Standards Alignment
Exceeds
Expectations
Research-Based Strategies
Meets
Expectations
Usability
Meets
Expectations
Flexibility
Does not Meet
Expectations
Standards Alignment : 2/2 Top
a. Instructional approaches used are reflective of best practices and research on what works in education.
| a.1 Explicitly aligned to Ohio’s Learning Standards.
| | a.2 Explicitly aligned to one or more national standards which would allow for crosswalking to Ohio standards.
| | a.3 References research-based or evidence-based practices (cites research articles or clearinghouse) and/or provides known authority on topic as reference.
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Research-Based Strategies : 9/14 Top
Does Not Meet
Expectations
b. Content builds on prior learning.
| b.1 Frequent opportunities for formative assessments to check for understanding and transfer of knowledge (e.g., advanced organizers, exit tickets, low-stakes quizzes, surveys, etc.).
| | b.2 Activates background knowledge through a variety of sources (e.g., videos, short articles, infographics, and images) and references connections between prior knowledge and new concepts (i.e., as part of a lesson plan or pre-training activity).
| | b.3 Allows for instructor-led reconstruction of necessary knowledge to inform future instruction.
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c. Content supports learning by gradually removing supports, requiring advanced skills and concepts, and application of literacy skills.
| c.1 Uses or recommends student reflection on learning and/or metacognition strategies.
| | c.2 Activities and content promote instructional scaffolding that supports student learning.
| | c.3 Uses grade-level appropriate text.
| | c.4 Promotes reading, writing, and discussion as well as other forms of communication for learning or sharing information.
| | c.5 Includes explicit vocabulary instruction (e.g., referencing critical words and/or content-specific jargon for increased comprehension, routine for introducing new words, judicious practice and review, applying literacy skills).
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d. Content provides for authentic learning, student-directed inquiry, analysis, evaluation, and/or reflection.
| d.1 Includes opportunities for student-directed inquiry and/or project-based learning.
| | d.2 Outlines protocols for student discussion and reflection (speaking, listening, or writing).
| | d.3 Includes real-world relevance and authentic tasks in learning activities (e.g., ill-defined problems, sustained investigation and critical thinking, cross-disciplinary, integrated assessments, polished product, and has a range of solutions to problems).
| | d.4 Materials encourage curiosity or use the inquiry process in lessons and activities.
| | d.5 Strategies for student engagement, self-regulation, perseverance, and/or growth mindset are present.
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e. Uses technology and media to deepen learning and engage students.
| e.1 A variety of media (e.g., video, animation, simulations, interactives) is used for instruction.
| | e.2 Technology is used to enhance or elevate learning and not as a replacement for tasks.
| | e.3 Technology facilitates a teacher’s ability to differentiate lessons, tasks, or other content for students.
| | e.4 Materials include easy ability for progress monitoring by teacher and student.
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f. Content includes options for differentiation to meet the needs of all learners.
| f.1 Materials have flexibility in language and cognitive capability and provide support for complex grade-level text.
| | f.2 Material allows for a variety of instructional practices, approaches, and philosophies to meet the needs of schools, districts, students, and families (group and individual, hands-on, requires movement, longer investigations).
| | f.3 Material and/or technology allows for student choice in learning, pacing, and demonstrating their learning.
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g. Content is presented with an objective view on the topic and is free of bias.
| g.1 Words are accurate, clear, specific, and free from bias or prejudicial connotation.
| | g.2 Avoids using one group (often their own group) as the standard against which others are judged.
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h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes.
| h.1 Materials use or recommend a variety of methods to set expectations for all students and consistently monitor student understanding of instruction, directions, procedures, processes, questions, and content.
| | h.2 Structures academic and social interactions between students.
| | h.3 Uses students’ real-life experiences to connect school learning to students’ lives.
| | h.4 Materials provide opportunities for learners to see examples of different perspectives, cultures, and customs in the text or examples (i.e., provides opportunities for learners to see themselves and/or other groups in the content).
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i. Materials follow Web Content Accessibility Guidelines (WCAG 2.1).
| i.1 Text is easy to see and read (i.e., font size of at least 14pt or allows the user to adjust the size of text, sufficient contrast against the page background).
| | i.2 Alternate text or captions are present on images.
| | i.3 Captions or transcripts are available on video or audio.
| | i.4 Uses a variety of indicators other than color to convey important content or meaning.
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Does Not Meet
Expectations
j. Materials would not require consistent high-speed internet access for content such as large video files or high-resolution photos.
| j.1 Makes use of or allows for low bandwidth and/or low immediacy teaching strategies (e.g., discussion boards with visuals, collaborative documents, emails).
| | j.2 Video, if present, can be streamed at a lower quality, downloaded for later viewing, or is a smaller length or size.
| | j.3 High-resolution images or other large files, if present, are limited or can be downloaded for later viewing.
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k. The visual design of materials is clean and coherent, lending itself to ease of learning.
| k.1 Uses visual cues and/or prompts to highlight, emphasize, or draw attention to key features or critical information and ideas.
| | k.2 "Chunks" information into smaller elements where possible.
| | k.3 Reduces or eliminates unnecessary distractions and extraneous information, unless they are essential to the instructional goal(s).
| | k.4 Composition of materials effectively use the principles of contrast, repetition, alignment, proximity, and white space to help convey information.
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Does Not Meet
Expectations
l. Materials are flexible to allow students to access and complete work online or offline as needed.
| l.1 The core content of the material can be saved to be accessed offline.
| | l.2 Online and offline materials are comparable in rigor and alignment.
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m. Materials can support and facilitate learning in hybrid or online delivery methods.
| m.1 Material can support the continuity of quality teaching and learning between delivery modes.
| | m.2 Material has an open license, such as Creative Commons or Public Domain, which allows for modifications and sharing.
| | m.3 Material is not solely reliant on a single educational technology or tool and could allow for adaptation to other platforms.
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Does Not Meet
Expectations
n. Content includes support, documentation, and guides for effective use.
| n.1 Includes plain language recommendations to support parental engagement and extended learning at home.
| | n.2 Provides opportunities or recommendations for differentiation and personalized learning based on student needs.
| | n.3 Digital teacher guides, examples, and/or templates are available for the material(s).
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Standards Alignment
Research-Based Strategies
Usability
Flexibility
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