Plus,
most credit recovery courses include English Language Learner (ELL) support.
Not exact matches
The NET, where McKnight enrolled two years ago, also uses Edgenuity
credit -
recovery classes, although its curriculum is only partially online;
most students also take some traditional in - person classes and attend «advisory»
courses where they research specific topics in depth.
In January, LA School Report reported that 42 percent of the graduating Class of 2016 took part in
credit recovery either through re-taking
courses they've failed or by using online
credit recovery, in which
most of the work is done online and over a shorter period of time.
Students enrolled in MTDA online
credit recovery courses are often the students who need the
most support when it comes to graduating from high school.
The difference for this group — participants in the Montana public schools»
most successful online
credit recovery programs — seems to be access to teachers who can help them troubleshoot technical difficulties and content - related challenges, according to the study, «Online
credit recovery: Enrollment and passing patterns in Montana Digital Academy
courses,» released last month by REL Northwest, a branch of the U.S. Department of Education's Institute of Education Sciences serving Alaska, Idaho, Montana, Oregon and Washington.
In January, LA School Report reported that 42 percent of the graduating Class of 2016 took part in
credit recovery either through retaking
courses they've failed or by using online
credit recovery, in which
most of the work is done online and over a shorter period of time.
K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and
most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages,
credit recovery courses, remedial
courses, and AP
courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.