Horry County Virtual School

Operations Guide

(Includes PowerSchool Instructions for SCVSP, HCVS and Apex Learning Courses) August 2011 Horry County Virtual School Operations/Registration Guide

The Horry County Virtual School (HCVS) is a program designed in partnership with local public schools to expand the access of challenging curricula through the delivery of high quality online courses. HCVS does not offer a complete high school diploma program online. The credit earned by taking an HCVS course is entered into the student’s record by the local public high school. This document outlines the guidelines for participation in HCVS. These guidelines will help assure that all parties are aware of their roles in assisting students to succeed when participating in online learning options through HCVS. It is important to note that HCVS is the parent program of all online and virtual learning opportunities for Horry County Schools’ students. The following online learning options fall under the Horry County Virtual School umbrella.  South Carolina Virtual School Program  Courses for which HCVS contracts with other approved providers (FLVS, Aventa)  The district’s approved online credit recovery program (Apex Learning)  Horry County Virtual School courses This Operations/Registration Guide applies to all of the above online learning options.

I. General Overview A. Horry County Virtual School will:

1. oversee the approval and distribution of online learning options, and establish quality assurance guidelines for all online learning options that are made available to Horry County students. 2. provide in-service training to in-school facilitators in the district when HCVS students are taking classes during the school day or from school based facilities. 3. provide training and awareness programs to meet the needs of the school leadership and appropriate staff (counselors). 4. implement a common drop policy for students enrolled in HCVS courses. 5. provide schools with information regarding course registration processes and any funding implications. 6. review overall student and course progress information. 7. act as liaison for the school with all other approved online providers.

Updated: August 3, 2011 Page 2 B. School Administration will:

1. be responsible for the implementation of the online learning program at their schools. Specific duties include: 2. designating a school level Online Learning Site Coordinator (typically the lead guidance counselor) and an APEX Learning Site Coordinator. 3. collaborating with the school administrative team to create a flexible master schedule with opportunities for student movement; 4. designating someone to ensure online course grades and/or comments have been entered into PowerSchool at each grading period following the PowerSchool procedures included in this document; 5. verifying that final grades are recorded on student transcripts; 6. assigning highly qualified teachers to participate in the Apex learning program; and 7. ensuring compliance with guidelines and policies for online learning; 8. providing training and the approved courses at each school or homebound/home-based site (not available for home schooled students) 9. staffing the online learning lab with the required teacher support 10.overseeing applicable EOC exams for online students

II. School Support Personnel

A. HCVS Site Coordinator (Lead Guidance Counselor)

The Principal or his/her designee will assign a site coordinator for online learning. The Site Coordinator will be responsible for coordinating HCVS services at the local school. The Site Coordinator will:

1. provide information to students, parents/guardians and staff regarding HCVS offerings, scheduling, and registration. 2. determine courses needed by students based on scheduling and on other needs. 3. serve as a liaison with the principal and keep the principal informed. 4. provide requested information and other documentation to HCVS. 5. work with guidance staff to ensure everyone is familiar with HCVS offerings and guidelines. 6. work with guidance staff to determine whether there is a match between students’ needs and the use of online courses. 7. work the HCVS and school staff to provide an orientation to learning online for parents and students. 8. assist students in registering for online courses and provide guidance approval in a timely manner. 9. ensure that student schedules in PowerSchool properly reflect ALL courses in which the student is enrolled. Online courses must be in the student’s individual PowerSchool schedule.

Updated: August 3, 2011 Page 3 10.monitor grades and ensure that the proper grade and credit information for online courses are recorded in the student’s record at course completion. 11.ensure that EOC test grades are calculated into the student’s final course average and recorded per state guidelines. 12.coordinate the securing of student services as needed, including the proctoring of any face-to-face exams that may be required. 13.review student progress information regularly. 14.check with the student to see that any necessary course materials are available. 15.notify HCVS immediately in writing if it appears that the student will need to drop a course. (Note: HCVS will adhere to the SC Uniform Grading Policy.) 16.communicate with the HCVS Director to provide feedback on the course, instruction, and the satisfaction level of the students and parents/guardians.

B. Facilitator

The Principal or his/her designee will assign a facilitator(s) for online learning. The facilitator(s) role is necessary should students be accessing their online course(s) from the school during the regular school day. Once the student is enrolled in a course, the facilitator(s) works directly with the student to provide encouragement and weekly monitoring. The Facilitator will:

1. assure work stations meet course requirements and have appropriate plug-ins installed. 2. oversee students to ensure participation in coursework and completion of assignments. 3. monitor the student’s progress reports and maintain contact with the online teacher and parent at least once a month. 4. check weekly with the student to see how the student is progressing and provide support as needed. 5. act as the liaison with the online instructor, parent, and student. The facilitator is the primary contact for the online instructor. Facilitators should virtually introduce themselves to each online instructor and provide contact information. 6. assist students in registering for AP exam reviews and exams, if applicable. 7. proctor/monitor face-to-face exams if requested by the lead counselor.

Updated: August 3, 2011 Page 4 III. Participation Guidelines

COURSE SELECTION

1. The school guidance counselor will identify the course(s) for which a student may receive credit based on an analysis of the student’s high school transcript. 2. It is recommended that students enroll in no more than two online courses per term during the regular school year. Exceptions must be approved by the school Principal and HCVS. 3. A student may not retake a course through HCVS if a unit of credit for that particular course is already recorded on his/her official transcript.

Note: The online course start date will be the student’s first login date.

COURSE COMPLETION DEADLINES

1. All course work must be completed by the assigned course completion deadline unless an extension is recommended by the principal and approved by HCVS. 2. Requests for extensions are to be first recommended by the principal in writing and then approved by HCVS. 3. Students must be progressing successfully according to the online pacing guide before they are recommended for additional courses. 4. Some courses are self-paced; however, students must complete all courses before HCVS’s stated deadline each year in order to graduate in June. 5. It is the responsibility of the student to contact the online instructor for assistance if needed. 6. Student/guardians are responsible for online access from home if this is required to successfully complete the course. 7. Students who withdraw, drop or do not successfully complete an online course may be responsible for the cost of the course.

ACADEMIC RECORDS/DROP POLICY Official course grades (transcript/grade report) will be reported to the school facilitator/guidance counselor. Interim and nine-week grades for online courses will not be reported in PowerSchool since each student may work at a different pace. Final online course grades will be recorded on the high school transcript at course completion.

The following SC Uniform Grading Policy and all Horry County Schools grading/drop policies supersede any grading policies that may be set by course providers. It is the responsibility of students/parents to be informed of local policies.

Updated: August 3, 2011 Page 5 As required by the SC Uniform Grading Policy, “students who withdraw from a course after the specified time of 3 days in a 45-day course, 5 days in a 90-day course, or 10 days in a 180-day course shall be assigned grades in accordance with the following policies:

1. A WF (withdraw/fail) will be recorded on the student’s transcript, and the F (as a 61) will be calculated in the student’s overall grade point average. The student must notify the high school site coordinator/guidance counselor to request a withdrawal from an online course. Students will not be withdrawn without approval from the school counselor. 2. Students who receive below a C on an entry-level online course will not be allowed to advance to the next level course online. 3. Failure to complete successfully an online course required for graduation may result in a student not receiving a South Carolina high school diploma.

IV. Funding Implications for Schools

Unless specified otherwise, online courses made available through HCVS are provided at no cost to students.

VII. Horry County Virtual School Online Course Offerings

Please visit the Horry County Virtual School website for a list of available online courses and services, contact your school guidance counselor, or contact Horry County Schools at [email protected] or (843) 488-6709.

Updated: August 3, 2011 Page 6 HORRY COUNTY VIRTUAL SCHOOL

PowerSchool Procedures

All online coursework will be scheduled in PowerSchool. Final grades for online coursework will be entered through the facilitating teacher’s grade book in PowerTeacher and NOT through a manual entry into PowerSchool Stored Grades. The following instructions provide the means in which to ensure these objective(s). Scheduling Requirements

“Place Holder” Course for Attendance Purposes

1. The HCS online course will be scheduled in the master schedule. This “place-holder” course, titled “HCS Online Initial Credit (0899Z400),” or “HCS Online Credit Recovery (3899ZZ00)” will be utilized for students taking HCS online initial-credit or credit recovery courses. The number of sections for each course will depend on the number of periods needed to schedule students. It is possible that there will be a section for every period of the regular school day to ensure that students will have a complete schedule and not have any “gaps” in their schedules.

2. Each section(s) for the HCS online initial-credit or credit recovery “place- holder” course will be marked by schools as “Exclude from Storing Final Grades.” This section(s) will be utilized to take attendance. Technology Services will internally set up the HCS initial-credit and credit recovery ‘place holder’ courses to be “Excluded from GPA,” “Excluded from Class Rank” and “Excluded from Honor Roll.”

3. When a student is scheduled in an online initial-credit or credit recovery course, the course will appear in the facilitating teacher’s PowerTeacher grade book and in the public portal. For explaining that the initial- credit or credit recovery ‘place holder’ course will not receive a grade, the facilitating teacher can enter a general comment in his/her PowerTeacher grade book indicating that this “place-holder” course will not be assigned a grade. The comment can be entered into the PowerTeacher grade book by the facilitating teacher using the “fill” function to minimize the number of entries.

4. Attendance will be taken in this “place-holder” course.

Updated: August 3, 2011 Page 7 Online Initial Credit or Credit Recovery “Actual” Course Schedule

1. Using schedule periods which exist outside the period range of the regular school day (e.g., using 5th period when the school’s regular school day consists of 4 periods) section(s) for “actual” online initial credit course(s) will also be created. Students will be scheduled into the appropriate initial credit or credit recovery course section(s). These sections will utilize the correct regular course number for the course. These section(s) can utilize the same period number outside of the regular school day.

2. Each section will be marked with the appropriate Instruction Type, “C – Online In State .”

3. Each section will be marked by schools to “Exclude from Attendance.” Attendance will NOT be taken for the schedule period of the “actual” online initial credit course.

4. These section(s) for the “actual” online initial-credit or credit recovery course will only be utilized for entering and storing grades, not taking attendance.Example: If a student is taking an online initial-credit course for English 2, a section must be created in a period outside of the school day using the correct English 2 course number. If a school has a regular 8 period day schedule and 9th period is designated for a center school, then the section can be assigned to period 10.

5. The facilitating teacher must enter in his/her PowerTeacher grade book the comment, “Final online course grade will be recorded when course is completed.” The comment can be entered for all students in the class using the ‘fill’ function to minimize the number of entries.

6. The student will NOT be dropped from the “actual” online initial-credit course, thus allowing grade storage processes to complete accurately.

7. If a student does not complete the online initial credit course at the end of the fall semester term, the facilitating teacher will leave the grade blank and if the student is making progress, change the grade book comment to

Updated: August 3, 2011 Page 8 indicate, “Online course has not been completed. Student will be rescheduled for same online course for spring semester.” If the student is not making progress and will be rescheduled for a different course, a WF must be recorded for first semester.

8. If a student does not complete the online credit recovery course at the end of the fall semester term, the facilitating teacher will leave the grade blank and if the student is making progress, change the grade book comment to indicate, “Online course has not been completed. Student will be rescheduled for same online course for spring semester.” If the student is not making progress and will not be allowed to continue in the credit recovery course, no grade is entered in the grade book since a failing grade has already been recorded on the transcript from the original initial credit course.

Note: If the student is not progressing in a credit retrieval course remove the student from all opportunities for online credit retrieval. Participation in the Apex credit retrieval program is a privilege that students should not be allowed to abuse.

Grading Requirements

1. The “actual” online initial-credit or credit recovery course grade will be entered in the PowerTeacher grade book by the facilitating teacher who was assigned to the section.

IMPORTANT!!! In the grade book, the “actual” online initial-credit or credit recovery course will need only one assignment which will be 100% of the grade. If the course required on EOC exam, the final course grade must include the calculation for the EOC exam. Only a final grade will be entered in this assignment. Assignment entries must follow designated dates for the term.

NOTE: Schools with questions about the course numbers should contact Boone Myrick. Schools having problems with PowerSchool implementation should contact Kelly Gurney. Questions regarding APEX Learning should be directed to Edi Cox.

Updated: August 3, 2011 Page 9 Horry County Virtual School APEX LEARNING Guidelines

APEX Online Learning Personnel Roles and Responsibilities

District Director of Online Learning The District’s Director of Online Learning along with the Executive Director of Secondary Schools oversees policy, provides training, and is responsible for the overall implementation of the APEX Learning program. Specific duties include:

o recommending specific products, policies, and procedures related to student enrollment and completion in all aspects of program

o organizing training and support for all school-based site coordinators and teachers;

o researching and developing strategies for increasing the effectiveness of the online learning program;

o assessing and reporting on student enrollment, usage and course completion for the district; and

o serving as a liaison between the district and the schools.

School Administration The school principal or his/her designee is responsible for the implementation of the APEX online learning program at their schools. Specific duties include: o designating a school level APEX Learning Site Coordinator

o collaborating with the school administrative team to create a flexible master schedule with opportunities for student movement;

o assigning students in the same course to the same facilitator (if your school uses multiple Apex classroom facilitators they should be assigned by course);

o designating someone to enter grades and/or comments into PowerSchool at each grading period following the PowerSchool procedures included in this document;

o verifying that final grades are recorded on student transcripts;

o assigning highly qualified teachers to participate in the Apex learning program; and

o ensuring compliance with guidelines and policies for online learning;

o providing training and the approved courses at each school or homebound/home- based site (not available for home schooled students)

o staffing the online learning lab

Updated: August 3, 2011 Page 10 APEX Learning Site Coordinator The APEX Learning site coordinator will attend district trainings and serve as the liaison between the school and the district’s Director for Online Learning. Specific duties include: o maintaining student enrollments in the appropriate courses in APEX Learning

o assigning students in the same course to the same facilitator (if your school uses multiple Apex classroom facilitators they should be assigned by course);

o ensuring the integrity of the program by monitoring when assessments are available to individual students

o serving as the school level expert and trainer in using APEX Learning

o serving as the liaison between the lab facilitator and teachers of record as needed

o maintaining a clean and accurate records database in the APEX Learning system by working with the Lab Facilitator in monitoring report

Guidance Director The guidance director is responsible for approving enrollments and communicating with other Apex learning staff at the school. Specific duties include: o recommending students for online courses and/or credit recovery based on teacher consultation and graduation requirements.

o securing and maintaining a signed parent permission form (Horry County Schools and Apex Learning Parent/Guardian Permission form is attached and posted online at the HCVS website)

o communicating with the APEX Learning site coordinator and lab facilitator to ensure proper student course placement.

o ensuring that PowerSchool schedules and grading practices are consistent with procedures outlined in this document.

APEX Learning Lab Facilitator The school-based APEX lab facilitator along with the school-based site coordinator will manage all user accounts and classrooms for their specific school. Specific duties include: o maintaining student enrollment;

o facilitating students in the courses assigned to you if more than one Apex facilitator is used in your school (if you school uses multiple Apex classroom facilitators they should be assigned by course);

o generating student progress reports as directed by the school administration;

o providing teacher training and support for APEX Learning

o providing a student-centered learning experience to participants in the learning program;

o communicating with parents, guidance, and school administrators regarding student progress;

Updated: August 3, 2011 Page 11 o preparing substitute plans in case of illness, power outage, or network outage; and o providing the school administration with a school-wide report of individual student progress every two weeks o grading of all teacher scored activities within 48 hours unless another teacher is required to do the scoring (i.e., English writing assignment, research paper, etc.) For those activities where another teacher is responsible for the scoring, the teacher of record should return the graded assignment no later than one week from the date the assignment was submitted o ensuring that the teacher of record receives the activities to be scored within 24 hours of student submission o entering the grades for all teacher scored activities/assignments into the Apex grade book in a timely manner.

Updated: August 3, 2011 Page 12 Horry County Virtual School Apex Learning

Initial Credit Guidelines Enrollment in APEX Learning initial-credit courses should only be considered once the following options are exhausted (in order): 1. Face-to-face-classroom 2. South Carolina Virtual School Program 3. Horry County Virtual School (i.e. complete course with an online teacher certificated in the subject area of the course)

Credit Recovery Guidelines Eligible students are allowed to enroll in APEX LEARNING for credit recovery. The S.C. Uniform Grading Policy (2007) specifies the circumstances under which a student may retake a course as follows:

“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.

The student may retake the course either during the current school year or during the next school year but no later than that second year. In addition, the student must retake the course before he or she has enrolled in the next sequential course (unless the student is granted approval by school administration to do so).

A student who has taken a course for a Carnegie unit prior to his or her ninth grade year may retake that course regardless of the grade he or she has earned. In such a case, only the retake grade will be used in figuring the student’s GPA, and only the retake attempt will show on the transcript. This rule will apply whether the retake grade is higher or lower than the grade the student previously earned.”

HCS students are eligible to take courses for credit recovery via APEX LEARNING only for those courses for which they originally earned a failing grade, and the credit may be retrieved only during the current academic year or no later than the next academic school year.

HCS students who want to retake a course for which they originally earned a passing grade of “D” must adhere to the above-referenced S.C. Uniform Grading Policy (2007), must enroll in the same regular semester or year-long course that covers all curriculum standards, must complete all course requirements including a state end-of-course test if applicable, and must conform to all S.C. regulations pertaining to student attendance.

Number of APEX LEARNING Credit Recovery Courses a Student May Complete Per Year

 Currently, SCDE does not limit the number of credit recovery courses that a student may earn in one year.

Updated: August 3, 2011 Page 13  For athletic eligibility purposes, students may complete no more than 2 credit recovery courses within one academic year. Student athletes should receive written approval from the school athletic director to ensure that he/she is complying with either SCHSL eligibility requirements and/or NCAA Clearinghouse eligibility requirements.

End-of-Course Test Requirements

Credit recovery “courses” cover only a part of the standards upon which state end-of-course tests are based. Consequently, the student will not complete the state end-of-course test again. In contrast, a student who retakes a course, thus repeating all the curriculum standards, is required to take a state end-of-course test if such a test is required by the state for that particular course.

Students who took an EOCT course (i.e., English I, Algebra I, Math Tech II, Physical Science, Biology, and/or U.S. History), who failed the EOCT course, but who did not take the state- required end-of-course test are NOT eligible to take the failed course through credit recovery. The student will be required to repeat the entire course with all curriculum standards and then take the state-required end-of-course test.

To take an EOCT course via credit recovery, the student must have received a grade on the appropriate state end-of-course test (a grade which may range from 0-100), and the student’s grade must be reported by the state on the school’s end-of-course testing roster.

Awarding Earned Grades to Students Who Complete/Completed APEX LEARNING Credit Recovery Course(s) during the 2011-2012 School Year

PowerSchool procedures for online credit recovery courses are identical to the PowerSchool instructions for all other online courses.

Since credit recovery grades are stored in PowerSchool, there is no longer a need to complete the grade form previously required for credit recovery course credit.

Updated: August 3, 2011 Page 14 Horry County Schools and Apex Learning Parent/Guardian Permission

(SIGNED FORM REQUIRED PRIOR TO ENROLLMENT)

While Horry County Schools offers our students options and opportunities to take courses through online curriculum, it is important for students as well as their parents to have a clear understanding of what is involved in online instruction and what it takes to be successful in these type classes.

Some online classes are self-paced while others adhere to a strict schedule in completing sequential modules. All classes have a specified start and end date, and all require a proctored final exam. Online classes are very rigorous and often require more of the student’s time than a regular class at his or her school. Many students find the rigors and schedules of virtual classes to be very difficult.

Online classes are available to all Horry County Schools students, but not all students are a good fit for online instruction. In completing and passing an online class, we have found that successful students are good readers, well organized, self-disciplined, able to work alone, and have excellent computer skills. Needless to say, they also must be highly motivated. If these characteristics do not describe your son or daughter, it is not likely that he/she will be successful in passing an online class.

It is important that the student and his/her parents understand the demands of virtual courses in order for success to occur.

“ADVISEMENT FOR STUDENT ATHLETES” The National Collegiate Athletic Association (NCAA) has very strict guidelines regarding credit for courses taken online, such as courses offered by Horry County Schools. Many online courses ARE NOT APPROVED by the NCAA. Before enrolling in any online class be sure to consult with your high school’s athletic director and your guidance counselor to determine if the online course that you are considering is approved for credit by the NCAA.

Horry County Schools

I have read and understand the information presented above and confirm that I have given careful consideration of the suitability of my child’s enrolling in online classes offered by Horry County Schools before approving him/her to do so.

Student Name (please print): ______

______Signature of Parent/Guardian Date

Disclaimer: Horry 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. Horry 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

Updated: August 3, 2011 Page 15 sites does not imply endorsement by Horry County Schools. Should you or your child decide to access linked third-party web sites through HCS curriculum, from home or from school, it is at one’s own risk.

Updated: August 3, 2011 Page 16 Horry County Virtual School Classroom and Grade Book Procedures

Student Accountability Notebooks To hold students accountable for their work, teachers must require each student enrolled in an Apex Learning course to keep a notebook. The notebook should have a separate section for each Apex course in which the student is enrolled. The student must be required to keep all documentation (worksheets, study plans, printed activities, etc.) in his/her notebook. The teacher must check this notebook frequently to ensure the student is on pace and using allotted time wisely.

Resetting Quizzes and Tests The teacher must not reset a quiz or test more than one time. Students can automatically reset a quiz/test themselves one time. If the teacher resets the quiz/test once again, the student has had three opportunities to pass a quiz. At this point, the teacher should permit progress and allow the student to move on. This will force students to learn that they must study prior to requesting a reset or chance receiving a failing grade.

Using the Diagnostic The teacher should NEVER allow students to retake a diagnostic test. If a student fails a unit test, the student should be instructed to go back and take the diagnostic. The diagnostic will create a study plan for the student based on what was missed. Competing work assigned in the study plan will prepare the student to retake the unit test.

Site Coordinators as Coach Site coordinators should add themselves as a coach for ALL students enrolled in Apex Learning coursework. As a coach, the site coordinator will receive a computer-generated report each Sunday for individual students. The report indicates what each student accomplished the prior week. These reports will allow site coordinators to see patterns in student progress. To make this more manageable, a setting in Outlook will allow you to send all e-mail from apex.com to a specific folder. The contents of the folder could be reviewed weekly.

Updated: August 3, 2011 Page 17 Horry County Virtual School Apex Learning End-Of-Year Procedures for Site Coordinator’s

THE DISTRICT WILL BE ARCHIVE ALL APEX CLASSROOMS THE MONDAY FOLLOWING THE LAST DAY OF SCHOOL. IT IS IMPERATIVE THAT SCHOOLS FOLLOW THE STEPS BELOW TO ENSURE ACCURATE REPORTING FOR YOU AND YOUR SCHOOL.

DEADLINE FOR COMPLETING THESE STEPS: THE LAST DAY OF SCHOOL

1. Ensure that all legitimately completed enrollments (when Quality of Work and Overall Grade are the same) have Final grades entered. You can do this from the Gradebook, but the easiest way to check this is to go to your REPORTS tab: A. Under Teacher Reports, select the classroom B. Launch the Student Progress Report C. In the Final Grade column, there should be a numerical grade for every student who completed their work. It is really important that when a student finishes a course, that you NOT withdraw him – you give him a Final Grade instead. For reporting purposes, we want this to show as a completion and not as a withdrawal. D. If there is no numerical grade, it’s easy to enter it on this report instead of going back to the Gradebook (be sure to click SUBMIT after making changes).

2. From this same report, look for incomplete enrollments that need to be cleaned up. For example, if you marked a student “I” or “wd” thinking he may come back, and he never did, please erase (backspace) these entries and click SUBMIT. The Final Grade field should be left empty/blank in these cases. The archiving process will automatically withdraw these students from the classrooms.

3. Special attention needs to be given with respect to Probability and Stats and Math Tech IV (where multiple courses are included in the same classroom). This will affect CR and IC classrooms and help us to avoid reporting multiple completions for ONE course. A. Probability and Statistics and Math Tech IV classrooms consist of THREE courses. If you have entered a “C” for two of the courses as previously instructed, verify that the Final Grade entered for the third course, is an average of all three courses. B. Place the Final Grade on the Integrated Math line and erase(backspace) the two entries for Algebra I and II. Click SUBMIT. C. The Final Grade field for both the Algebra I and Algebra II components of these classrooms should be empty/blank. The archiving process will automatically withdraw these students from the classrooms.

4. Similar attention should be given to Global Studies I and II for both IC and CR. A. Global Studies classrooms consist of TWO courses. If you have entered a “C” for one of the courses, verify that the Final Grade entered for the second course, is an average of the two courses. B. Place the Final Grade on the World History line and erase the “c” if one was entered for Geography. Click SUBMIT C. The Final Grade field for the Geography component of these classrooms should be empty/blank. The archiving process will automatically withdraw these students from the classrooms.

Updated: August 3, 2011 Page 18