Vantage Upgrades MY Access! School Edition

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Vantage Learning has released an upgraded version of MY Access! School Edition, an online writing program. The new version now aligns with curriculum standards for all 50 states and includes new usability and functionality enhancements.

MY Access! uses Web-based forms that allow students to input assignments. It then checks those assignments against various writing characteristics and scores students on their writing proficiency, style, mechanics, and other factors. It also supports multilingual students and ELL students and is able to deliver feedback and tutoring in multiple languages.

The new version, aside from expanded curriculum alignment, includes enhancements in the areas of MY Tutor and MY Editor, providing feedback and instruction in six languages for ELL students. It also includes an expanded prompt library.

"One of the best things about MY Access! is the support we, as educators, get from Vantage Learning," said Patrice Ball, literacy director of Milwaukee Public Schools, in a statement released this week. "They enhance MY Access! all year long, based on input they receive from our teachers. They practice what they preach in using feedback to feed forward. By listening to what educators say--Vantage Learning is very responsive to educators' needs with continuous improvements and enhancements to MY Access!."

MY! Access School Edition is available now. Further information can be found here.

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About the author: Dian Schaffhauser is a writer who covers technology and business for a number of publications. Contact her at [email protected].

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About the Author

David Nagel is the former editorial director of 1105 Media's Education Group and editor-in-chief of THE Journal, STEAM Universe, and Spaces4Learning. A 30-year publishing veteran, Nagel has led or contributed to dozens of technology, art, marketing, media, and business publications.

He can be reached at [email protected]. You can also connect with him on LinkedIn at https://www.linkedin.com/in/davidrnagel/ .


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