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National Standards for Quality Online Courses: Version 2 1

VERSION 2

National Standards for Quality Online Courses

October 2011

October 2011

VERSION 2


October 2011

TOLL-FREE 888.95.NACOL (888.956.2265) DIRECT 703.752.6216 FAX 703.752.6201EMAIL [email protected] WEB www.inacol.org MAIL 1934 Old Gallows Road, Suite 350 Vienna, VA 22182-4040

INTERNATIONAL ASSOCIATION FOR K-12 ONLINE LEARNING 2

Acknowledgements

iNACOL organized a committee of experts with various backgrounds in the field of K-12 online learning to take the lead in refreshing the iNACOL National Standards for Quality Online Courses, Version 2. They are representatives from educational organizations that share an interest in online education and believe that it is important that students have access to the highest quality of online courses.

With their experience and expertise of the original National Standards of Quality for Online Courses, Brent Bakken from the Texas Virtual School Network (TxVSN) and Brian Bridges from the California Learning Resources Network (CLRN) co-chaired this project. iNACOL would like to thank them for their leadership as well as the involvement of these experienced and knowledgeable leaders in the field of K-12 online learning:

Brent Bakken – Texas Virtual School Network (TxVSN) Region 10

Chris Bell – Julian Carter School

Jeff Bergin – Pearson

Brian Bridges – California Learning Resource Network (CLRN)

Sheryl Dalpe – Clear Creek Independent School District

Kelley Day – Program Manager – California Learning Resource Network

Jill Dickinson – Florida Virtual School (FLVS)

Jean Dixie – Deer Park Independent School District

Yvonne Domings – National Universal Design for Learning Taskforce/CAST

Rick Ferdig – Kent State University

Myk Garn – Southern Regional Education Board (SREB)

Mark Hicks – National Collegiate Athletic Association (NCAA)

Pat Hoge – Connections Academy

Denise Kelly – Apex Learning

Shawn Mahoney – NovaNet

Scott McLeod – University of Kentucky

Melissa Myers – Advanced Academics

Susan Patrick – International Association for K-12 Online Learning

Nick Sproull – National Collegiate Athletic Association (NCAA)

Rick Ogston – CarpeDiem Schools

Liz Pape – Virtual High School Global Consortium

David Pelizzari – K12 – Inc.

Allison Powell – International Association for K-12 Online Learning (iNACOL)

Chris Rapp – Evergreen Education Group

Ruth Rominger – National Repository of Online Courses (NROC)

Theresa Rouse – Santa Cruz County Office of Education

Kelly Schwirzke – Santa Cruz County Office of Education

Themy Sparangis – Los Angeles Unified School District (LAUSD)

Tom Stanley – Clark County School District

Matt Wicks – International Association for K-12 Online Learning (iNACOL)

Amy Wood – Pearson


VERSION 2


Introduction

The mission of the International Association for K-12 Online Learning (iNACOL) is to ensure all students have access to world-class education and quality online learning opportunities that prepare them for a lifetime of success. National Standards for Quality Online Courses is designed to provide states, districts, online programs, and other organizations with a set of quality guidelines for online course content, instructional design, technology, student assessment, and course management.

The original initiative in version one of the standards began with a thorough literature review of existing online course quality standards, followed by a survey offered to representatives of the iNACOL network to ensure the efficacy of the standards adopted. As a result of the research review, iNACOL had chosen to fully endorse the work of the Southern Regional Education Board (SREB) Quality Online Course Standards as a comprehensive set of criteria.* The standards as identified by SREB, already in use by sixteen SREB states, proved to be the most comprehensive and included guidelines set forth in the other criteria from the literature review. A full cross-reference of standards is available, including the iNACOL-endorsed NEA Guide to Teaching Online Courses, which included the key fundamental criteria. We were and are still grateful for SREB’s work and for their permission to distribute these standards on a national scale.

Since the original standards were released, other organizations have released quality standards for online courses. iNACOL organized a team of experts in the area of course development, instructional design, professional development, research, education, and administration to review these new standards and new literature around the topic and determined there was a need to refresh version one of the iNACOL standards. The same process was used in developing version two of the standards in addition to having version one as a starting point in the development of the new version.

Over the past three years, iNACOL has received feedback that several organizations are using these standards in the development and review of online courses. In this new version of the standards, reviewer considerations have been added for each indicator. Additionally, a rubric has been included to assist in the review of online courses based on this new version. iNACOL would like to thank the Texas Education Agency’s Texas Virtual School Network (TxVSN) for developing and sharing this rubric.

These guidelines should be implemented and monitored by each district or organization, as they reserve the right to apply the guidelines according to the best interest of the population for which they serve.

National Standards of Quality for Online Courses (CC-BY 2007)

Originally published in 2007 by the North American Council for Online Learning (NACOL)


Understanding Online Courses and Blended Learning

Online learning is expanding access to courses in K-12 education and providing a new network of highly qualified teachers to schools and students in underserved communities. Online learning has numerous benefits, including expanding course offerings, offering customized and personalized learning, giving struggling students a second chance to master a subject through online credit recovery when they fall behind, and providing a rigorous, interactive learning model for schools with embedded assessments that are data-rich1. Online learning is providing the content, pedagogical approach and integration of digital tools and resources that now support new models of teaching and learning, including blended learning, personalized instruction, portable and mobile learning.

Blended learning occurs in a variety of venues and models. It occurs at the district and school level, where both online and face-to-face classes are offered. At the classroom level, blended learning can occur when online courses are supported with in-class instruction or instructional support. At the instructional level, blended learning incorporates digital tools and resources into content and assessments, building students’ digital literacy skills as well as content knowledge. Blended classrooms enable schools to maintain continuity of learning during a pandemic or natural disaster, offer opportunities for personalization of classroom instruction, and offer students multiple pathways to learning.

Blended learning may incorporate online content in the form of a lesson, a single course, or an entire curriculum. The roles of teachers and students may be quite similar to their roles in a typical classroom, or they may change dramatically as learning becomes student-centered2 as shown in the diagram below. A blended classroom or course that includes online instruction may expand learning beyond the school day or school year, or it may still be defined by classroom hours.

The committee of experts who refreshed the online course standards have also developed a diagram of the Defining Dimensions of Blended Learning Programs based on the original work of Michigan Virtual School to assist in the understanding of how quality online content and digital resources and tools can be implemented within a blended school or program. This diagram specifically focuses on the unique characteristics across blended learning programs. From minimally using online content and digital tools and resources in a face-to-face classroom to a cohesively designed blended learning model, blended learning is emerging in a variety of forms. Blended learning trends show that implementations of new models look less like older models of distance learning and are emerging toward personalizing digital learning for each individual student at scale.

The focus of this diagram is on illustrating the variety of instructional models for blended learning. Blended learning can and does happen in a school model and there are specific operational issues an administrator must be aware of such as various policy issues, how funding follows the student, and technical issues of how administrative tools connect and work together; however, in this graphic we chose to focus on the course/instructional level.

1 Wicks, M. (2010). A National Primer for K-12 Online Learning, Version 2. International Association for K-12 Online Learning: Vienna, VA.2 Watson, J., Murin, A., Vashaw, L., Gemin, B. and Rapp, C. (2010). Keeping Pace with K-12 Online Learning: A Review of Policy and Practice. Evergreen Education Group: Evergreen, CO.


The graphic of the Defining Dimensions of Blended Learning Models tries to draw out what the possibilities are in terms of the continuum of blended instructional approaches. iNACOL is not making a value judgment on what is appropriate and what should or should not be used in a blended learning model within this graphic. The goal of this graphic is to show how blended models are being implemented from the early stages to mature, fully developed blended programs. In the original version of the iNACOL National Standards for Quality Online Courses (2006), iNACOL identified key criteria for course quality standards and since then has revised these standards based on surveys of best practice in the field. iNACOL’s goal is to provide a working framework of the characteristics of emerging blended learning and a multi-stage process of defining high-quality blended learning in the future.

Each of the dimensions impacts the role of the teacher across a variety of implementations. We have divided the dimensions into categories to show characteristics of the instructional model, student-centered approaches, and operational dimensions.

The International Association for K-12 Online Learning (iNACOL) hopes this diagram will serve as a tool for educators, administrators and policymakers to understand the essential elements of blended learning in order to make informed decisions about implementing blended programs. These leaders and innovations in online and blended learning continue to build a pathway to change the landscape of how we think about learning while increasing student opportunities for a new community of learners.


INSTRUCTIONAL MATERIAL LEVEL Learning Object Unit/Lesson Single Course Entire Curriculum

INSTRUCTIONAL RESOURCES

Course minimally uses digital content, resources, and tools to supplement instruction

Digital content, resources, and tools expand and enhance the curriculum and content

Use of digital resources and tools are integral to content, curriculum and instruction

ASSESSMENT

Whole-class assessments, used primarily in the classroom, during the school day as the primary means of feedback

A combination of traditional and online assessments are used inside and outside the classroom

Greater amount of digital, real-time data and feedback allow for individualized instruction

COMMUNICATION

(Student / Teacher & Student / Student)

Occurs primarily synchronously and in the physical classroom

Is a mixture of synchronous & asynchronous and may be in the physical classroom or online

Occurs primarily asynchronously and online or from a distance

ATTENDANCE REQUIREMENTS

Students are required to attend a physical classroom 5 days a week

Students attend a physical class-room less than 5 days a week and work online at other times

Students have flexible physical classroom and/or location attendance requirements.

STUDENT LEARNER’S ROLE

Student is primarily the recipient of teacher provided instruction. Teacher sets day-to-day pace.

Student takes active role in learning with reliance on digital content, resources and tools. Student has more control of own pace.

INDIVIDUALIZATION OF INSTRUCTION

All students expected to complete same instructional pathway

Students engage with digital content to customize their instructional pathway

Students engage with digital con-tent and have multiple pathways that are competency-based and not tied to a fixed school calendar.

INSTRUCTIONAL SUPPORT MODELS

“Direct student learning” through traditional teacher roles and staffing models

“Facilitate student learning” through a team approach with a significant reliance on technology-based tools and content

“Coordinate student learning” through the expanded use of technology-based tools and content, as well as the effective use of outside experts and/or community resources

INSTRUCTION SCHEDULE AND

LOCATION

Fixed daily schedule, instruction primarily in physical classroom

Mixed schedule of online and physical instruction

Highly flexible schedule, with instruction is possible 24x7. Learning centers support instruction.

ACCESS TO ACADEMIC STUDENT SUPPORT

Support is school-based, and provided primarily by the teacher during the class period.

Support structures (e.g. online tutoring, home mentors, and technical support services) in place 24x7, in addition to teacher support.

TECHNOLOGICAL INFRASTRUCTURE

School or classroom based with students using shared classroom computer resources. Access to infrastructure ends with class period.

Available across school campus with students checking out computers from a lab or bringing their own. Access to infrastructure is during school hours.

Available on and off campus with students using their own device. Access to infrastructure is 24x7.

Less Online Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . More Online Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mostly Online Instruction

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THE DEFINING DIMENSIONS OF BLENDED LEARNING MODELS

© International Association for K-12 Online Learning

iNACOL included this graphic within the National Standards for Quality Online Courses to provide those new to the field with a better understanding of how online content and digital tools and resources can be implemented in both face-to-face classrooms as part of a blended learning environment as well as within a fully online course. As the committee was refreshing the course standards, the topic of developing a separate set of standards for blended courses was discussed. The committee and iNACOL believe that all online content, however it may be implemented, should meet the standards in this document, and hope that the graphic above will serve as a guide to implementing quality blended learning models for our students.


The National Standards for Quality Online Courses are identified on the following pages.

Rating Scale0 Absent—component is missing1 Unsatisfactory—needs significant improvement2 Somewhat satisfactory—needs targeted improvements3 Satisfactory—discretionary improvement needed4 Very satisfactory—no improvement needed

Section A: Content

Description: The course provides online learners with multiple ways of engaging with learning experiences that promote their mastery of content and are aligned with state or national content standards.

To what extent does the course meet the criteria in this area?

Reviewer Considerations Rating

Academic Content Standards and Assessments

1. The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways.

Within the learning management system, course goals and objectives are present, explicitly stated, and can be easily found by students. The student’s level of mastery is measured against each goal and objective. After reading the list of goals and objectives, students will understand what they will be learning throughout the course.

2. The course content and assignments are aligned with the state’s content standards, common core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards.

The content and assignments for the core courses are explicitly and thoroughly aligned to the credit granting state’s academic standards, curriculum frameworks and assessments. Advanced Placement® courses must be approved with the College Board and other elective courses should be aligned to other nationally accepted content standards such as computer science, technology courses, etc.




Academic Content Standards and Assessments (continued)

3. The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.

The course components (objectives, assessments, instructional strategies, content, assignments and technology) are sufficiently broad, deep and rigorous such that successful students will have the knowledge and skills required by the standards upon completion of the course.

4. Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.

Information Literacy, including digital fluency, and communication skills are incorporated as an integral part of the curriculum.

5. Multiple learning resources and materials to increase student success are available to students before the course begins.

Before the course begins, students are provided multiple learning resources that prepare them for the online course. These could include textbooks, instructional materials links to browser plug-ins, and other software, which students must install. Additional materials related to successful strategies for completing an online course, tutorials, orientations, and a list of prerequisite knowledge and skills are also provided at this time.

Course Overview and Introduction

6. A clear, complete course overview and syllabus are included in the course.

The syllabus and overview include: course objectives and student learning outcomes; assignments; student expectations; time requirements; required materials; the grading policy; teacher-student, teacher-parent contact policies; the intended audience; and the content scope and sequence.

7. Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.

The course requirements include: a timeframe for participation, an approximate time required for individual activities, and expectations for communications.




Course Overview and Introduction (continued)

8. Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.

Instructor information is provided to students with contact, availability, and biographical information. Information on how to contact the instructor via phone, email, and/or online messaging tools is provided within the contact information. If regular contact with the instructor is required as part of the course, clear expectations for meeting this requirement are posted within the course.

Legal and Acceptable Use Policies

9. The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.

The course creates equal educational opportunities for students from diverse racial, ethnic, social-class and cultural groups. The content is up to date, accurate and free of any bias.

10. Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.

A “Code of Conduct” including netiquette standards, copyright and academic integrity expectations is provided.

11. Privacy policies are clearly stated. A policy statement is posted on the course provider’s website and/or in the learning management system disclosing the organization’s information gathering and dissemination practices.

Instructor Resources

12. Online instructor resources and notes are included.

Resources and notes to aid online instructors in teaching and facilitating the course are included within the learning management system.

13. Assessment and assignment answers and explanations are included.

Built-in course assessments are provided, and access to answers, explanations, and/or rubrics are included.


Section B: Instructional Design

Description: The course uses learning activities that engage students in active learning; provides students with multiple learning paths to master; the content is based on student needs; and provides ample opportunities for interaction and communication — student to student, student to instructor and instructor to student.



Instructional and Audience Analysis

1. Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum.

A variety of instructional and assessment methods, materials and assessments are used throughout the course, which allow students to demonstrate their achievement of the goals and objectives of the course.

Course, Unit and Lesson Design

2. The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content.

The course is organized by units and lessons that fall into a logical sequence. At the start of each unit or lesson, an overview is posted describing the objectives, activities, assignments, assessments, and resources to be used and completed. A variety of activities, assignments, assessments, and resources are used to provide students with different paths to master the content.

Instructional Strategies and Activities

3. The course instruction includes activities that engage students in active learning.

The course provides multiple opportunities for students to be actively engaged in the content that includes meaningful and authentic learning experiences such as collaborative learning groups, student-led review sessions, games, analysis or reactions to videos, discussions, concept mapping, analyzing case studies, etc.




4. The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.

Students are given a variety of activities, assignments, assessments and resources to allow them to successfully master the content. If a student is unsuccessful with mastering a particular concept, the course content provides the instructor with suggestions they are able to use in order to provide additional remediation activities or alternative assignments. If a student is not challenged throughout the course, the instructor may adapt the content to add enrichment activities to best meet the student’s talents and skills.

Instructional Strategies and Activities (continued)

5. The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.

Assignments, activities and assessments provide opportunities for students to elevate their thinking beyond knowledge and comprehension into the realm of analyzing situations, synthesizing information or evaluating an argument. Activities should include open-ended questions and encourage students to categorize and classify information. Opportunities for group work, decision-making and finding patterns should also be included in the course activities.

6. The course provides options for the instructor to adapt learning activities to accommodate students’ needs.

The instructor has access to adapt the course to meet the students’ needs by providing additional assignments, resources and activities for remediation or enrichments for the course.

7. Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.

The course content should be written at appropriate readability levels for the grade level of the student audience and the grade level should be prominently explained within the course description.




Communication and Interaction

8. The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.

Learning activities and other opportunities are created to foster instructor-student interaction. Students receive timely and frequent feedback on their progress that emphasizes the intended learner outcomes. The feedback is highly individualized, detailed, and recommends specific, individualized improvement, and strategies to encourage continued progress toward mastery.

9. The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students.

Instructor-student interactions begin early enough in the course to confirm active participation by all students.

10. The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.

Learning activities and other learning opportunities are developed to foster instructor-student and student-student interaction. The technology and course content encourage exchanges amongst the instructor and students through email, discussions, synchronous chats, simulations, lab activities and other group projects. Within the grading policy, guidelines defining student participation and expectations are provided.

Threaded and/or synchronous discussions are available for developing community, asking and finding answers to questions about the course, and around the content. Access is available to groups or individual students based on the purpose of the activity. Rules, roles, and expectations for the discussion are clear and posted within the discussion forum.

Resources and Materials

11. Students have access to resources that enrich the course content.

A wide variety of supplemental tools and resources are clearly identified and readily available within the learning management system.


Section C: Student Assessment

Description: The course uses multiple strategies and activities to assess student readiness for and progress in course content and provides students with feedback on their progress.



Evaluation Strategies

1. Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.

The strategies used to assess students throughout the course are consistent with and aligned to what is presented in the course goals and objectives document posted within the course.

2. The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.

Assessment types are matched to the level of knowledge being tested. Both formative assessments (that inform and support learning) and summative assessments (that demonstrate mastery) are a part of the course structure. Student-selected assessment options, enabling learners to demonstrate mastery in different ways, are available.

Feedback

3. Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.

The course provides frequent and ongoing formative assessments to check for student understanding and to ensure they are prepared for the next lesson. Initial pre-tests may be provided to assess student readiness.

4. Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content.

Feedback tools and procedures are built into the course to allow students to periodically self-monitor their academic progress.

Assessment Resources and Materials

5. Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.

Multiple versions of tests, test banks and other resources that support alternative evaluation methods are available.

6. Grading rubrics are provided to the instructor and may be shared with students.

Rubrics, rationale, and/or characteristics are provided for each graded assignment.

7. The grading policy and practices are easy to understand.

Grading policies and practices are clearly defined and may include any penalties that may be assessed to grades and/or extra credit opportunities.


Section D: Technology

Description: The course takes full advantage of a variety of technology tools, has a user-friendly interface and meets accessibility standards for interoperability and access for learners with special needs.



Course Architecture

1. The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.

The instructor of record for the course has access to make additions to the content within the learning management system (LMS). Access should allow the instructor to add content, activities, and assessments, where appropriate. The content from the “original” base course is left unchanged.

2. The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.

The course is created to adjust to multiple school calendars. Assignments and deadlines can easily be adapted and updated depending on the program offering the course’s schedule.

User Interface

3. Clear and consistent navigation is present throughout the course.

The course utilizes consistent and predictable navigation methods. Students can move logically and easily between areas of the course; color, graphics and icons are used to guide the student through the course; and a consistent look and feel exist throughout the course (consistent text, colors, bullets, and heading styles). Minimal training is required to navigate the course.

4. Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.

Course makes maximum use of the robust capabilities of the online medium and makes these resources available by alternative means (video, CDs, podcasts).




Technology Requirements and Interoperability

5. All technology requirements (including hardware, browser, software, etc...) are specified.

All technology requirements (including hardware, browser, software, etc.) are identified in the course description or during the student registration process and specified to students before they begin the course.

6. Prerequisite skills in the use of technology are identified.

All prerequisite technology skills necessary for the specific class are identified in the course description or during the registration process and are shared with students before they begin the course.

7. The course uses content-specific tools and software appropriately.

A variety of software and online tools are used appropriately and as needed within the online course. Tools should be easy to use, necessary for teaching and/or enriching the lesson, cross-platform and free to the student (or built into the course). The tools should be linked from within the course or sent as software with other course materials at the beginning of the course.

8. The course is designed to meet internationally recognized interoperability standards.

Interoperability technical standards allow sharing content among different learning management systems and ensure sharing of questions, assessments and results with others.

9. Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.

Course developers or publishers clearly state the copyright and licensing status of all content, including permission to share where applicable. Copyright and licensing information should be readily available, understandable and standardized in terms of use.




Accessibility

10. Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility Guidelines (WCAG 2.0).

Through the use of web accessibility evaluation tools, all web pages required for students to engage in online education (e.g., registration, library, course materials, grade retrieval) are validated to conform to accessibility standards. NIMAS is used to ensure textbooks and other instructional materials are accessible to the visually impaired.

Data Security

11. Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).

Defined course procedures for reporting grade and student information complies with the Family Educational Rights and Privacy Act (FERPA) http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html) posted within the course.


Section E: Course Evaluation and Support

Description: The course is evaluated regularly for effectiveness, using a variety of assessment strategies, and the findings are used as a basis for improvement. The course is kept up to date, both in content and in the application of new research on course design and technologies. Online instructors and their students are prepared to teach and learn in an online environment and are provided support during the course.



Assessing Course Effectiveness

1. The course provider uses multiple ways of assessing course effectiveness.

A combination of student, instructor, content experts, instructional designer and outside reviewers may be used to evaluate the course for effectiveness. A variety of methods may be used including course evaluations, student completion rates, satisfaction surveys, peer review, teacher and student feedback, and student performance on in-course as well as state or national assessments. University researchers have been encouraged to conduct studies on the effectiveness of the course.

2. The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.

The provider indicates the frequency of course evaluations, whether reviews are conducted internally or externally, and how the provider uses evaluation results to improve courses.

Course Updates

3. The course is updated periodically to ensure that the content is current.

The date the course was last updated is posted. Courses should be reviewed at a minimum of every three years to keep the content current, engaging, and relevant.

Certification

4. Course instructors, whether face-to-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.

This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.




Instructor and Student Support

5. Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.

Professional development is available for instructors of online courses, which includes using the technology tools specific to the course. Appropriate evidence could include training schedules, materials, tutorials or external links, as well as expectations for training frequency and annual hours of training.

6. The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.

Online technical help and support should be available any time. If 24/7 support is not available, support hours are clearly posted within the course or on the online program’s website and a maximum response time is noted. Assistance may take the form of Frequently Asked Questions, training resources, mentors, or peer support.

7. Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.

This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. Online instructors have been provided professional development to identify and address the ways in which the online environment can enhance and/or hinder the learning experience and have sensitivity to the perception of written online language.

8. Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.

This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. Professional development prepares the instructor to use multiple, varied means of communication with and stimulating engagement of online students. Modes include but should not be limited to email, threaded discussions, live chat/whiteboard sessions, document sharing, etc.




Instructor and Student Support (continued)

9. The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.

This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. Instructor curricular support, contact numbers, guidelines, mentor assistance, best instructional practices, or accessibility and participation in professional networks are available.

10. Students are offered an orientation for taking an online course before starting the coursework.

Students are offered an orientation for taking an online course before starting the coursework. The orientation should describe the experience of learning online and what is needed to manage challenges successfully. Time commitments, software and hardware requirements, and how to set up the student’s computer and work environment may be part of this orientation. The training may be provided either in written form, face-to-face, through a video, or entirely online.


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easil

y fo

und,

or

unde

rsto

od b

y st

uden

ts. T

he c

ours

e m

easu

res

goal

s an

d ob

ject

ives

in o

nly

ON

E w

ay.

With

in t

he le

arni

ng

man

agem

ent

syst

em, c

ours

e go

als

and

obje

ctiv

es a

re

pres

ent,

cle

arly

st

ated

, and

can

be

foun

d by

stu

dent

s.

The

stud

ent’s

leve

l of

mas

tery

is m

easu

red

in o

nly

ON

E w

ay.

With

in t

he le

arni

ng

man

agem

ent

syst

em, c

ours

e go

als

and

obje

ctiv

es a

re

pres

ent,

cle

arly

st

ated

, and

can

be

foun

d by

stu

dent

s.

The

stud

ent’s

leve

l of

mas

tery

is m

easu

red

in a

t le

ast

TWO

di

ffer

ent w

ays

agai

nst t

he g

oals

and

obje

ctiv

es.

With

in t

he le

arni

ng

man

agem

ent

syst

em, c

ours

e go

als

and

obje

ctiv

es a

re

pres

ent,

exp

licitl

y st

ated

, and

can

be

eas

ily fo

und

by s

tude

nts.

The

st

uden

t’s le

vel o

f m

aste

ry is

mea

sure

d in

TH

REE

or m

ore

way

s ag

ains

t the

go

als

and

obje

ctiv

es.

A2

The

cour

se c

onte

nt a

nd

assi

gnm

ents

are

alig

ned

with

the

sta

te’s

con

tent

st

anda

rds,

com

mon

co

re c

urric

ulum

, or

othe

r acc

epte

d co

nten

t st

anda

rds

set f

or A

dvan

ced

Plac

emen

t® c

ours

es,

tech

nolo

gy, c

ompu

ter

scie

nce,

or o

ther

cou

rses

w

hose

con

tent

is n

ot

incl

uded

in t

he s

tate

st

anda

rds.

ON

E or

mor

e of

th

e st

ate

cont

ent

stan

dard

s ar

e no

t ob

serv

ed o

r par

tially

ob

serv

ed.

The

cour

se c

onte

nt

and

assi

gnm

ents

are

al

igne

d to

the

sta

te’s

ac

adem

ic s

tand

ards

, as

sess

men

ts,

or n

atio

nally

/in

tern

atio

nally

ac

cept

ed c

onte

nt

stan

dard

s se

t fo

r Adv

ance

d Pl

acem

ent®

or o

ther

el

ectiv

e co

urse

s w

hose

con

tent

is

not i

nclu

ded

in s

tate

st

anda

rds.

The

cour

se c

onte

nt

and

assi

gnm

ents

ar

e A

LL e

xplic

itly

and

thor

ough

ly

alig

ned

to t

he s

tate

’s

acad

emic

sta

ndar

ds,

asse

ssm

ents

, or

nat

iona

lly/

inte

rnat

iona

lly

acce

pted

con

tent

st

anda

rds

set

for A

dvan

ced

Plac

emen

t® o

r oth

er

elec

tive

cour

ses

who

se c

onte

nt is

no

t inc

lude

d in

sta

te

stan

dard

s.

Ap

pen

dix

A: S

amp

le R

ub

ric

Cou

rse

Revi

ew S

corin

g Ru

bric

dev

elop

ed b

y th

e Te

xas

Educ

atio

n A

genc

y’s

Texa

s V

irtua

l Sch

ool N

etw

ork

(TxV

SN)


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

A3

The

cour

se c

onte

nt

and

assi

gnm

ents

are

of

suffi

cien

t rig

or, d

epth

an

d br

eadt

h to

teac

h th

e st

anda

rds

bein

g ad

dres

sed.

Cou

rse

com

pone

nts

(obj

ectiv

es,

asse

ssm

ents

, in

stru

ctio

nal

stra

tegi

es, c

onte

nt,

assi

gnm

ents

, and

te

chno

logy

) hav

e no

rig

or o

r dep

th a

nd

brea

dth.

Cou

rse

com

pone

nts

(obj

ectiv

es,

asse

ssm

ents

, in

stru

ctio

nal

stra

tegi

es, c

onte

nt,

assi

gnm

ents

, and

te

chno

logy

) lac

k su

ffici

ent

rigor

or

dept

h an

d br

eadt

h.

Cou

rse

com

pone

nts

(obj

ectiv

es,

asse

ssm

ents

, in

stru

ctio

nal

stra

tegi

es, c

onte

nt,

assi

gnm

ents

, and

te

chno

logy

) are

su

ffici

entl

y br

oad,

de

ep a

nd r

igor

ous

such

tha

t suc

cess

ful

stud

ents

will

hav

e th

e kn

owle

dge

and

skill

s re

quire

d by

th

e st

anda

rds

upon

co

mpl

etio

n of

the

co

urse

.

Cou

rse

com

pone

nts

(obj

ectiv

es,

asse

ssm

ents

, in

stru

ctio

nal

stra

tegi

es, c

onte

nt,

assi

gnm

ents

, and

te

chno

logy

) are

ex

cept

iona

lly

broa

d, d

eep

and

rigor

ous

such

th

at s

ucce

ssfu

l st

uden

ts w

ill h

ave

the

know

ledg

e an

d sk

ills

requ

ired

by

the

stan

dard

s up

on

com

plet

ion

of t

he

cour

se.

A4

Info

rmat

ion

liter

acy

and

com

mun

icat

ion

skill

s ar

e in

corp

orat

ed a

nd t

augh

t as

an

inte

gral

par

t of t

he

curr

icul

um.

Info

rmat

ion

liter

acy

and

com

mun

icat

ion

skill

s ar

e no

t in

tegr

ated

into

the

co

urse

con

tent

.

Min

imal

and

in

suffi

cien

t in

form

atio

n lit

erac

y an

d co

mm

unic

atio

n sk

ills

are

inte

grat

ed

in t

he c

ours

e co

nten

t.

Insu

ffici

ent

info

rmat

ion

liter

acy

and

com

mun

icat

ion

skill

s ar

e in

tegr

ated

in

to t

he c

ours

e co

nten

t.

Info

rmat

ion

liter

acy

incl

udin

g di

gita

l flue

ncy

and

com

mun

icat

ion

skill

s ar

e in

corp

orat

ed a

s an

inte

gral

par

t of

the

curr

icul

um.

Info

rmat

ion

liter

acy

incl

udin

g di

gita

l flue

ncy

and

com

mun

icat

ion

skill

s ar

e in

corp

orat

ed

exte

nsi

vely

as

an

inte

gral

par

t of t

he

curr

icul

um.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

A5

Mul

tiple

lear

ning

reso

urce

s an

d m

ater

ials

to in

crea

se

stud

ent s

ucce

ss a

re a

vaila

ble

to s

tude

nts

befo

re t

he

cour

se b

egin

s.

Befo

re t

he c

ours

e be

gins

, the

re a

re n

o le

arni

ng re

sour

ces

avai

labl

e fo

r st

uden

ts.

Befo

re t

he c

ours

e be

gins

, the

re a

re

insu

ffici

ent l

earn

ing

reso

urce

s av

aila

ble

for t

he s

tude

nts.

Befo

re t

he c

ours

e be

gins

, stu

dent

s ar

e pr

ovid

ed

mul

tiple

lear

ning

re

sour

ces

(tex

tboo

ks,

inst

ruct

iona

l m

ater

ials

, lin

ks to

br

owse

r plu

g-in

s,

and

othe

r sof

twar

e,

whi

ch s

tude

nts

mus

t in

stal

l) th

at p

repa

re

them

for t

he o

nlin

e co

urse

.

Befo

re t

he c

ours

e be

gins

, stu

dent

s ar

e pr

ovid

ed

mul

tiple

lear

ning

re

sour

ces

(tex

tboo

ks,

inst

ruct

iona

l m

ater

ials

, lin

ks to

br

owse

r plu

g-in

s,

and

othe

r sof

twar

e,

whi

ch s

tude

nts

mus

t ins

tall)

tha

t pr

epar

e th

em fo

r th

e on

line

cour

se.

Add

ition

al m

ater

ials

rela

ted

to s

ucce

ssfu

l st

rate

gies

for

com

plet

ing

an o

nlin

e co

urse

, tut

oria

ls,

orie

ntat

ions

, an

d pr

ereq

uisi

te

know

ledg

e an

d sk

ills

are

also

pro

vide

d at

th

is tim

e.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

A6

A c

lear

, com

plet

e co

urse

ov

ervi

ew a

nd s

ylla

bus

are

incl

uded

in t

he c

ours

e.

Ther

e is

no c

ours

e ov

ervi

ew a

nd

sylla

bus.

Ther

e is

a lo

catio

n w

ithin

the

cou

rse

for

the

cour

se o

verv

iew

or

syl

labu

s bu

t the

ac

tual

ove

rvie

w o

r sy

llabu

s is

mis

sing.

The

cour

se o

verv

iew

an

d/o

r syl

labu

s ne

ed

to b

e si

gnifi

cant

ly

impr

oved

. Min

imal

in

form

atio

n is

prov

ided

.

The

cour

se o

verv

iew

an

d sy

llabu

s in

clud

e ite

ms

such

as:

co

urse

obj

ectiv

es

and

stud

ent

lear

ning

out

com

es,

assi

gnm

ents

, stu

dent

ex

pect

atio

ns, t

ime

requ

irem

ents

, re

quire

d m

ater

ials

, gr

adin

g po

licy,

te

ache

r con

tact

in

form

atio

n, a

nd

cont

ent s

cope

and

se

quen

ce.

The

cour

se o

verv

iew

an

d sy

llabu

s in

clud

e co

urse

obj

ectiv

es

and

stud

ent

lear

ning

out

com

es,

assi

gnm

ents

, stu

dent

ex

pect

atio

ns, t

ime

requ

irem

ents

, re

quire

d m

ater

ials

, gr

adin

g po

licy,

te

ache

r con

tact

in

form

atio

n,

inte

nded

aud

ienc

e,

cont

ent s

cope

and

se

quen

ce, a

nd o

ther

he

lpfu

l inf

orm

atio

n.

A7

Cou

rse

requ

irem

ents

are

co

nsis

tent

with

cou

rse

goal

s, a

re re

pres

enta

tive

of

the

scop

e of

the

cou

rse

and

are

clea

rly s

tate

d.

Cou

rse

requ

irem

ents

ar

e m

issin

g.C

ours

e re

quire

men

ts

are

vagu

e an

d ar

e no

t con

siste

nt w

ith

the

cour

se g

oals

.

The

cour

se

requ

irem

ents

(t

imef

ram

e fo

r pa

rtic

ipat

ion,

ap

prox

imat

e tim

e re

quire

d fo

r in

divi

dual

act

iviti

es

and

expe

ctat

ions

fo

r com

mun

icat

ions

) ar

e in

cons

iste

nt w

ith

cour

se g

oals

, or n

ot

repr

esen

tativ

e of

the

sc

ope

of t

he c

ours

e,

or n

ot c

lear

ly s

tate

d.

Cou

rse

requ

irem

ents

(t

imef

ram

e fo

r pa

rtic

ipat

ion,

ap

prox

imat

e tim

e re

quire

d fo

r in

divi

dual

act

iviti

es

and

expe

ctat

ions

fo

r com

mun

icat

ions

) ar

e co

nsis

tent

w

ith c

ours

e go

als,

re

pres

enta

tive

of t

he

scop

e of

the

cou

rse

and

clea

rly s

tate

d.

The

cour

se

requ

irem

ents

in

clud

e: a

det

aile

d tim

efra

me

for

part

icip

atio

n,

an a

ppro

xim

ate

time

requ

ired

for

indi

vidu

al a

ctiv

ities

, an

d sp

ecifi

c ex

pect

atio

ns fo

r co

mm

unic

atio

ns,

and

are

cons

iste

nt

with

cou

rse

goal

s,

repr

esen

tativ

e of

the

sc

ope

of t

he c

ours

e an

d cl

early

sta

ted.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

A8

Info

rmat

ion

is pr

ovid

ed

to s

tude

nts,

par

ents

an

d m

ento

rs o

n ho

w to

co

mm

unic

ate

with

the

on

line

inst

ruct

or a

nd c

ours

e pr

ovid

er.

Ther

e is

no

inst

ruct

or/p

rovi

der

cont

act i

nfor

mat

ion

avai

labl

e.

Ther

e is

little

in

stru

ctor

/pro

vide

r co

ntac

t inf

orm

atio

n pr

ovid

ed.

App

ropr

iate

in

stru

ctor

/pro

vide

r co

mm

unic

atio

n in

form

atio

n su

ch a

s of

fice

hour

s, p

hone

nu

mbe

r, em

ail,

and

biog

raph

ical

in

form

atio

n is

prov

ided

.

App

ropr

iate

in

stru

ctor

/pro

vide

r co

mm

unic

atio

n in

form

atio

n su

ch a

s of

fice

hour

s, p

hone

nu

mbe

r, em

ail,

and

biog

raph

ical

in

form

atio

n is

prov

ided

. Th

e pr

oces

s fo

r co

mm

unic

atin

g w

ith

the

inst

ruct

or is

cl

early

out

lined

.

A9

The

cour

se re

flect

s m

ulti-

cultu

ral e

duca

tion,

and

th

e co

nten

t is

accu

rate

, cu

rren

t and

free

of b

ias

or

adve

rtisi

ng.

Con

tent

doe

s no

t re

flect

mul

ti-cu

ltura

l ed

ucat

ion,

is n

ot u

p-to

-dat

e, a

ccur

ate,

or

free

of a

ny b

ias

or

adve

rtisi

ng.

Con

tent

is m

issin

g TW

O o

f fou

r co

nditi

ons

(mul

ti-cu

ltura

l, up

-to-

date

, acc

urat

e or

fr

ee o

f any

bia

s or

ad

vert

ising

).

Con

tent

is m

issin

g O

NE

of fo

ur

cond

ition

s (m

ulti-

cultu

ral,

up-t

o-da

te, a

ccur

ate

or

free

of a

ny b

ias

or

adve

rtisi

ng).

The

cour

se re

flect

s m

ulti-

cultu

ral

educ

atio

n, a

nd t

he

cont

ent i

s ac

cura

te,

curr

ent a

nd fr

ee o

f bi

as o

r adv

ertis

ing.

The

cour

se c

reat

es

equa

l edu

catio

nal

oppo

rtun

ities

for

stud

ents

from

di

vers

e ra

cial

, eth

nic,

so

cial

�cla

ss, a

nd

cultu

ral g

roup

s. T

he

cont

ent i

s up

to

date

, acc

urat

e an

d fr

ee o

f any

bia

s or

ad

vert

ising

.

A10

Expe

ctat

ions

for a

cade

mic

in

tegr

ity, u

se o

f cop

yrig

hted

m

ater

ials

, pla

giar

ism

and

netiq

uett

e (In

tern

et

etiq

uett

e) re

gard

ing

less

on

activ

ities

, dis

cuss

ions

, e-m

ail

com

mun

icat

ions

are

cle

arly

st

ated

.

Cop

yrig

ht,

plag

iaris

m,

netiq

uett

e, a

nd

inte

grity

info

rmat

ion

are

not i

nclu

ded

in

the

cour

se o

r are

not

lin

ked

to if

loca

ted

outs

ide

of t

he

cour

se.

Som

e, b

ut n

ot a

ll ex

pect

atio

ns a

re

clea

rly s

tate

d in

the

co

urse

or a

re n

ot

linke

d to

if lo

cate

d ou

tsid

e of

the

co

urse

.

Issu

es a

ddre

ssin

g co

pyrig

hted

m

ater

ials

, pla

giar

ism,

netiq

uett

e, a

nd

inte

grity

are

incl

uded

in

the

cou

rse

or a

re

linke

d to

if lo

cate

d ou

tsid

e of

the

co

urse

.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

A11

Priv

acy

polic

ies

are

clea

rly

stat

ed.

Priv

acy

polic

ies

are

not i

nclu

ded

in t

he

cour

se o

r are

not

lin

ked

to if

loca

ted

outs

ide

of t

he

cour

se.

A p

olic

y st

atem

ent

is in

clud

ed in

the

co

urse

or i

s lin

ked

to if

loca

ted

outs

ide

of t

he c

ours

e. T

he

polic

y di

sclo

ses

the

orga

niza

tion’

s in

form

atio

n ga

ther

ing

and

diss

emin

atio

n pr

actic

es.

A p

olic

y st

atem

ent i

s po

sted

on

the

cour

se

prov

ider

’s w

ebsi

te

and

in t

he c

ours

e an

d is

easil

y fo

und

by t

he s

tude

nt. T

he

polic

y di

sclo

ses

the

orga

niza

tion’

s in

form

atio

n ga

ther

ing

and

diss

emin

atio

n pr

actic

es.

A12

Onl

ine

inst

ruct

or re

sour

ces

and

note

s ar

e in

clud

ed.

Inst

ruct

or re

sour

ces

and

note

s ar

e no

t in

clud

ed in

the

co

urse

.

Inst

ruct

or re

sour

ces

and

note

s ar

e av

aila

ble

in t

he

cour

se.

Inst

ruct

or re

sour

ces

and

note

s ar

e av

aila

ble

for e

very

le

arni

ng u

nit i

n th

e co

urse

.

A13

Ass

essm

ent a

nd a

ssig

nmen

t an

swer

s an

d ex

plan

atio

ns

are

incl

uded

.

No

answ

ers,

ex

plan

atio

ns, r

ubric

s or

exa

mpl

es a

re

incl

uded

.

Ans

wer

s an

d ex

plan

atio

ns a

re

avai

labl

e, b

ut n

o ru

bric

s or

exa

mpl

es

are

incl

uded

.

Ans

wer

s,

expl

anat

ions

, an

d ru

bric

s ar

e pr

ovid

ed; h

owev

er,

no e

xam

ples

are

in

clud

ed.

Ans

wer

s,

expl

anat

ions

, rub

rics,

an

d ex

ampl

es

of c

ompl

eted

as

sess

men

ts a

nd

assi

gnm

ents

are

in

clud

ed in

the

in

stru

ctor

reso

urce

s.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

B1

Cou

rse

desi

gn re

flect

s a

clea

r und

erst

andi

ng o

f al

l stu

dent

s’ n

eeds

and

in

corp

orat

es v

arie

d w

ays

to le

arn

and

mas

ter t

he

curr

icul

um.

Ther

e is

no v

arie

ty

of in

stru

ctio

nal a

nd

asse

ssm

ent m

etho

ds.

Ther

e is

limit

ed

varie

ty o

f in

stru

ctio

nal

and

asse

ssm

ent

met

hods

. M

ater

ials

and

asse

ssm

ents

us

ed t

hrou

ghou

t th

e co

urse

pre

vent

st

uden

ts fr

om

dem

onst

ratin

g ac

hiev

emen

t of t

he

goal

s an

d ob

ject

ives

of

the

cou

rse.

Ther

e is

a va

riety

of

inst

ruct

iona

l an

d as

sess

men

t m

etho

ds.

Mat

eria

ls an

d as

sess

men

ts

used

thr

ough

out

the

cour

se

allo

w s

tude

nts

to d

emon

stra

te

achi

evem

ent o

f the

go

als

and

obje

ctiv

es

of t

he c

ours

e.

Ther

e is

a ri

ch v

arie

ty

of in

stru

ctio

nal a

nd

asse

ssm

ent m

etho

ds.

Enga

ging

mat

eria

ls an

d au

then

tic

asse

ssm

ents

are

us

ed t

hrou

ghou

t th

e co

urse

to

allo

w s

tude

nts

to d

emon

stra

te

achi

evem

ent o

f the

go

als

and

obje

ctiv

es

of t

he c

ours

e.

B2

The

cour

se is

org

aniz

ed b

y un

its a

nd le

sson

s th

at fa

ll in

to a

logi

cal s

eque

nce.

Ea

ch u

nit a

nd le

sson

in

clud

es a

n ov

ervi

ew

desc

ribin

g ob

ject

ives

, ac

tiviti

es, a

ssig

nmen

ts,

asse

ssm

ents

, and

reso

urce

s to

pro

vide

mul

tiple

lear

ning

op

port

uniti

es fo

r stu

dent

s to

mas

ter t

he c

onte

nt.

The

cour

se is

not

or

gani

zed

into

uni

ts/

mod

ules

and

less

ons

that

fall

into

a lo

gica

l se

quen

ce.

The

cour

se is

or

gani

zed

into

uni

ts/

mod

ules

tha

t fal

l int

o a

logi

cal s

eque

nce,

bu

t so

me

less

ons

do n

ot in

clud

e an

ov

ervi

ew, o

r few

or

limite

d re

sour

ces

are

note

d.

The

cour

se is

or

gani

zed

by u

nits

an

d le

sson

s. A

t th

e st

art o

f eac

h un

it or

less

on, a

n ov

ervi

ew is

pos

ted

desc

ribin

g th

e ob

ject

ives

, act

iviti

es,

assi

gnm

ents

, as

sess

men

ts, a

nd

reso

urce

s to

be

used

an

d co

mpl

eted

.

The

cour

se is

or

gani

zed

by u

nits

an

d le

sson

s. A

t th

e st

art o

f eac

h un

it or

less

on, a

n ov

ervi

ew is

pos

ted

desc

ribin

g th

e ob

ject

ives

, act

iviti

es,

assi

gnm

ents

, as

sess

men

ts, a

nd

reso

urce

s to

be

used

an

d co

mpl

eted

. A

varie

ty o

f act

iviti

es,

assi

gnm

ents

, as

sess

men

ts, a

nd

reso

urce

s ar

e us

ed

to p

rovi

de s

tude

nts

with

diff

eren

t pa

ths

to m

aste

r the

co

nten

t.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

B3

The

cour

se in

stru

ctio

n in

clud

es a

ctiv

ities

tha

t en

gage

stu

dent

s in

act

ive

lear

ning

.

The

cour

se

inst

ruct

ion

does

not

in

clud

e ac

tiviti

es t

hat

enga

ge s

tude

nts

in

activ

e le

arni

ng.

The

cour

se p

rovi

des

limite

d op

port

uniti

es

for s

tude

nts

to b

e ac

tivel

y en

gage

d in

th

e co

nten

t.

The

cour

se p

rovi

des

seve

ral o

ppor

tuni

ties

for s

tude

nts

to b

e ac

tivel

y en

gage

d in

the

con

tent

th

at in

clud

es

mea

ning

ful a

nd

auth

entic

lear

ning

ex

perie

nces

suc

h as

co

llabo

rativ

e le

arni

ng

grou

ps, s

tude

nt-le

d re

view

ses

sion

s,

gam

es, a

naly

sis o

r re

actio

ns to

vid

eos,

di

scus

sion

s, c

once

pt

map

ping

, ana

lyzi

ng

case

stu

dies

, etc

.

The

cour

se

cons

iste

ntly

pr

ovid

es m

ultip

le

oppo

rtun

ities

for

stud

ents

to b

e ac

tivel

y en

gage

d in

the

con

tent

th

at in

clud

es

mea

ning

ful a

nd

auth

entic

lear

ning

ex

perie

nces

incl

udin

g co

llabo

rativ

e le

arni

ng

grou

ps, s

tude

nt-le

d re

view

ses

sion

s,

gam

es, a

naly

sis o

r re

actio

ns to

vid

eos,

di

scus

sion

s, c

once

pt

map

ping

, ana

lyzi

ng

case

stu

dies

, etc

.

B4

The

cour

se a

nd c

ours

e in

stru

ctor

pro

vide

stu

dent

s w

ith m

ultip

le le

arni

ng

path

s, b

ased

on

stud

ent

need

s th

at e

ngag

e st

uden

ts

in a

var

iety

of w

ays.

The

cour

se a

nd

cour

se in

stru

ctor

do

not a

ddre

ss a

var

iety

of

lear

ning

sty

les.

The

cour

se a

nd

cour

se in

stru

ctor

pr

ovid

e a

limite

d va

riety

of a

ctiv

ities

, as

sign

men

ts,

asse

ssm

ents

, and

re

sour

ces.

The

cour

se a

nd

cour

se in

stru

ctor

pr

ovid

e a

varie

ty o

f le

arni

ng a

ctiv

ities

th

at a

ddre

ss d

iffer

ent

lear

ning

sty

les

and

pref

eren

ces

(aud

itory

, visu

al,

tact

ile/k

ines

thet

ic).

The

cour

se a

nd

cour

se in

stru

ctor

co

nsis

tent

ly p

rovi

de

a w

ide

varie

ty o

f le

arni

ng a

ctiv

ities

th

at a

ddre

ss d

iffer

ent

lear

ning

sty

les

and

pref

eren

ces

(aud

itory

, visu

al,

tact

ile/k

ines

thet

ic).


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

B5

The

cour

se p

rovi

des

oppo

rtun

ities

for s

tude

nts

to e

ngag

e in

hig

her-

orde

r th

inki

ng, c

ritic

al re

ason

ing

activ

ities

and

thi

nkin

g in

in

crea

singl

y co

mpl

ex w

ays.

The

cour

se d

oes

not

prov

ide

oppo

rtun

ities

for

stud

ents

to e

leva

te

thei

r thi

nkin

g be

yond

re

mem

berin

g an

d un

ders

tand

ing.

The

cour

se p

rovi

des

an in

adeq

uate

am

ount

of

assi

gnm

ents

, ac

tiviti

es, a

nd

asse

ssm

ents

for

stud

ents

to e

leva

te

thei

r thi

nkin

g be

yond

re

mem

berin

g an

d un

ders

tand

ing.

The

cour

se p

rovi

des

a su

ffici

ent

amou

nt o

f as

sign

men

ts,

activ

ities

, and

as

sess

men

ts fo

r st

uden

ts to

ele

vate

th

eir t

hink

ing

beyo

nd

rem

embe

ring

and

unde

rsta

ndin

g.

The

cour

se

con

sist

entl

y pr

ovid

es

assi

gnm

ents

, ac

tiviti

es, a

nd

asse

ssm

ents

for

stud

ents

to e

leva

te

thei

r thi

nkin

g be

yond

re

mem

berin

g an

d un

ders

tand

ing.

B6

The

cour

se p

rovi

des

optio

ns fo

r the

inst

ruct

or

to a

dapt

lear

ning

act

iviti

es

to a

ccom

mod

ate

stud

ents

’ ne

eds.

The

cour

se d

oes

no

t pr

ovid

e op

tions

fo

r the

inst

ruct

or to

ad

apt t

he c

ours

e to

m

eet t

he s

tude

nts’

ne

eds.

The

cour

se p

rovi

des

optio

ns fo

r the

in-

stru

ctor

to a

dapt

th

e co

urse

to m

eet

the

stud

ents

’ nee

ds

by p

rovi

ding

add

i-tio

nal a

ssig

nmen

ts,

reso

urce

s, a

nd a

ctiv

i-tie

s fo

r rem

edia

tion

or e

nric

hmen

ts fo

r th

e co

urse

.

B7

Read

abili

ty le

vels

, writ

ten

lang

uage

ass

ignm

ents

and

m

athe

mat

ical

requ

irem

ents

ar

e ap

prop

riate

for t

he

cour

se c

onte

nt a

nd g

rade

-le

vel e

xpec

tatio

ns.

Read

abili

ty le

vels

, w

ritte

n la

ngua

ge

assi

gnm

ents

and

m

athe

mat

ical

re

quire

men

ts a

re

not

appr

opria

te fo

r th

e co

urse

con

tent

an

d gr

ade-

leve

l ex

pect

atio

ns.

Read

abili

ty le

vels

, w

ritte

n la

ngua

ge

assi

gnm

ents

and

m

athe

mat

ical

re

quire

men

ts

are

som

etim

es

inap

prop

riate

for

the

cour

se c

onte

nt

and

grad

e-le

vel

expe

ctat

ions

.

Read

abili

ty le

vels

, w

ritte

n la

ngua

ge

assi

gnm

ents

and

m

athe

mat

ical

re

quire

men

ts a

re

appr

opria

te fo

r th

e co

urse

con

tent

an

d gr

ade-

leve

l ex

pect

atio

ns.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

B8

The

cour

se d

esig

n pr

ovid

es o

ppor

tuni

ties

for

appr

opria

te in

stru

ctor

- st

uden

t int

erac

tion,

in

clud

ing

oppo

rtun

ities

fo

r tim

ely

and

freq

uent

fe

edba

ck a

bout

stu

dent

pr

ogre

ss.

The

cour

se d

esig

n do

es n

ot p

rovi

de

oppo

rtun

ities

fo

r app

ropr

iate

in

stru

ctor

- stu

dent

in

tera

ctio

n, in

clud

ing

oppo

rtun

ities

for

timel

y an

d fr

eque

nt

feed

back

abo

ut

stud

ent p

rogr

ess.

The

cour

se d

esig

n pr

ovid

es fe

w

oppo

rtun

ities

fo

r app

ropr

iate

in

stru

ctor

-stu

dent

in

tera

ctio

n, a

nd fe

w

oppo

rtun

ities

for

timel

y an

d fr

eque

nt

feed

back

abo

ut

stud

ent p

rogr

ess.

The

cour

se d

esig

n pr

ovid

es fe

w

oppo

rtun

ities

fo

r app

ropr

iate

in

stru

ctor

-stu

dent

in

tera

ctio

n, o

r fe

w

oppo

rtun

ities

for

timel

y an

d fr

eque

nt

feed

back

abo

ut

stud

ent p

rogr

ess.

Lear

ning

act

iviti

es

and

othe

r op

port

uniti

es a

re

crea

ted

to fo

ster

in

stru

ctor

-stu

dent

in

tera

ctio

n. S

tude

nts

rece

ive

timel

y an

d fr

eque

nt fe

edba

ck

on t

heir

prog

ress

th

at e

mph

asiz

es

the

inte

nded

le

arne

r out

com

es.

The

feed

back

is

indi

vidu

aliz

ed a

nd

deta

iled.

Lear

ning

act

iviti

es

and

othe

r op

port

uniti

es a

re

crea

ted

to fo

ster

in

stru

ctor

-stu

dent

in

tera

ctio

n. S

tude

nts

rece

ive

timel

y an

d fr

eque

nt fe

edba

ck

on t

heir

prog

ress

th

at e

mph

asiz

es t

he

inte

nded

lear

ner

outc

omes

. The

fe

edba

ck is

hig

hly

indi

vidu

aliz

ed,

deta

iled,

and

re

com

men

ds

spec

ific,

in

divi

dual

ized

im

prov

emen

t,

and

stra

tegi

es to

en

cour

age

cont

inue

d pr

ogre

ss to

war

d m

aste

ry.

B9

The

cour

se d

esig

n in

clud

es

expl

icit

com

mun

icat

ion

/ac

tiviti

es (b

oth

befo

re

and

durin

g th

e fir

st

wee

k of

the

cou

rse)

tha

t co

nfirm

whe

ther

stu

dent

s ar

e en

gage

d an

d ar

e pr

ogre

ssin

g th

roug

h th

e co

urse

. The

inst

ruct

or w

ill

follo

w p

rogr

am g

uide

lines

to

add

ress

non

-res

pons

ive

stud

ents

.

Ther

e is

no e

vide

nce

of in

stru

ctor

-stu

dent

in

tera

ctio

ns b

efor

e an

d du

ring

the

first

w

eek

of t

he c

ours

e to

con

firm

act

ive

part

icip

atio

n by

all

stud

ents

.

Ther

e is

evid

ence

of

inst

ruct

or-s

tude

nt

inte

ract

ions

bef

ore

or d

urin

g th

e fir

st

wee

k of

the

cou

rse

to c

onfir

m a

ctiv

e pa

rtic

ipat

ion

by a

ll st

uden

ts.

Ther

e is

evid

ence

of

inst

ruct

or-s

tude

nt

inte

ract

ions

bef

ore

and

durin

g th

e fir

st

wee

k of

the

cou

rse

to c

onfir

m a

ctiv

e pa

rtic

ipat

ion

by a

ll st

uden

ts.

Intr

oduc

tory

stu

dent

co

mm

unic

atio

n an

d ac

tiviti

es a

re p

rese

nt

and

requ

ired

befo

re

and

durin

g th

e fir

st

wee

k of

the

cou

rse

to c

onfir

m a

ctiv

e pa

rtic

ipat

ion

by a

ll st

uden

ts.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

B10

The

cour

se p

rovi

des

oppo

rtun

ities

for

appr

opria

te in

stru

ctor

-st

uden

t and

stu

dent

-st

uden

t int

erac

tion

to fo

ster

m

aste

ry a

nd a

pplic

atio

n of

th

e m

ater

ial.

Ther

e is

no

oppo

rtun

ity fo

r in

stru

ctor

-stu

dent

or

stu

dent

-stu

dent

in

tera

ctio

n w

ith t

he

purp

ose

of m

aste

ring

cont

ent.

Ther

e is

only

in

stru

ctor

-stu

dent

or

stu

dent

-stu

dent

in

tera

ctio

n, b

ut n

ot

both

.

Onl

y O

NE

type

of

activ

e, o

ngoi

ng

lear

ning

act

ivity

is

crea

ted

to fo

ster

in

stru

ctor

-stu

dent

an

d st

uden

t-st

uden

t in

tera

ctio

n. T

his

activ

ity is

inte

gral

to

con

tent

but

may

la

ck m

onito

ring

and

clar

ity.

A m

inim

um o

f TW

O d

iffer

entia

ted

activ

e, o

ngoi

ng a

nd

requ

ired

(gra

ded)

le

arni

ng a

ctiv

ities

ar

e cr

eate

d to

fost

er

inst

ruct

or-s

tude

nt

and

stud

ent-

stud

ent

inte

ract

ion.

The

se

activ

ities

are

inte

gral

to

con

tent

and

ar

e de

fined

and

m

onito

red

to e

nsur

e m

aste

ry o

f con

tent

.

Thre

e or

mor

e di

ffer

entia

ted

activ

e,

ongo

ing

lear

ning

and

re

quire

d (g

rade

d)

activ

ities

are

cre

ated

to

fost

er in

stru

ctor

-st

uden

t and

stu

dent

-st

uden

t int

erac

tion.

Th

ese

activ

ities

are

in

tegr

al to

con

tent

an

d ar

e de

fined

and

m

onito

red

to e

nsur

e m

aste

ry o

f con

tent

. Th

ere

is ap

prop

riate

de

pth,

com

plex

ity

and

rigor

to t

hese

ac

tiviti

es.

B11

Stud

ents

hav

e ac

cess

to

reso

urce

s th

at e

nric

h th

e co

urse

con

tent

.

No

addi

tiona

l too

ls an

d re

sour

ces

are

iden

tified

or a

vaila

ble

with

in t

he c

ours

e to

en

rich

the

cont

ent.

Supp

lem

enta

l too

ls an

d re

sour

ces

are

iden

tified

but

do

not e

nric

h an

d ar

e in

appr

opria

te a

nd/

or n

ot re

leva

nt to

the

co

nten

t.

Supp

lem

enta

l too

ls an

d re

sour

ces

are

iden

tified

and

re

adily

ava

ilabl

e w

ithin

the

lear

ning

m

anag

emen

t sys

tem

. Th

e re

sour

ces

enric

h an

d ar

e re

leva

nt to

th

e co

nten

t.

A w

ide

varie

ty o

f su

pple

men

tal t

ools

and

reso

urce

s ar

e cl

early

iden

tified

an

d re

adily

ava

ilabl

e w

ithin

the

lear

ning

m

anag

emen

t sys

tem

. Th

e re

sour

ces

enric

h an

d ar

e re

leva

nt to

th

e co

nten

t.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

C1

Stud

ent e

valu

atio

n st

rate

gies

are

con

siste

nt

with

cou

rse

goal

s an

d ob

ject

ives

, are

re

pres

enta

tive

of t

he s

cope

of

the

cou

rse

and

are

clea

rly

stat

ed.

Stra

tegi

es to

ass

ess

stud

ents

are

not

al

igne

d w

ith t

he

cour

se g

oals

and

obje

ctiv

es.

FOU

R or

mor

e as

sess

men

ts a

re n

ot

cons

iste

nt o

r alig

ned

with

the

cour

se g

oals

and

obje

ctiv

es.

ON

E to

TH

REE

asse

ssm

ents

are

not

co

nsis

tent

or a

ligne

d w

ith th

e co

urse

goa

ls an

d ob

ject

ives

.

The

stra

tegi

es u

sed

to a

sses

s st

uden

ts

thro

ugho

ut t

he

cour

se a

re c

onsis

tent

w

ith a

nd a

ligne

d to

w

hat i

s pr

esen

ted

in

the

cour

se g

oals

and

obje

ctiv

es p

oste

d w

ithin

the

cou

rse.

C2

The

cour

se s

truc

ture

in

clud

es a

dequ

ate

and

appr

opria

te m

etho

ds

and

proc

edur

es to

ass

ess

stud

ents

’ mas

tery

of

cont

ent.

Cou

rse

has

no fo

rm

of a

sses

smen

t to

dete

rmin

e st

uden

t m

aste

ry.

The

cour

se s

truc

ture

in

clud

es in

adeq

uate

/ in

appr

opria

te

met

hods

and

pr

oced

ures

to a

sses

s st

uden

ts’ m

aste

ry o

f co

nten

t.

Mul

tiple

typ

es o

f as

sess

men

ts a

llow

st

uden

ts to

dem

on-

stra

te t

heir

unde

r-st

andi

ng. F

orm

ativ

e an

d su

mm

ativ

e as

sess

men

ts a

re a

pa

rt o

f the

str

uctu

re

of t

he c

ours

e. E

x-am

ples

may

incl

ude

pre-

test

s, p

ost-

test

s,

obje

ctiv

e an

d su

bjec

-tiv

e qu

estio

ning

, sel

f-as

sess

men

ts, g

roup

pr

ojec

ts, e

valu

atin

g le

vels

and

qual

ity

of p

artic

ipat

ion

and

port

folio

s.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

C3

Ong

oing

, var

ied,

and

fr

eque

nt a

sses

smen

ts a

re

cond

ucte

d th

roug

hout

the

co

urse

to in

form

inst

ruct

ion.

Stud

ent a

sses

smen

t is

not o

ngoi

ng,

varie

d an

d/o

r fr

eque

nt.

The

cour

se c

onta

ins

inad

equa

te

asse

ssm

ents

to

chec

k fo

r stu

dent

un

ders

tand

ing

and

to e

nsur

e th

ey a

re

prep

ared

for t

he n

ext

less

on.

The

cour

se p

rovi

des

ongo

ing,

var

ied,

and

fr

eque

nt fo

rmat

ive

asse

ssm

ents

to

chec

k fo

r stu

dent

un

ders

tand

ing

and

to e

nsur

e th

ey a

re

prep

ared

for t

he n

ext

less

on.

The

cour

se p

rovi

des

ongo

ing,

var

ied,

and

fr

eque

nt fo

rmat

ive

asse

ssm

ents

to

chec

k fo

r stu

dent

un

ders

tand

ing

and

to e

nsur

e th

ey

are

prep

ared

for

the

next

less

on.

Pre-

asse

ssm

ents

ar

e pr

ovid

ed to

de

term

ine

stud

ent

read

ines

s.

C4

Ass

essm

ent s

trat

egie

s an

d to

ols

mak

e th

e st

uden

t co

ntin

uous

ly a

war

e of

his

/he

r pro

gres

s in

cla

ss a

nd

mas

tery

of t

he c

onte

nt.

No

feed

back

tool

s or

pr

oced

ures

are

foun

d in

the

cou

rse.

Feed

back

tool

s an

d pr

oced

ures

are

bui

lt in

to t

he c

ours

e fo

r co

ntin

uous

stu

dent

se

lf-m

onito

ring.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

C5

Ass

essm

ent m

ater

ials

prov

ide

the

inst

ruct

or w

ith

the

flexi

bilit

y to

ass

ess

stud

ents

in a

var

iety

of

way

s.

The

cour

se d

oes

not

offe

r any

typ

e of

as

sess

men

t.

The

cour

se o

nly

offe

rs O

NE

type

of

asse

ssm

ent w

ith n

o va

riatio

n.

The

cour

se o

ffer

s m

ultip

le t

ypes

of

asse

ssm

ents

with

al

tern

ate

type

s of

eva

luat

ion

met

hods

ava

ilabl

e in

the

lear

ning

m

anag

emen

t sys

tem

.

The

cour

se o

ffer

s a

wid

e va

riety

of

ass

essm

ent

tech

niqu

es to

m

easu

re o

ngoi

ng

stud

ent p

rogr

ess

on c

lear

ly id

entifi

ed

lear

ner o

utco

mes

. A

ltern

ativ

e ev

alua

tion

met

hods

ar

e us

ed to

gau

ge

stud

ent p

rogr

ess,

an

d au

then

tic

asse

ssm

ents

ar

e pr

ovid

ed to

de

mon

stra

te

mas

tery

.

C6

Gra

ding

rubr

ics

are

prov

ided

to

the

inst

ruct

or a

nd m

ay

be s

hare

d w

ith s

tude

nts.

Ther

e ar

e no

rub

rics

of a

ssig

nmen

ts

avai

labl

e.

Rubr

ics

are

prov

ided

to

the

inst

ruct

or a

nd

may

be

shar

ed w

ith

the

stud

ent.

Expl

icit

rubr

ics

and

wor

k sa

mpl

es a

re

prov

ided

for e

ach

type

of g

rade

d as

sign

men

t and

ar

e sh

ared

with

the

st

uden

t.

C7

The

grad

ing

polic

y an

d pr

actic

es a

re e

asy

to

unde

rsta

nd.

The

cour

se d

oes

not

cont

ain

a gr

adin

g po

licy.

The

cour

se in

clud

es

a gr

adin

g po

licy

that

is

eith

er d

ifficu

lt to

lo

cate

or h

ard

to

unde

rsta

nd.

Gra

ding

pol

icy

and

prac

tices

are

eas

y to

lo

cate

and

are

wel

l-de

fined

.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

D1

The

cour

se a

rchi

tect

ure

perm

its t

he o

nlin

e in

stru

ctor

to

add

con

tent

, act

iviti

es

and

asse

ssm

ents

to e

xten

d le

arni

ng o

ppor

tuni

ties.

The

cour

se

arch

itect

ure

does

no

t allo

w t

he

teac

her t

o ad

d co

nten

t, a

ctiv

ities

an

d as

sess

men

ts

to e

xten

d le

arni

ng

oppo

rtun

ities

.

The

cour

se

arch

itect

ure

perm

its

the

teac

her t

o ad

d co

nten

t, a

ctiv

ities

an

d as

sess

men

ts

to e

xten

d le

arni

ng

oppo

rtun

ities

.

D2

The

cour

se a

ccom

mod

ates

m

ultip

le s

choo

l cal

enda

rs;

e.g.

, blo

ck, 4

X4 a

nd

trad

ition

al s

ched

ules

.

The

cour

se d

oes

not a

ccom

mod

ate

mul

tiple

sch

ool

cale

ndar

s.

The

cour

se

acco

mm

odat

es

mul

tiple

sch

ool

cale

ndar

s.

D3

Cle

ar a

nd c

onsis

tent

na

viga

tion

is pr

esen

t th

roug

hout

the

cou

rse.

The

cour

se

navi

gatio

n is

inco

nsis

tent

and

un

pred

icta

ble.

At

times

the

nav

igat

ion

is m

issin

g.

The

cour

se

navi

gatio

n is

inco

nsis

tent

and

un

pred

icta

ble.

The

cour

se

utili

zes

cons

iste

nt

and

pred

icta

ble

navi

gatio

n m

etho

ds.

Min

imal

tra

inin

g is

requ

ired

to n

avig

ate

the

cour

se.

The

cour

se

utili

zes

cons

iste

nt

and

pred

icta

ble

navi

gatio

n m

etho

ds.

Stud

ents

can

mov

e lo

gica

lly a

nd e

asily

be

twee

n ar

eas

of

the

cour

se; c

olor

, gr

aphi

cs a

nd ic

ons

are

used

to g

uide

th

e st

uden

t thr

ough

th

e co

urse

; and

a

cons

iste

nt lo

ok a

nd

feel

exi

st t

hrou

gh-

out t

he c

ours

e (c

onsis

tent

text

, co

lors

, bul

lets

, and

he

adin

g st

yles

).


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

D4

Rich

med

ia a

re p

rovi

ded

in

mul

tiple

form

ats

for e

ase

of u

se a

nd a

cces

s in

ord

er

to a

ddre

ss d

iver

se s

tude

nt

need

s.

The

cour

se d

oes

not

prov

ide

rich

med

ia in

an

y fo

rmat

.

The

cour

se u

ses

vide

o or

aud

io

spar

ingl

y.

The

cour

se u

ses

med

ia b

ut n

ot in

m

ultip

le fo

rmat

s.

The

med

ia m

ay b

e in

suffi

cien

t in

qual

ity.

The

cour

se u

ses

qual

ity v

ideo

, au

dio

and

Inte

rnet

re

sour

ces

thro

ugho

ut

the

cour

se.

The

cour

se m

akes

m

axim

um u

se o

f the

ro

bust

cap

abili

ties

of

the

onlin

e m

ediu

m

and

mak

es t

hese

re

sour

ces

avai

labl

e by

alte

rnat

ive

mea

ns (v

ideo

, CD

s,

podc

asts

).

D5

All

tech

nolo

gy re

quire

men

ts

(incl

udin

g ha

rdw

are,

br

owse

r, so

ftw

are,

etc

...)

are

spec

ified

.

All

tech

nolo

gy

requ

irem

ents

are

not

sp

ecifi

ed.

All

tech

nolo

gy

requ

irem

ents

(in

clud

ing

hard

war

e,

brow

ser,

soft

war

e,

etc.

..) a

re id

entifi

ed

in t

he c

ours

e de

scrip

tion

or

durin

g th

e st

uden

t re

gist

ratio

n pr

oces

s an

d sp

ecifi

ed to

st

uden

ts b

efor

e th

ey

begi

n th

e co

urse

.

All

hard

war

e,

Web

bro

wse

r an

d so

ftw

are

requ

irem

ents

are

id

entifi

ed.

Link

s fo

r av

aila

ble

dow

nloa

ds

are

prov

ided

to

stud

ents

at t

he

begi

nnin

g of

the

co

urse

.

D6

Prer

equi

site

ski

lls in

the

use

of

tech

nolo

gy a

re id

entifi

ed.

No

prer

equi

site

sk

ills

in t

he u

se

of te

chno

logy

are

id

entifi

ed.

Prer

equi

site

te

chno

logy

ski

lls

nece

ssar

y fo

r the

sp

ecifi

c cl

ass

are

iden

tified

in t

he

cour

se d

escr

iptio

n or

dur

ing

the

regi

stra

tion

proc

ess

and

are

shar

ed w

ith

stud

ents

bef

ore

they

be

gin

the

cour

se.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

D7

The

cour

se u

ses

cont

ent-

spec

ific

tool

s an

d so

ftw

are,

ap

prop

riate

ly.

The

cour

se d

oes

not

utili

ze a

ppro

pria

te

cont

ent-

spec

ific

tool

s an

d so

ftw

are.

Soft

war

e an

d on

line

tool

s ar

e us

ed

appr

opria

tely

and

as

nee

ded

with

in

the

onlin

e co

urse

. Th

e to

ols

shou

ld b

e lin

ked

from

with

in

the

cour

se o

r sen

t as

soft

war

e w

ith o

ther

co

urse

mat

eria

ls at

th

e be

ginn

ing

of t

he

cour

se.

D8

The

cour

se is

des

igne

d to

mee

t int

erna

tiona

lly

reco

gniz

ed in

tero

pera

bilit

y st

anda

rds.

The

cour

se p

rovi

der

has

no p

lans

to m

eet

the

inte

rope

rabi

lity

stan

dard

s.

The

cour

se p

rovi

der

has

a ta

rget

da

te to

mee

t the

in

tero

pera

bilit

y st

anda

rds.

Inte

rope

rabi

lity

tech

nica

l sta

ndar

ds

allo

w s

harin

g co

nten

t am

ong

diff

eren

t lea

rnin

g m

anag

emen

t sy

stem

s an

d en

sure

sh

arin

g of

que

stio

ns,

asse

ssm

ents

, and

re

sults

with

oth

ers.

D9

Cop

yrig

ht a

nd li

cens

ing

stat

us, i

nclu

ding

per

mis

sion

to

sha

re w

here

app

licab

le,

is cl

early

sta

ted

and

easil

y fo

und.

Cop

yrig

ht a

nd

licen

sing

stat

us,

incl

udin

g pe

rmis

sion

to

sha

re w

here

ap

plic

able

, is

not

stat

ed o

r fou

nd.

Cou

rse

deve

lope

rs

or p

ublis

hers

cl

early

sta

te t

he

copy

right

and

lic

ensin

g st

atus

of a

ll co

nten

t, in

clud

ing

perm

issi

on to

sha

re

whe

re a

pplic

able

. C

opyr

ight

and

lic

ensin

g in

form

atio

n is

read

ily a

vaila

ble,

un

ders

tand

able

an

d st

anda

rdiz

ed in

te

rms

of u

se.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

D10

Cou

rse

mat

eria

ls an

d ac

tiviti

es a

re d

esig

ned

to p

rovi

de a

ppro

pria

te

acce

ss to

all

stud

ents

. The

co

urse

, dev

elop

ed w

ith

univ

ersa

l des

ign

prin

cipl

es

in m

ind,

con

form

s to

the

U

.S. S

ectio

ns 5

04 &

508

pr

ovisi

ons

for e

lect

roni

c an

d in

form

atio

n te

chno

logy

as

wel

l as

the

W3C

’s W

eb

Con

tent

Acc

essib

ility

G

uide

lines

(WC

AG

2.0

).

The

cour

se d

oes

not

prov

ide

appr

opria

te

acce

ss.

The

cour

se in

clud

es:

The

Nat

iona

l In

stru

ctio

nal

Mat

eria

ls A

cces

sibili

ty S

tand

ard

(NIM

AS)

to e

nsur

e te

xtbo

oks

and

othe

r ins

truc

tiona

l m

ater

ials

are

acce

ssib

le, a

lt ta

gs fo

r im

ages

, tr

ansc

ripts

(aud

io

and

vide

o), a

nd li

nks

are

cons

iste

nt a

nd

incl

ude

the

URL

.

The

cour

se in

clud

es

all o

f Rat

ing

1 pl

us: k

eybo

ard

acce

ssib

le (d

oes

not r

ely

on m

ouse

fo

r nav

igat

ion)

, re

com

men

ded

font

s an

d siz

es, a

nd

appr

opria

te c

ontr

ast

colo

rs.

The

cour

se in

clud

es

all o

f Rat

ings

1 a

nd

2 pl

us:

Clo

sed

Cap

tioni

ng,

timed

ass

ignm

ents

ca

n be

adj

uste

d, a

nd

inst

ruct

or c

reat

ed

docu

men

ts u

se

Styl

es.

The

cour

se in

clud

es

all o

f Rat

ings

1-3

pl

us: d

escr

iptio

ns fo

r au

dio

and

vide

o an

d ta

bles

con

tain

pro

per

head

ings

and

labe

ls.

D11

Stud

ent i

nfor

mat

ion

rem

ains

co

nfide

ntia

l, as

requ

ired

by t

he F

amily

Edu

catio

nal

Righ

ts a

nd P

rivac

y A

ct

(FER

PA).

Cou

rse

proc

edur

es

for r

epor

ting

grad

e an

d st

uden

t in

form

atio

n ar

e no

t in

clud

ed.

Defi

ned

cour

se

proc

edur

es fo

r re

port

ing

grad

e an

d st

uden

t inf

orm

atio

n co

mpl

y w

ith t

he

Fam

ily E

duca

tiona

l Ri

ghts

and

Priv

acy

Act

(FER

PA).


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

E1

The

cour

se p

rovi

der u

ses

mul

tiple

way

s of

ass

essin

g co

urse

eff

ectiv

enes

s.

The

cour

se p

rovi

der

does

not

pro

vide

m

ultip

le w

ays

of

asse

ssin

g co

urse

ef

fect

iven

ess.

The

cour

se p

rovi

der

uses

onl

y O

NE

way

of

ass

essin

g co

urse

ef

fect

iven

ess.

A c

ombi

natio

n of

st

uden

t, in

stru

ctor

, co

nten

t exp

erts

, in

stru

ctio

nal

desi

gner

and

ou

tsid

e re

view

ers

may

be

used

to

eval

uate

the

cou

rse

for e

ffec

tiven

ess.

M

etho

ds m

ay

incl

ud

e co

urse

ev

alua

tions

, stu

dent

co

mpl

etio

n ra

tes,

sa

tisfa

ctio

n su

rvey

s,

peer

revi

ew,

teac

her a

nd s

tude

nt

feed

back

, and

st

uden

t per

form

ance

on

in-c

ours

e as

wel

l as

sta

te o

r nat

iona

l as

sess

men

ts.

A c

ombi

natio

n of

st

uden

t, in

stru

ctor

, co

nten

t exp

erts

, in-

stru

ctio

nal d

esig

ner

and

outs

ide

revi

ew-

ers

are

used

to

eval

uate

the

cou

rse

for e

ffec

tiven

ess.

M

etho

ds in

clu

de

cour

se e

valu

atio

ns,

stud

ent c

ompl

etio

n ra

tes,

sat

isfa

ctio

n su

rvey

s, p

eer r

evie

w,

teac

her a

nd s

tude

nt

feed

back

, and

stu

-de

nt p

erfo

rman

ce o

n in

-cou

rse

as w

ell a

s st

ate

or n

atio

nal a

s-se

ssm

ents

.

E2

The

cour

se is

eva

luat

ed

usin

g a

cont

inuo

us

impr

ovem

ent c

ycle

for

effe

ctiv

enes

s an

d th

e fin

ding

s us

ed a

s a

basis

for

impr

ovem

ent.

The

cour

se is

not

ev

alua

ted

regu

larly

fo

r eff

ectiv

enes

s.

The

cour

se is

ev

alua

ted

regu

larly

fo

r eff

ectiv

enes

s, b

ut

the

findi

ngs

are

not

used

as

a ba

sis fo

r im

prov

emen

t.

The

prov

ider

in

dica

tes

the

freq

uenc

y of

co

urse

eva

luat

ions

, w

heth

er re

view

s ar

e co

nduc

ted

inte

rnal

ly

or e

xter

nally

, and

ho

w t

he p

rovi

der

uses

eva

luat

ion

resu

lts to

impr

ove

cour

ses.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

E3

The

cour

se is

upd

ated

pe

riodi

cally

to e

nsur

e th

at

the

cont

ent i

s cu

rren

t.

The

cour

se is

not

up

date

d pe

riodi

cally

.Th

e co

urse

is

upda

ted

a m

inim

um

of e

very

thr

ee y

ears

to

kee

p th

e co

nten

t cu

rren

t, e

ngag

ing,

an

d re

leva

nt.

The

cour

se is

up

date

d an

nual

ly to

en

sure

the

con

tent

is

curr

ent,

eng

agin

g,

and

rele

vant

. The

da

te t

he c

ours

e w

as la

st u

pdat

ed is

po

sted

.

E4

Cou

rse

inst

ruct

ors,

whe

ther

fa

ce-t

o-fa

ce o

r virt

ual,

are

cert

ifica

ted

and

“hig

hly

qual

ified

.” T

he o

nlin

e co

urse

teac

her p

osse

sses

a

teac

hing

cre

dent

ial f

rom

a

stat

e-lic

ensin

g ag

ency

an

d is

“hig

hly

qual

ified

” as

de

fined

und

er E

SEA

.

The

onlin

e co

urse

in

stru

ctor

is n

eith

er

cred

entia

led

nor

“hig

hly

qual

ified

.”

The

onlin

e co

urse

in

stru

ctor

pos

sess

es

a te

achi

ng c

rede

ntia

l fr

om a

sta

te-

licen

sing

agen

cy o

r is

“hig

hly

qual

ified

” as

defi

ned

unde

r El

emen

tary

and

Se

cond

ary

Educ

atio

n A

ct (E

SEA

).

The

onlin

e co

urse

in

stru

ctor

pos

sess

es

a te

achi

ng c

rede

ntia

l fr

om a

sta

te-

licen

sing

agen

cy a

nd

is “h

ighl

y qu

alifi

ed”

as d

efine

d un

der

Elem

enta

ry a

nd

Seco

ndar

y Ed

ucat

ion

Act

(ESE

A).

E5

Prof

essi

onal

dev

elop

men

t ab

out t

he o

nlin

e co

urse

de

liver

y sy

stem

is o

ffer

ed

by t

he p

rovi

der t

o as

sure

ef

fect

ive

use

of t

he

cour

sew

are

and

vario

us

inst

ruct

iona

l med

ia

avai

labl

e.

No

prof

essi

onal

de

velo

pmen

t is

offe

red.

Prof

essi

onal

dev

elop

-m

ent i

s av

aila

ble

for

inst

ruct

ors

of o

n-lin

e co

urse

s, w

hich

in

clud

es u

sing

the

tech

nolo

gy to

ols

spe-

cific

to t

he c

ours

e.

App

ropr

iate

evi

denc

e co

uld

incl

ude

trai

n-in

g sc

hedu

les,

ma-

teria

ls, t

utor

ials

, or

exte

rnal

link

s, a

s w

ell

as e

xpec

tatio

ns fo

r tr

aini

ng fr

eque

ncy

and

annu

al h

ours

of

trai

ning

.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

E6

The

cour

se p

rovi

der

offe

rs te

chni

cal s

uppo

rt

and

cour

se m

anag

emen

t as

sista

nce

to s

tude

nts,

the

co

urse

inst

ruct

or, a

nd t

he

scho

ol c

oord

inat

or.

No

tech

nica

l su

ppor

t or c

ours

e m

anag

emen

t as

sista

nce

is of

fere

d.

Tech

nica

l sup

port

an

d co

urse

m

anag

emen

t as

sista

nce

is av

aila

ble

and

hour

s ar

e cl

early

po

sted

with

in t

he

cour

se o

r on

the

onlin

e pr

ovid

er’s

w

ebsi

te. A

ssis

tanc

e m

ay t

ake

the

form

of

Fre

quen

tly A

sked

Q

uest

ions

, tra

inin

g re

sour

ces,

men

tors

or

pee

r sup

port

.

Tech

nica

l sup

port

an

d co

urse

m

anag

emen

t as

sista

nce

is av

aila

ble

24/7

and

a

max

imum

resp

onse

tim

e is

note

d on

the

pr

ovid

er’s

web

site

.

E7

Cou

rse

inst

ruct

ors,

whe

ther

fa

ce-t

o-fa

ce o

r virt

ual,

have

bee

n pr

ovid

ed

prof

essi

onal

dev

elop

men

t in

the

beha

vior

al, s

ocia

l, an

d w

hen

nece

ssar

y, e

mot

iona

l, as

pect

s of

the

lear

ning

en

viro

nmen

t.

No

prof

essi

onal

de

velo

pmen

t has

be

en p

rovi

ded

in

the

beha

vior

al,

soci

al, a

nd

emot

iona

l asp

ects

of

the

lear

ning

en

viro

nmen

t.

Onl

ine

inst

ruct

ors

have

bee

n pr

ovid

ed

prof

essi

onal

de

velo

pmen

t to

iden

tify

and

addr

ess

the

way

s in

whi

ch t

he o

nlin

e en

viro

nmen

t can

en

hanc

e an

d hi

nder

the

lear

ning

ex

perie

nce

and

have

se

nsiti

vity

to t

he

perc

eptio

n of

writ

ten

onlin

e la

ngua

ge.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

E8

Cou

rse

inst

ruct

ors,

w

heth

er fa

ce-t

o-fa

ce o

r vi

rtua

l, re

ceiv

e in

stru

ctor

pr

ofes

sion

al d

evel

opm

ent,

w

hich

incl

udes

the

sup

port

an

d us

e of

a v

arie

ty o

f co

mm

unic

atio

n m

odes

to

stim

ulat

e st

uden

t en

gage

men

t onl

ine.

No

prof

essi

onal

de

velo

pmen

t has

be

en p

rovi

ded

in

supp

ort a

nd u

se

of a

var

iety

of

com

mun

icat

ion

mod

es to

stim

ulat

e st

uden

t eng

agem

ent

onlin

e.

Prof

essi

onal

de

velo

pmen

t is

offe

red

but i

s lim

ited

to o

nly

sync

hron

ous

or

asyn

chro

nous

form

s of

com

mun

icat

ion.

Prof

essi

onal

dev

el-

opm

ent p

repa

res

the

inst

ruct

or to

us

e m

ultip

le, v

arie

d m

eans

of c

omm

uni-

catio

n w

ith a

nd s

tim-

ulat

ing

enga

gem

ent

of o

nlin

e st

uden

ts

via

sync

hron

ous

and

asyn

chro

nous

com

-m

unic

atio

n. M

odes

in

clud

e bu

t sho

uld

not b

e lim

ited

to

mes

sagi

ng, t

hrea

ded

disc

ussi

ons,

live

cha

t/w

hite

boar

d se

ssio

ns,

docu

men

t sha

ring,

et

c.

E9

The

prov

ider

ass

ures

tha

t co

urse

inst

ruct

ors,

whe

ther

fa

ce-t

o-fa

ce o

r virt

ual,

are

prov

ided

sup

port

, as

need

ed, t

o en

sure

the

ir ef

fect

iven

ess

and

succ

ess

in

mee

ting

the

need

s of

onl

ine

stud

ents

.

No

supp

ort i

s pr

ovid

ed to

ens

ure

the

inst

ruct

or’s

ef

fect

iven

ess

and

succ

ess

in m

eetin

g th

e ne

eds

of o

nlin

e st

uden

ts.

Inst

ruct

or c

urric

ular

su

ppor

t, c

onta

ct

num

bers

, gui

delin

es,

men

tor a

ssis

tanc

e,

best

inst

ruct

iona

l pr

actic

es,

acce

ssib

ility

and

pa

rtic

ipat

ion

in p

rofe

ssio

nal

netw

orks

are

av

aila

ble.


Sta

nd

ard

Ab

sen

t0

Un

sati

s-fa

ctor

y1

Som

ewh

atS

atis

fact

ory

2S

atis

fact

ory

3V

ery

S

atis

fact

ory

4S

core

E10

Stud

ents

are

off

ered

an

orie

ntat

ion

for t

akin

g an

onl

ine

cour

se b

efor

e st

artin

g th

e co

urse

wor

k.

No

stud

ent

orie

ntat

ion

is of

fere

d be

fore

sta

rtin

g th

e co

urse

.

Stud

ents

are

off

ered

an

orie

ntat

ion

for

taki

ng a

n on

line

cour

se b

efor

e st

artin

g th

e co

urse

wor

k. T

he

trai

ning

may

be

prov

ided

eith

er in

w

ritte

n fo

rm, f

ace-

to-f

ace,

thr

ough

a

vide

o or

ent

irely

on

line.

Stud

ents

are

off

ered

an

orie

ntat

ion

for

taki

ng a

n on

line

cour

se b

efor

e st

art-

ing

the

cour

sew

ork.

Th

e or

ient

atio

n sh

ould

des

crib

e th

e ex

perie

nce

of le

arn-

ing

onlin

e an

d w

hat

is ne

eded

to m

anag

e ch

alle

nges

suc

cess

-fu

lly. T

ime

com

mit-

men

ts, s

oftw

are

and

hard

war

e re

quire

-m

ents

and

how

to

set u

p th

e st

uden

t’s

com

pute

r and

wor

k en

viro

nmen

t may

be

part

of t

his

orie

nta-

tion.

The

tra

inin

g m

ay b

e pr

ovid

ed e

i-th

er in

writ

ten

form

, fa

ce-t

o-fa

ce, t

hrou

gh

a vi

deo

or e

ntire

ly

onlin

e.



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