Essentials World History A
Course Description:
Join modern time travelers Ali and Soo-jin as they journey through World History and help students discover how world events and eras are connected. In Segment 1, students will learn how the Roman Empire developed in two very distinct directions. Next, students will discover the great intellectual and cultural contributions of the Islamic Empires. They will journey through the Middle Ages of Europe and Japan to learn how knights and samurais lived. While investigating the rise and fall of some of the great kingdoms of the Americas and Africa and then travel back to the Europe of the Renaissance and Reformation era. Segment 2 begins with a bang as students learn about advancements in science and thought during the Age of Enlightenment, as well as the social and political revolutions that followed as a result. As students meander through the 19th century, they will learn about the transformation from an agricultural to an industrial world and the many changes that resulted from that shift. Students will then learn about the interconnectedness of nationalism and colonialism and the two massive world wars that were the end result. As students approach the finish line, they will learn about development in our modern world and the implications that historical events have on us today.
Course Details:
| Course Title (District): | Essentials World History A | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | World History—Overview | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Florida Virtual School | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | Michigan Merit Curriculum, Michigan High School Content Expectations | ||||||||||
| Alignment Document : | https://docs.google.com/document/d/1Pk-tD7M_L2W-98NytCzETffV6xftlO3pBSon-ov8nQI/edit?usp=sharing | ||||||||||
| Academic Terms : | Semester, Open Entry / Open Exit, Accelerated | ||||||||||
| NCES SCED Code : 04051 |
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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
- Describe the growth of the Roman and Byzantine Empires/li>
- Compare the major beliefs and principles of Judaism, Christianity, and Islam
- Describe achievements, contributions, key people, as well as key economic, political, and social developments of the Islamic Golden Age.
- Compare and contrast the Old Roman Empire and the old Roman Empire and describe Constantine the Great’s establishment of “New Rome” and his recognition of Christianity as a legal religion
Additional Cost: $0.0
Additional Cost Description:
None
Upon completion of this course, students will be able to...
Describe the medieval social hierarchy, the role of the Church in medieval society and how and why the concept of private property developed./li> Describe the impact of the Greco-Roman culture, the Judeo-Christian ideals, and the impact of northern European peoples upon the western medieval culture./li> Identify key figures and the course and consequence of the Crusades/li> Identify key figures in art, architecture, literature, and intellectual achievements during the Middle Ages./li> Trace the growth and development of national identity in France, Spain, and England and describe the significant rulers in medieval Europe./li> Summarize the major cultural, economic, political, and religious developments in medieval Japan/li> Identify key significant economic, political, and social characteristics of Ghana, Mali, and Songhai/li> Analyze the legacies of the Olmec, Zapotec, and Chavin cultures on later Mesoamerican and South American civilizations including the Maya, Inca, and Aztec societies./li> Assess the social and economic impact of pandemics on a global scale, including the Great Famine of 1315-1316, the Black Death, the Great Schism of 1378, and the Hundred Years War on Western Europe/li> Identify the major artistic, literary, and technological contributions of individuals during the Renaissance/li> Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe./li> Summarize the causes that led to the Age of Exploration, and identify major voyages and sponsors/li> Explain the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the Americas/li>
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 | Course objectives are listed in the syllabus and lesson objectives are provided for each lesson throughout the course. |
| 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 | Content is aligned to the Michigan K-12 Standards for Social Studies. |
| 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 | Students are asked to identify, locate, evaluate, and effectively use that information throughout the lessons in the course. Students also participate in discussion-based assessments throughout the course. |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met | The Getting Started area provides students with information about navigating the course, important parts of the lessons, materials needed, requirements, tips for success, pacing, and academic integrity. |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | Course objectives and outline are included on the course syllabus. Suggested pacing is provided on the course pacing guide. Both items are located in the Course Info area. |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | Lesson objectives tie directly to course goals and are clearly stated. Course level objectives can be found in the course syllabus, lesson level objectives are presented at the beginning of each lesson. |
| 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 | No advertising is present and course is unbiased. |
| 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 LMS. |
| Privacy policies are clearly stated. | Fully Met | Provided in the Michigan Virtual Blackboard LMS. |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Partially Met | The content provider includes an eTeacher Guide specific to World History that offers a breakdown of content modules: Pace, Materials, Syllabus Assessments, FAQs and more. An Essentials Instrctor Guide is also provided. All of these resources are avaliable in the Instructors Only area. However, no content related resources or notes are included. Answer keys are provided for teacher graded assignments, but not for auto-graded. |
| Assessment and assignment answers and explanations are included. | Partially Met | Answer keys are provided for teacher graded assignments, but not for auto-graded. |
| 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 | Michigan Virtual and FLVS updates course on a regular cycle. |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Fully Met | Michigan Virtual and FLVS updates course on a regular cycle. |
| 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 includes, videos, audio, images and engaging practices such as drag and drops and matching. |
| 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 | The course is organized into modules. Each module consists of a series of lessons that are clearly scaffolded and include lesson objectives for each lesson. Students are provided with multiple opportunities to understand and engage with concepts through reading, listening, videos, and interactives. |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Fully Met | Course includes, videos, images and engaging practices such as drag and drops and matching. |
| 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 | Course includes, videos, images and engaging practices such as drag and drops and matching. However, activities beyond reading and multiple-choice assignments are limited. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Fully Met | Lessons and assessments increase in complexity as the course progresses. Students are asked to analyze and synthesis information. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Fully Met | Instructors cannot alter content provided by the course vendor, but MVS instructors are permitted to add supplemental materials as needed via the Blackboard LMS. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Fully Met | "All material presented is appropriate for both the course content and reading/language level of a 9th grader. Flesch-Kincaid: varies from 9-12" |
| 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 | Teacher graded assignments and discussion-based assessments are included in the course. |
| 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. | Partially Met | Instructors provide feedback on all written assignments, but the majority of assignments/assessments are auto-graded. Teachers and students engage in discussion-based assessments throughout the semester to ensure mastery. However, there are minimal opportunities for student to student interaction within the course. |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Fully Met | Interactives, video, and audio content are present to enrich content. Instructors provide additional resources through weekly announcements. |
| 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 | Students are evaluated with both rubrics and point-based assessments. |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Partially Met | Formative and summative assessments are provided throughout the lessons, but the majority are multiple choice activities and assignments. |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Fully Met | Assessment opportunities are consistent and relevant to instructional outcomes. |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Fully Met | Formative assessment is built into the lessons for self-assessment. Students have access to the Blackboard gradebook at all times. Four progress checks are scheduled each semester to provide students and mentors with student progress data. |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Fully Met | Students are assessed through multiple-choice tests/quizzes, written assignments, and discussion-based assessments. |
| Grading rubrics are provided to the instructor and may be shared with students. | Fully Met | Grading rubrics are provided to the teacher in the answer key document, they are also provided to the student in the relevant lessons. |
| The grading policy and practices are easy to understand. | Fully Met | Assignment/assessment values are clearly displayed for each assignment and Michigan Virtual uses a points based system that is clear and easy to understand. |
| 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 | Lesson navigation is clear and outlined in the Getting Started: Navigation lesson. Blackboard navigation is explained in Unit 0: Student Introduction. |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Fully Met | Transcripts are provided for video and audio. Text versions are also provided for interactives. |
| 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 | This information is provided in the course syllabus. |
| The course uses content-specific tools and software appropriately. | Fully Met | |
| The course is designed to meet internationally recognized interoperability standards. | Fully Met | Content was able to be embedded in the Blackboard LMS |
| 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:
08/07/2019
Module 1: West Meets East Meets West
Module 2: Medieval Europe and Japan
Module 3: Great Empires
Module 4: The Birth of New Ideas
| 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 | 63 | 55 | 87.3% | |
| 22-23 | 70 | 52 | 74.29% | |
| 21-22 | 88 | 65 | 73.86% | |
| 19-20 | 45 | 33 | 73.33% |
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