Innovations Middle School

Accessing Tech Support

If you're experiencing technical difficulties and your Support or Online Teacher is not able to provide the tech answers you need, please contact our Tech Support department using this email address: tickets@onlineschool.ca. Our Tech department aims to respond to your requests within 24 hours. 

 

Additional Fees for Grade 5-9 Courses

Synchronous and Asynchronous Online Courses

These are the amounts deducted from student curriculum accounts for the following synchronous and asynchronous courses. The true costs for these online courses are subsidized by HCOS in order that student curriculum accounts are minimally impacted.

Course Amount Deducted from PO Funds

Orientation to Online Courses 05-09

 Free

Applied Design, Skills, and Technologies 05-09

  • Design Thinking Through Minecraft
  • Food Studies
  • Leveled Coding in Tynker
 $35
English 05-09 $75
Languages 05-09 $75
Mathematics 05-09 $75
Science 05-09 $75
Social Studies 05-09 $75
TechLAB 07-09 $225 (3 courses @ $75 each)

Community Connections and Community Connections Plus

Additional costs for Community Connections and Community Connections Plus courses are posted on the application link on the Learning Groups website. For further information, please contact Dawn Denham, Learning Groups Administrative Assistant.

Costs for Additional Online Courses

Taking additional courses beyond a regular course load (e.g., French 07 and Spanish 07 in the same school year) will incur a cost of $200 on top of the usual $75 online course fee ($275 total per additional course). This cost can be paid using curriculum funds, if available.

 This is a significantly discounted rate from the regular full course cost of $650 for non-funded students. 

Homeschool Registered Students Taking Online Courses

Homeschooled registered students have a cost of $250 per online course, and $83 per ADST module. For registration information, please contact Karen Roeck, Director of Middle School Instruction.

Citing Artificial Intelligence

As we continue to navigate the rapidly changing landscape of artificial intelligence and technology, it is important to model and teach our students effective research skills and ethical citation practices. The MLA style and APA style guides have recently developed resources to guide students in citing artificial intelligence using correct formatting. Students can bookmark these pages for easy reference as they continue their learning journey through high school. Most HCOS grad courses will require either MLA or APA style citations. Students should check with their instructor to determine the required style for a specific course. Additionally, students can refer to the following examples and infographics developed by the University of Waterloo Library research guide (2023):

Outline of an MLA Citation for AI:
Author/Creator. "Name of chatbot." Title of platform where accessed, Full URL, Date Accessed (optional).

Formatting: Double-space your reference list and use a 0.5 inch hanging indent for each entry's second and subsequent lines.

Real-World Example:
OpenAI. "ChatGPT." ChatGPT Pro, chatgpt.pro/, February 2, 2023.

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Outline of an APA Citation for General Artificial Intelligence Programs and Chatbots:
Name of Company/creator of generative AI Tool. (Year). Name of the generative AI program (model of program) [Large language
       model]. URL.

Formatting: Double-space your reference list and use a 0.5 inch hanging indent for each entry's second and subsequent lines.

Real-World Example:
Perplexity. (2023). Perplexity.ai (AI Chatbot) [Large language model]. https://www.perplexity.ai/

image.png

Citing Digital Images

As students build research skills, they learn how to reference work done by other people. In an increasingly digital world, it is important to learn how to give proper attribution for both written and visual artifacts, including digital images. Though it is relatively simple to take a screenshot or save an image from the internet, students need to follow the appropriate steps to ensure credit is given to the original author. There are a few options for finding and sourcing images correctly.

Option 1: Google Images Search

You can search for any image using Google Images.

Step 1: Navigate to the Google Search homepage and type a word or description of what you are looking for into the text box. If you use Chrome as your browser, simply type into the omnibox and press enter. From here, click "Images" to see the results of your search.

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Step 2: Next, click "Tools" to open the toolbar. Find "Usage Rights" and select "Creative Commons licenses." This will filter your results to only display images licensable under Creative Commons (CC) licenses.

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Step 3: When you find the image you would like to use, click on it. The image will pop up into a larger window and you will be able to locate the license details underneath the image. Click on the "License details" hyperlink to find out the specific details of how to properly attribute your chosen image.

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Step 4: Insert the image into your project, then add your attribution with a link to the CC license. For example, the MLA citation for the above image would look like this:

Kriz, Jonathan. Puppy. Flickr. October 2010. https://www.flickr.com/photos/27587002@N07/5170590074. CC BY 2.0.

Option 2: Google Apps

You can add images using the toolbar within Google apps (e.g., Google Docs, Google Slides, Google Drawings). It takes a few extra steps to find the license for attribution.

Step 1: In the toolbar, click "Insert" -> "Image" -> "Search the web." A Google window will pop up on the right side of your document.

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Step 2: Type a word or description in the search bar to find an image. Once you locate your desired image, click on the magnifying glass with the plus sign to preview the image.

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Step 3: Click the title of the image at the top left hand corner to visit the original website where the image is located.

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Step 4: Find the license information on the original website, and include it in your citation.

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If you are unable to find CC licensing information on the website, you may include the license information from Google as appropriate attribution (e.g., "Image is labeled for commercial use with modification").

Option 3: Open Source Image Websites

Another option is to search for your image on an open source image website. These are websites where photographers and artists can post their work as freely-usable images for you to use and enjoy. Some popular open source image websites are Pexels, Pixabay, and Unsplash. These images do not fall under CC licences; rather, each website has a specific license allowing you to download and use images for free with no requirement for attribution (though it is appreciated if possible). You can read more about licenses on each of the websites (Pexels, Pixabay, Unsplash). The reference for an open source image might look like this:

Photo by Imelda on Unsplash

The main thing to remember about using digital images is that if a license cannot be easily found, you should look for another image using Google Images filters or open source image websites. This allows you to be confident that you are using ethical image sourcing practices.

Course Extension or Retention Process

Intent

It is our intent to:

  • Meet students where they are at and provide adaptations to promote academic success.
  • Increase transparency and accuracy in the recording and reporting of a student’s ability level.
  • Celebrate progress and make space for students to develop at their own pace.
  • Encourage families to view slowed course pacing as a way to support unique learning needs.
Guideline

When a student works behind in a subject or when progress in a course is insufficient to warrant a passing grade, the student can be given additional time and support to reach academic success.

Subject Specific Retention Process: Individualized K-9 Students
  1. When a student falls behind, the Support Teacher needs to initiate processes laid out on the Incomplete Grades and Assigning Fs - K-12 page.
  2. If the student is unsuccessful in meeting minimal standards, Learning Services (LS) should get involved to discuss student support strategies.
  3. As the school year draws to a close, a conversation between the parent, teacher, Learning Services Consultant (LSC), and student needs to take place. Various options would be discussed, including:
    1. Moving the subject forward on pace with the other courses
    2. A subject specific grade retention
    3. Remediation options
    4. Having the student receive a failing grade and close the course
  4. The student, parent, teacher, LSC agree on the best course of action.
  5. The teacher will inform their K-9 Regional Administrator (RA) and the LS RA of their recommendation.
  6. The RA and LS RA come to agreement and request an exemption from their Divisional Director who consults the Head of Schools for final approval.
  7. A pinned log entry will be added to the student’s file if subject retention is the final decision.
  8. The course is closed and reopened the following year.
Subject Specific Retention Process: Online Courses Grades 5-12

Grade 5-12 online course students are provided with 12 months to complete a course. Most students complete a course during a semester term or over the September-June school year. If the student does not meet grade level expectations, they are required to either repeat the course or resubmit assignments until their level of understanding is at the minimally meeting standard.  

Cross-enrolled Grade 8 and 9 online courses should have the 12-month timeline noted in their course introductions so that students are aware that they have a full calendar year to complete their course work.

Process
  1. When a student falls behind, the Online Course Teacher needs to initiate processes to get the student caught up during that school year. This includes contacting the student and parent, communicating with the Individualized Support Teacher and Director of Middle School Instruction (Grades 5-9) or Grad Advisor (GA) (Grades 10-12).
  2. If the student is unsuccessful in meeting minimal standards, Learning Services (LS) should get involved to discuss student support strategies.
  3. As the term draws to a close, a conversation between the parent, teacher, Learning Services Consultant (LSC), and student needs to take place. Various options would be discussed including:
    1. Assigning a passing grade and moving the subject forward on pace with the other courses
    2. Extending the time for the student to complete that subject
    3. Other remediation and completion options
    4. Assigning a failing grade and closing the course
    5. Requiring the student to repeat the course
  4. The student, parent, teacher, and LSC agree on the course of action. The teacher will inform their Support Teacher or GA and the LS RA of their recommendation.
  5. The RA or GA and LS RA come to agreement and request an exemption from their Director who consults the Head of Schools for final approval.
  6. A pinned log entry will be added to the student’s file if subject retention is the decision.
  7. The course is closed and the student can apply again following two reporting periods.

French and Spanish Online Courses

Overview

HCOS French and Spanish online courses are designed to help students develop their second language communication skills and knowledge while exploring diverse opportunities and interacting with the world around them. Each course is broken down into three units each spanning 10 weeks and covering a variety of curricular themes and learning activities. Starting at Grade 7, students will read a simple novel in either French or Spanish. These books are designed for second language learners and contain repetitive vocabulary and sentence structure to help students build their confidence in reading and communicating in another language.

Throughout the courses, students will have the opportunity to explore and derive meaning from a variety of texts, recognize connections between language and culture, and develop a deeper understanding of vocabulary and sentence structures. Students will have the opportunity to practice their second language skills by participating in engaging learning activities and meeting 1:1 with their teacher at the end of each unit.

Time Commitment

Required Materials

Visit our Courses Library for more information.

Grade 5-9 Synchronous Courses

Description

Synchronous courses offer the same program of study as an online course, with the added benefit of weekly meetings with a teacher and working alongside a cohort of your peers. Synchronous courses provide overall structure for students, with the expectation that they will work to keep up with the schedule set by the teacher for assignments and assessments. The accountability of the weekly meeting is designed to support learning of challenging concepts and content, encourage student interaction and community building, and provide a natural place for students to ask questions and develop deeper understanding. 

Benefits

Synchronous courses provide regular touchpoints where students meet with their teacher and classmates on a weekly basis. Regularly scheduled times set by the instructor allow students to connect with teachers to receive instruction, clarify assignments, and ask questions in a group setting. Synchronous course options allow students the opportunity to connect with their teachers and other students in a more typical classroom style, providing the chance for students to be known and feel more accountable for completing their work. Teachers may use weekly meetings to answer common questions, clarify assignments, discuss complex topics, and build community through interactive discussions and review activities.

How Synchronous Courses Function

Take a look at this year's synchronous cohort schedule for specific days and times.

Student Responsibilities and Expectations

Teacher Responsibilities and Expectations

Frequently Asked Questions

  1. Does it cost any more to enroll in a synchronous course compared to an asynchronous course? 
    • No, the cost to the student is the same for a synchronous course as it is for any other online course enrollment.
  2. What if I have to miss a meeting for an appointment or other unforeseen conflict? 
    • This should be communicated to your teacher. Students should arrange activities such as regular piano lessons or sports practices at a time that does not conflict with scheduled class meetings. It is understood that conflicts come up, but please communicate with your teacher well in advance.
  3. Can my student take just one synchronized cohort for an online course or do they have to take all across their grade level?
    • Absolutely - they can take just one or multiple synchronous options! Figure out what works best for your child’s learning style, level of independence and degree of desired flexibility.
  4. How does the course schedule work?
    • The meeting times for each synchronous cohort will be posted in SOPHIE. Your K-9 support teacher can also let you know when specific classes are meeting. When planning the schedule, our team takes care to avoid overlap between class time for the different subjects across the same grade level. This allows students to take all synchronous offerings if they so choose.
  5. How long are the synchronous classes?
    • At the Grade 5-9 level, Zoom classes are 30 minutes in length.
  6. What happens if my student falls behind?
    • Just like in any classroom environment, things happen. Students are encouraged to keep attending the class and to work with their teacher to catch up. Teachers are prepared to support students when things don’t go as planned. 
  7. Are teachers available outside of the posted class times?  
    • Absolutely. Teachers will have office hours times posted in their Moodle, or Brightspace.  
  8. Are students required to have cameras and audio on?  
    • Yes, this is a basic expectation of a synchronous class. One of the goals of these classes is building community and students are expected to participate in this way.
  9. Are the courses semester or linear pacing?
    • Courses are held over the school year in a linear fashion. Classes start in the third week of September and run until mid-June.
  10. Do I have to attend the live meetings?
    • Yes! This is the main part of a synchronous class. Of course, there are absences that you cannot avoid, like sickness or appointments. Please communicate with your teacher. Synchronous class sessions are not recorded for later viewing.
  11. Is there a minimum enrollment necessary in order to have a synchronous course happen?  Also, is there a maximum number?
    • Building community is important to synchronous classes so we will require that a minimal number of students enroll.  If we do not get the minimum number of students, the ones that are enrolled will automatically be moved to asynchronous. As far as a maximum number, we realize that an online Zoom class can reach a maximum practical size, so if this happens, we will open up a second weekly meeting time to accommodate more students.
  12. What if I want to take a class that is only offered synchronously (e.g., French and Spanish 5-7) but I can't attend the weekly meetings?

    • Students enrolled in a synchronous class who cannot attend weekly meetings need to follow the weekly class schedule and submit activities to stay on pace. While non-attending students will, in essence, be asynchronous students, the due dates for assignments will be the same as for synchronous students.

                      How to Order a Resource for an Online Course

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                      Middle School Online FAQ

                      Middle School Online Frequently Asked Questions

                      If you have a question that is not answered on this page, please submit it through this form and our Director of Middle School Instruction will connect with you shortly.

                      Teachers

                      Who is my child's teacher for the year?

                      All middle school online courses are taught by subject specialists who will connect with your child regularly throughout the school year. A detailed list of teachers is found in SOPHIE here.

                      Course Information

                      How many online courses should my child take in a year?

                      Taking online courses is an important part of building executive functioning skills, growing in responsibility and independence as students progress throughout their middle school years. It is strongly recommended that beginning online students start with the Skills for Online Success ADST module to learn about digital platforms and build the necessary skills for learning in the virtual environment. First year online students generally start with one core academic course (e.g., English, Math, Science, Social Studies) plus one non-core academic course (e.g., ADST, Foreign Language). As students progress with their online learning, they can add more online courses to their load.

                      What is the difference between asynchronous classes and synchronous classes?

                      Asynchronous courses are best suited to students who study well independently and wish to work on curriculum on their own schedule. The course is overseen by a subject specialist teacher who communicates and provides feedback through the LMS and email. Synchronous courses offer the same program of study as asynchronous online courses with the added benefit of weekly meetings with a teacher and working alongside a cohort of your peers. Synchronous courses provide overall structure for students, with the expectation that they will work to keep up with the schedule set by the teacher for assignments and assessments. The accountability of the weekly meeting is designed to support learning of challenging concepts and content, encourage student interaction and community building, and provide a natural place for students to ask questions and develop deeper understanding. More information about our synchronous program can be found in SOPHIE here.

                      When do synchronous classes meet?

                      Middle school synchronous classes meet for 30 minutes each week from late September to early June. The schedule can be found in SOPHIE here.

                      Second Languages

                      What online options are available for my child to study a second language?

                      We offer both asynchronous and synchronous second language courses in our middle school online program. Students should enroll in their grade level; however, Middle school students often come to HCOS with varying levels of prior experience in foreign language courses and it can be difficult to determine the appropriate grade level. Whenever possible, it is our hope for students to enroll in their grade level course and work under an alternate pacing guide to complete the necessary content to prepare for the following grade level. Students with substantial prior learning can be assessed by one of our second language teachers to determine whether placement in a different grade level is appropriate. Asynchronous and synchronous courses use the same curriculum, but synchronous courses offer the additional feature of weekly conversation practice and community building opportunities with their peers. 

                      Online Course Preview - Guest Pass

                      If a family would like to preview an online course before committing to it as a part of their education plan, they can send an email to office@onlineschool.ca to request access. The office will send them a username and password for a guest login pass.

                      Online Course Technical Requirements

                      Students in online courses use Brightspace and StudyForge to engage with course material. Synchronous students are also required to use Zoom for weekly synchronous meetings. HCOS students are encouraged to request a Google Workspace account to gain access to Google apps (e.g., Docs, Slides, Drawings) to collaborate and share their learning. Students interested in using Chromebooks should set up a profile using their HCOS Google Workspace account for easy integration with Google apps.

                      Visit our Google Workspace for Education page to learn more and request an HCOS Google Workspace account.

                      We highly encourage students to use a desktop or laptop to engage with their online courses. The best computers for middle school online courses are typically lightweight laptops that balance performance, portability, and affordability. These devices should have a reliable processor (like an Intel Core i3 or i5), at least 8GB of RAM for smooth multitasking, and sufficient storage (128GB or more) for files and apps. A good battery life (8+ hours) is essential for all-day use. Additionally, they should have a webcam and microphone for video conferencing, and a screen size between 11 to 14 inches for comfortable viewing. 

                      Cell phones, iPads, and tablets are not adequate devices to fulfill the requirements of online course completion.

                      Our online courses are designed to work on most popular operating systems and in most browsers.

                      Operating Systems:

                      • Chrome OS
                      • Linux
                      • macOS
                      • Windows

                      Web Browsers:

                      • Apple Safari
                      • Google Chrome
                      • Microsoft Edge
                      • Mozilla Firefox

                      Office Suites:

                      • Apple iWork Apps
                      • Google Workspace Apps
                      • LibreOffice
                      • Microsoft Office


                      Orientation to Online Courses

                      ADST: Orientation to Online Courses

                      Note: This module was formerly titled "Skills for Online Success." Students who previously completed “Skills for Online Success” are not eligible to complete “Orientation to Online Courses,” as it is the same course with a different title.


                      For more information, visit our Course Library

                      Course Overview

                      This ADST Module introduces students to many of the tools they will need to use to be successful in HCOS online courses. Topics covered include Brightspace, Zoom, email, file management, screenshots, screen recording, online communication guidelines, scanning and digitizing documents, presentation programs, recording video presentations, and more. This module culminates in a final presentation.

                      Time Commitment

                      This module satisfies ⅓ of the ADST requirements for students in grades 6-9. There are 17 lessons which take between 15-45 minutes. Many of the lessons are short and practical, introducing skills that students will practice and further develop in their future studies. Most of the lessons end with review questions or a short assignment. The final project may take several hours to complete.

                      This module can be taken at any point in grades 5-9, which is why you will see it offered at each grade level, but please note it is the same module offered at each grade, so it can only be taken once.

                      Tools Required

                      Major Units and Topics

                      Google Workspace (Drive, Docs, Slides), Email, Brightspace, Zoom, File Management, Screenshots, Screen Capturing, Digitizing Your Work, Cameras & Scanners, Recording Yourself, and Digital Presentations. 

                      Tips for Middle School Online Success

                      Navigating online courses can be challenging for first time students. Here are a few tips to help your child find success in their online courses.

                      No one ever sets out to fail! 

                      We know students want to succeed in their online course.  

                      1. Role of Online Teachers

                      We are here to provide a great course and a positive learning experience with a teacher who is ready to support your student and give feedback to their work. Online teachers care about each student. We can only respond to students who show up, submit work, and communicate with their teachers. If your student is struggling, please contact the teacher involved. 

                      2. Role of Students

                      Students are responsible for showing up, consistently, throughout the school year. That means being active in their course and being “present” with their teacher through assignment responses, Skype, email. Teachers are teachers because they love working WITH students. They are there to answer questions, to get to know your student as a person and to support your learning, but you must initiate the conversation. Smart kids ask questions, get help when they need it, and recognize that teachers are people too. Greet your teacher by name in emails and Skype, encourage your teacher by responding to emails, and say “thank you!”. 

                      3. Role of Parents

                      Parents are an essential part of the learning process. The course and the Online Teacher are there to provide a great learning experience, but you must be involved throughout the school year. Your student needs your encouragement and interest. Plan to sit down together at the computer every week, click on the "GRADES" button and review progress. You will see when the latest assignment was handed in and what the teacher’s response was. Just asking, “Are you done?’  is not enough. It’s easy for a student to say “Yes, Mom” when they are not done at all. It happens all the time.

                      You are your student’s supervisor and advocate, don't be afraid to ask questions of your student or their teacher. 

                      4. Getting Started: The Course Home Page

                      The course home page is your GPS. 

                      There you will find:

                      5. Communication: It’s all About Communication

                      HCOS cares about your family's online experience. If you are thrilled with your experience, We would love to hear from you. Likewise, if you feel you are not being well served, please contact Karen Roeck, Director of Middle School Instruction.