American Sign Language 2B (archived after 21-22 Sem 2)

Course Description:

This is the second course of the second year of ASL courses. The course continues to focus on useful communication that students should be able to carry out in ASL. Students study the basic signs and phrases, techniques, and cultural nature of the language. This course introduces the students to the new concept of conceptually accurate signing that places emphasis on awareness of differences between ASL and English. Lesson topics shift from the everyday interaction in one’s immediate environment to interactions in the community to help students to build signing skills for obtaining and providing information rather than simply exchanging information. To support students build the conceptual accuracy, the lessons stress ASL classifiers; students will be challenged to receptively identify some of the most common classifiers in contexts, and to apply them in their own signing. As a part of culture learning, students will continue to learn more facts about the Deaf culture as well as current and past challenging social issues. The signing videos will be all “voice off” to help develop students’ receptive skills without reading lips. Students will continue to produce their own signing videos to demonstrate their learning. The goal of this course is to help utilize the fundamental ASL skills and knowledge into simple interpersonal and social interactions, and to build confidence needed to advance to the higher levels of ASL courses. This course targets Novice-High Level of MI World Language Standards and Benchmarks.

• The school's computers and network must meet the required technology requirements.

• This is a limited enrollment course.

• ASL is a sign language that is different from Signed Exact English (SEE).   

Course Details:

Course Title (District): American Sign Language 2B (archived after 21-22 Sem 2)
Course Title (NCES SCED) : American Sign Language II
Course Provider : Michigan Virtual
Content Provided By : Michigan Virtual
Online Instructor Provided By : Michigan Virtual
Standards Addressed : National Collegiate Athletic Association
Alignment Document :
Academic Terms : Accelerated, Semester, Trimester, Open Entry / Fixed End
Subject Area : World Language
Course Identifier : American Sign Language II
Course Level : High School (Secondary)
Available Credit : 0.5
Sequence : 2 of 2

How To Enroll:

Enrollment Website :
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.

Start Registration Request

Additional Course Information:

Additional Cost: $0.0

Additional Cost Description:


By the end of this course students will be able to:

  • Receive and provide simplie information that is represented by ASL classifiers
  • Demonstrate the minimum level of conceptual accuracy by attending tot he meaning of frequently used English words
  • Identify and explain the current and past social issues, and make connections to the society as a whole

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 This course is aligned to MI WLSB, is NCAA Approved and includes standards for Foreign Language and Literature.
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 Unit 1 is introductory for all ASL courses.
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 You must complete ASL 2A in order to begin this course.
Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. Fully Met This is listed on the MVU Main Page.
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 There could be some advertising on videos.
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 This listed on the MVU Main Page
Privacy policies are clearly stated. Fully Met This is listed on the MVU Main Page.
Instructor Resources Rating Comments
Online instructor resources and notes are included. Fully Met All the resources are provided for the instructor.
Assessment and assignment answers and explanations are included. Partially Met Answer keys are difficult to provide for this type of course, but it would be helpful to have a basic answer key.
Accessing Course Effectiveness Rating Comments
The course provider uses multiple ways of assessing course effectiveness. Fully Met There is an end of class survey
The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. Fully Met MVS uses feedback from instructors to improve courses. MVS also creates an improvement schedule for courses that are aligned to new or changing standards (such as AP or CCSS), student survey feedback, and outside course reviewers' feedback.
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 MVS requires teachers to be Highly Qualified and possess a valid Michigan teaching certificate.
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 In Instructor's Corner, MVS instructors have access to a variety of tutorials. the Instructor's Corner course was not visible on the review course.
The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. Fully Met Available under the Getting Help link.
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 MVS requires an online instructor training class as well as follow up PD.
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 In Instructor's Corner, MVS instructors have access to a variety of tutorials. the Instructor's Corner course was not visible on the review course.
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 Course instructors have a variety of support staff to assist them in their success. Contracted employees reach out to 'department chairs' who are full time instructors for MVU. Full time instructors can escalate issues to the administrative staff, Customer Service, or Technology Support team. All instructors, full or part time, have access to these resources via phone, email, or face to face contact. Mentor teachers who are in the schools with students are another resource for instructors to utilize to help ensure student success.
Students are offered an orientation for taking an online course before starting the coursework. Fully Met Offered through "What Makes a Good Online Learner?"
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 This course is very organized and precise.
Instructional Strategies and Activities Rating Comments
The course instruction includes activities that engage students in active learning. Fully Met There are many opportunities for this.
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 There are many learning paths available.
The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. Fully Met There are excellent questions relating to Deaf Culture
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 There are many blog discussions about deaf culture and tricky topics that will engage students.
The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. Fully Met There are blog discussions and communication channels available.
Resources and Materials Rating Comments
Students have access to resources that enrich the course content. Fully Met This is located under the Resource tab.
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 Students make videos, translations, and other items.
Feedback Rating Comments
Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. Fully Met There are midterms, final exams, and VoiceThread projects.
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 There are excellent rubrics within the course and they are readily available for assessments, essays, projects, and exams.
The grading policy and practices are easy to understand. Partially Met A better explanation of the weighting scale for assessments, projects, and quizzes is needed.
Course Architecture Rating Comments
The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. Fully Met The course is designed for adding content.
The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. Fully Met There were both semester and trimester scheduling.
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 There are audio, video, and reading opportunities.
Technology Requirements and Interoperability Rating Comments
All technology requirements (including hardware, browser, software, etc...) are specified. Fully Met There is a clear explanation of technology requirements under Course Info tab.
Prerequisite skills in the use of technology are identified. Fully Met The technology requirements such as VoiceThread are clear.
The course uses content-specific tools and software appropriately. Fully Met VoiceThread is necessary for this course.
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 This is located on the MVU Homepage -->Students-->Getting Started -->CEMS Copyright & EULA.
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). Partially Met There isn't any specific documentation for this. It is assumed but not quantifiable. It is suggested MVU include some documentation on its homepage for this.
Data Security Rating Comments
Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). Fully Met Logins are required to access Blackboard.

Review Conducted By: Michigan Virtual
Date of Review: 07/24/2014

  • Unit 1 - Getting Started – Introduction to the course, tools and media.
  • Unit 2 - Community Service – Use of EXPERIENCE FINSH, rule of 9, classifiers review, singular and plural GO-TO, CL: 1, noun-verb pairs, and attending to English homonyms;
  • Unit 3 - Traveling – Introduction to conceptual accuracy, , introduction to eye gazing, near and distant future/past, CL: 4, CL: V and CL:3;
  • Unit 4 - Culture Exchange – Alternative ethnicity signs, shoulder-shifting to mean ‘but’ and ‘and’, ASL numbers 1000<, ordinal numbers, individual use of EXPERIENCE and FINISH;
  • Unit 5 - Family Routine – Spatial organization with shoulder shifting, age spot and numerical incorporation, tense markers, locations of objects, and CL:3;
  • Unit 6 - Getting Around in Town – Asking for/giving a general direction, asking for/giving a more specific direction, fixing mistakes during a conversation, CL:V and CL: Claw.
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
Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.
School Year Enrollment Count Pass Count Completion Rate Notes
13-14 44 43 97.73% Enrollment data include all enrollments (21f and non-21f) for the Spring and Summer 2013-14 school year.
14-15 129 118 91.47% Enrollment data includes all enrollments (21f and non-21f) for the 2014-15 school year.
15-16 190 177 93.16% None
16-17 254 233 91.73% Enrollment data include all enrollments (21f and non-21f) for the 2016-17 school year.
17-18 405 363 89.63% Enrollment data includes all enrollments (21f and non-21f) for the 2017-18 school year.
18-19 402 379 94.28%
19-20 358 296 82.68%

If students are completing course work in school, the school's computers and network must be configured properly in order for VoiceThread content to be browsed, recorded, and played back properly. Browsers must be able to accept cookies from the following URL's:

  • Both http and https:// (for browsing content)
  • Both http and https:// (for playback of recordings)
  • Both http and https://

The following links describe these and other network requirements, and how to enable cookies: 

Additionally, students will need: 

  • a webcam to record their signing assignments.
  • YouTube access is required to view some aspect of this course.

Please review the Michigan Virtual Technology Requirements: