Policies and Disclosures
Florida Virtual Instruction Program Provider Disclosures
Curriculum/Research Practices
Information on the curriculum design and course content, research and best practices, revision schedule, and effectiveness of the curriculum can be found at imaginelearning.com/edgenuity-florida/courses-and-curriculum/
Please visit the Academic Assessment and Performance Accountability page to learn more about the research related to the effectiveness of Imagine Learning’s curriculum.
Social and Legal Compliance
In the development of its materials, Imagine Learning ensures that all curricular materials are developed in accordance with all relevant social and legal compliance guidelines and regulations.
Click the link below for additional information on Imagine Learning’s guidelines for bias and sensitivity in curriculum development.
Content and Assessment Accuracy
Imagine Learning has studied the validity and reliability of our assessments; click here to read the Imagine Learning Assessment Analysis document.
Additionally, please review the measures of NWEA MAP Growth on our Academic Assessment and Performance Accountability page.
Accessibility
Accessibility information can be found at https://www.imaginelearning.com/edgeniuty-florida/courses-and-curriculum#accessibility
NCAA
Imagine Learning NCAA approved courses can be viewed at the NCAA Eligibility Center website here. Type “Imagine Learning” in the school name field to view the list of approved courses.
Equal Employment and Affirmative Action Disclosures
Imagine Learning, through its Virtual Academy, ensures that its employment practices comply with anti-discrimination provisions of Section 1000.05 Florida statues along with any federal laws regarding EEO and Affirmative Action.
Imagine Learning provides equal opportunities to students, employees, and applicants without regard to race, ethnicity, national origin, gender, disability, or marital status against students or employees.
Imagine Learning is non-sectarian and is not affiliated with any particular religious or political group.
To be eligible for employment a candidate must:
- Submit a completed application
- Provide a certified college transcripts for all degrees conferred
- Provide copies of college diplomas for all degrees conferred
- Possess a current and valid Florida Educator’s Certificate or Statement of Eligibility
- A candidate must be eligible for employment in the United States and submit original documentation sufficient for employer to complete a Department of Homeland Security, U.S. Citizenship and Immigration Services Form I-9 Employment Eligibility Verification.
- Submit for drug testing, at the candidate’s expense, at a location and within a specified time period required by the local school district. Satisfactory results are required for employment.
- Submit for fingerprinting within a specified time period. Fingerprint clearance is required for employment.
Please visit our Careers page for more information and to learn what it is like to work at Imagine Learning.
Student/Parent/Teacher Responsibilities and Expectations
Student, parent, and teacher expectations are outlined on the Expectations page.
Additional teacher responsibilities, including required interaction and communication with students and parents are located on the Staff Information page.
Assessment
All standardized assessments will be coordinated with the partner district regarding dates/times of assessments. For detailed information click here: imaginelearning.com/edgenuity-florida/policies-and-disclosures#assessment
Policies and Procedures
Policies and procedures, such as academic integrity, eligibility, and attendance and participation requirements are available for students and parents in the Instructional Services Parent Resource Center.
Resources include Quick Start Guides, Help Documentation, Student/Parent/Teacher expectations, Student Handbook.
Additional information is found at the following:
Certification Status and Physical Location of Administrative and Instructional Personnel
The certification status and physical locations of administrative and instructional personnel are available on the attached spreadsheet located on the Staff Information page at imaginelearning.com/edgenuity-florida/policies-and-disclosures#staff-information. The page shows executive and corporate staff and their professional summaries, and Florida teaching staff with their locations and teaching credentials. Additional Florida-certified teachers will be hired as needed.
Hours and Availability of Instructional Personnel
Imagine Learning Virtual Academy teachers schedule instructional time with individual students. Teachers frequently check voicemail, email, and instant messages (IM), or check for student communications at least twice per day. Instructional policy is response time of 24 hours during the work week. Teachers will be available to students and parents either by email or telephone during scheduled office hours. Teachers, lead instructors, coaches or other academic support personnel are available during the hours below.
Availability of Instructional Personnel
| Mon-Sat | 7:00 am – 11:00 pm (EST) |
See the parent/student handbook for additional information, or visit the support page.
Accountability Outcomes: Student Completions / Graduation / Standardized Assessment Data
Data documenting completion and promotion rates and student standardized assessment results in total and by subgroup are provided below. Since Florida students are enrolled primarily on a part time basis, data for all categories was not available. National data is provided such as SAT ®, ACT ®, and NWEATM assessment data and various subgroups.
Research conducted by independent statisticians confirm that Imagine Learning is having a positive impact on students with varying profiles.
| Subgroup | Research Conducted |
| African American Students | From 2014-2015 to 2017-2018, African American students demonstrated statistically and practically significant growth and closed the gap to national norms on the Northwest Evaluation Association Measures of Academic Progress® (NWEATM MAP®) Growth Reading and Math assessments from their freshman to sophomore years. Additionally, the majority of African American students passed their state assessments across all subjects. See slides entitled “Vertus Charter School” at the link below this chart.Village Green Virtual Charter School data showed that African American students have significantly improved their performance on the PARCC ELA/Literacy assessment from 2015 to 2016. See slides entitled “Village Green Virtual Charter School” at the link below this chart.In Central Community Schools during the 2018-2019 school year, African American students benefited from Imagine Learning ACT WorkKey Virtual Tutor courses. See slide entitled “Central Community Schools” at the link below this chart.Between 2014 and 2018, African American students using Imagine Learning Courseware for Algebra, English I, English II, Biology, and US History earned higher grades and recovered more credits than students who used traditional, face-to-face classes for credit recovery. See slides entitled “Cypress-Fairbanks ISD” at the link below this chart. |
| Hispanic Students | From 2014-2015 to 2017-2018, the majority of Hispanic students passed their state assessments across all subjects. See slides entitled “Vertus Charter School” at the link below this chart.During the 2016-2017 school year, Hispanic students’ predicted MAP Growth Reading scores were 1.46 points higher than non-Hispanic students on the 2017 MAP Growth Reading assessment. See slide entitled “Taos Academy Charter School” at the link below this chart.In Village Green Virtual Charter School, 10th and 11th-grade Hispanic students using Imagine Learning courses demonstrated significant gains on the Northwest Evaluation Association Measures of Academic Progress® (NWEATM MAP®) Growth Mathematics tests. Additionally, data showed that Hispanic students had significantly improved their performance on the PARCC ELA/Literacy assessment from 2015 to 2016. See slide entitled “Village Green Virtual Charter School” at the link below this chart.In Central Community Schools during the 2018-2019 school year, Hispanic students benefited from Imagine Learning ACT WorkKey Virtual Tutor courses. See slide entitled “Central Community Schools” at the link below this chart.During the 2018-2019 school year, Hispanic students in Dickinson ISD demonstrated statistically significant growth from their first attempt on the STAAR EOC to their second attempt on the same assessment. See slide titled “Dickinson ISD” at the link below this chart.Between 2014 and 2018, Hispanic students using Imagine Learning Courseware for Algebra, English I, English II, Biology, and US History earned higher grades and recovered more credits than students who used traditional, face-to-face classes for credit recovery. See slides entitled “Cypress-Fairbanks ISD” at the link below this chart. |
| English Language Learners | During the 2010-2011 school year, the pass rate for Imagine Learning English language learner students enrolled in a Central Texas public school district increased from 12% to 50% proficient on the TAKS Science assessment, along with a gain from 60% to 90% on the TAKS Social Studies assessment. See slide entitled “Central Texas Public School District English language learners” at the link below this chart.In Central Community Schools during the 2018-2019 school year, English language learners benefited from Imagine Learning ACT WorkKey Virtual Tutor courses. See slide entitled “Central Community Schools” at the link below this chart.Between 2014 and 2018, English language learners using Imagine Learning Courseware for Algebra, English I, English II, Biology, and US History earned higher grades and recovered more credits than students who used traditional, face-to-face classes for credit recovery. See slides entitled “Cypress-Fairbanks ISD” at the link below this chart. |
| Students with Disabilities | Windsor High School implemented Imagine Learning courses with special education and school-phobic students. Special education and school-phobic students used Imagine Learning courses 5-10 hours a week as part of their foundational curriculum. After one year of implementing Imagine Learning courses, the graduation rate of special education students in the program increased from 64 percent in 2014 to 86 percent in 2015. See slide entitled “Windsor High School” at the link below this chart.During the 2010-2011 school year, the pass rate for Imagine Learning special education students enrolled in a Central Texas public school district increased from 20% to 47% proficient on the TAKS Mathematics assessment, along with a gain from 61% to 74% on the TAKS Reading assessment. See slide entitled “Central Texas Public School District” at the link below this chart.In Central Community Schools during the 2018-2019 school year, special education students benefited from Imagine Learning ACT WorkKey Virtual tutor courses. See slide entitled “Central Community Schools” at the link below this chart. |
Click here to access the slides referenced in the chart above and for further information on Imagine Learning’s student performance by subgroup.
Click here to see the research brief for the study conducted at Vertus Charter School, measured by the Northwest Evaluation Association Measures of Academic Progress ® (NWEA™ MAP ®) Reading and Mathematics tests.
Click here to see Florida FSA student performance data in total and by subgroups.
Click here to see data documenting completion and promotion rates for students enrolled in Florida districts as well as Florida performance and accountability outcomes.
The following links provide data documenting completion and promotion rates for students on a national level, and student standardized assessment results, such as SAT ®, ACT ®, and NWEA™ assessment data.
- Courseware Research Studies
- Please visit the Academic Assessment and Performance Accountability page to learn more about student data and success.
- View Imagine Learning’s full page of Efficacy Studies to see how our courses are having a positive impact on student achievement across grade levels and student populations.
Survey Results
Teacher Survey Results
Summary of teacher responses assessing instructional practices, leadership, and student learning outcomes.
Student Survey Results
Summary of student responses from Virtual School Services implementation.
Parent Survey Results
Summary of parent responses from a recent Parent Satisfaction Survey.
For sample parent responses:
Academic Integrity
Students enrolled in courses will adhere to the academic integrity policy outlined below and in their Student Handbook. Any violation of this policy can result in disciplinary action and may jeopardize the student’s continuation in the course and the award of academic credit.
Academic Integrity
Students are expected to conduct themselves in accordance with five fundamental values: (1) honesty, (2) trust, (3) fairness, (4) respect, and (5) responsibility. Students are to act so that they are worthy of the trust bestowed on them by teachers and peers, conduct themselves honestly, and carry out their responsibilities with honor and fairness. Cheating, plagiarism, and inappropriate collaboration are examples of a breach of academic integrity. Academic integrity includes authenticity of a student’s work. A student who adheres to high standards of academic integrity maintains that all work turned in is his or her own and is based on the knowledge and skills that he or she has acquired.
Plagiarism and Cheating
Plagiarism is copying or using ideas or words from another person, a friend or classmate, or an Internet or print source and using them as your own. Cheating on assessments or tests may take the form of copying from another student or using unauthorized materials on the exam. A student found guilty of contributing to cheating in examinations or term assignments is also subject to serious academic penalty.
View our Sample Student Handbook
F.A.S.T., NGSSS Assessments, and EOC
Assessments
F.A.S.T., EOC, and Statewide Science Assessments
All standardized assessments will be coordinated with the partner district regarding dates/times of assessments. Notification of testing will be posted on the district calendar and notification will be sent to all parents via email.
Attendance Requirements
In order for students to achieve academic success in an online learning environment, they must attend class, participate in class, and master the content. At Imagine Learning every effort is made to provide an online learning environment that promotes successful learning and course completion. Imagine Learning utilizes a variety of tools and resources to ensure students attend and are active participants in class.
Florida students attending Imagine Learning must comply with Florida requirements of compulsory attendance, statute 1003.21. If a student does not comply with the attendance policy, the escalation process (outlined in the Florida student handbook) is followed.
Imagine Learning monitors student attendance within the Virtual Classroom through sophisticated programming in our Student Information System. The SIS extracts data from the Learning Management Systems and compiles detailed analysis reports of the student’s interaction within the Virtual Classroom. These reports are available via our SIS system. Imagine Learning also has the ability to compile reports and upload student data to districts and the state of Florida directly.
Eligibility
Enrollment in a school district virtual instruction program is open to any student that meets the requirements of Florida Statute 1002.455:
Student eligibility for K-12 virtual instruction— All students, including home education and private school students, are eligible to participate in any of the following virtual instruction options:
(1) School district operated part-time or full-time kindergarten through grade 12 virtual instruction programs pursuant to s. 1002.45(1)(c)4 to students within the school district.
(2) Part-time or full-time virtual charter school instruction authorized pursuant to s. 1002.45(1)(c)5. to students within the school district or to students in other school districts throughout the state pursuant to s. 1002.31; however, the school district enrolling the full-time equivalent virtual student shall comply with the enrollment requirements established under s. 1002.45(1)(e)4.
(3) Virtual courses offered in the course code directory to students within the school district or to students in other school districts throughout the state pursuant to s. 1003.498.
(4) Florida Virtual School instructional services authorized pursuant to s. 1002.37.
(5) Virtual instruction provided by a school district through a contract with an approved virtual instruction program provider pursuant to s. 1002.45(1)(c)2. to students within the school district or to students in other school districts throughout the state pursuant to s. 1002.31; however the school district enrolling the full-time equivalent virtual student shall comply with the enrollment requirements established under s. 1002.45(1)(e)4.
Enrollment Process
The process to verify student eligibility and enroll is as follows:
- I. Students will complete an online enrollment application in which a user account is created.
- II. Packet is downloadable. Forms can be submitted via fax or scanned and emailed to support@imaginelearning.com.
*The email inbox is a secure inbox. Additional enrollment process questions are answered by our Enrollment Counselors via Live Chat and/or telephone via toll-free number. If fax and email are not possible, documents can be mailed.
Once a student submits their application an Enrollment Counselor (EC) is assigned. The Enrollment Counselor will answer questions and conduct an orientation via a web meeting. During the mandatory web meeting student information is verified, the EC will review school policies, responsibilities and expectations of the student, parent, Imagine Learning Academic Support Team, and if applicable, the local district. Upon completion of the district enrollment requirements and receipt and review of the submitted documents, the student registration is sent to the District Administrator for approval. Once the student is approved the enrollment will be finalized.
Age Requirement
Students in elementary school (K-5) are not eligible for enrollment courses unless the enrollment is specifically requested by the school guidance counselor and approved by Edgenuity Virtual Schools to begin taking grade 6 courses. Students can be enrolled through age 19. Students must complete their course before age 21.
Exceptional education students who have not earned a standard diploma remain eligible for educational services through the end of the school year in which they become twenty-two years old (IDEA.97-300.121(a)). Verification, approval and transcripts from the school district are required.
Students will submit forms and documentations.
Residency Requirements
Students shall be considered Florida students if any of the following criteria are met:
- Be enrolled in a Florida public school, or
- Be enrolled in a Florida private school and whose legal guardian is a Florida resident, or
- Be the child of a parent who is stationed at a Florida military base (the legal guardian must be the person who is stationed at the Florida military base).
Student Priorities
Student priority for enrollment is determined by the contractual agreement with the district served. Priority instances include students needing a course to graduate one semester early or other indicators as identified by the district.
Expectations
Students Expectations
To prepare for a successful online learning experience, students should:
- Commit to working on your courses on a regular basis
- Attend all scheduled class sessions
- Schedule specific days and times as “school work” time
- Use the Assignment Calendar and Progress Reports as your measure of course completion
- Make frequent contact with your success coach or instructor when you need help progressing through your course
- Attend all group discussions and meetings with your Online Instructor
Parent Expectations
- Ensure students are attending all class sessions
- Ensure students are completing all assignments
- Monitor their child’s progress via the email progress reports or Parent Portal
- Communicate any needs and or concerns to teachers or administration
Expectations of Virtual Instructors
- Demonstrate content knowledge within own discipline and state standards as they relate to the course design and preparation for the curriculum
- Understand the diverse needs of students/parents
- Fully embrace all academic policies and procedures
Staff Information
Teacher Responsibilities
The virtual instructor is required to conduct a minimum of one contact via phone with the parent and the student each month.
As part of the regular responsibilities, virtual instructors are expected to fulfill duties in the following areas:
Responsibilities to the Student
- Orient students to course and communicate course requirements
- Maintain office hours
- Conduct instructional sessions (regular class meetings, web meetings, tutoring)
- Check and respond to emails within 24 hours M-F
- Grade and provide feedback for instructor graded assignments within 72 hours (M-F)
- Provide individual and specific feedback on progress reports
- Maintain additional student communication requirements (i.e. one-to-one weekly contact)
- Set course completions deadlines for student work
- Individualize and differentiate instruction to help each student achieve curricular objectives
- Encourage student progress
Responsibilities to the Parent/Guardian
- Provide individual and specific feedback on progress reports
- Support parents with student curricular and instructional issues
- Track student academic progress and attendance in the Learning Management System
- Conduct conferences with students and parents/guardians as requested
- Document and communicate discipline concerns (ex. plagiarism, cheating, absenteeism)
- Maintain regular contact with students, families, and other key stakeholders
.
Responsibilities to the Classroom
- Learn the curriculum in its entirety for assigned courses and grade levels
- Communicate expectations and demonstrate an active interest in student achievement
- Validate course grades and make recommendations for promotion and retention if necessary
- Use a variety of resources to appropriately respond to the needs of all learners
- Utilize asynchronous and synchronous tools to expand course content according to prescribed policies and procedures
- Collaborate with peers
- Travel to and participate in staff meetings and professional development sessions as needed