Spreadsheet: 0978a0da-f28f-4944-b267-d146aa50326e
Sheet: Teaching and Learning

Teaching and Learning Standards
Criteria
 | Inadequate Developed=1 | Minimally  Developed=2 | Moderately Developed=3 | Substantially Developed=4 | Points
Curriculum & Course Design: A quality online program will have a well thought-out approach to its curriculum and course design whether it develops its own courses and/or licenses curriculum from other educational providers. The standard and its sub-sets of  education goals, student learning, rigor, accommodation of learning styles, or requirements for copyright and or accessibility of content are addressed. | Is provided, but lacks  a well thought out approach as presented. It is not clear whether the providers develops its own courses and/or licenses curriculum from others.  Offers little  identification and/or summary related to this standard. | Is provided and minimally well thought out. Somewhat indicates whether the provider develops its own courses and/or licenses curriculum from others. Offers minimal identification and/or summary related to the standard. | Is provided, and  moderately well thought out. It indicates whether the provider develops its own courses and/or licenses curriculum from others. Offers moderate identification and/or summary related to the standard. | Is provided, is  well thought out approach and clearly states whether the provider develops its own courses and/or licenses curriculum from others.  Offers great detail in the identification and/or summary related to this standard.
Minnesota K-12 Standards:  Districts are required to put state standards into place so all students have access to high-quality content and instruction. Districts must develop local standards for subjects that do not have state standards. In its replies to this standard all providers must include information on how they meet  or exceed Minnesota K12 Standards in addition to how they may meet or exceed iNACOL standards. | Is provided, but It is not clear how the Minnesota K12 standards are integrated into provider courses and/or licensed curriculum from vendors.  Little identification and/or summary is provided related to this standard. | Is provided and minimally well thought out. Somewhat indicates how and where this integration of Minnesota K12 standards occurs in the  provider developed courses and/or licensed curriculum from vendors. Offers minimal identification and/or summary related to this standard. | Is provided, and  moderately outlined. Provider indicates how and where the integration of  Minnesota K12 standards occur in its own courses and where this integration occurs in licensed curriculum from vendors. Offers moderate identification and/or summary related to the standard. | Is provided,  clearly stated and detailed how and where the integration of Minnesota [NAME] standards occur in the provider  courses and/or licensed curriculum from vendors.  Offers great detail in the identification and/or summary related to this standard.
Instruction: A quality online program takes a comprehensive and integrated approach to ensuring excellent online teaching for its students. This process begins with promising practices but is equally committed to continuous improvement and adaptation to student learning needs through professional development. The standard and its sub-sets of instruction grounded in program mission, research, best practices, assessment, student learning styles and cultural differences, levels of interactions with stakeholders, limitations of time and place, requirements for faculty licensure and professional development, and academic integrity are addressed. | Information is provided, but  lacks clarity on the provider approach to ensuring excellent online teaching for its students.  Information provided on practices is  not adequately connected to the this standard. | Information somewhat  indicates the provider approach to ensuring excellent online teaching for its students. Information is minimally connected to the standard  and offers moderate detail on its practices. | Information indicates the provider approach to ensuring excellent online teaching for its students. Information is  connected to the standard  and offers moderate detail on its practices. | Information  clearly indicates the provider approach to ensuring excellent online teaching for its students. Information is  substantially connected to the standard  and offers great detail on its practices.
Assessment: A quality online learning program values student academic performance and takes a comprehensive, integrated approach to measuring student achievement. This includes use of multiple assessment measures and strategies that align closely to both program and learner objectives, with timely, relevant feedback to all stakeholders. The standard and its sub-sets of monitoring progress, adapting instruction to meet learner needs, multiples methods of assessment of student performance, feedback loops for instructional practice and course design are addressed. | Information is provided, but  lacks clarity on how the provider values and measures student achievement it is online program.  Information provided on practices is  not adequately connected to the this standard. | Information somewhat  indicates  how the provider values and measures student achievement it is online program. . Information  provided is  minimally connected to the standard  and offers a some detail on its practices. | Information  indicates  how the provider values and measures student achievement it is online program. . Information  provided is  substantially connected to the standard  and offers a moderate amount of detail on its practices. | Information  clearly indicates  how the provider values and measures student achievement it is online program. . Information  provided is  substantially connected to the standard  and offers great detail on its practices.
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