In addition to earning credit through the virtual school curriculum, international students will have the opportunity to improve English language and cultural competency, collaborate with other students from the U.S. and around the world, participate in face-to-face exchange programs, and earn college credit in AP courses.
Students can take numerous specialty classes such as College Prep for the ACT/SAT, Game Design, Introduction to Computers and Information Technology, Web Design, 3-D Computer modeling, Java Programming, Spanish, German, Japanese, and Business.
The U.S. Diploma & Course Supplement Program has many advantages for participating high schools. The program allows high schools to add value to their school curriculum and prestige by offering students classes taught by quality certified U.S. teachers. The participating high school has a few responsibilities to offer the program. The participating high school works with ELITE to align their curriculum with that of the International Connections Academy. Once the curriculum is aligned, the school must select or higher a staff member to be trained as a Learning Coach. Once the Learning Coach completes the training by ELITE, students are enrolled and classes can begin.
The Learning Coach
The Learning Coach can be an administrator, teacher or support staff at the local high school. The Learning Coach is responsible for on site student support, parent communication and potential concerns such as technology issues. This person is vital to the success and achievement of the student. Parents are also highly encouraged to be part of the program.
The Learning Coach along with oversight from ELITE’s Program Coordinator is in charge of guiding the student through the enrollment process, communicating with International Connections Academy (iNaCA) teachers, and ensuring student completion of the program, ultimately leading to the student’s graduation. The Learning Coach is easily able to stay in touch with the Program Coordinator and teachers by phone, Connexus (our secure internal messaging system), and online meetings. Teachers contact the Learning Coach early in the school year to discuss how they can work together to help each student reach their goals. This allows both Learning Coaches and teachers to understand each other’s expectations and abilities as they relate to the student’s learning.
Committing about thirty minutes per day to oversee schoolwork
Verifying that lessons and assignments are completed
Communicating with teachers, referring students to teachers for help when needed
Attending regular teacher conferences
Monitoring student comprehension and grades
Program Coordinator
Tessa, Program Coordinator
The Program Coordinator is in charge of communicating with the Learning Coach, the foreign high school's leadership team, parents, students and iNaCA teachers. They are vital to insuring that the program is successful.
EEG’s Program Coordinator has more than 15 years experience in the field of childhood education. Serving as a Chinese Dual Language Immersion Specialist and Coordinator, Tessa has been an invaluable source for the Utah State Office of Education. Now as EEG’s Program Coordinator, Tessa oversees all operations between international students and iNaCA teachers.
The Program Coordinator will serve as a support system for the Learning Coach and helps them understand his or her responsibilities. The Program Coordinator’s goal is to help the Learning Coach and address concerns about students. The teamwork of the Program Coordinator and iNaCA teachers provide a quality experience that prepare students for success.
Dedicated High Quality Teachers
Shannon Burgess, iNaCA English Teacher
iNaCA works with teachers who respect young people and believe in collaborating with parents to prepare each student for success. These close bonds enable teachers to make life-changing connections with their students.
Because they know their students well, iNaCA teachers can personalize lessons and coursework to ensure that each student receives the right degree of challenge and support. They continually monitor student participation and performance and provide important timely feedback. iNaCA teachers receive intensive training in online instruction, learning how to put our powerful interactive resources and tools to work in order to motivate and engage students. Through periodic real-time LiveLesson® sessions, they create the lively personal interactions of a traditional classroom in an online setting.
As a high school English teacher at iNaCA, Shannon appreciates having closer relationships with students than she had in a traditional school. “When a student gets stuck, I can reach out and set up time to work together one-on-one. I really get to know students on a personal level,” she says. Shannon finds that the virtual classroom provides many ways for students and teachers to interact. “During our writer spotlight, a student reads his or her writing aloud, then the class discusses it. The students learn from each other and give the writer a self-esteem boost.” Shannon earned her BA at Florida State University and her MA in English education at Florida Agricultural and Mechanical University.
Tessa, Program Coordinator
Shannon Burgess, iNaCA English Teacher