Virtual Campus Key Information

Principal: Jeff Frankowiak

Important Numbers

Main Office: 248-726-5900
Attendance: 248-726-5910
Main Office Fax: 248-726-5905

Mailing Address

1440 John R. Rd.,
Rochester Hills, MI
48307

Contact Us

Reach us by email

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School Hours

The curriculum in the Rochester Community Schools Virtual campus is designed to meet all the required grade-level standards while providing flexibility with student schedules, which includes the times they will attend virtual classes. While each student experience is personalized based on individual need, we've created sample schedules to share an overview of the daily student experience. For more specific curricular scheduling information, please visit our Academics page.

Elementary Schedule Guidelines

Sample schedules provide general time frames. Some days, your student may spend a longer or shorter time period on a given experience.
Our virtual teachers are responsive to the needs of students and families. For that reason, each virtual teacher will determine Morning Meeting, small group, and individual conferences times based on mutually agreed upon time frames.

Secondary Schedule Guidelines

Students should plan to spend approximately 5 hours each week on each of 6 courses, for a total of 30 hours per week. Each course will have synchronous learning (specific times when they are expected to attend virtual class meetings) twice each week.
Student intervention times will vary based on individualized learner needs.
Class office hours will vary throughout the week.
Independent practice will vary each week with homework, projects, and study time.

Sample Schedules

Lower Elementary Sample Schedule

Upper Elementary Sample Schedule

Middle School Sample Schedule

High School Sample Schedule

Tardy & Attendance Procedures

Dress Code

Equitable guidelines to keep our school environment inclusive, positive, healthy and safe…

Dress Code Core Values:

Students should be able to dress and style their hair for school in a manner that expresses their individuality without fear of unnecessary discipline or body shaming.
Students have the right to be safe, valued and respected.
Students and staff are responsible for managing their personal distractions.
Students should not face unnecessary barriers to school attendance.

Students must wear a top, a bottom and footwear.

Student dress may not be pornographic, contain threats, or promote illegal or violent conduct.
Student dress may not demonstrate hate group affiliation or use hate speech (targeting groups based on race, ethnicity, gender, sexual orientation, gender identity, religious affiliation, or other identity groups).
Student dress may not intentionally show private parts.
Student dress may not cover the student’s face to the extent that the student is not identifiable (except clothing/headgear worn for a religious or medical purpose).
Student dress may not demonstrate gang association/affiliation.

Attire worn in observance of a student’s religion is not subject to this policy.

VIOLATIONS WILL RESULT IN CONSEQUENCES FROM THE STEP SYSTEM

If a student is sent to the office, a parent will be contacted. A repeat violation of dress code guidelines will result in placement on the Step System.

Academic Recognition

Academic Recognition:
Recognition for academic distinction consists of the three different categories for graduating students that meet all of the achievements outlined below.

GPA is calculated based on the end of first semester senior year grades. Exact GPA will be applied.
Students must complete and pass all AP courses counted toward recognition.
ACT/SAT score is calculated based on the highest score achieved and provided to the registrar by the end of first semester of senior year.

Scholars of Highest Distinction
GPA: 3.9-4.0
AP: 4 or more courses
ACT composite score of 32 or higher
or
SAT composite of 1430 or higher

Scholars of Distinction
GPA: 3.8-3.899 or higher
AP: 3 or more courses
ACT composite score of 28 or higher
or
SAT composite of 1310 or higher

Scholars of Achievement
GPA: 3.5-3.799 or higher
AP: 2 or more courses
ACT composite score of 26 or higher
or
SAT composite of 1240 or higher

Code of Conduct

Frequently Asked Questions

Are transitional kindergarten students eligible for the RCS Virtual Campus?

What is the role of the parent or guardian for students in the RCS Virtual Campus?

At the elementary level, parents will support their student as an instructional coach. Depending on their age and independence level, an elementary student may need assistance logging in or navigating the online interface. You may check in with your student to ensure successful completion of their assignments. In general, the virtual experience will be supported by the parent/guardian in partnership with the virtual teacher. Students may have questions and need assistance throughout their instructional day. While their virtual teacher is available through email and virtual meetings, they may need to direct some questions to their home instructional coach as well.

Offline activities may also require support and coaching similar to how a parent/guardian may have typically supported home projects and assignments in the traditional school setting.

At the secondary level, parents can make sure that their child is on task and meeting the goals each week.

Why would a student choose online learning?

As a parent/guardian, how can I support my student?

At the elementary level, parents will support their student as an instructional coach. Depending on their age and independence level, an elementary student may need assistance with logging in, navigating the online interface or simply checking in with your student to ensure successful completion of their assignments. In general, the virtual experience will be supported by the parent/guardian in partnership with the virtual teacher. Students may have questions and need assistance throughout their instructional day. While their virtual teacher is available through email and virtual meetings, they may need to direct some questions to their home instructional coach as well. Offline activities may also require support and coaching similar to how a parent/guardian may have typically supported home projects and assignments in the traditional school setting.
At the secondary level, parents can make sure that their child is on task and meeting the goals each week.

Can students with an IEP enroll in the Rochester Community Schools Virtual Campus?

The IEP process is an individualized process and no two IEPs or students are alike. The District does not provide fewer or a lower amount of services because a student chooses to enroll in the District’s Virtual Campus. Virtual learning would be considered a change in placement and discussions regarding changes in each child’s IEP would take place as part of the IEP Team process. Please remember that the IEP process is an individual process and decisions regarding whether the RCS virtual learning option is appropriate or what, if any, accommodations and supports would be necessary for your child would be determined in the IEP process after parents submit an application for the virtual learning option.

Who will be my teacher and will I ever get to meet them in person?

Will there be any orientation sessions made available?

Describe a typical day’s workload.

Do students need to login everyday?

While students can set their own schedules, it is highly recommended that students login every school day to resemble a typical school day and in order to complete the course load on a timely basis. Teachers will be providing daily, live lessons. The lessons will be recorded in the event a student is unable to attend at the specific time. Attendance will be recorded in Synergy.