English I (Semester I)
English 1 is a 9th grade Language Arts course that requires students to analyze literature, literary nonfiction, speeches, and multimedia sources. The course is an introduction to high school Language Arts, and explores a variety of literary genres and types of informational texts. Both classic and contemporary pieces provide an assortment of ideas and perspectives for students to explore as "literary tourists." Through reading, writing and interaction with peers, students think critically about universal themes and build a foundation to support future learning in Language Arts. The course provides many opportunities for students to develop and hone their language and vocabulary skills using authentic literary texts as models. Students use graphic organizers, checklists, and rubrics to evaluate and improve their reading, writing, language and presentation skills.
|Course Title (District):||English I (Semester I)|
|Course Title (NCES SCED) :||English/Language Arts I (9th grade)|
|Course Provider :||Genesee ISD|
|Content Provided By :||Fuel Education LLC|
|Online Instructor Provided By :||Fuel Education LLC|
|Standards Addressed :||Common Core State Standards|
|Academic Terms :||Open Entry / Open Exit|
|NCES SCED Code :||
How To Enroll:
|Enrollment Website :||https://www.gennet.us|
|Email :||[email protected]|
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: 810-591-4401
Additional Cost: $0.0
Additional Cost Description: Most courses have no additional costs; however some have required books or other materials that are not included in the course. Some required books or other materials may be available for checkout from schools or public libraries. See the provider's course description for required books/materials or call 810-591-4401 for assistance.
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.||Partially Met|
|The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.||Partially Met|
|Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.||Partially Met|
|Multiple learning resources and materials to increase student success are available to students before the course begins.||Partially 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|
|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.||Partially 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|
|Privacy policies are clearly stated.||Partially Met|
|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.||Partially Met|
|The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.||Partially Met|
|The course is updated periodically to ensure that the content is current.||Fully Met|
|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|
|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.||Partially Met|
|The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.||Partially Met|
|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|
|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.||Partially 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.||Partially Met|
|The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.||Partially 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.||Partially 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.||Partially Met|
|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|
|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|
|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.||Partially 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|
|The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.||Fully Met|
|The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.||Partially Met|
|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|
|Prerequisite skills in the use of technology are identified.||Partially Met|
|The course uses content-specific tools and software appropriately.||Fully Met|
|The course is designed to meet internationally recognized interoperability standards.||Partially Met|
|Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.||Partially Met|
|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).||Partially Met|
|Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).||Fully Met|
Review Conducted By:
• Section A - Where Will Literature Take You?
• Section B - What Ideas Help Aspiring Writers?
• Section C – Are Stories Timeless?
Module II: Life Lessons
• Section A - What Can Stories Teach Us About Others and Ourselves?
• Section B - Are There Lessons in Ordinary Things?
• Section C - What Can Stories Teach Us About Hatred?
• Section D - What Have I Learned?
• Section E - What Can We Learn from Susan B. Anthony?
Module III: The Past
• Section A - What Does the Past Look Like?
• Section B - What Does the Past Sound Like?
• Section C - What Does the Past Feel Like?
• Section D - What Does the Past Mean?
Module IV: Growing Up
• Section A - What Does It Mean to Grow Up?
• Section B - How Do We Become Adults?
• Section C - Can Different People Have Similar Experiences?
• Section D - Can a Nation Have Growing Pains?
Module V: American Voices
• Section A - What Makes Americans Special?
• Section B - How Can I Best Use My Voice?
• Section C - What’s My Story?
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|School Year||Enrollment Count||Pass Count||Completion Rate||Notes|
|13-14||35||10||28.57%||Enrollment data include all enrollments (21f and non-21f) for the Spring and Summer 2013-14 school year.|