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Virtual Learning Procedures Manual


Table of Contents BCSD Virtual and Blended Learning Introduction to Virtual and Blended Learning Programs BCSD Virtual School Blended Learning - Edgenuity Blended Learning - APEX Learning BCSD Virtual School Requirements for Virtual School Monitoring Student Progress Completing Students Edgenuity APEX Learning APEX Program Descriptions Initial Credit Credit Recovery Unit Recovery Course Placement Alternative Instructional Model (AIM) AP Exam Review Classroom Instruction Home-bound and Home-based Education Alternative Education Services NCAA Eligibility APEX Learning Digital Curriculum Overview Pathways Course Design Course Materials Approved Courses for Online Learning Science Lab Requirements Laboratory Scheduling Course Settings Student Work Expectations Credit Recovery Initial Credit Final Grades Assessment and Proctoring Activity Resets Instruction Academic Integrity Monitoring Student Progress Course Activity Scores Repot Student Progress Report Student Summary Report Coach Report Completing Students Roles and Responsibilities Director of Educational Technology School-Based Administrator School Counselors APEX Site Coordinators Homebound/Home-based Teachers Required Forms

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BCSD Virtual and Blended Learning The Beaufort County School District (BCSD) is committed to providing a variety of learning opportunities for students. Virtual and blended learning courses provide a way for motivated students to meet graduation requirements, resolve scheduling conflicts, and participate in courses that are not available at their home schools. By participating in online courses, students gain exposure to online learning environments that enhance their knowledge of the platform and process while learning the necessary content. With an increase of virtual and blended learning opportunities in colleges, universities, and businesses, Beaufort County is preparing its students for the paths they will cross in the future. The Beaufort County School District offers three Virtual Learning Programs for secondary students enrolled in a Beaufort County School. Each program is outlined in detail in this manual and includes program descriptions, course guidelines and requirements, and registration information. Students who desire to participate in virtual learning classes outside of the BCSD instructional program must receive permission from their school guidance counselor for enrollment. Approved programs include, but are not limited to, South Carolina Virtual School, Keystone Credit Completion, and other accredited virtual agencies if approved by the school guidance counselor and administration. (See Administrative Rule IS-39) Transfer students who have participated in a virtual course prior to enrolling in a Beaufort County School District school must provide an official transcript to the guidance counselor. Introduction to BCSD Virtual and Blended Learning Programs: BCSD Virtual School The BCSD Virtual School offers a variety of elective and Advanced Placement courses for high school and college credit through a totally virtual environment. These courses are taught by highly qualified Beaufort County School District teachers using approved South Carolina curriculum. Blended Learning through Edgenuity Beaufort County Schools offer the Edgenuity program to students in the Adult Education and Alternative Education programs to help them stay on track in their curriculum classes. Students participating in Edgenuity receive digital curriculum and face-to-face instruction with a highly qualified instructor. Blended Learning through APEX The BCSD utilizes APEX Learning to facilitate a blended learning environment for students that need to recover course and unit credit, receive initial credit for course, or receive remediation in a variety of courses. Students participating in blended learning environments receive direct instruction from the digital curriculum in addition to face-to-face support from a teacher or staff member. The following are some characteristics students should have to be a successful online learner:       

Time management skills and discipline to complete projects by deadlines Motivation to read, write, and participate fully in class activities Time to devote a minimum 5 hours/week for a one credit course Possesses basic computer/Internet skills Asks questions when they do not understand Has consistent access to a reliable computer and internet Students must be able to maintain login and password information

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BCSD Virtual School The BCSD Virtual School offers students in grades 8-12 a variety of rigorous elective and Advanced Placement courses for high school and college credit through a totally virtual environment. These courses are taught by highly qualified Beaufort County School District teachers using approved South Carolina curriculum. Requirements for Virtual School:  Students must receive parent permission and approval from a guidance counselor to take a virtual course  Students must have reliable and consistent computer and internet access at home.  Students enrolling in virtual courses must earn the credit after-school hours or during the summer months. (Exceptions must be approved by the school principal and Director of Educational Technology)  Before the virtual class begins, parents and students are encouraged to attend an informational session to receive login information and training on the virtual school’s online hosting site. If unable to attend, the students and parents must sign the virtual school agreement form before they begin the class.  Students must have an email address (@yahoo, @hotmail, @gmail, @hargray, etc.)  Students must have an understanding of how to use and navigate the Internet (Internet Explorer, Chrome, Safari, Firefox)  Students must be able to maintain login and password information  Students must be able to manage time wisely  After registering for a virtual course, final enrollment will be approved by a school guidance counselor. Monitoring Student Progress: Virtual school teachers will enter all grades in the PowerTeacher GradeBook. Students and parents may monitor grades in virtual classes using the Parent Portal link on the district website. Please contact the school data specialist for more information about ParentPortal. Virtual school grades will be displayed on the student progress report as well as the quarter report cards. Active communication between the virtual teachers, students, and parents is strongly encouraged. Since this is a virtual program, email is the preferred means of contact. Virtual teachers will check email regularly and respond to students and parents promptly. Completing Students: When students complete a BCSD Virtual School course, the teacher submits the final grade through PowerTeacher GradeBook and the grade will be added to the student’s official transcript. For more information about the Beaufort County School District’s Virtual School, please visit the school district website and click on the “Virtual School” link under the “Parents and Students” tab. Blended Learning Through Edgenuity Edgenuity is a blended learning program which provides content for core curriculum, credit recovery, advance placement, career and technical courses. Edgenuity courses contain media rich personalized instruction, formative and summative assessments and automatic feedback aimed at providing students with an authentic learning experience. A classic lesson involves a variety of activities including writing, videos, practice exercises, simulations and labs with embedded interactive tools such as the eReader, and eWriter. Student participating in Edgenuity receive direct video enhanced instruction from highly-qualified teachers with assessments, activities, simulation and learning tasks built into the lesson. Students work at their own pace and access the program at any time and from anywhere. Beaufort County students in the Adult Education and Alternative Program participate in Edgenuity. As students enter these programs, they use Edgenuity courses to continue their regularly scheduled coursework from their home schools. Students continue participating in the online courses until they are ready to return to their home school and complete the coursework in their regularly scheduled class.

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Blended Learning Through APEX Learning APEX Learning digital curriculum provides teachers with standards-based instructional tools to deliver individualized, student-centered direct instruction with integrated diagnostic, formative, and summative assessment. The use of multimedia tutorials provides students with opportunities to explore new concepts, allowing each student to move at his or her own pace. A typical lesson comprises of activities including studies, practices, readings, journals, labs, discussions, projects, explorations, reviews, and embedded assessments. Students participating in APEX receive direct instruction from the digital curriculum in addition to face-to-face support from a teacher or staff member. This type of blended learning environment may not be suitable for all students. Some students have trouble with time management, need the structure of a classroom, or miss the face-to-face interaction with other students and the instructor. APEX Program Goals  Improve academic support for students who cannot physically attend high school  Improve academic support for students who are in an alternative setting on or off-site  Increase scheduling options for students who transfer or have scheduling conflicts  Provide levels of remediation that offer each student multiple paths to successful high school completion  Increase graduation rate; Reduce the number of dropouts  Increase the use of instructional technology in high schools  Provide additional instructional resources for teachers  Increase Advanced Placement Exam scores  Increase completion rate for students participating in Initial Credit  Increase completion rate for students participating in Credit Recovery All Beaufort County Schools offers APEX Learning. Each school has its own designated times and locations for students to access APEX Learning. APEX Program Descriptions Initial Credit (IC) All BCSD students in grades 9-12 are eligible for initial credit in various subject areas through APEX. ALL Initial Credit Courses must be approved by the principal on the BCSD APEX Student Application. Guidelines for Initial Credit Courses:  Students are eligible for initial credit courses if they are graduating seniors, if they are new students entering on a different schedule, or if the courses are not offered at their home school.  New students entering school during the current school year that have been on a different schedule or taking a course at a previous school that cannot be tagged to a course in BCSD (as offered by APEX)  The grade earned on the course work in APEX will be the actual grade for the course, except for the following courses requiring an EOC exam: Biology, English I, Algebra I, and US History. The EOC exam will count for 20% of the grade and the grade earned in APEX will count for 80% of the grade. All EOC tests must be taken with the teacher of record at the school. End of Course exam grade and final grade will be recorded in PowerSchool.  The course will be scheduled with a certified, highly-qualified teacher in APEX and in PowerSchool. For EOC courses, enrollment must occur during the first 10 days of the second semester. For all other courses, enrollment must occur before day 135 Students may only enroll in 2 initial credit courses at a time per program Students must complete all credit recovery work before attempting initial credit in the same content area.

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Credit Recovery (CR) Credit Recovery helps remediate students who fail a course and return them to a four year graduation path. Any student fails a course is eligible for credit recovery. Students that fail a course with a grade less than 60 must have a principal’s recommendation to participate. Students enrolled in credit recovery will access a self-paced curriculum with regular interaction from an instructor from school-based labs, home, or anywhere there is Internet access. Upon successful completion, the student receives a grade of 70 in place of the failing grade in PowerSchool. A Grade Change Form must be completed by the teacher of record and signed by the teacher, guidance counselor, and principal. Students who have taken and failed a Carnegie credit course prior to ninth grade are not eligible for credit recovery classes and should enroll in the course the following school year. Students in Advanced Placement who fail an AP course may recover the credit according to the SC Uniform Grading Policy. Page 6 of the policy indicates, “Students in grades nine through twelve may retake a course at the same level of difficulty if they have earned a D or an F in that course. The student’s record will reflect all courses he or she has taken and the grades he or she has earned”. Students opting for credit recovery versus retaking the AP course may do so. However the following parameters must be followed:  An AP certified teacher of record must oversee the student while the student completes credit recovery.  Additional assignments as the AP teacher deems appropriate to raise the course standard to the same level of difficulty may be required. Students may only enroll in 2 credit recovery courses at a time (exceptions must be approved by principal) Students who finished the course with WF and/or FA are not eligible. Student athletes must recover according to the timeline set by the high school league. Principals and Athletic Directors are advised to communicate with SCHSL and NCAA on matters pertaining to student athletic eligibility and credit recovery. Unit Recovery (UR) Unit Recovery is intended for students with a quarter grade less than 70. Unit Recovery provides preemptive classroom level remedial support to students before the need for formal credit recovery. Classroom teachers initiate and administer unit recovery efforts on an individual basis with students completing the assignments outside of regular school hours. All students will have opportunities for remediation – teachers may design their own student improvement plans in lieu of digital curriculum. Upon successful completion, those students enrolled in a digital curriculum will receive a grade deemed appropriate by the classroom teacher. Course Placement Students who are proficient in a particular world language may opt to be placed in a higher level world language course based on a passing score on a district proficiency exam. (i.e. APEX Learning Semester AND Final Exam). Carnegie credit for any bypassed course will not be awarded unless the student takes the course through a district approved initial credit offering. Alternative Instructional Model (AIM) This program is designed to assist students who are failing by the midpoint of the year with an average lower than 60 and needs intervention to pass. Enrollment is limited to extreme cases where all other interventions have been exhausted. In that event, the following guidelines should be followed:  Approval by School Principal must be given in writing on the BCSD APEC Student Application  The student will be removed from the class which s/he is failing and scheduled in a computer or credit recovery lab. A grade of WF will be entered into the student’s academic history for the class from which s/he was removed.  The student will be enrolled in the class through APEX for Initial Credit and all guidelines applicable to Initial Credit courses apply.  All work must be completed before the first day of summer school. Seniors must complete work prior to academic deadlines for graduation.

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Upon successful completion of the course for Initial Credit, the student will receive the grade earned on APEX and that final grade will replace the WF previously entered on the students’ academic history. In the event that the student does not complete the course through APEX with a final grade of 70 or greater, the WF will remain on the student’s academic history.

AP Exam Review (APER) AP Exam Review is an online test preparation resource that prepares students for the College Board Advanced Placement exams. AP Exam Review incorporates a diagnostic-prescriptive strategy with personalized study plans to help students focus their efforts. All students enrolled in an AP course addressed by this tool are given the opportunity to enroll at no cost to the student. AP teachers initiate and administer this program. Classroom Instruction Classroom teachers have access to the full APEX Learning curriculum - a wealth of video and auditory resources, as well as prescriptive, formative and summative examinations. APEX Learning content, arranged by state standard can be used by teachers to supplement classroom curriculum resources. Teachers using available computer labs or laptop carts can utilize APEX testing for assessment within their courses. Course Preparation Rising 8th grade students may participate in practice/preparation courses through APEX Learning. School APEX Coordinators are responsible for creating and facilitating the courses should they choose to participate. The coordinators are also responsible or informing the middle school guidance counselors of this option each year. No credit will be awarded to students that participate in these courses. Home-bound and Home-based Education (HB) Digital curriculum allows schools the ability to offer homebound and home based students additional support and means of receiving assignments. Because the content can be delivered virtually, each student may be served by multiple, highly-qualified teachers in the subject area. Students will receive work in a timely manner, be able to receive feedback and instruction from specialized teachers, and have the support of an on-site academic coach who will visit the home to monitor assessments and provide general guidance. Alternative Education Services The department of Student Services maintains three programs to serve students as either an alternative to expulsion (Right Choices and Gateway) or as an alternative to retention in the 8th grade (Springboard). Alternative Education Services use a blended curriculum model with computer-based instruction as a supplement to traditional instruction. Existing student APEX accounts are transferred to Alternative Education until such time as the students return to their home school. Springboard students are assigned to the program for the entire school year. Many students receiving Alternative Education Services also enroll in a blended learning environment through E2020 which is administered by Student Services and Adult Education. NCAA Eligibility Student-athletes who wish to attend an NCAA Division I or II college or university must ensure courses offered using a digital curriculum for original credit and credit recovery meet NCAA guidelines. The National Collegiate Athletic Association (NCAA) has very strict guidelines regarding credit for courses taken online, such as courses offered by Beaufort County Schools. Many online courses and course pathways are not approved by the NCAA. Be sure to consult with your high school’s athletic director and your school counselor to determine if the online course is approved for credit by the NCAA. For more information regarding NCAA Eligibility, go to www.ncaa.org and click on “Rules Compliance”. APEX Learning Digital Curriculum Overview Pathways: The APEX Learning curriculum offers multiple pathways to support academic success for all students, from those not prepared for grade-level academic challenges to those capable of accelerating

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learning. Instruction is differentiated by placing students into the proper pathway. Pathway

Foundations

Literacy Advantage

Core

Honors

Content

Skills remediation in reading, writing, and math

Courses with extensive literacy support

Courses with scaffolding to support students

Courses with extended application

Audience

Students transitioning from middle to high school High-school students working below grade level in ELA and math

Struggling readers in gradelevel content

Students working at grade level

Accelerated students

Duration

70 – 90 hours per semester

60 – 80 hours per semester

70 – 90 hours per semester

Note

* See Below

*See Below

90 – 110 hours per semester **See Below

Advanced Placement College Board approved courses aligned to College Board standards

Highly-motivated students

120 hours per semester ***See below

*Please review NCAA Requirements before participating in Foundations or Literacy Advantage Pathway **Students who need to recover credit in an honors course must take the corresponding APEX Honors Course and a certified teacher of record must oversee the student while completing the credit recovery. Should an honors class not exist in APEX, the student may enroll in the Core APEX Class and receive additional assignments as the teacher deems appropriate to raise the course standard to the same level of difficulty. *** Students in Advanced Placement, who receive a D or an F in an AP course may recover the credit according to the SC Uniform Grading Policy. Students opting for credit recovery versus retaking the AP course may do so. However there must be a corresponding APEX AP Course and an AP certified teacher of record must oversee the student completing the credit recovery. Should an AP class not exist in APEX, the student may enroll in the Core APEX Class and receive additional assignments as the AP teacher deems appropriate to raise the course standard to the same level of difficulty. For more information about pathways, click to visit the APEX Pathways Page Course Design Courses are either one or two semesters in length. Semesters are divided into units, lessons, and activities. Units break the course into major topics and are subdivided into lessons; each lesson contains activities. Activity Types Type

Description

Scoring

Unit Overview Lesson Overview

Introduces the content of the unit

N/A

Print Component No

Includes lesson objectives and key terms

N/A

No

N/A

Study Sheet

Computer

No

Study Quiz

Direct instruction that demonstrates course concepts using text, images, multimedia demonstrations, and interactive learning opportunities Study-level or lesson-level diagnostic assessment

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Checkup Practice Discuss Explore Journal Lab Log Review

Diagnostic ComputerScored Test TeacherScored Test Exam Final Exam

Free-response activity that is self-assessed Helps students apply and extend learned concepts Open-ended prompts that promote online class discussions Enrichment activities that often include guided research using external web links Writing activities that offer opportunities for personal reflection or analysis of unit concepts, themes, or readings Students perform hands-on (wet), virtual (dry), or hybrid (both wet and dry) laboratory work. Science courses only Used for recording independent — and usually offline — practice. Music Appreciation and Physical Education only Reviews content and skills to prepare students for comprehensive unit tests or semester exams Formative unit-level assessment. Can be used as a unit review, pre-test, or post-test. Generates an individualized study plan directing students to course topics needing further study

N/A Teacher Teacher

Yes Yes No

Teacher

Yes

Teacher

Yes

Teacher

Yes

Teacher

Yes

N/A

Print and/or Online

Computer

No

Summative unit-level assessment

Computer

No

Summative unit-level assessment

Teacher

Yes

Summative semester-level assessment Summative semester-level assessment

Computer Teacher

No Yes

Course Materials: Some courses require materials such as novels, calculators, or science lab materials. For course materials list, please visit. To view the Materials List, follow this link: Course Materials Approved Courses for Online Learning - http://www.apexlearning.com/courses Initial Credit, Credit Recovery, and Unit Recovery courses will be delivered through APEX Learning’s CORE pathway. Science Laboratory Experience Requirements Safety information is available in the Student Resources section of each science course. Lab material lists will be compiled into a notebook and provided to teachers. To complete the hands-on wet labs, students must work under the supervision of the laboratory instructor. Students who do not have access to a supervised laboratory, such as homebound students, may complete a dry lab with administrative approval. Dry labs teach students how to work with experimental data and draw conclusions based on evidence.  Initial Credit: Students must complete the laboratory work to gain hands-on experience.  Credit Recovery: Students enrolled in credit recovery science courses have already met the laboratory requirements needed. Laboratory Scheduling Students enrolled in initial credit science courses will be assigned supervised lab time in order to complete the required lab activities.

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Course Settings Course settings are set by default and must remain as indicated by the chart below. Description

Mastery-Based Learning (MBL) students work through course content sequentially, earning at least the stated minimum score on computerscored assessments. MBL Attempts is the number of times a student may attempt to master an assessment before being blocked from retaking the assessment and from accessing subsequent course content. Closed Book (CB) allows or prevents students from accessing course content while in an assessment. Question Order Randomization (QOR) ensures students will have different assessments than their peers, including different questions on retakes. Question Feedback (QF) informs a student if a submitted answer on a quiz is correct or incorrect. When an answer is incorrect SF provides the correct answer. Answer Review (AR) enables a student to review an assessment after it has been graded. Proctoring prevents students from accessing activities until they have been unlocked by a teacher or mentor. It applies to all computerscored tests, teacher-scored tests, midterm exams, and final exams. Course Review allows or prevents students from accessing courses after the teacher has entered a final grade in the Grade Book.

Configuration IC

CR

UR

Teacher Decided

70%

Teacher Decided

Teacher Decided

3

Teacher Decided

Teacher Decided

Open-book assessments

Open-book assessments

Randomize question order

Randomize question order

Randomize question order

Show question feedback

Show question feedback

Show question feedback

No

No

No

Proctor summative assessments (CST, TST, Exams)

Proctor Teacher summative Decided assessments (CST, Exams) Do not Do not allow allow Do not allow course review course course review review Note: Foreign Language courses do not contain an assessment question bank, thus quiz questions are not randomized. In order to maintain academic integrity, MBL is set at 0% so that students are required to complete the course sequentially, but only have one attempt with computer-scored assessments. Student Work Expectations Students are expected to log between 5-8 hours in each course every week. Credit Recovery - courses are to be completed within 90 days of their start date and Initial Credit within the 180 days school year. Initial Credit Students who do not access their course for over ten consecutive school days without prior approval will be recommended for withdrawal from the course and will receive a Withdraw Failing (WF=61). Failure to log required hours and/or complete assignments may result in removal from the course. With the first day of enrollment in PowerSchool as the baseline, students who withdraw from an initial credit course within 10 days for a one-credit course and 5 days for a half-credit course will do so without

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penalty. Students who withdraw from the initial credit course after the specified time of 10 days or 5 days respectively, shall be assigned a Withdraw Failing (WF=61), and this grade will be calculated in the student’s grade point ratio per District guidelines and the SC Uniform Grading Policy. Final Grades The APEX Learning Grade Book calculates Unit Averages based upon total points. The APEX Gradebook generates three averages, based on student performance, to give teachers assistance with assigning the Final Grade - Grade to Date, Quality of Work, and Overall Percent. Quality of Work is a student’s average relative to the total points possible for completed activities. This average is based ONLY on performance on completed activities and provides no indication of pacing. Students and teachers may get a false impression of progress if they look only at this average. [Calculation: points earned on activities completed divided by points possible for completed activities] Overall Percent is a student’s average relative to total course points. Because this average is based on the TOTAL points possible for the course, this percentage increases as students complete activities. This average would not be an accurate reflection of student performance until the course is complete or the student has stopped working. [Calculation: points earned on completed activities divided by points possible for the course] Final grades will be awarded upon successful completion of the designated assignments in both Credit Recovery and Initial Credit. The completion of Credit Recovery is at the conclusion of all assigned activities resulting in a final grade of 70 on the student’s transcript. The completion of Initial Credit is at the conclusion of the final exam and the student will be awarded the grade earned. Credit Recovery students may be required to take the midterm or final exam provided through APEX Learning. All students enrolled in Initial Credit courses must take a midterm and final exam in accordance with district policy. Students enrolled in EOCEP courses will take the state EOC exam instead of a final exam. Assessments and Proctoring  Students may work on activities, including quizzes, from any computer with Internet access. Unit assessments, mid-term, final exams, and end of course exams must be proctored in the designated computer lab. 

Teachers should lock all unit tests after each unit is completed.

Students taking AP exams, End of Course exams and High School Exit exams will take the exams on the same scheduled date and time as their traditional school peers.

Students who are medically homebound will have assessments proctored by the homebound teacher according to a mutually agreed upon location and schedule.

Activity Resets 

For Credit Recovery, the student will have three chances to meet mastery (70%) on the quiz, CST, or exams. Because students have prior exposure to the material, students may choose to take the quiz PRIOR to the study. Teachers may permit progress after this third attempt and monitor student progress closely to determine if students need additional help.

For Initial Credit, teacher will determine activity reset policy on an individualized basis.

Instruction Students in each Initial Credit, Credit Recovery, and Unit Recovery Course are facilitated by a certified and highly qualified instructor. Students receive direct instruction primarily from the digital curriculum. Teachers facilitate instruction, utilize reporting tools to identify areas of student weakness, and develop instructional interventions including small group and individual direct instruction if necessary. Teachers will also develop an appropriate timeline of work completion. Academic Integrity Teaching with a digital curriculum presents new classroom management challenges. The introduction of digital curriculum has enabled new models of classroom instruction that offer a higher degree of individualization to

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better meet the needs of each student. However, an unintended consequence of this integration of technology is that students may have access to information that provides them with an inappropriate advantage when completing their coursework. Concerns about academic integrity — such as ensuring that the work a student submits is his or her own and that the final grade awarded to a student is based on that student’s completion of the required course material — are not new, nor are such concerns unique to online learning. The following best practices will help to discourage academic dishonesty:  Set and communicate clear academic expectations  Prevent unauthorized access to staff accounts  Use recommended course settings  Block question and answer websites  Configure firewalls and content filters  Proctor and protect assessments  Investigate suspected dishonesty  Adjust classroom layout to enable teacher view of student screens  Require offline student work portfolios Monitoring Student Progress In addition to utilizing the Grade Book to monitor student work, the following reports could be used by teachers and students to track student progress. *Note - several of these reports require due dates to be set by the teacher. Course Activity Scores Report The Course Activity Scores Report provides teachers, mentors, and students with data for individual student courses, including:  

Due Dates/Completion dates / scores for all scored activities Can be downloaded into Excel (reveals time spent on each activity)

Student Progress Report The Student Progress Report provides an overall snapshot of all students in a classroom. Special attention should be paid to the following data on this report:     

Due dates/completion dates/scores for all scored activities*(Course Activity Score Report) Activities overdue or not yet scored On Schedule percent Quality of Work percent Days since last access (Available to teachers and mentors)

Student Summary Report The Student Summary Report for teachers and mentors displays individual student performance for all course enrollments, including total course session time. Coach Report Every Sunday, parents, students, and mentors will be sent an automated email with weekly student progress information from APEX Learning. The coach report includes summary information for each course the student is enrolled in. There is also a link to a Detail Report that includes current and historical information about course access, activities due, and activities completed. Completing Students When a student completes a course, the teacher of record or the school APEX Coordinator will perform the following tasks: 1. Notify the guidance counselor when a student completes an EOC course for Initial Credit so that EOC testing can be arranged.

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2. Enter a final numeric grade in the APEX Learning Gradebook.    

Students receive a 70 when credit recovery courses are successfully completed. Students receive “APEX Overall Percent” when initial credit courses are successfully completed. No final grade is entered in the APEX Learning Gradebook for Unit Recovery. No final grade is entered in the APEX Learning Gradebook when students fail in their Credit Recovery efforts.

3. Print the Student Summary Report, attach to a grade change form, and submit to the API and/or Data Specialist, guidance counselor and then to the principal for signature. The forms will then be given to the Data Specialists for entry on transcript. Roles and Responsibilities Director of Educational Technology Oversees policy and staff development and is responsible for the overall implementation of the Virtual and Blended Learning Program. Specific duties include:  Recommending specific products, policies and procedures related to student enrollment and completion in all aspects of the BCSD Virtual School and Blended Learning programs.  Organizing training and support for all school-based site coordinators and teachers.  Researching and developing strategies for increasing the effectiveness of virtual learning programs.  Assessing and reporting on student enrollment, usage and course completion for the district.  Serving as the liaison between APEX Learning School Coordinators, BCSD Virtual School teachers, Edgenuity and school and district administrators. School-Based Administrator The School Administrator is responsible for the implementation of the APEX or Edgenuity blended learning program at their school. Specific duties include:  Collaborating with the school administrative team to create a flexible master schedule with opportunities for student movement.  Recommending highly qualified teachers to participate in the Blended Learning program.  Ensuring compliance with guidelines and policies for computer enhanced instruction.  Work with Data Specialist to ensure the entering of grades and comments into PowerSchool following the PowerSchool procedures identified by district policy.  Verifying that final grades are recorded on student transcripts.  Staffing the online learning lab. School Counselors The School Counselors are responsible for recommending students for courses based on their individual graduation plan. Specific duties include:  Conferencing with students to determine the best plan of action for participation in online courses.  Communicating with site coordinator and credit recovery instructor to ensure student course placement.  Ensuring proper student placement and accurate recording of final grades in PowerSchool. Blended Learning Site Coordinators (APEX Learning and Edgenuity) The school based Site Coordinator in the APEX Learning Management System.

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Specific duties include:  Collaborating with the school administrative team to create a flexible master schedule with opportunities for student movement.  Recommending highly qualified teachers to participate in APEX Learning and Edgenuity.  Ensuring compliance with guidelines and policies for computer enhanced instruction.  Work with Data Specialist to ensure the entering of grades and comments into PowerSchool following the PowerSchool procedures identified by district policy.  Verifying that final grades are recorded on student transcripts.  Managing all user accounts, enrollments, and classrooms in day programs.  Serve as the school level expert and trainer in using APEX Learning and Edgenuity.  Serve as the liaison between the lab facilitator and teachers of record as needed.  Providing teacher training and support for content recovery, whole group instruction, differentiated instruction and AP Exam Review.  Ensuring the integrity of the program by monitoring when assessments are available to students.  Maintaining a clean and accurate records database by working with the lab facilitator to monitor reports.  Generating student progress reports for day programs as directed by the school administration. Homebound/Home-Based Teacher Specific duties include:  Monitoring student progress.  Notifying teacher of record when the homebound student is ready for a proctored test.  Proctoring all tests.  Collecting all teacher-graded materials and returning to the homebound coordinator. Required Forms  Student Application  Parent /Guardian and Student Agreement

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Requested Courses for Initial Credit and Credit Recovery for Beaufort County School District:                                     

        

Algebra 1 Algebra 1-A Algebra 1-B Algebra 2 AP Biology AP Calculus AP Chemistry AP English Language and Composition AP English Literature and Composition AP French Language and Culture AP Macroeconomics AP Microeconomics AP Physics B AP Psychology AP Spanish Language and Culture AP Statistics AP U.S. Government and Politics AP U.S. History Art Appreciation Art History Biology Career Planning and Development Chemistry Common Core: English 10 Common Core: English 11 Common Core: English 12 Common Core: English 9 Computer Applications Computer Applications-Office 2007 Computer Science 1 Computer Science 2 Creative Writing Earth Science English I – Introduction to Literature and Composition English II – Critical Reading and Effective Writing English III – American Literature English IV – British and World Literature

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Environmental Science Financial Fitness Financial Literacy French I French II Geography and World Cultures Geometry Google Apps Health/PE: Foundations of Personal Wellness, Healthy Living & Lifetime Fitness Human Geography Integrated Math Introduction to Art Introduction to Business Introduction to Information Technology Keyboarding Media Literacy Multicultural Studies Music Appreciation Personal Finance Physical Science Physics Precalculus Probability and Statistics Psychology Social Media in Business Sociology Spanish I Spanish II Spanish III U.S. Global Economics U.S. Government and Politics U.S. History U.S. History since the Civil War U.S. History to the Civil War World History World History since the Renaissance World History to the Renaissance


BCSD APEX Student Application Return completed applications to the School Counseling Office. School Counselor will notify the School Based APEX Coordinator who will enroll the student. Term: (Circle One)

Fall

Spring

Summer

Grade Level: (Circle One) 9

Student Name:

Current School:

Home Address:

City, State & Zip:

Student Email:

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Student Phone:

Parent/Guardian Name:

Parent/Guardian Phone:

Parent/Guardian Email:

Course Level (Core, Honors, AP)

Course Name

Requested Schedule: During School, Before or After School, and/or Summer

Credit Type: IC

CR

SS

IC=Initial Credit; CR=Credit Recovery; SS=Summer School Students who successfully complete Credit Recovery or Summer School will have their failing grade replaced by a 70. Students who successfully complete Initial Credit requirements will receive the grade earned. The National Collegiate Athletic Association (NCAA) has very strict guidelines regarding credit for courses taken online, such as courses offered by Beaufort County Schools. Many online courses ARE NOT APPROVED by the NCAA. Before enrolling in any online course, be sure to consult with your high school’s athletic director and your school counselor to determine if the online course that you are considering is approved for credit by the NCAA. **Credit Recovery: If failing grade is less than a 60, Administrative Approval is required Parent/Guardian Signature:

Date:

Student Signature:

Date:

Counselor Signature:

Date:

Administrator Signature:

Date:

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Parent /Guardian and Student Agreement Parent/Guardian Name (Please Print): Student Name (Please Print): Course(s) Requested: (List course and circle: IC=Initial Credit, CR=Credit Recovery, or SS=Summer School) 1.

Course Type:

IC

CR

SS

2.

Course Type:

IC

CR

SS

PARENT/GUARDIAN SECTION: Read each statement and initial each line as a sign of acknowledgement of your parent/guardian responsibilities. Sign agreement at bottom of form. I agree to the following: ______Monitor my student's progress to ensure that my student completes assignments by the due dates ______Provide an opportunity for Internet connection to access the digital curriculum ______Provide transportation to and from school for proctored assessments, tutoring, and science labs ______Ensure my student will attend all mandated assessment sessions as appropriate for their course(s). ______Maintain effective email and phone communications with teachers and school staff ______Notify the school of any change of address, telephone number, and/or e-mail address. ______Inform the school immediately if I decide that my student will no longer participate in the program (Certain exit requirements need to be completed to ensure my child will not be reported truant) STUDENT SECTION: Read each statement and initial each line as a sign of acknowledgement of your responsibilities. Sign Agreement at bottom of form. I agree to the following: _____I will abide by the student code of conduct, acceptable use policy and academic honesty policy. If I fail to abide by the school and district policies, I may be removed from the course with penalties. _____I am aware that cheating, allowing others to complete my work, using unauthorized websites for answers, and submitting work that is not my own will result in possible removal from the course. _____I will complete all assignments in accordance with the scheduled due dates. I understand that the course must be completed no later than ________________ (date). _____I will need to come in for test proctoring, tutoring, or a science lab. _____All assessments (unit tests and exams) must be taken in a proctored setting by a designated staff member and I agree to attend school to take any district and/or state mandated assessments. _____I agree to attend student-teacher conferences to address issues such as overdue assignments, low test scores, or similar academic concerns. _____If I am a graduating senior, I understand that my instructor must submit my final grade by the given deadline. The deadline is ________________ (date) _____When I get stuck on a topic, I will ask for help. I can access my grades in each course by using the Student Progress Report. _____In order to earn credit for the course, I must complete all assignments and demonstrate at least 70 % proficiency by the course end date.

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_____I understand that if I fail to attain minimum academic standards I will not be eligible to participate in courses in the future. _____I understand that to withdraw from Initial Credit courses without penalty, I must withdraw by the 10th day of class for one credit courses and 5 days for half-credit courses. Failure to withdraw by the 10th day (one credit courses) or the 5th day (half-credit courses) of class will result in a WF=61, and this grade will be posted on my transcript. _____I understand that technology hardware, software, and Internet access are my responsibility. Beaufort County Schools assumes no responsibility for technical support nor will the district be obligated to provide hardware or software to facilitate access to courses off-campus As the parent or guardian of (Student’s Name), I have read and initialed the Parent Agreement. I hereby accept all responsibilities of this document. Parent Signature

Date:

I, (Student’s Name), have read and initialed the Student Agreement. I hereby accept all responsibilities of this document. Student Signature

Date:

Disclaimer: Beaufort County Schools shall not be responsible or liable, either directly or indirectly, for any error, damage or loss caused by or in connection with use of or reliance on any content, goods, or services available on or through external web sites or other networking options that are beyond the control of the District. Beaufort County Schools is not responsible for the content found on these external web sites or for ongoing review of other sites. The inclusion of any link to such sites does not imply endorsement by Beaufort County Schools. Should you or your child decide to access linked third-party web sites through online curriculum, from home or from school, it is at one’s own risk.

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