| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | AB | AC | AD | AE | AF | AG | AH | AI | AJ | AK | AL | AM | AN | AO | AP | AQ | AR | AS | AT | AU | AV | AW | AX | AY | AZ | BA | BB | BC | BD | BE | BF | BG | BH | BI | BJ | BK | BL | BM | BN | BO | BP | BQ | BR | BS | BT | BU | BV | BW | BX | BY | BZ | CA | CB | CC | CD | CE | CF | CG | CH | CI | CJ | CK | CL | CM | CN | CO | CP | CQ | CR | CS | CT | CU | CV | ||
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1 | Reviewer Name | A1. The online teacher knows and understands the current best practices and strategies for online teaching and learning and their implementation in online education. | Evidence from Narrative | A2. The online teacher knows and understands the role of online learning in preparing students for the global community they live in, both now and in the future. | Evidence from Narrative | A3. The online teacher knows and understands the need for continuing to update academic knowledge, pedagogy, and skills. | Evidence from Narrative | A4. The online teacher knows and understands the subject area and age group they are teaching. | Evidence from Narrative | A5. The online teacher knows and understands the professional responsibility to contribute to the effectiveness, vitality, and self renewal of the teaching profession, as well as to their online school and community. | Evidence from Narrative | B1. The online teacher knows and understands the use of an array of grade-appropriate online tools for communication, productivity, collaboration, analysis, presentation, research, and content delivery. | Evidence from Narrative | B2. The online teacher knows and understands the use of emerging technologies in a variety of mediums for teaching and learning, based on student needs. | Evidence from Narrative | B3. The online teacher knows and understands the importance of interaction in an online course and the role of varied. | Evidence from Narrative | B4. The online teacher knows and understands basic troubleshooting skills and the responsibility to address basic technical issues online students may have. | Evidence from Narrative | B5. The online teacher knows and understands the need to continuously update their knowledge and skills for using the evolving technology tools that support online learning. | Evidence from Narrative | C1. The online teacher knows and understands the techniques and applications of online instructional strategies, based on current research and practice (e.g., discussion, student-directed learning, collaborative learning, lecture, project-based learning, forum, small group work). | Evidence from Narrative | C2. The online teacher knows and understands the process for facilitating, monitoring, and establishing expectations for appropriate interaction among students. | Evidence from Narrative | C3. The online teacher knows and understands the techniques for developing a community among the participants. | Evidence from Narrative | C4. The online teacher knows and understands the process for facilitating and monitoring online instruction groups that are goal-oriented, focused, project-based, and inquiry-oriented to promote learning through group interaction. | Evidence from Narrative | C5. The online teacher knows and understands techniques to adjust communications to diverse perspectives. | Evidence from Narrative | C6. The online teacher knows and understands differentiated instruction based on students’ learning styles. | Evidence from Narrative | C7. The online teacher knows and understands techniques to create an environment that will engage, welcome, and reach each individual learner. | Evidence from Narrative | C8. The online teacher knows and understands the participation in an online course from a student-centered approach. | Evidence from Narrative | C9. The online teacher knows and understands the need to establish and maintain ongoing and frequent teacher-student interaction, student-student interaction, teacher-parent interaction, and teacher- mentor interaction. | Evidence from Narrative | D1. The online teacher knows and understands techniques to maintain strong and regular communication with students, using a variety of tools. | Evidence from Narrative | D2. The online teacher knows and understands techniques for using appropriate communications in support of student engagement through prompt and regular feedback, and setting and communicating high expectations. | Evidence from Narrative | D3. The online teacher knows and understands the need to create and explain objectives, concepts, and learning outcomes in a clearly written, concise format and to explain the course organization to students. | Evidence from Narrative | D4. The online teacher knows and understands the need to define the terms of class interaction for both teacher and students. | Evidence from Narrative | D5. The online teacher knows and understands the need to define the assessment criteria for the course. | Evidence from Narrative | D6. The online teacher knows and understands the need to provide clear expectations for teacher response time to student queries. | Evidence from Narrative | D7. The online teacher knows and understands the need to establish criteria for appropriate online behavior for both teacher and students. | Evidence from Narrative | D8. The online teacher knows and understands the need for timely, constructive, personalized feedback to students about assignments and questions. | Evidence from Narrative | D9. The online teacher knows and understands a variety of methods and tools to reach and engage students who are struggling. | Evidence from Narrative | D10. The online teacher knows and understands the process for aligning teacher and student expectations for the course, in general. | Evidence from Narrative | E1. The online teacher knows and understands the responsibilities of digital citizenship and techniques to facilitate student investigations of the legal and ethical issues related to technology and society. | Evidence from Narrative | E2. The online teacher knows and understands how the use of technology may lead to instances of academic dishonesty. | Evidence from Narrative | E3. The online teacher knows and understands resources and techniques for implementing Acceptable Use Policies (AUP). | Evidence from Narrative | E4. The online teacher knows and understands techniques for recognizing and addressing the inappropriate use of electronically accessed data or information. | Evidence from Narrative | E5. The online teacher knows and understands privacy standards about other students and their posting and performance that are outlined in FERPA or other similar guidelines. | Evidence from Narrative | F1. The online teacher knows and understands legal mandates stipulated by the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), the Assistive Technology Act, and Section 508 or other similar guidelines/ requirements for accessibility. | Evidence from Narrative | F2. The online teacher knows and understands that students have varied talents and skills and make appropriate accommodations designed to include all students. | Evidence from Narrative | F3. The online teacher knows and understands appropriate tools and technologies to make accommodations to meet student needs. | Evidence from Narrative | F4. The online teacher knows and understands how adaptive/ assistive technologies are used to help people who have disabilities gain access to information that might otherwise be inaccessible. | Evidence from Narrative | F5. The online teacher knows and understands options to expand student thinking, address styles of learning, and provide avenues for enrichment or intervention. | Evidence from Narrative | F6. The online teacher knows and understands the process for connecting with local support personnel to verify student’s IEP requirements or 504 accommodations needed for student success. | Evidence from Narrative | F7. The online teacher knows and understands the diversity of student learning needs, languages, and backgrounds. | Evidence from Narrative | G1. The online teacher knows and understands adequate and appropriate assessment instruments to measure online learning that reflect sufficient content validity (i.e., that adequately cover the content they are designed to measure), reliability, and consistency over time. | Evidence from Narrative | G2. The online teacher knows and understands the implementation of online assessment measures and materials in ways that ensure instrument validity and reliability. | Evidence from Narrative | G3. The online teacher knows and understands multiple strategies for ensuring the security of online student assessments, academic integrity, and assessment data. | Evidence from Narrative | H1. The online teacher knows and understands the reach of authentic assessments (i.e., the opportunity to demonstrate understanding of acquired knowledge and skills, as opposed to testing isolated skills or retained facts) are part of the evaluation process. | Evidence from Narrative | H2. The online teacher knows and understands the process of continuous evaluation of students to include formative and summative assessments and student feedback, including polls and surveys that reflect student learning progress throughout the course. | Evidence from Narrative | H3. The online teacher knows and understands the relationships between the assignments, assessments, and standards-based learning goals. | Evidence from Narrative | I1. The online teacher knows and understands techniques to plan individualized instruction incorporating student data. | Evidence from Narrative | I2. The online teacher knows and understands how data is used to modify the content, instruction, and assessment to meet student needs. | Evidence from Narrative | I3. The online teacher knows and understands how instruction is based on assessment data. | |
2 | TQ A Reviewer 1 | 2 | Narrative provides some information to meet the criteria. There is not a great amount of detail or process explanation. | 2 | Narrative provides some information to meet the criteria. There is not a great amount of detail or process explanation. | 2 | Narrative provides some information to meet the criteria. There is not a great amount of detail or process explanation. | 3 | Narrative provides evidence. | 2 | Narrative provides some information to meet the criteria. There is not a great amount of detail or process explanation. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
3 | TQ A Reviewer 2 | 3 | * HQ as identified by NCLB. * asked to teach a lesson in interview * participate in training before teaching * continual training provided | 3 | * Culture is studied in addition to language * Collaboration is built into the lessons * Live interactive sessions provided | 3 | *All teachers required to keep NC teaching license current | 3 | *All teachers required to keep NC teaching license current in the subject taught | 3 | *Teacher Portfolio *Online Community of Practice requirement | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
4 | TQ B Reviewer 1 | 3 | Teachers are trained on new and emerging technologies. They are responsible to show effect job growth in areas of technology advancements as part of their annual evaluation. | 1 | The information from the narrative only speaks to troubleshooting software issues, which is addressed in B4. | 3 | During synchronous sessions, students have the opportunity to meet and interact to build a relationship with the teacher. The course syllabus establishes expectations. | 3 | Part of the initial teacher training and on-going professional development of teachers includes lessons on troubleshooting typical software and hardware problems. | 3 | PD’s are available to update teachers’ technology, skills and knowledge . Teachers are trained on emerging technologies and part of the annual evaluation process involves the ability to demonstrate effective job growth, including areas of technology advancements. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
5 | TQ B Reviewer 2 | 3 | Teacher training is in place to keep their job responsibilities clearly documented around an evaluation related demands of their job. | 1 | Only troubleshooting is documented. | 3 | Online webinars provide interactions to meet with the teacher. The syllabus shows course expectations. | 3 | Teacher training includes ways to troubleshoot common problems. | 3 | Teachers can extend their learning through professional development and is reflected in the evaluation of teachers. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
6 | TQ C Reviewer 1 | 3 | * Live Lessons * Discussion Boards * Collaborative Projects | 3 | * Students take a pledge for their communication online * Teachers monitor discussion boards and live lessons with ground rules and teacher interaction | 3 | * live lessons * Teacher feedback | 3 | * Language Live session example | 3 | * MIL Teacher Efficiency Framework | 2 | * Focus here on IEP/504 students but not all students | 3 | * Discussion Boards * Collaborative Projects * Live Sessions | 3 | * Teachers complete online PD as students | 2 | * Frequent student-student and teacher-student * when concerns teacher-parent or teacher-mentor | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
7 | TQ C Reviewer 2 | 3 | The online teacher is able to use student-centered instructional strategies that are connected to real-world applications to engage students in learning (e.g., peer-based learning, inquiry-based activities, collaborative learning, discussion groups, self-directed learning, case studies, small group work, and guided design). | 3 | The online teacher is able to facilitate and monitor appropriate interaction among students. | 3 | The online teacher is able to apply effective facilitation skills by creating a relationship of trust; establish consistent and reliable expectations; and support and encourage independence and creativity that promotes the development of a sense of community among the participants. | 3 | The online teacher is able to facilitate and monitor online instruction groups to promote learning through higher-order thinking and group interaction. | 3 | The online teacher is able to respond appropriately to the diverse backgrounds and learning needs of the students. | 3 | The online teacher is able to use differentiated strategies in conveying ideas and information, and is able to assist students in assimilating information to gain understanding and knowledge. | 3 | The online teacher is able to apply strategies for engagement in online learning environments, e.g., asking questions to stimulate discussion. | 3 | The online teacher is able to apply experiences as an online student and/or group to demonstrate the development and implementation of successful strategies for online teaching environments and to anticipate challenges and problems in the online classroom. | 3 | The online teacher is able to provide a variety of ongoing and frequent teacher-student interaction, student-student interaction, and teacher-parent interaction, and teacher-mentor interaction opportunities. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
8 | TQ D Reviewer 1 | 3 | Teachers send a welcome letter. Teachers respond to all communication within 24 hours, provide authentic feedback on ssignments/assessments submission within 72 hours of receipt | 2 | Same response as D1. Does not discuss techniques or expectations. | 3 | At the beginning of each unit, objectives are clearly stated. Teachers often use these objectives to remind students of what is expected during that week and/or during live sessions. Teachers also remind students of deadlines for assessments. (Appendix: A7 unit objectives) | 3 | The interaction expectations are defined in the course Orientation and Course Description within the course. Additionally teachers outline expectations in welcome letter and in Netiquette Guidelines. (Appendix: A8 Teacher Handbook pp. 21-22) | 2 | They continue to provide examples more about what the course does and not what the teacher does. | 2 | They have a policy, but no evidence on how the teacher provides clear expectations. | 2 | They have a syllabus posted, but no examples on how the teacher establishes the criteria. | 3 | For specific clients, our teachers have to complete weekly grade report and creating an intervention plan to help non-responsive and or struggling students. In the teacher handbook, teachers have to follow an escalation process for non-responsive or struggling students. (Appendix: A 9 August 2014 mil student escalation process) | 3 | Teacher leaders’ responsibilities include working with teachers to develop strategies to help struggling students (Appendix: A10 Collaboration among teachers) | 2 | They provided an example of communication, but didn't mention at all the process for aligning teacher and student expectations. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
9 | TQ D Reviewer 2 | 1 | No narrative or evidence of criteria is provided for this section (as appears to be in sect A). The criteria statement is only reworded as a check off. | 1 | No detailed criteria evidence provided. | 1 | No detailed criteria evidence provided. | 1 | No detailed criteria evidence provided. | 1 | No detailed criteria evidence provided. | 1 | No detailed criteria evidence provided. | 1 | No detailed criteria evidence provided. | 1 | No detailed criteria evidence provided. | 1 | No detailed criteria evidence provided. | 1 | No detailed criteria evidence provided. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
10 | TQ E Reviewer 1 | 3 | Score 3 – The vendor provides evidence teachers facilitate student investigations of the legal and ethical issues related to technology and society; teaches students that copyright laws are created for a reason. The vendor shares that the online teacher is able to establish standards for student behavior that are designed to ensure academic integrity and appropriate use of the Internet and online written communication; teach students that copyright laws are created for a reason. | 3 | Score 3 – The vendor provides evidence the teacher facilitates student investigations of the legal and ethical issues related to technology and society; teaches students that copyright laws are created for a reason. The vendor shares the online teacher is able to identify the risks and intervene in incidents of academic dishonesty for students. | 3 | Score 3 – The vendor identifies the risks of academic dishonesty for students by providing student a handbook that outlines the Acceptable Use Policies (AUP). The vendor shares the online teacher is able to model and comply with intellectual property policies and fair use standards and reinforce their use with students. | 3 | Score 3 – The vendor provides evidence they use course content that complies with intellectual property rights policies and fair use standards. The vendor shares the online teacher is able to provide resources for students related to intellectual property and plagiarism. | 3 | Score 3 – The vendor provides students with a handbook that outlines the Acceptable Use Policies (AUP). The vendor shares the online teacher is able to incorporate and comply with FERPA or other similar guidelines in AUP and course design and communicate privacy guidelines to students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
11 | TQ E Reviewer 2 | 3 | The teacher sets standards for the students concerning these responsibilities at the beginning of the course and in the overview. | 3 | The teacher receives training on how to identify the risks and intervene in incidents of academic dishonesty for students. | 3 | The teacher is trained on intellectual property policies, fair use standards, and reinforce their use with students. | 3 | The teacher provides content on intellectual property and plagiarism at the beginning of the course to students. | 3 | Teachers are trained on how to comply with FERPA guidelines and communicates privacy guidelines to students at the beginning of the course. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
12 | TQ F Reviewer 1 | 1 | The evidence provided speaks to the course design and course content. The evidence does not demonstrate teacher knowledge and understanding of ADA, IDEA, the Assistive Technology Act, or Section 508. | 2 | Teachers may allow retakes of exams or changes in pace at the request of the mentor/administrator. Knowledge of additional tools and technologies to meet students needs is not addressed. The evidence provided speaks to the course design and course content. | 2 | Teachers have been trained to reopen exams and extend deadlines. Knowledge of additional tools and technologies to meet students needs is not addressed. The evidence provided speaks to the course design and course content. | 2 | The online teacher is able to apply adaptive and assistive technologies in the online classroom where appropriate in the instruction to meet student needs. The evidence does not speak to the teachers knowledge and understanding of assistive technologies. The evidence provided speaks to the course design and course content. It is unclear what types of assistive technologies the evidence is saying the teacher can apply. | 3 | The online teacher is able to identify students who are struggling with various learning obstacles, such as ELL or literacy issues, and apply appropriate strategies to support student thinking, address styles of learning, and provide avenues for enrichment or intervention when needed. | 2 | The online teacher is able to communicate with the appropriate school staff regarding specific accommodations, modifications, or needs as listed in a student’s IEP or 504 accommodations, and work in collaboration with others to address student needs. A process for this communication was not provided. | 2 | The online teacher is able to demonstrate awareness of different learning preferences, diversity, and universal design principles. Evidence of training in these areas was not provided. How the teacher demonstrates awareness was not specified. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
13 | TQ F Reviewer 2 | 3 | Courses were designed with Section 508 compliance in mind for technology-related programs and activities; this helps meet the broader requirements of Section 504 of the Rehabilitation Act, which legally mandates equal access to all learning materials, whether online or on-campus. Accessibility issues and legal compliance are especially crucial to states mandating barrier-free virtual schools. This course accommodations for students enrolled. | 3 | Teachers work closely with mentors/administrators and parents to enable students to succeed. Differentiation in retaking of exams , as well as changing pacing are done on an individual basis based on the request of the mentor/administrator. Courses were designed with Section 508 compliance in mind for technology-related programs and activities; this helps meet the broader requirements of Section 504 of the Rehabilitation Act, which legally mandates equal access to all learning materials, whether online or on-campus. Accessibility issues and legal compliance are especially crucial to states mandating barrier-free virtual schools. This course includes accommodations for students enrolled | 3 | Web-based content in this course is made accessible to students with disabilities by incorporating audio and video enhancements and the use of appropriate alternatives to accommodate various disabilities, such as text equivalents and various forms of assistive technology. | 3 | Students work at their own pace, without specific time constraints. For some graded assignments, students have the opportunity to re-do the work and resubmit these assignments.Content is open for students; they can refer back to previously studied content anytime, as needed. Course content is appropriately chunked into smaller topics to increase retention and expand opportunities for assessment. Limited text on each screen provides increased focus and allows additional time devoted to practice activities. Content is provided in written format with graphic support. Visual media, such as key words and video clips, include audio support. Transcripts of video content are available, providing written support for audio components. Course content contains interactive, video, and motion multimedia components, such as Flash, which offer multiple opportunities for students to rely on visual, kinesthetic, and auditory learning methods. Web-based content in this course is made accessible to students with disabilities by incorporating audio and video enhancements and the use of appropriate alternatives to accommodate various disabilities, such as text equivalents and various forms of assistive technology. | 2 | Alternative assignments are provided. | 2 | Clients will mark students as a Special Education or 504 Students; so teachers know to provide accommodations Clients usually email teachers directly students’ 504 or IEP Plans. Once the teachers have a copy of the student’s 504 and/or IEP Plan; they follow the accommodations listed for the general education teacher | 2 | The online teacher is able to demonstrate awareness of different learning preferences, diversity, and universal design principles. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
14 | TQ G Reviewer 1 | 3 | The teacher is trained on how to create assessments within the LMS environment to ensure validity, reliability, and consistency over time. | 3 | The teacher is trained on how to develop and deliver assessments, projects, and assignments that meet standards-based learning goals and assess learning progress by measuring student achievement of learning goals within the LMS environment. | 3 | The teacher is trained on how to implement a variety of assessments that ensure the security of student assessment data and accurate measures of student ability. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
15 | TQ G Reviewer 2 | 3 | Documentation--The online teacher is able to create and implement assessments in online learning environments in ways that ensure validity and reliability of the instruments and procedures. According to documents MIL assessments have been validated and tested over time. The assessment instruments in the course are fair and representative of the content in the course There does seem to be grading categories within the grade book to maintain validity of the measurements. | 3 | Documentation-- The online teacher is able to develop and deliver assessments, projects, and assignments that meet standards-based learning goals and assess learning progress by measuring student achievement of learning goals. I do not see the graded assignments etc. But there appears to be multiple categories within the course. | 3 | The online teacher is able to implement a variety of assessments that ensure the security of student assessment data and accurate measures of student ability. Assessment items are randomly generated to ensure students in the same setting are representing their own work. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
16 | TQ H Reviewer 1 | 2 | Vendor indicates that the course uses multiple choice, essay, short answer means of assessment but the example offered in the Appendix A15 Objectives-Assessment did not match the statement. | 3 | Self-check assessments are included throughout the course so students are aware of their on-going progress so decisions can be made regarding repeating content if needed (A16 Self-assessment) | 2 | The vendor mentions that MIL provides teacher training on course development principles so teachers are aware of National standards, but there is no clear evidence of this in the documentation narrative. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
17 | TQ H Reviewer 2 | 1 | They did not address authentic assessments at all. | 2 | They talked about "self checks" but nothing about formative or summative assessments. | 3 | MIL provides teacher training on course development principles so teachers are aware of National standards as well as Middlebury Immersive pedagogy and the relationships in the curriculum (Appendix: A1 MIL teacher PD outline) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
18 | TQ I Reviewer 1 | 2 | MIL platforms provide real-time data for teachers to identify progress and issues immediately. | 2 | MIL platforms provide real-time data for teachers to identify progress and issues immediately. (Appendix: A17 Student Detail) | 2 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
19 | TQ I Reviewer 2 | 2 | Student data is available but there is no explanation or supporting details to show that teachers know how to use this data or examples of how they have used the data to support individualized instruction. | 2 | Student data is available but there is no explanation or supporting details to show that teachers know how to use this data or examples of how they have used the data to modify content or assessments. | 2 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
20 | TQ J Reviewer 1 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
21 | TQ J Reviewer 2 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
22 | Average Rating | 2.5 | 0 | 2.5 | 0 | 2.5 | 0 | 3 | 0 | 2.5 | 0 | 3 | 0 | 1 | 0 | 3 | 0 | 3 | 0 | 3 | 0 | 3 | 0 | 3 | 0 | 3 | 0 | 3 | 0 | 3 | 0 | 2 | 0 | 3 | 0 | 3 | 0 | 2 | 0 | 3 | 0 | 2 | 0 | 3 | 0 | 3 | 0 | 2 | 0 | 2 | 0 | 2 | 0 | 3 | 0 | 3 | 0 | 2 | 0 | 3 | 0 | 3 | 0 | 3 | 0 | 3 | 0 | 3 | 0 | 1 | 0 | 2 | 0 | 2 | 0 | 2 | 0 | 3 | 0 | 2 | 0 | 2 | 0 | 3 | 0 | 3 | 0 | 3 | 0 | 2 | 0 | 3 | 0 | 2 | 0 | 2 | 0 | 2 | 0 | 2 | |
23 | Total per Standard | Total for Standard A | 13 | Total for Standard B | 13 | Total for Standard C | 25 | Total of Standard D | 25 | Total for Standard E | 15 | Total for Standard F | 14 | Total for Standard G | 9 | Total for Standard H | 7 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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45 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
46 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
47 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
48 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
49 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
50 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
51 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
52 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
53 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
54 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
55 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
56 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
57 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
58 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
59 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
60 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
61 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
62 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
63 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
64 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
65 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
66 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
67 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
68 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
69 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
70 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
71 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
72 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
73 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
74 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
75 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
76 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
77 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
78 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
79 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
80 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
81 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
82 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
83 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
84 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
85 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
86 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
87 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
88 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
89 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
90 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
91 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
92 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
93 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
94 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
95 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
96 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
97 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
98 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
99 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
100 |