Spanish 3B
Course Description:
This course is the second semester in a full year of Spanish III. Dive into the rich diversity of Hispanic culture across the globe by exploring the tastes, sights, and sounds of this dynamic language that reflects triumph, struggle, celebration, and so much more. During this cultural journey, students will improve conversational, vocabulary, and writing skills through authentic tasks. Short of obtaining a passport, there is no better way to discover new lands, peoples, or experiences.The purpose of this course is to provide the students with many experiences where they can use their Spanish. Completely immersed in Spanish, they will speak, listen, read, write, and collaborate with other students in this course. They will also gain knowledge and perspectives about Spanish speaking countries and from Spanish speaking people. Content and assignments are presented in the target language. Grammar concepts are presented in English also. Students are required to contact their instructor to schedule two live speaking assessments during the course.
Course Details:
| Course Title (District): |
Spanish 3B |
| Course Title (NCES SCED) : |
Spanish III |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Florida Virtual School |
| Online Instructor Provided By : |
Michigan Virtual |
| Standards Addressed : |
National Collegiate Athletic Association, American Council on the Teaching of Foreign Languages |
| Alignment Document : |
https://docs.google.com/spreadsheets/d/1ziRLt1hOYvgIB0JxwS0IlGMWyeTK_xg1RDfsFIu4GDQ/edit?usp=sharing |
| Academic Terms : |
Semester, Trimester, Accelerated, Open Entry / Fixed End |
| NCES SCED Code : 24054 |
| Subject Area : |
World Language |
| Course Identifier : |
Spanish III |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
2 of 2 |
|
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:
None
Students will…
• Identify how history is reflected in art;
• Identify the meanings and the usage of prepositions;
• Apply the conjugation rules and the usage of the conditional tense to express possibility and probability;
• Identify the impersonal expressions used with the subjunctive;
• Use the present subjunctive to express wishes, requests and desires;
• Identify and discuss careers related to the arts;
• Read about how art reflects the historic period;
• Recognize correlations between history and art;
• Respond to questions and giving opinions using various tenses, vocabulary, and culture related to literature;
• Orally present information on literature in Spanish-speaking world; and
• Write an original short story in Spanish.
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
|
Before each lesson, objectives are clearly stated. Students' level of mastery is measured in a variety of ways ranging from practice games/self-check questions to formal assignments (written, speaking, quizzes, tests, discussions and projects). Students can self-evaulate through games and practice assignments thorughout the lesson. There are 1-3 teacher graded assignments in each lesson. |
| 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
|
Course content is aligned to both state and national standards - documentation includes standards broken down into individual lessons as well. |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
|
The course components are of sufficient rigor and depth to teach the standards being addressed. Target language use is appropriate for this level as well. |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
|
Information literacy including digital fluency and communication skills are incorporated as an integral part of the curriculum - Students are required to prepare written documents, record their voice in the target language and participate in collaborative discussions. |
| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
|
Students are exposed to a variety of orientation materials prior to the start of the course - FLVS offers a Course Information section, and MVU offers additional Unit Zero information regarding the basics of online learning, tech requirements, and strategies for success. |
| Course Overview and Introduction |
Rating
|
Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
|
The course overview and syllabus include all of the following: course objectives and student learning outcomes, assignments, student expectations, time requirements, required materials, grading policy, teacher contact information, intended audience, content scope and sequence, and other helpful information - Found under Welcome tab - "Course Information" |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
|
Course requirements are consistent with course goals and include individual timeframes for each activity and specific expectations for communications and submissions. |
| 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. |
Fully Met
|
Being a world language course, there is a large emphasis on teaching culture and making comparisons. The content is accurate and relatively up-to-date (2010 copyrights on content). The content relies heavily on teaching Hispanic culture for obvious reasons. There are many audio and video lessons using native speakers and links to primary resources. No advertising is present in lessons. |
| 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
|
FLVS provides an eTeacher Guide, as well as, downloadable documents that contain individual assignment/assessment instructions, sample answers and rubrics for each module (log-in credentials needed). There is also a FLVS Virtual Library for students, teachers, and school administrators. |
| Assessment and assignment answers and explanations are included. |
Fully Met
|
FLVS provides an eTeacher Guide, as well as, downloadable documents that contain individual assignment/assessment instructions, sample answers and rubrics for each module (log-in credentials needed). |
| 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
|
The course is evaluated regularly for effectiveness, but it remains unclear how evaluations results are used to improve the course. |
| Course Updates |
Rating
|
Comments |
| The course is updated periodically to ensure that the content is current. |
Not Met
|
Course lists last update as 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 the MVU Knowledge Base with tutorials to assist them as well as the Course Issue Tracker 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 MVS-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
|
Instruction includes written directions, videos (with text versions), and audio of written materials. Each module includes written and voice assignments, a practice section and summative assessment. |
| 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, individual time requirements and resources to be used and completed. |
| Instructional Strategies and Activities |
Rating
|
Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
|
The course provides several opportunities for students to be actively engaged in the content that includes meaningful and authentic learning experiences such as: self-checks, review games, interactive lessons, reading/video comprehension, discussions, etc.The course includes one collaborative Webquest project and two discussion assignments that require students to respond to each other. |
| 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
|
Due to the nature of the content and standards specifically addressing writing, speaking, listening and reading skills, students have opportunities to complete assignments/activities of multiple learning styles. The course includes both audio and visual instruction but does not include tactile/kinesthic activities. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Fully Met
|
This course provides assignments and assessments that involve high-order thinking and making comparisons/applications to real-life situations. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Partially Met
|
Instructor may not edit the existing LTI, but may add supplemental content/activities via the Blackboard LMS. Assignments do not include more than one mode of completion. However, instructors can supplement the course with additional materials and adapt assignments at their discretion or as needed for a student with and IEP. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
|
Readability levels, written language assignments and target language use are consistently appropriate for the course content and grade-level expectations. The expectation of Spanish 3 being more of an honors level-type course is explained within the course description. Concepts are explained using reviewed and newly introduced grammar. Supplemental English explanations are present for new or complex concepts. |
| 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
|
Multiple learning activities/assignments are created to foster instructor-student interaction. Each module lesson includes 1-3 teacher graded assignments. When MVS instructor expectations are implemented, students receive timely and frequent feedback on their progress that emphasizes the intended learner outcomes. The feedback is individualized and detailed. Students are often given opportunities to revise and re-submit work as part of the learning process. |
| 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
|
There are ample opportunities for instructor-student communication with appropriate depth, complexity and rigor including discussion-based assessments and a culminating project. Technology and course content encourage exchanges amongst the instructor and students through phone conversations, email, and discussions. Every module lesson includes 1-3 teacher graded assignments. There are 2 discussion assignments that require students to communicate with each other and one webquest project that requires students to collaborate and communicate. |
| Resources and Materials |
Rating
|
Comments |
| Students have access to resources that enrich the course content. |
Fully Met
|
The course offers many outside resource links to supplemental information or websites for research. |
| 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
|
All strategies used to assess students throughout the course are consistent with and aligned to what is presented in the course goals and objectives posted within the course including assessments that evaluate reading, writing, listening and speaking skills. |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
|
Multiple types of assessments allow students to demonstrate their understanding, and assessment types are matched to the level of knowledge being tested via reading, writing, listening and speaking skills. Formative and summative assessments are a part of the structure of the course. |
| Feedback |
Rating
|
Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
|
The course consistently provides ongoing, varied, and frequent formative assessments to check for student understanding and to ensure they are prepared for the next lesson. Pre-assessments are provided to determine student readiness. |
| 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 interactive games and self-check areas for student to engage in continuous self-monitoring. Students receive instant feedback on LMS for multiple choice assessments. Instructor leaves feedback on all teacher graded audio and written assignments. |
| Assessment Resources and Materials |
Rating
|
Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Partially Met
|
Although assessment methods do not offer much flexibility for the instructor to make changes/edits, the assessments themselves are varied. Instructor assesses through voice recordings, reading comprehension, essay questions, and multiple choice. Students have options in choosing the topic of their culminating final project. |
| Grading rubrics are provided to the instructor and may be shared with students. |
Fully Met
|
Rubrics are available to both the instructor and student for each individual assignment. Sample answers are provided to the instructor only (could technically be shared with students at instructor discretion). |
| The grading policy and practices are easy to understand. |
Partially Met
|
Grading rubrics offer consistency and are easy to understand, but there are not specific grading policies and practices set forth. Rubrics are available but are sometimes vague or generalized. |
| 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
|
The course utilizes consistent and predictable navigation methods. Students can move logically and easily between areas of the course; color, graphics and icons are used to guide the student through the course; and a consistent look and feel exist throughout the course (consistent text, colors, bullets, and heading styles). |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Partially Met
|
There are video and audio recordings embedded in lessons. Hard copies of videos or CDs are not available to students. Audio/video components have text versions available. |
| 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
|
All prerequisite technology skills necessary for the specific class are identified in the course description or during the registration process and are shared with students before they begin the course. |
| The course uses content-specific tools and software appropriately. |
Fully Met
|
A variety of software and online tools are used appropriately and as needed within the online course. The tools are easy to use, necessary for teaching and/or enriching the lesson, cross-platform, and are linked from within the course or sent as software with other course materials at the beginning of the course. |
| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
|
Interoperability technical standards are met and allow sharing content among different learning management systems (Blackboard verified) and ensure sharing of questions, assessments, and results with others. |
| 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). |
Fully Met
|
All FLVS courses meet ADA and WCAG 2.0 compliance requirements, as they contain alt tags for images, headings and labels for tables, transcript alternatives to audio and video files, consistent formatting of web links, including the URL, keyboard accessible course navigation, ADA recommended fonts, sizes, and color contrasts, formatting and styles permitting text-to-speech screen reader functionality, and teacher permissions to adjust timed assessments. |
| 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:
12/13/2016
Módulo 4: Descubriendo el arte del mundo
04.00 El arte refleja el alma
04.01 Quiero que ames el arte hispano
04.02 Ojalá que vivas el arte
04.03 Deseo que abramos puertas con arte
04.04 ¡Escribamos una redacción persuasiva!
04.05 ¡Conversemos!
04.06 Si yo fuera Dalí
04.07 Módulo Examen Parte Uno
04.07 Módulo Examen Parte Dos
Módulo 5: El mundo a través de la literatura
05.00 La literatura es el arte de la palabra
05.01 Lee lo que sea que ames
05.02 Busco un libro caribeño que me interese
05.03 ¿De qué escribirías si fueras autor?
05.04 ¡Escribamos un cuento original!
05.05 ¡Conversemos!
05.06 La literatura fue influida por Europa
Colaboración del segment dos
05.07 Examen del Segmento Dos Parte Uno
05.07 Examen del Segmento Dos Parte Dos
| 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 |
03/14/2025 |
07/01/2024 |
01/17/2025 |
01/03/2025 |
05/23/2025 |
100 |
$350 |
$0 |
|
Semester |
03/29/2024 |
03/14/2025 |
07/01/2024 |
01/24/2025 |
01/10/2025 |
05/30/2025 |
100 |
$350 |
$0 |
|
Semester |
03/29/2024 |
03/14/2025 |
07/01/2024 |
01/31/2025 |
01/17/2025 |
06/06/2025 |
100 |
$350 |
$0 |
|
Semester |
03/29/2024 |
03/14/2025 |
07/01/2024 |
02/07/2025 |
01/24/2025 |
06/13/2025 |
100 |
$350 |
$0 |
|
Semester |
03/29/2024 |
03/14/2025 |
07/01/2024 |
02/14/2025 |
01/31/2025 |
06/20/2025 |
100 |
$350 |
$0 |
|
Semester |
03/29/2024 |
03/14/2025 |
07/01/2024 |
02/21/2025 |
02/07/2025 |
06/20/2025 |
100 |
$350 |
$0 |
|
Semester |
03/29/2024 |
03/14/2025 |
07/01/2024 |
02/28/2025 |
02/14/2025 |
06/20/2025 |
100 |
$350 |
$0 |
|
Semester |
03/29/2024 |
03/14/2025 |
07/01/2024 |
03/07/2025 |
02/21/2025 |
06/20/2025 |
100 |
$350 |
$0 |
|
Semester |
03/29/2024 |
03/14/2025 |
07/01/2024 |
03/14/2025 |
02/28/2025 |
06/20/2025 |
100 |
$350 |
$0 |
|
Semester |
03/29/2024 |
03/14/2025 |
07/01/2024 |
03/21/2025 |
03/07/2025 |
06/20/2025 |
100 |
$350 |
$0 |
|
Accelerated |
01/02/2025 |
06/27/2025 |
04/01/2025 |
06/06/2025 |
05/23/2025 |
08/01/2025 |
100 |
$350 |
$0 |
|
Accelerated |
01/02/2025 |
06/27/2025 |
04/01/2025 |
06/13/2025 |
05/30/2025 |
08/08/2025 |
100 |
$350 |
$0 |
|
Accelerated |
01/02/2025 |
06/27/2025 |
04/01/2025 |
06/20/2025 |
06/06/2025 |
08/15/2025 |
100 |
$350 |
$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 |
03/14/2025 |
| 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 |
03/14/2025 |
| 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 |
03/14/2025 |
| 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 |
03/14/2025 |
| 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 |
03/14/2025 |
| 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 |
03/14/2025 |
| 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 |
03/14/2025 |
| 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 |
03/14/2025 |
| 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 |
03/14/2025 |
| 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 |
03/14/2025 |
| 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 can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.
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
