Approval Criteria

Applicants will be scored on each of the 54 criteria listed below. Each reviewer will mark an item as "Evident", "Partially Evident", or "Not Evident" based on the evidence provided by the applicant. Course demos will be considered as the primary evidence for the marked (*) criteria.

Note that there have been changes in the criteria over time. This document includes the current version of the criteria with those changes incorporated.

A. Course Content and Instructional Design:
Courses and instruction employ the following to ensure a quality academic experience:

Course goals and outcomes
A1.* Clearly stated and measurable objectives and course goals describing student's knowledge at the end of the course.

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.

A2.* Content of sufficient rigor, depth, and breadth to teach the learning goals being addressed.

Rigor is defined as a condition of the learning environment which stretches the individual learner to move beyond his/her comfort zone and grow as an independent learner. Depth refers to the degree to which the course content adheres to the learning goals being taught. Breadth refers to the completeness of the course.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

A3.* Clearly stated course assignments reflecting course goals and representative of the scope of the course.

The scope and sequence of the course is appropriately designed for the subject area and grade level. Concepts and skills are accurately presented, built on one another logically, and connections between concepts and subjects are explicit and relevant.

Course materials and organization
A4.* Instructional materials, including supporting materials—such as textbooks, manuals, and videos—made easily available to and usable by learners.

Instructional materials are found online with few, if any, additional logins or technology requirements. Offline materials are sent to the student by the provider in a timely fashion at the beginning of the course or are obtained locally with little effort.

A5. Readability levels, written language assignments, and mathematical requirements appropriate for the course content.

Evidence shows that in the course design process, the course content is written at appropriate readability levels for the grade level of the student audience, and readability formulas are used to identify the readability level. For math courses, the evidence shows that mathematical language is written at the appropriate level for the intended audience.

A6.* Course content organized in standard format (i.e., units and lessons), which include overviews describing central objectives, activities, and resources.

Within the learning management system, the content is placed into developed units and lessons that fall into a logical sequence. At the start of each unit, an overview is posted describing the objectives, activities, assignments, and resources that frame the unit. At the start of each lesson, an overview is posted describing the content, activities, assignments, and assessments to be completed during the lesson. A variety of activities, assignments, and assessments are used to provide students with different learning styles to master the content.

A7.* Grading rubrics and/or models of partially- to fully-completed assignments available to the students.

Rubrics or models provided to the student include rationale, desired characteristics and clear expectations for graded assignments.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

Student engagement
A8.* The course content addresses the diverse needs of learners and incorporates varied ways to learn and master the curriculum.

Instructor or class structure promotes a student-centered learning environment; a variety of instructional and assessment methods are used throughout the course.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

A9.* Activities that engage students in active participation and exploration.

Students are given the means for discovering, processing and applying information they learn throughout the course. Less emphasis is placed on giving information and more on discussing, listening, writing, reading, and reflecting.

A10.* 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 memorization into the realm of analyzing situations, synthesizing information, or evaluating an argument. Activities include open-ended questions, and encourage students to categorize and classify information. Opportunities for group work, decision-making, and finding patterns are also included in the course activities.

A11. Opportunities for appropriate (synchronous and asynchronous) instructor-student interaction, including 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.

A12. The course content includes appropriate instructor-student and student-student interaction to foster mastery and application of the material.

Learning activities and other learning opportunities require appropriate instructor-student and student-student interaction. Within the grading policy, guidelines defining student participation and expectations are required.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

A13. Assignments structured to require consistent effort and an appropriate amount of time for online interactions, study, and homework throughout the term.
A14. Aligned as appropriate to OSPI's Educational Technology Standards or the ISTE NETS 2007 (Students) standards.
A15. Multicultural education and instruction, incorporated as appropriate, that is accurate, current, and free of bias.

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.

A16.* The instructor promotes a high level of classroom interaction using various modes of communication.

The instructor drives instructor-student and student-student exchanges through various modes which may include email, discussions, synchronous chats, simulations, lab activities, and other group projects.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

» Possible sources of supporting evidence for section A

B. Classroom Management:
Courses and instruction employ the following to ensure an effective academic experience:

B1. Clearly stated academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism.
B2. Explicitly stated grading policy and practices.

A grading scale that defines letter grades and/or weights, if applicable, is provided. As part of the grading policy, student participation is defined and a mechanism of measuring quality and quantity is provided. Any penalties that may be assessed to grades and/or extra credit opportunities are also provided within the policy.

B3. A policy statement posted on the course provider's website and/or in the learning management system disclosing the organization's information gathering and dissemination practices.
B4. A protocol for the school and the instructor to deal with inappropriate student behavior and issues of discipline.
B5. Clearly stated technology Acceptable Use Policy (AUP).
» Possible sources of supporting evidence for section B

C. Student Assessment:
Courses and instructors employ the following to ensure effective assessment of student performance:

C1.* Adequate and appropriate methods and procedures to assess students' mastery of content, course goals, and standards.

Multiple assessments allow students to demonstrate their understanding in a variety of contexts. Formative and summative assessments are a part of the structure of the course. Possible assessment types include pre-tests, post-tests, objective and subjective questioning, self-assessments, group projects, peer review, and portfolios.

C2.* Ongoing and frequent assessments conducted and feedback provided to verify each student's readiness for the next lesson.

The course provides frequent and ongoing formative assessments to ensure each student has mastered the content and is prepared to move forward in the coursework.

C3. Assessments selected and methods used for submitting assessments appropriate for the online learning environment.

The online classroom incorporates instructor- and/or computer-graded assessments and activities that reach a broad and deep array of skill sets and learning models that are appropriate to the subject matter and put to best use the technology provided in the courseware platform.

C4.* Assessment materials which assess students in a variety of ways.

The course uses a wide variety of assessment techniques to measure ongoing student progress on clearly identified learner outcomes. Multiple versions of the same test and test banks and alternative evaluation methods are used to gauge student progress, and authentic assessments are provided to demonstrate meaningful application of the essential knowledge and skills.

C5.* Assessment rubrics, answers and/or explanations provided to the student.

Assessment rubrics are disclosed in preparation materials for assessments; correct answers and/or explanations are available at the end of assessments.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

» Possible sources of supporting evidence for section C

D. Course Evaluation and Management:
The provider employs the following to ensure the delivery of a high quality program:

D1. Multiple modes of assessing course effectiveness including feedback solicited about the quality of the course design, content, instruction, support systems, and infrastructure from students, parents, and school staff; findings are used as basis for improvement.

Provider exhibits regularly conducted course evaluations and uses a combination of input from students, teachers, content experts, instructional designers, and outside reviewers to evaluate and update courses for effectiveness.

D2. Planned, scheduled course updates ensure content timeliness and functionality.
D3. Opportunities for students and teachers to review and evaluate courses on a regular basis.

Unless the results are publically accessible, students, parents, and educators are informed that results of reviews and evaluations are available upon request.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

D4. An internal review process documenting course reliability, completeness, and effectiveness.

Courses are developed and assessed by a standardized quality assurance protocol prior to student participation; ongoing review and revision are managed by staff who manage feedback about courses.

» Possible sources of supporting evidence for section D

E. Student Support:
The provider employs the following to enhance student experience and success:

E1. Information (provided to students, parents and mentors) on protocols for communicating with the instructor and course/program provider.

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

E2. Institutionalized practices for monitoring student progress and helping students keep up with the pace of their course.
E3. The provider uses policies and systems to resolve student, school, and parent questions, complaints, and appeals.

Complaint mechanisms and protocols are clearly explained and easily accessible to students and schools in advance of need. For school program providers, when coordination with the partnering district is required to implement the policy, evidence may include a model policy.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

E4. Disclosure of expected technology skills prior to enrollment in a course.

Technology skills are identified in the course description or during the registration process and made available to students before they begin. Technology skills include any skills necessary to be successful in any online course (keyboarding, web navigation, etc.) and any skills (coding, photo editing, etc.) necessary for the specific class.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

E5. Required training and online support provided to students to aid them in navigating the online environment.

Students are required to participate in an orientation which leaves them with an understanding of how to efficiently use the courseware system and complete all the technical aspects of participating in the online course/program (i.e., communicating with the online instructor, submitting assignments and assessments, participating in group work and/or discussions, etc).

» Possible sources of supporting evidence for section E

F. School-based Support:
The provider employs the following to facilitate support of student success:

F1. A school-based support person within the provider's systems and frameworks as the local/online adult point of contact who is not the course instructor but is available to the student and instructor and as a responsible agent of support to the student's success.

The provider's program, instructional practices, and student support policies clearly identify and engage the school-based online/local support person who may be recognized as a mentor, advisor, advocate, counselor, proctor, coordinator or other school-based support.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

F2. The school-based support person is provided variuos means to support student success which may include: the ability to view course content; technology troubleshooting information; online participation tracking and grading systems; staff online handbook and policies; and frequent and unsolicited engagement by the course instructor.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

F3. Provider delivers training opportunities to school based support staff on available student support mechanisms and resources.

Training may include some exposure to the student and/or staff versions of the courseware and effective student support techniques and technology troubleshooting guidelines.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

» Possible sources of supporting evidence for section F

G. Technology:
The provider employs the following to facilitate successful use of its online systems:

Ease in navigation
G1. Ease in navigation of the courseware platform, supporting systems, and within each course.

Navigation links within the course and supporting systems are organized into key categories in a logical order allowing students to efficiently get from one place in the course to another.

Technology requirements
G2. Disclosure of program- and course-specific hardware, Web browser and software requirements prior to enrollment.

All hardware, Web browser and software requirements are identified in the course/program description or information disclosed during the student registration process and made available to students before they begin.

G3. Online content, textbooks, and other instructional materials (software, videos, etc.) are accessible for students with disabilities.

Evidence shows use and availability of multiple delivery methods, adaptations and accommodations.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

G4. Course architecture permitting the addition of content, activities, and assessments to extend learning opportunities, as needed.

The instructor for the course has ability to make additions to the content within the learning management system. Ability to delete OR remove content is optional. The “original” base course is still available to use for other sections of the course or future offerings.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

Technology Support
G5. Technology support offered via various disclosed means including phone, email, and/or online help pages.
G6. Administrative monitoring which assures quality technical problem resolutions are provided within one school day.
» Possible sources of supporting evidence for section G

H. Staff Development and Support:
The provider employs the following to ensure the online instructors' ability to challenge and meet the needs of online students:

H1. Instructor training in the online course delivery system on which instructors teach in order to effectively use the courseware and various instructional media available.
H2. New instructors are given extra support in their first year of instruction to ensure their effectiveness and success.

New instructors have ready supports and resources through formal connections to other instructors; best practices, advice, and experienced insight gleaned from this relationship are intended to allow instructors to lessen the first-year learning curve and foster an air of collaboration.

H3. Instructor training in the emotional and social aspects of online learning and in e-mail communications demonstrating proper tone to students.

Online instructors are trained to develop the capacity to identify and mitigate the ways in which the online environment can enhance and hinder the learning experience and have sensitivity to the perception of written online language.

H4. Instructor performance reviews conducted on a planned and regularly scheduled basis.
H5. Instructor training includes the experience of online learning from the perspective of a student.

Instructor training includes at least some exposure to the student version of the courseware system in order to understand the technical and logistical requirements of, and to be equipped to help the student function effectively in, the online learning environment.

» Possible sources of supporting evidence for section H

I. Program Management:
The provider employs the following to ensure effective program management:

I1. Administrative monitoring of and intervention in the quality and timeliness of instructors' responses to student assignments and questions.
I2. Administrative monitoring of student records to ensure students are progressing through their courses at an acceptable rate, and to identify any problems and intervene when necessary.
I3. System-driven execution of non-instructional tasks—enrollments, login info dissemination and course materials delivery, etc.—performed via established and efficient procedures.
I4. Established and efficiently handled procedures for enrollment fees and payments.

Evidence indicates the means by which the provider is able to obtain state basic education funding for students enrolling as part of their full-time equivalent basic education. District providers should show evidence of proper procedures for handling fees and payments, which may include the claiming of state funding, ALE, choice transfers, student fees, and/or course enrollment fees. Non-district providers should show evidence of procedures and mechanisms by which fees are gathered for students enrolling in online courses.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

I5. Accommodations to multiple school calendars and schedules and/or flexibility in student enrollment dates.

Registration periods, start dates and end dates allow for students to enroll and start their online courses at or near their point of need. For online course and online program providers: accommodations to various iterations of school calendars which may include block, 4X4, year-round and traditional schedules.

This item has been modified for the Spring 2012 approval cycle.
See the modifications.

» Possible sources of supporting evidence for section I

* Course demos as evidence for asterisked criteria

Course demos will be considered as part of the submitted evidence for the criteria marked with an asterisk. Additional documentation may be provided. Use the comment box to specify where exactly reviewers should expect to find evidence within multiple course demos (ie, Math 1, Unit 2, Lesson 3, Activity 4 and English 2, Unit 3, Lesson 4, Activity 5).