Reading for College Success
Course Description:
How will reading affect a student’s future? How does reading shape the world around us? This course helps students answer these questions and prepare for college and career success. Reading is a vital skill in the information age, when we are bombarded with a constant stream of information. Being able to determine and comprehend the main ideas in this constant flow is imperative to success both in the academic world and in the world of work. Learning to discern fact from opinion and bias from objectivity will empower students to make better life and work decisions, while effective note taking and summarizing skills help students achieve their goals in higher education and in the career of their choosing.
Course Details:
| Course Title (District): |
Reading for College Success |
| Course Title (NCES SCED) : |
Strategic Reading |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Florida Virtual School |
| Online Instructor Provided By : |
Michigan Virtual |
| Standards Addressed : |
Common Core State Standards |
| Alignment Document : |
https://docs.google.com/spreadsheets/d/1jvpOqhnPiOGPxEZECmQnRf_xtv3UqOI_09fR_htShhU/edit?usp=sharing |
| Academic Terms : |
Accelerated, Semester, Trimester, Open Entry / Fixed End |
| NCES SCED Code : |
| Subject Area : |
English Language and Literature |
| Course Identifier : |
Strategic Reading |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 1 |
|
How To Enroll:
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:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost: $0.0
Additional Cost Description:
NA
- Discerning the Main Idea
- Identifying Clues Within Texts
- Effective Summarization
- Note Taking Applications
- Choosing Your Note Taking Style
- Free Choice Reading
- Web 2.0 Skills
- Recognizing Organizational Patterns
- Decoding Signal Words
- Understanding Cause and Effect
- Compare and Contrast
- Styles of Analysis
- Implications of Tone
- Recognizing Bias and Opinion
- Persuasive Language Tools
- Making an Inference
- Predictions, Questioning and Context
- Connotations and Allusions
- Hidden Hints in Writing
- Preparing for the CPT and College Entrance Tests
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
|
CCSS Listed for the course under Objectives. |
| 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
|
Directly aligned with 11-12 ELA Standards |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
|
Met objectives, but would like to see a more advanced reading level, since many of the texts are 9/10 grade level reading texts. |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
|
Literacy skills are fully taught. Communication skills are not directly taught to the students throughout the course, but 21st Century Collaboration Skills are taught in one of the final units. Blog/Collaboration Assignment. |
| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
|
List of materials and links provided. Introductory Module discusses time-management, course format, pre-assessment, etc. |
| Course Overview and Introduction |
Rating
|
Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
|
All included - rubrics, syllabus, time frames, Blackboard info covers the rest |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
|
Time frame included for individual assignments - communication info in Blackboard LMS |
| 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 School (MVS) 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. |
Partially Met
|
Does not reflect multicultural education, majority of the readings are class readings written by white males. Content is current and free of advertising and bias. Older material, not many current event readings. |
| 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 MVS Blackboard LMS. |
| Privacy policies are clearly stated. |
Fully Met
|
Provided in the MVS Blackboard LMS. |
| Instructor Resources |
Rating
|
Comments |
| Online instructor resources and notes are included. |
Fully Met
|
Yes - included in Welcome: E-teacher guide |
| Assessment and assignment answers and explanations are included. |
Fully Met
|
There is a FLVS website link requiring a log-in to encounter these documents |
| 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, student evaluation at end of course. MVU 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. |
Partially Met
|
MVU also uses the Knowledge Base course issues tracker, permitting instructors to make suggestions to improve the course. |
| Course Updates |
Rating
|
Comments |
| The course is updated periodically to ensure that the content is current. |
Not Met
|
Last update 2010 |
| 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 MVS 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
|
MVS 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
|
MVS instructors have access to a knowledge base with tutorials to assist them. 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. |
Partially 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
|
Ongoing and varied communication provided |
| 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
|
Company, department and face-to-face opportunities are provided |
| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
|
Students are offered an orientation, i.e., the Online Learning Orientation Tool (OLOT), for taking an online course before starting the coursework in the learning management system. |
| 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
|
Mostly reading, not enough variety. There is a limited variety of instructional and assessment methods. Additional instructional methods, materials and assessments would strengthen the course. |
| 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 clearly well-organized by units and lessons. At the start of each unit or lesson, an overview is posted describing the objectives, activities, assignments, assessments, timing, etc. *I would like to see numbers on the left side next to unit names/titles |
| Instructional Strategies and Activities |
Rating
|
Comments |
| The course instruction includes activities that engage students in active learning. |
Partially Met
|
Only somewhat engaging - formative and summative , collab./blog, not very current, and not culturally diverse. Some assignments, such as the Blog Free-Write project do engage students and allow them choice to increase interest in material; otherwise, much of the content is not specifically student-centered. |
| 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
|
Course contains alternative assignment options by providing choice in reading selections, but not much variety to encompass all multiple intelligences. Some assignments, such as the Blog Free-Write project do engage students and allow them choice to increase interest in material; otherwise, much of the content is not specifically student-centered. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Partially Met
|
Journal entry reflections are good. Several analysis assignments. This course does offer many opportunities to have students engage in higher order thinking, but rarely does it require students to create, produce, or develop anything original that meets Bloom's higher levels of the taxonomy. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Partially Met
|
Instructor could add additional content via Blackboard, but content provided by the vendor via an LTI integration could not be edited |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Partially Met
|
Many of the readings are from 9-10 grade ELA courses, but this course is based off of 11-12 ELA standards. |
| 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
|
IF instructor provides feedback following MVS guidelines on assignment submissions |
| 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 School (MVS) 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
|
Could be fully met MVS/Blackboard Version of the course. |
| Resources and Materials |
Rating
|
Comments |
| Students have access to resources that enrich the course content. |
Fully Met
|
Glossary/Additional Info and Additional Resources sections |
| 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
|
Variety of reading assessments are apparent throughout the course |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
|
There are numerous feedback tools and procedures built into the course for continuous student self-monitoring, such as: immediate feedback provided on completed quizzes, teacher feedback on submitted assignments, 24/7 access to gradebook, self-monitoring questions (with answers) provided, summary at the end of each lesson, etc |
| Feedback |
Rating
|
Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Partially Met
|
Frequent assessments throughout each unit. Pre-assessment 01.04 determines "track" student will follow, no no more than the first varied track assessment, too often self graded |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
|
There are numerous feedback tools and procedures built into the course for continuous student self-monitoring, such as: immediate feedback provided on completed quizzes, teacher feedback on submitted assignments, 24/7 access to gradebook, self-monitoring questions (with answers) provided, summary at the end of each lesson, etc |
| 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 have a variety of assignments to complete throughout the course such as discussion-based assessments, quizzes, worksheets, writing assignments, and projects." |
| Grading rubrics are provided to the instructor and may be shared with students. |
Fully Met
|
Rubric link provided for each assignment |
| The grading policy and practices are easy to understand. |
Fully Met
|
MVU Grading Policy |
| 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 MVS 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 MVS 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. |
Partially Met
|
As mentioned there are audio readings of the content provided, but otherwise, there are very few alternative formats or media platforms used outside of the long sections of reading and text. |
| Technology Requirements and Interoperability |
Rating
|
Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
|
Communicated in the syllabus, the MVU website, and the Blackboard LMS. |
| Prerequisite skills in the use of technology are identified. |
Fully Met
|
Communicated in the syllabus, the MVU website, and the Blackboard LMS. |
| The course uses content-specific tools and software appropriately. |
Partially Met
|
Not many content-specific technology tools used; however, those that are used are used somewhat appropriately. Further utilization of multisensory materials and approaches would be helpful. |
| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
|
LMS design allows for interoperability. |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
|
Communicated within the MVU 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). |
Partially Met
|
No Alt-Tags on images, Some videos not available, and video text not available (Bias Analysis). All text is text-to-voice compatible. One lesson based upon what is seen in an image - no alternative given. (Inference Analysis - part 3) |
| 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:
07/01/2016
Major Topics and Concepts
- Discerning the Main Idea
- Identifying Clues Within Texts
- Effective Summarization
- Note Taking Applications
- Choosing Your Note Taking Style
- Free Choice Reading
- Web 2.0 Skills
- Recognizing Organizational Patterns
- Decoding Signal Words
- Understanding Cause and Effect
- Compare and Contrast
- Styles of Analysis
- Implications of Tone
- Recognizing Bias and Opinion
- Persuasive Language Tools
- Making an Inference
- Predictions, Questioning and Context
- Connotations and Allusions
- Hidden Hints in Writing
- Preparing for the CPT and College Entrance Tests
| 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.
