Review Team B 9 th Grade English 1 Summer semester Susan Biggers Carla Gregory Zena MaNais July /Distance Education

Content StrengthsWeaknesses Unit 3: Old Man and the Sea covers several GPS standards No syllabus Academic integrity and netiquette expectations are included Few objectives and/or goals found Quizzes provide immediate feedback GPS standards not included with each unit Copyright is addressed in the Academic No Cheating Policy Only way for students to communicate with teacher is via

Content Recommended changes Create a syllabus that lists GPS standards, national standards, and objectives Link standards and objectives with each unit Make sure all GPS standards are covered once all units have been posted Incorporate more information literacy and communication skills Provide students with more than one way to contact you Note: Further ideas can be found on the Henry County Online Academy Wiki

GPS not observed or partially observed ELA9RL1a-elements of fiction ELA9RL1b-elements of non-fiction, memoir, biography, autobiography ELA9RL1c-effects of language in memoir, biography, autobiography ELA9R1L1a-aesthetic effects of subject, sound devices, and structure in poetry ELA9R1L1b-sorts and classifies poems ELA9R1L1a-identifies and analyzes dramatic literature ELA9R1L1b-analyzes characters and themes of dramatic literature ELA9R1L1c-dramatic elements ELA9R1L1d-how dramatic elements support dramatic literature ELA9RL2d-compares and contrasts theme ELA9RL3a-relates a literary work to a non-literary work from literary period ELA9RL3b- relates a literary work to a non-literary work to historical setting ELA9RL4b-supports ideas through the text ELA9RL4c-works cited or bibliography ELA9RL5b-prefixes, suffixes, and roots ELA9RC1-reads 25 books or 1 million words ELA9RC2c-relates messages and themes from one subject to another ELA9RC2d-evaluates texts in every subject ELA9RC2f-features of disciplinary text ELA9RC3b-Uses content vocabulary in speaking and writing ELA9RC3c-explores understanding of new words ELA9RC4a-life experiences related to content ELA9RC4b-how words relate to multiple subjects ELA9RC4c-strategies for defining words ELA9W1a-g writing structure, engages reader, coherent focus, closure ELA9W2b-e narrative writing ELA9W2a-e informational writing ELA9W2a-i persuasive writing ELA9W2 a-I technical writing ELA9W3 a-f uses research and technology to support writing ELA9W4a-e writing process ELA9C1a and c-grammar, sentence structure, paragraph structure ELA9C2a-writing conforms to manuscript requirements ELA9C2c format requirements, spacing, margins, citations ELA9C2d-works cited or bibliography ELA9LSV1d-solicits another person’s comments/opinions ELA9LSV1i-group decisions ELA9LSV1j-divides labor in group ELA9LSV2a-h-formulates judgments in various media genres; delivers polished presentation; responds to written and oral texts ELA9LSV2a-d delivers and responds to presentations

Student Assessment StrengthsWeaknesses Ongoing and frequent assessments were available. Lack of variety in assessments. Quizzes were used as the only assessment tool. Assessment tools designed to identify students’ strengths. No discussions were provided. Assessment strategies were aligned to course goals. No rubric attached to assignments. A grading policy present.Grading policy does not state specific grading information i.e. late assignments.

Student Assessment Recommended changes Utilize discussions as a method to add variety to assessment tools. Add a rubric for each assignment. State specific examples of scenarios that will affect students’ grade. Note: Further ideas can be found on the Henry County Online Academy Wiki

Instructional Design StrengthsWeaknesses Course is organized into units and lessons Most assessments are quizzes The course is accurate and free of bias Few discussions (student-to- student or instructor-student) Appropriate instructor-student interaction is found in feedback from quizzes and live sessions Clause PowerPoint is overwhelming Pacing guide that provides a course overview Few opportunities for students to engage in higher-order thinking skills

Instructional Design Levels of Interaction Live sessions provide some instructor-student and student- student interaction Use of is available No discussions for student-student interaction Recommended changes Break the clauses PowerPoint into chunks for better student understanding Provide opportunities for enrichment and remediation Provide an overview for each lesson that includes standards and objectives Provide more variety in lessons (discussions, real-world application, authentic assessments, writing)

Technology and 21 st Century Skills StrengthsWeaknesses Course architecture permits instructor to add and extend learning opportunities. Course does not make maximum use of the capabilities of online medium and resources available Easy to navigateCourse does not emphasize 21 st century skills as identified by the Partnership for 21 st Century Skills Hardware, software, and browser requirements specified Prerequisite skills identified Course utilizes appropriate content- specific tools and software

Technology and 21 st Century Skills Recommendations – Evaluate web sites used in each unit for instructional needs and specific disabilities of diverse learners (check links to these sites provided in current lessons) – Evaluate accuracy and suitability of web sites used, update to appropriate grade level – Locate additional technology resources for diverse learners consider multiple intelligences, for example; concept maps, videos, photographs are great tools for visual-spatial intelligences – Use learner-centered strategies that address diverse needs of learners; allow learners to choose from a variety of projects – Demonstrate students’ higher-order skills and creativity with technology rich activities; require research and writing activities that are challenging; provide web sites that allow students to access multimedia applications for project presentation – Assess student learning with a variety of techniques; concept maps, voice threads, video, Google docs, Wikis, Photo story, Movie maker – Add threaded discussions with topics specific to each unit – Add AUP and Copyright activity to ensure learners adhere to these policies Review National Ed Tech Standards at this web address: Utilize nationally recognized sites for lesson planning:

Final Thoughts Suggestions for Reviewing Online Courses Rubrics should possess “essential” standards that courses MUST satisfy for a successful review. Courses should be required to satisfy at least 85% of the standards. Review team should always include a subject matter expert (SME). Scoring for standards should consist of counting the frequency of the ratings, not the cumulative. GPS Alignment should be combined and not separated. Separated GPS increases review time.