English IIIB CL
Course Description:
Built within CompassLearning Odyssey©,English students will study literature, reading comprehension, vocabulary, and functional text. Through the study of American literature covering the period from 1400’s to the present, students analyze literary elements and devices, text/story structure, author’s purpose, and historical significance.
Course Details:
| Course Title (District): | English IIIB CL | ||||||||||
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| Course Title (NCES SCED) : | English/Language Arts III (11th grade) | ||||||||||
| Course Provider : | DeWitt Public Schools | ||||||||||
| Content Provided By : | My Virtual Academy | ||||||||||
| Online Instructor Provided By : | DeWitt Public Schools | ||||||||||
| Standards Addressed : | Michigan Merit Curriculum, Common Core State Standards | ||||||||||
| Academic Terms : | Accelerated, Open Entry / Open Exit, Semester, Trimester | ||||||||||
| NCES SCED Code : |
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How To Enroll:
| Enrollment Website : | https://www.myvirtualacademy.com/programs/specialized-programs/specialized-programs-application/ |
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| Email : | [email protected] |
| Phone : | 800-297-2119 |
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: 800-297-2119
Additional Cost: $0.0
Additional Cost Description:
None
Students will be able to demonstrate mastery in literature, reading comprehension, vocabulary, and functional text. Through the study of American literature from 1400’s – present, students analyze literary elements, devices, text structure, author’s purpose, and historical significance. Students will read a variety of genres including fiction, non-fiction, poetry, and folktales, while identifying author’s view point and use of language.
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 | Reference required service project for HS graduation. Syllabus provided to students upon enrollment with standard alignment. |
| 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 contains a unit dedicated to preparing college essays. |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Fully Met | Independent Reading Assignment |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | Student are required to participate in an online discussion board, creating a post about related content. Students are also required to complete webquests. Unit 5 is dedicated to research and writing. |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met | Assignments, project, videos, quizzes, etc. |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | Syllabus provided to students upon enrollment via Schoology. Units have specific objectives. |
| 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 | Syllabus is provided to students, parents, and mentor which includes email and a telephone number to reach the online instructor and course provider. |
| 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 | Variety of literature |
| 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 | Documents are loaded in Schoology for students to view. Expectations are uploaded into Schoology for 24/7 access. |
| Privacy policies are clearly stated. | Fully Met | Privacy policy is uploaded into Schoology for 24/7 access. |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Fully Met | Resources are available for students in the software program and teachers upload notes in individual assignments. |
| Assessment and assignment answers and explanations are included. | 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. | Fully Met | In addition to Compass content, there are discussion boards and required reading projects. |
| 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 | Supplemental work is uploaded into Schoology and CompassLearning. Each unit has an overview of objectives to be mastered by the student. |
| 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 | Students can interact with their instructor via phone, email, text, instant message, and/or video message. |
| 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 | MVA policy states that students will communicate with their instructor multiple times during a week to ensure engagement and learning within the course. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Fully Met | There is a discussion board in Schoology that students can post questions for other students to answer. |
| 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 | Students are able to see a progress report in Schoology and CompassLearning. |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Fully Met | Teachers are able to add projects, outside links, etc. to course materials. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met |
| 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 | |
| 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 |
| 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 |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | |
| 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 |
| 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 | |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully 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 |
Review Conducted By: My Virtual Academy
Date of Review:
01/19/2015
Introduction: My Virtual Academy Introduction, Academic Integrity, and Communication Standards Unit 1: Experiment/Conflict 1960-1975 Unit 2: Contemporary America 1975-Present Unit 3: The Bean Trees Unit 4: Writing Unit 5: The Great Gatsby Unit 6: Research
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
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| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
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In order to be successful in our program, it is important for the student to remain in constant communication with the online instructor. The online instructor will be communicating with the student 1-2 times per week. Communication between the student and online instructor will be phone, email, texting, and/or discussion boards. Online instructors provide families with their weekly office hours and My Virtual Academy is open Monday – Thursday from 8 AM – 9 PM, Friday from 8 AM – 4 PM and Saturday from 8AM – 2 PM with staff available to answer questions/concerns. Messages received after hours will be returned the next school day. Parents/Guardians/Students will have access to the curriculum and gradebook 24 hours per day, 7 days per week.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 16-17 | 2 | 2 | 100.0% | |
| 15-16 | 0 | 0 | 0.0% | None |
| 14-15 | 0 | 0 | 0.0% | None |
My Virtual Academy Tech Support is available Monday-Thursday 8 AM - 9 PM, Friday 8 AM - 4 PM, and Saturday 8 AM - 2PM. For Windows: 1.5 GHz Intel® Pentium® 4, 1 GB RAM, 100 MB free disk space, 1024 x768 video, 16M colors, Sound card w/speakers or headset and microphone, 100 Mbps NIC, 256 Kbps/student, Windows® 7 or XP, Internet Explorer 8 or 9, Firefox 11 or 12, Google Chrome, Allow third-party cookies, Adobe Flash Player 11.1 or 11.2, Adobe® Acrobat® Reader 9, Adobe® Shockwave® Player 10, QuickTime 7.6 and above, Chromebook, Sun Java™ J2SE™ 6, Javascript™ 1.2. For Mac: 1.83 GHz Intel® Core™ Duo, 1 GB RAM, 100 MB free disk space, 1024 x768 video, 16M colors, Sound card w/speakers or headset and microphone, 100 Mbps NIC, 256 Kbps/student, 10.6, Safari 4 or 5, Firefox 11 or 12, Google Chrome, Allow third-party cookies, Adobe Flash Player 11.1 or 11.2, Adobe® Acrobat® Reader 9, Adobe® Shockwave® Player 10, QuickTime 7.6 and above, Chromebook, Sun Java™ J2SE™ 6, Javascript™ 1.2.