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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 13Goals are clearly stated and measured by interactions with discussions, problems solving and simulations. There is a process throughout the lessons that presents the goals, reviews the goals and uses many mehods to access whether the goals are being met.3The course content is that of the standard chemistry course and covers all the topics listed for the NC content standards as evidenced in the course outline and the topics taught in each lesson. The topics are arranged in a logical progression and include the main ideas of the standard chemistry course. 3The material starts at an appropriate introductory level and progresses to a depth of understanding that is elevated as evidenced in the evaluation questions and lesson presentations. The topics of energy and matter with application to chemistry are consistently emphasized and in a manner that is challenging, interesting and applicable to real life learning.3Real life applications are an important part of each lesson and students are required to research topics that illustrate incorporation of the concepts of chemistry to scientific processes and to the history of science. The essay that students must write with each unit is particularly effective in encouraging research, writing skills and critical thinking.3The materials use many well developed simulations, interactive questions, videos and other online resources to meet multiple learning styles and to encourage the development of understanding on many levels. These resources are available at the beginning of the course and available for review throughout the course.3A course overview and syllabus were provided at the beginning of the course. 3Course requirements are clearly aligned with course goals. The goals are repeatedly stated so that the student is aware of thegoal and the connection to the activity. The requirements are met and aligned with every goal of the course.3This information was provided in the EdOptions Academy Student and Family Toolkit found at the beginning of the course. 3Bias-free images and the inclusion of language and
content that reflects multicultural education was found throughout the course. 		3This information was shared in the EdOptions Academy Student Policy Guide found in the beginning of the course, wherein students signed and submitted a contract. 3This was shared in the EdOptions Academy Student Policy Guide found in the beginning of the course. 3There are transcripts, tests with keys, class roll lists and communication tools available to the teacher.3The feedback to students with assessments within the unit are very well done. It the student incorrectly answers then another opportunity is provided for response and when the correct answer is given there is an explanation given every time.
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Content A Reviewer 23Course goals are clearly stated in the course syllabus. Objectives are provided for each lesson/activity.

Goals and objectives are measurable for various modes of learning.		3Course materials are aligned to the NC SCOS for Chemistry.3Essential Standards and clarifying objectives are addressed in the course content and the content is of sufficient rigor, depth and breadth to enable students to develop an understanding of chemistry facts, principles, theories, and laws.3Discussion threads, tutorials, lesson assignments, etc., provide opportunities for students to develop content literacy and strengthen their communication skills.3Resources are provided to students that will assist them in navigating the course materials and utilizing course resources.3The syllabus provided was clear and included the course overview and prerequisites. 3Course requirements are outlined in the course syllabus. Requirements are reasonable and clearly stated.3The "Student and Family Toolkit" details how to communicate with the online instructor.2Screenshots show images used reflect a multi-cultural education. However, the screenshots were not from the Chemistry Course. Students may choose to receive content in various languages.3The "Student Policy Guide" provided details expectations regarding plagiarism, netiquette, and copyrighted materials.3The privacy policy is clearly stated in the provided "Student Policy Guide."3Teacher's Guide is provided for each course A & B.3Teachers are provided assessment and assignment answers.
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Instructional Design B Reviewer 13Chart in the artifact details the varied ways students learn the material. 3Syllabus and student orientation used as examples. 2Varied ways are shared for instruction and some are shared for activities. 1Indicates the course can be cutomized based on a pre-test but doesn't go into detail about customizing assignments. Pre-assessing out of a module is not recommended for a first time credit course. 3This is evident in the artifact. 3This is evidenced in the artifact.3Evidenced in artifact3Evidenced in artifact3Evidenced in artifact3Evidenced in artifact.3Evidenced in artifact.
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Instructional Design B Reviewer 23Evidence is provided in the narrative to meet this standard.3Evidence is provided in the narrative to meet this standard.3Evidence is provided in the narrative to meet this standard.1Narrative lacks specificity needed to meet standard. Other than the mention of the pre-assessment, which is not recommend for first time credit courses, there is not discussion of the specific learning paths for students or the various ways in which students will be engaged.3Evidence is provided in the narrative to meet this standard.3Evidence is provided in the narrative to meet this standard.3Evidence is provided in the narrative to meet this standard.3Evidence is provided in the narrative to meet this standard.3Evidence is provided in the narrative to meet this standard.3Evidence is provided in the narrative to meet this standard.3Evidence is provided in the narrative to meet this standard.
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Student Assessment C Reviewer 13The goals and objectives of are clearly stated at the beginning of each lesson throughout the course. Evaluation and measurement information is clearly presented at the start of every activity. Each activity or exploration clearly states what the learner is expected to know and accomplish in the given activity and many provide a rubric for use by the student.3Each of the lessons has a clear structure format so students know how to proceed to reach the different types of assessments of the content: goals/objectives, pretest, modules, post test followed by semester exam.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.2A student can choose the detailed progress report (which will indicate all time on task, date/time of day for all activities, scores earned for each application and assessment taken to date. They can also choose the "Graphic Progress Report" which will inform them of how far along they are in the course (includes % of course completed successfully bar graph, total time on task, # of modules assigned, % of modules completed successfully, average TOT per module. Students do not see individual feedback on which questions they got right or wrong to understand what they need to review for understanding.2The assessments use the same format for each lesson. There is not a variation in assessments based on individual student's learning styles. Instructor can choose to customize any unit and/or course.2Teacher resources include content area resources, rubric for grading, offline materials and culminating activities, which can be incorporated into the structure of the classroom providing alternate ways to instruct and assess. Implementation is at the discretion of the instructor.3The policy related to grading and earning credit is provided to students in the EdOptions Academy Student Policy. Students must earn a combined average of 60 percent or higher on the midterm and final exam AND earn 60 percent or higher average for all classwork. Teachers practice related to grading ensure that all assignments are graded within 24 hours and fully documented. The EdOptions Academy Online Teacher Guide also details how and when teachers may adjust grades and where grades are to be documented/reported.
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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 shares that the curriculum structure is built around discreet learning objectives. Then each learning module, or lesson, is focused on one individual objective. Each module includes an introduction to the new material, a chance to practice or apply new knowledge, and an opportunity to demonstrate mastery of the objective before progressing to the next module. This structure is built into units of related material and includes pretests to assess prior knowledge, as well as posttests and end-of-semester tests to confirm mastery for broader levels of content beyond the lesson.3Score 3 – The vendor provides evidence the course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. These methods include exemptive pretests that allow learners to focus only on what they need to learn, and prescriptive post-tests create an individualized learning experience that leads to success. Multiple data points more accurately present an evaluation of student strengths and needs. In support of this model of evaluation, the courses include: Unit Pretest, Exempt Modules, Non-Exempt Modules, Unit Posttest, End-of-Semester Test, worksheets and lab practice or book reports. 3Score 3 – The vendor shows evidence of ongoing, varied, and frequent assessments that are conducted throughout the course to inform instruction. Examples of the assessments include exemptive pretest that allows learners to focus only on what they need to learn, and prescriptive post-tests create an individualized learning experience that leads to success. Learners are explicitly told the objectives that must be mastered. Instruction, modeling, practice, formative and summative assessment, re-teaching and reinforcement are some of the strategies used. Each unit is preceded by brief diagnostic tests; which can be used to guide teachers/facilitators for providing supplementary instruction where needed. If a student scores 80 percent or higher on a mastery test, the entire module is marked as mastered scores are immediately reported both to student and administration/instructor. 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. These assessment strategies and tools include: exemptive pretest that allows learners to focus only on what they need to learn, and prescriptive post-tests create an individualized learning experience that leads to success. Learners are explicitly told the objectives that must be mastered. Instruction, modeling, practice, formative and summative assessment, re-teaching and reinforcement are some of the strategies used. A student can choose a detailed progress report (which will indicate all time on task, date/time of day for all activities, scores earned for each application and assessment taken to date. They can also choose the "Graphic Progress Report" which will inform them of how far along they are in the course.3Score 3 – The vendor provides evident that assessment materials provide the instructor with the flexibility to assess students in a variety of ways. If an instructor chooses to customize any unit and/or course to include adding or removing assessments, all assessments within the course will auto-adapt to the changes the instructor has made. Examples of the assessments include exemptive pretest that allows learners to focus only on what they need to learn, and prescriptive post-tests create an individualized learning experience that leads to success. 3Score 3 – The vendor provides evident that grading rubrics are provided to the instructor and may be shared with students. Teacher resources include but are not limited to content area resources, rubric for grading, offline materials and culminating activities, all which can be incorporated into the structure of the classroom providing alternate ways to instruct and assess. The rubrics include Essential Writing Offline Activities and Rubrics and Fundamental Writing Offline Activities and Rubrics.3Score 3 – The vendor provides evidence the grading policy and practices are easy to understand. The policy related to grading and earning credit is provided to students in the EdOptions Academy Student Policy.
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Technology D Reviewer 13The course environment does indeed allow instructors to add content.3Courses accommodate all calendars. Courses are created using a unit and module-based format. Therefore, the assignments for each course can be made to accommodate all school calendars and schedules. Assignment functionality also include capabilities to set specific due dates corresponding with any local or online schedule.3The course is clearly laid out and students have consistent navigation throughout the course.3Edmentum has incorporated a number of ‘rich media’ features to support language and cognitive accommodations, plus visual, auditory and physical accommodations as appropriate for our solutions that we offer. We also now offer transcripts and/or closed-captioning for each video and audio clip presented within our courses.3The technology requirements are clearly stated.3Students are provided with access to various orientation and support materials designed to prepare them prior to starting the coursework.

These resources include a PLE Orientation Tutorial (Video), a Support Site Orientation Tutorial, numerous Academy-specific tutorial videos and various online documents and tools.		3All of the tools in the course are content-specific and used appropriately.3Yes, all content appears to be compliant.3By spot-check, all content appears to be developed by the company, and appropriately copyrighted.3Visual as well as audio is given in course content.3The infrastructure of the LMS used provides this security.
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Technology D Reviewer 23This can be done by the instructor through an editing teacher role. This seems a bit limited though to discussions and assessments because most of the content were either flash LOs or PDFs that teacher may not have access to edit or in terms of the LOs create themselves.3All calendars are supported and they offer courses with a set of flexible due dates.3Navigation is straight forward and easy to follow.3There's a variety of transcriptions and video alternatives in their courses.2I Think this could be documented better in the course specifically around the need for adobe flash and java based tools.3A clear cut introductory video, tutorial and documents are available.3Tools are specific to the content of the course.2This is a proprietary LMS so it is limited here however I am sure at a price it can be modified to function properly here.2It seems that all their content is protected.3They have some very well develop 508 tools in the LMS environment but the flash LOs still may need some transcription in some cases.3This is well done from what I can tell
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Evaluation and Support E Reviewer 13Offers a variety of monitoring and reporting features for teacher and student success. Under Resources off their website, vendor provides studies and research evaluating their programming and the success of their students and teachers.3According to the narrative, vendor is committed to continuous improvement and achieves it through course design and development revisions, roadmapping, and maintenance and update. Vendor provided links to stakeholder survey data.3Vendor revises course on a defined schedule most recently to align to CCSS and Essential Standards.3Teachers are certified in NC and the appropriate document is provide to both local education agency and state agency to verify this. Teachers undergo background checks and receive intensive training.3Extensive PD is made available, both synchronously and asynchronously. It is a blended approach and there are extensive resources available online via PLE.3Online support is available 24/73Vendor provides a wealth of training and knowledge to teachers in the following areas:
1.Communications: Including the behavioral, social and emotional responses to online communication and online learning.
2. Management of records.
3. Instruction: Including viewing and using all tools/content format the students' side of all systems and actually using the course delivery system to take courses as a student. This part of the training is extensive and includes practice scenarios to fully prepare the teacher with skills to mitigate any issues that may arise from the student's vantage point.
4. Professional Approach
5. Student Performance		3
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Evaluation and Support E Reviewer 233rd party evaluation studies; reports that monitor individual student and classroom success33 quality driven processes; client survey; case studies3aligned with common core standards; defined annual planning and development cycle3certification in area they are teaching, HQ status; minimum of 3 years teaching experience3blended model; online and onsite training, yearly PD, and "just in time" PD324-7 online support; telephone, email3communications, management of records, instruction, student performance3
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Average Rating30303030303030302.503030303030302.5010303030303030330302.502.502.502.5030303030302.5030302.502.50303303030303030303
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Total per SectionTotal of Section A38.5Total for Section B30.5Total for Section C19Total for Section D31.5
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