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Reviewer NameA1. 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.Evidence from ArtifactA2. 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.Evidence from ArtifactA3. The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.Evidence from ArtifactA4. Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.Evidence from ArtifactA5. Multiple learning resources and materials to increase student success are available to students before the course begins.Evidence from ArtifactA6. A clear, complete course overview and syllabus are included in the course.Evidence from ArtifactA7. Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.Evidence from ArtifactA8. Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.Evidence from ArtifactA9. The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.Evidence from ArtifactA10. Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.Evidence from ArtifactA11. Privacy policies are clearly stated.Evidence from ArtifactA12. Online instructor resources and notes are included.Evidence from ArtifactA13. Assessment and assignment answers and explanations are included.Evidence from ArtifactB1. Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum.Evidence from ArtifactB2. 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.Evidence from ArtifactB3. The course instruction includes activities that engage students in active learning.Evidence from ArtifactB4. The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.Evidence from ArtifactB5. The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.Evidence from ArtifactB6. The course provides options for the instructor to adapt learning activities to accommodate students’ needs.Evidence from ArtifactB7. Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.Evidence from ArtifactB8. The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.Evidence from ArtifactB9. 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.Evidence from ArtifactB10. The course provides opportunities for appropriate instructor-student and student- student interaction to foster mastery and application of the material.Evidence from ArtifactB11. Students have access to resources that enrich the course content.Evidence from ArtifactC1. Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.Evidence from ArtifactC2. The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.Evidence from ArtifactC3. Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.Evidence from ArtifactC4. Assessment strategies and tools make the student continuously aware of his / her progress in class and mastery of the content.Evidence from ArtifactC5. Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.Evidence from ArtifactC6. Grading rubrics are provided to the instructor and may be shared with students.Evidence from ArtifactC7. The grading policy and practices are easy to understand.Evidence from ArtifactD1. The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.Evidence from ArtifactD2. The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.Evidence from ArtifactD3. Clear and consistent navigation is present throughout the course.Evidence from ArtifactD4. Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.Evidence from ArtifactD5. All technology requirements (including hardware, browser, software, etc...) are specified.Evidence from ArtifactD6. Prerequisite skills in the use of technology are identified.Evidence from ArtifactD7. The course uses content-specific tools and software appropriately.Evidence from ArtifactD8. The course is designed to meet internationally recognized interoperability standards.Evidence from ArtifactD9. Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.Evidence from ArtifactD10. 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).Evidence from ArtifactD11. Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).Evidence from ArtifactE1. The course provider uses multiple ways of assessing course effectiveness.Evidence from ArtifactE2. The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.Evidence from ArtifactE3. The course is updated periodically to ensure that the content is current.Evidence from ArtifactE4. 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.Evidence from ArtifactE5. 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.Evidence from ArtifactE6. The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.Evidence from ArtifactE7. 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.Evidence from ArtifactE8. 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.
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Content A Reviewer 12goals are loacted at the beginning of each unit, although they are not clearly marked as goals. When I click on the objectives icon at the bottom a pop up appears and it says, "There are no objectives for this lesson."3Connections used the iNACOL standards to develop the course; and goals seem to be included at the beginning of each unit3Course meets the requirments of rigor, depth and breadth.3collaborative projects and discussions3teachers are able to directly address student’s questions and concerns, and adapt their instruction to meet students’ needs3systematic approach, state and national standards

in all content areas; Students are expected to apply their learning in one curriculum area across multiple content areas,		3evidence found with the documentation and the course.3teacher communications info will be provided3course reflects current iNACOL standards 3Connections Academy School Handbook includes academic integrity policies; Vendor provides an Honor Code that students must read and sign.3Privacy policy is included and linked on he General Log in page, although I did not see linked at log in page.3Resources are clearly marked. Teachers have access to many sources and thus make them available to students: Lesson Modification tool, virtual library, etc.3providing timely, relevant, and valuable feedback throughout the school year
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Content A Reviewer 21For the course and for each unit, I do not see objectives clearly stated. There are "tips" of what students should know about particular topics in red writing at the beginning of a lesson and an overall course summary at the beginning of the course, but I was not able to find clearly stated objectives. Likewise, the tips are not necessarily what is taught in each lesson as can be referenced through Lesson 3. Lesson 5 does not have objectives. Lesson Objectives icon does not load objectives as stated that it would.1There would be no applicable NC SCOS of study for this subject; however, there are no clearly stated standards to see what the overall course is about. There are no objectives aligned to the NC Information and Technology Essential Standards, which could be applicable in this course. There is a short course summary. 2Based on the course summary, students will be completing sufficient assignments. For example, in the course summary, it says that students will: build verbal competence.
In Unit 2, students will learn verbal competence. A three has not been selected as the standards aren't clear. Only the course summary exists.
While there is depth within the assignments, it is unclear at times to which standards these assignments are aligned.		2Students are using a variety of web sites, self-created or downloaded documents and in-course tests/assessments to complete assignments. However, a 3 has not been assigned as the course is built to teach vocabulary building and math improvement but not communication skills. Students will obtain some information through their use of the modes mentioned above, but information literacy itself is not prioritized or addressed. Only one discussion forum peer to peer is included.2There is a "backpack" of resources, but very few materials are available within this resource.
For example, from "Glossary" one can see that there are no terms for this course under "Glossary." "Glossary is only one of 4 resource items available.
There are numerous web links available throughout the course that connect to outside websites, such as the Honolulu government website. 		2Course map outlines the course. In the beginning of the course, there is an icon key and a course summary. I do not find a syllabus.2There are "itineraries" that list assignments and course requirements for each unit. However, unit 2 is missing this. Course summary and content do match, but course goals are not clearly stated as previously mentioned in A1.2This information is provided in an orientation outside of the course per the course quality document. However, there is no such information inside the course.2The course itself focuses on multi-cultural education. There are banners at the bottom of each page that state "Florida Virtual" 1998-2010 unless otherwise noted. The Florida Virtual stamp is also on each page of resource material.2Netiquette is addressed inside of the backpack of resources. Students have to click on several links and download a file to find this. Netiquette does address email communication. Copyrighted materials and plagiarism are not addressed.
Per the course quality review document, there is an honor code that students have to sign as part of the Connections Academy; however, there is no academic integrity addressed inside of the course.		2There are no privacy policies within the course. The course quality document mentions that these are on the login page.2At the beginning of each unit there is a link to course materials. I am not able to view that at this time. According to the course quality document, there are items that I cannot see via the Connexus course. From the course itself, I am not able to see online instructor resources.2Some of the tests in the unit are self-graded, so teachers would not have to give feedback. There are some documents that would require teacher grading. Rubrics or suggestions for grading are not included.
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Instructional Design B Reviewer 12Narrative provides some evidence to show a few ways students can engage with curriculum. More of a focus is on resources provided rather than course design to meet student learning needs.3Narrative provides evidence to meet this standard.2Narrative provides some evidence that students engage in activities.2Narrative offers some examples of how the course provides students with some paths for learning, based on the student's needs. It appears from the narrative that only the full time student receives direction in this area from the course instructor.1No specific evidence provided in the narrative that shows how students engage in higher order thinking skills, critical reasoning, and increasingly complex ways of thinking. 3Narrative provides evidence for this standard.3Narrative provides evidence for this standard.3Narrative provides evidence for this standard.3Narrative provides evidence for this standard.3Narrative provides evidence for this standard.3Narrative provides evidence for this standard.
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Instructional Design B Reviewer 22According to the artifact there are different levels of the course to match to students' varying needs. Teachers are able to use various extra resources and one on one teaching sessions to teach the course. However, I do not see an explanation of the different ways the content is actually taught. 3Evidenced in the artifact.2Students are active throughout the course with various searches and tests. However, a detailed explanation of the types of activities requiring higher order thinking skills (which actively engages students) is not included. 3The artifact indicates student have their own personalized learning plan monitored with teachers input. 2I see an example given in the artifact but not detailed explanation of what this looks like throughout the course. 3This is detailed in the artifact.3Evidence provided in the artifact. 3Detailed in the artifact.3Detailed in the artifact.2I do see teacher to student interaction but not a lot of student to student interaction that would foster mastery and application of material. 3Detailed in the artifact.
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Student Assessment C Reviewer 13Clearly stated and defined assessments are closely tied to the course goals and objectives. Lesson objectives are clearly addressed in the lesson assessment. 3There are many assessments that are auto-graded quizzes, allowing students to measure their progress with instant feedback. The courses also include discussions, portfolios, and oral assessments. 2The assessments use the same format for each lesson. There is not a variation in assessments based on individual student's learning styles. Student must make an 80 or above to be able to move to next module.3Multiple-choice quizzes like the one shown below are auto-graded, which allows students to see their correct and incorrect answers and scores instantly after they submit their answers. Students do not see feedback on why their answer is incorrect to know what they need to review for understanding. Students have access to a grade book through their home page. The grade book shows assessment scores for each assessment completed up to that point, giving students awareness of their overall progress through a course. The grade book is updated continuously and available 24/7 to the student, teacher, and parent. 3Teachers are empowered to modify assessments to meet particular student needs. For example, a teacher may drop an assessment completely or add a new custom-made assessment. Each of these actions may be completed for one student or a group of students, and the grade book will automatically re-calibrate to include or exclude added/deleted assessments. Assessment items in the curriculum are linked to content, to enable producing targeted reports on students’ mastery of content at the click of a mouse.3Grading rubrics for assessments are provided to teachers and students throughout the College Prep with ACT course. 3Connections provides a student handbook outlining grading policies and practices to students, and the handbook is customized for each school.
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Student Assessment C Reviewer 23Score 3 - Vendor provides evidence the student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. The vendor showed evidence through screenshots the clearly stated and defined assessments are closely tied to the course goals and objectives. 3Score 3 – The vendor provides evidence the course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. The vendor shared frequent and reliable assessments are provided to gauge student mastery. Many of these assessments are auto-graded quizzes, allowing students to measure their progress with instant feedback. The courses also include discussions, portfolios, and oral assessments.3Score 3 – The vendor provides evidence that ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. The vendor shared a screenshot of the how the course has ongoing and frequent assessments, both to gauge mastery and to gauge the readiness of the student to proceed on to the next lesson.3Score 3 – The vendor provides evidence that assessment strategies and tools make the student continuously aware of his / her progress in class and mastery of the content. An example of an auto-graded multiple-choice quiz was shared are, which allows students to see their correct and incorrect answers and scores instantly after they submit their answers. Students also have access to the grade book that is updated continuously and available 24/7 to the student, teacher, and parent. This gives students continuous awareness of their progress through a course.3Score 3 – The vendor provides evidence assessment materials provide the instructor with the flexibility to assess students in a variety of ways. Teachers are empowered to modify assessments to meet particular student needs. For example, a teacher may drop an assessment completely or add a new custom-made assessment. Assessment items in the curriculum are linked to content, to enable producing targeted reports on students’ mastery of content. 3Score 3 – The vendor provides evidence a wring grading rubric is provided to the instructor and students. An example of a grading rubric was provided in the course entitled, Practice Writing Test Rubric and student can assess the rubric at the ACT Online Prep Web site. 3Score 3 – The vendor provides evidence the grading policy and practices are easy to understand. A student handbook outlining grading policies and practices to students, and the handbook is customized for each school. A link to a copy of the handbook was provided with grading policy information found on Page 28.
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Technology D Reviewer 11The documentation submitted by the vendor suggests there is an instructor editing view that allows additions to content; however, that access was not given for verification. Therefore, I can not confirm this is available.3The Connections course architecture easily accommodates any school calendar as well as individual learners’ calendars. In addition, the Connexus platform’s planning and productivity functions include a scheduling engine with advanced planner and calendar capabilities.3The College Prep with ACT course was developed with clarity and consistency in mind. Every unit begins with a list of unit objectives,
and every lesson begins with a list of lesson objectives.		3Every unit in College Prep with ACT has recurring lesson types, many of which use rich media such as video and podcasts to facilitate instruction.3On login page, and in the support links!3Basic technology skills are needed by the student, such as receiving and sending WebMail messages, using a mouse, and saving and
sending documents. The student orientation video (mentioned in response to a previous requirement) helps students get acclimated to
the Connexus LMS and these technology skills utilized in the courses.		3The College Prep with ACT course utilizes Microsoft Word for worksheets and other associated course documents, as well as basic
computer tools.		1The content is fairly simple, mostly text driven with a few PPTs, but I do not see where any content can be exported or shared without text being cut and pasted. This could be an function that is available with additional access; however, I can not verify that.3I see the copied righted material in a spot check.3Everything looks good in our evaluation.3It appears as though the content is secured between students, and that only further level access gains that info.
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Technology D Reviewer 21based on my interaction with the environment there is little to no editing or creation rights for teachers.3The structure of these courses allow for a variety of calendar approaches.3All units are clearly organized in a parallel manner that allow for easy navigation.3There is a large variety of media that is used throughout the courses.3Under the help icon much of this is covered in the course but it would be better if they made this more readily accessible.3The student orientation provides students a list of skills and guidance to start them out correctly. 3Word and other web based worksheets are utilized in this course appropriately.2This is a proprietary system so, I a m really unsure of its interoperability capabilities.1Based on the course setup and the environment being in a proprietary platform I am not getting the impression that any of this contentis to be shared. in fact most pages have this statement on it.
© Connections Education LLC. This content is protected by copyright and owned by Connections Education LLC, and/or owned by, and used with permission from third party content owners. It cannot be used, reproduced, in whole or in part, without express consent of the owner. Users cannot modify, publish, participate in the transfer or sale of, distribute, sub-license, rent, reproduce or transmit in any form or means, create derivative works from, copy, reproduce, display or in any way exploit any of the content, in whole or in part without permission in writing from the owner. For permissions and owner information, send an email to legal@connectionseducation.com. The Connections Education name and logo are registered trademarks of Connections Education LLC. Any use of these marks without the express written consent of the owner of the mark is strictly prohibited. All rights reserved.		2Other than the frame structure of the environment, I am not seeing a whole lot content that isn't designed for accessibility. With that said when I ran the structure through the 504 compatibility tool in firefox and turned up several problem reading text the main content frame.2I saw nothing here that would lead me to believe that they wouldn't protect the students information
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Evaluation and Support E Reviewer 13course assessments, exit exams, state testing3Star Track System; allows every student to rate each lesson3ongoing, cyclical timeline of updates; 6year cycle on daily maintenance; annual revisions3HQ teachers specially trained in online instruction; many have advanced degrees as well3Teacher orientation course and ongoing PD is provided3Online Help in Connexus via Connections Support Services - training tutorials2ongoing PD is listed but no specifics are given in documentation2
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Evaluation and Support E Reviewer 23Vendor meets a variety of assessments for course effectiveness. Evidence is clear from artifact.2Vendor provides evidence of a Start Track system where uses can rate level of satisfaction, but the evidence does not discuss how this supports a continuous improvement cycle.3Revisions are made annually with daily maintenance cycle of 6 months. Major revisions occur every 6 months3teachers are highly qualified as indicated by a 3 rating in the Teacher Quality A2 and A3 indicators.3Teacher orientation and program handbook are provided annually. There is evidence of ongoing professional learning.3Evidence is clearly shown2Vendor does explain that there is ongoing professional learning but does not address the behavioral, social and emotion aspects of the learning environment.3
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Average Rating1.50202.502.502.502.502.502.502.502.502.502.502.502030202.501.50303030302.503030302.5030303030103030303030301.50202.502.5302.5030303030202.5
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Total per SectionTotal for Section A31Total for Section B28.5Total for Section C20.5Total for Section D27.5
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