully Met | |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Fully Met | |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Fully Met | |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Fully Met | Provided in the Michigan Virtual Blackboard learning management system (LMS). |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Fully Met | |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Fully Met | Provided in the Michigan Virtual Blackboard learning management system (LMS). |
| Privacy policies are clearly stated. | Fully Met | Provided in the Michigan Virtual Blackboard learning management system (LMS). |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Fully Met | |
| Assessment and assignment answers and explanations are included. | Fully Met |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | Students have the ability to rate the lesson as completed and provide an evaluation of the course experience and support in an end-of-course survey. Michigan Virtual also has access to additional data regarding student success and satisfaction with courses. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Fully Met |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Fully Met |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Fully Met | All Michigan Virtual instructors are certified in the state of Michigan, endorsed within their assigned content areas and grade levels, and highly qualified under state and federal guidelines. |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Fully Met | Michigan Virtual instructors complete an onboarding course prior to teaching, annual professional development and conference attendance, participate in monthly department meetings, and are provided online resources for various instructional media. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully Met | Michigan Virtual instructors have access to the Michigan Virtual Knowledge Base with tutorials to assist them as well as a technical support ticketing system to request additional support for technical issues in a course. Students also have a Customer Care center that offers technical support and course management assistance. |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Fully Met | |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Fully Met | |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Fully Met | |
| Students are offered an orientation for taking an online course before starting the coursework. | Fully Met | Students are offered Michigan Virtual-specific orientation lessons and activites within all courses in addition to the Online Learning Orientation Tool (OLOT) located on the LMS homepage for students with no prior experience in taking an online course. |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Fully Met |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. | Fully Met |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Fully Met | |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Fully Met | |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Fully Met | |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Fully Met | |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Fully Met |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Fully Met | |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Fully Met | Michigan Virtual instructor guidelines ensure such interaction through welcome letters, instructor introductions, and regular progress reporting. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Fully Met |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Fully Met |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Fully Met | |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Fully Met |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Fully Met | |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Fully Met |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Fully Met | |
| Grading rubrics are provided to the instructor and may be shared with students. | Fully Met | |
| The grading policy and practices are easy to understand. | Fully Met |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Partially Met | Instructors cannot alter content provided by the course vendor, but Michigan Virtual instructors are permitted to add supplemental materials as needed via the Blackboard LMS. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met | The calendar within the learning management system permits adjustments to the pacing guides, though Michigan Virtual has established start and end dates for fall, spring, summer, and trimester enrollment terms. |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Fully Met | |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Fully Met |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Fully Met | Communicated in the syllabus, the Michigan Virtual website, and the Blackboard LMS. |
| Prerequisite skills in the use of technology are identified. | Fully Met | |
| The course uses content-specific tools and software appropriately. | Fully Met | |
| The course is designed to meet internationally recognized interoperability standards. | Fully Met | |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met | Communicated within the Michigan Virtual Acceptable Use Policy (AUP) through the website and the LMS. |
| Accessibility | Rating | Comments |
|---|---|---|
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). | Fully Met | This rating is based upon limited testing of select WCAG 2.0 principles and guidelines. Further testing may be necessary to ensure full compliance. |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met | Course is password protected; the privacy policy is communicated in the Blackboard LMS. |
Review Conducted By: Michigan Virtual
Date of Review:
08/19/2019
Module 4
Module 5
Module 6
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Semester | 03/29/2024 | 03/21/2025 | 07/01/2024 | 12/20/2024 | 12/06/2024 | 04/25/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 03/21/2025 | 07/01/2024 | 12/27/2024 | 12/13/2024 | 05/02/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 03/21/2025 | 07/01/2024 | 01/03/2025 | 12/20/2024 | 05/09/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 03/21/2025 | 07/01/2024 | 01/24/2025 | 01/10/2025 | 05/30/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 03/21/2025 | 07/01/2024 | 01/31/2025 | 01/17/2025 | 06/06/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 03/21/2025 | 07/01/2024 | 02/07/2025 | 01/24/2025 | 06/13/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 03/21/2025 | 07/01/2024 | 02/14/2025 | 01/31/2025 | 06/20/2025 | 100 | $250 | $0 |
| Accelerated | 01/02/2025 | 06/27/2025 | 04/01/2025 | 06/06/2025 | 05/23/2025 | 08/01/2025 | 100 | $250 | $0 |
| Accelerated | 01/02/2025 | 06/27/2025 | 04/01/2025 | 06/13/2025 | 05/30/2025 | 08/08/2025 | 100 | $250 | $0 |
| Accelerated | 01/02/2025 | 06/27/2025 | 04/01/2025 | 06/20/2025 | 06/06/2025 | 08/15/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 11/15/2024 | 07/01/2024 | 09/06/2024 | 08/23/2024 | 01/10/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 11/15/2024 | 07/01/2024 | 09/13/2024 | 08/30/2024 | 01/17/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 11/15/2024 | 07/01/2024 | 09/20/2024 | 09/06/2024 | 01/24/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 11/15/2024 | 07/01/2024 | 09/27/2024 | 09/13/2024 | 01/31/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 11/15/2024 | 07/01/2024 | 10/04/2024 | 09/20/2024 | 02/07/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 11/15/2024 | 07/01/2024 | 10/11/2024 | 09/27/2024 | 02/14/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 11/15/2024 | 07/01/2024 | 10/18/2024 | 10/04/2024 | 02/21/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 11/15/2024 | 07/01/2024 | 10/25/2024 | 10/11/2024 | 02/28/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 11/15/2024 | 07/01/2024 | 11/01/2024 | 10/18/2024 | 03/07/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 11/15/2024 | 07/01/2024 | 11/08/2024 | 10/25/2024 | 03/14/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 11/15/2024 | 07/01/2024 | 11/15/2024 | 11/01/2024 | 03/21/2025 | 100 | $250 | $0 |
| Semester | 03/29/2024 | 11/15/2024 | 07/01/2024 | 11/22/2024 | 11/08/2024 | 03/28/2025 | 100 | $250 | $0 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Accelerated | 01/02/2025 | 06/27/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Accelerated | 01/02/2025 | 06/27/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Accelerated | 01/02/2025 | 06/27/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 11/15/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 11/15/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 11/15/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 11/15/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 11/15/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 11/15/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 11/15/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 11/15/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 11/15/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 11/15/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 11/15/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 11/15/2024 |
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 23-24 | 62 | 46 | 74.19% | |
| 22-23 | 46 | 38 | 82.61% | |
| 21-22 | 83 | 61 | 73.49% | |
| 19-20 | 27 | 14 | 51.85% |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/
Lightweight devices such as Apple iPads, Google Chromebooks, and tablets have limited support for Java or Flash which still appear in a small percentage of our catalog. While FLVS does not offer technical support for these devices, FLVS is working to remove Flash from their remaining course content. Students will need extra work-around steps or alternate browsers to engage with some portions of those courses. FLVS recommends students have a Windows or Mac based computer available to complete coursework in the event that your selected mobile device does not meet the needs of the course. Fully supported Operating Systems for FLVS courses include Windows (10 or higher) and MacOS (11 or higher). Supported Browsers include the most recent versions of Microsoft Edge, Mozilla Firefox, Google Chrome, and Apple Safari on devices that support Java and HTML5. Browsers need to be up to date, and some FLVS courses may require installation or enabling of the following Plug-ins: JavaScript enabled, Cookies enabled, Java installed. https://www.flvs.net/student-parent-resources/more/system-requirements