I. Content A. Learner Objectives 4 I.A.

1 The course goals and objectives are measurable, appropriate to the length of the course, and clearly state what the participants will know or be able to do at the end of the course( iN A.1, iN A.7, QM 2.1, QM 2.3, QM 2.5, ROI 3b) Within the learning management system, course goals and objectives are present, explicitly stated, and can be easily found by students. The students level of mastery is measured in THREE or more ways against the goals and objectives. The course requirements include: a detailed timeframe for participation, an approximate time required for individual activities, and specific expectations for communications, and are consistent with course goals, representative of the scope of the course and clearly stated. 3 Within the learning management system, course goals and objectives are present, clearly stated, and can be found by students. The students level of mastery is measured in at least TWO different ways against the goals and objectives. Course requirements (timeframe for participation, approximate time required for individual activities and expectations for communications) are consistent with course goals, representative of the scope of the course and clearly stated. 2 Within the learning management system, course goals and objectives are present, clearly stated, and can be found by students. The students level of mastery is measured in at least TWO different ways against the goals and objectives. Course requirements (timeframe for participation, approximate time required for individual activities and expectations for communications) are consistent with course goals, representative of the scope of the course and clearly stated. 1 Within the learning management system, course goals and objectives are stated, but are not complete, easily found, or understood by students. The course measures goals and objectives in only ONE way. Course requirements are vague and are not consistent with the course goals.

I. Content A. Learner Objectives 4 I.A.2 (K-12) The course content and assignments are aligned with states content standards or nationally accepted content standards (iN A.2) Most=>75% Some=>39% Few=<40% All of the course objectives/goals, content, assignments, activities, and assessments are aligned to the states academic standards, assessments or nationally/internationally accepted content standards set for advanced placement or other elective courses whose content is not included in the state standards. 3 Most of the course objectives/goals, content, assignments, activities, and assessments are aligned to the states academic standards, assessments or nationally/internationally accepted content standards set for advanced placement or other elective courses whose content is not included in the state standards. 2 Some of the course objectives/goals, content, assignments, activities, and assessments are aligned to the states academic standards, assessments or nationally/internationally accepted content standards set for advanced placement or other elective courses whose content is not included in the state standards. 1 Few or none of the course objectives/goals, content, assignments, activities, and assessments are aligned to the states academic standards, assessments or nationally/internationally accepted content standards set for advanced placement or other elective courses whose content is not included in the state standards.

I. Content A. Learner Objectives 4 I.A.3 (K-12) 21st century skills, including information literacy and communication skills, are incorporated and taught as an integral part of the curriculum. (iN A.4) Information literacy including digital fluency and communication skills are an integral part of the course and incorporated extensively throughout the course content, activities, assignments, and assessments. Ollie lesson on how to digital fluency and communicating effectively in an online course Activities and assessments require students to be digitally fluent and communicate with others. Assessment asks students to self-assess their digital fluency and communication during the course 3 Information literacy including digital fluency and communication skills are an implied part of the course and incorporated throughout the course content, activities, assignments, and assessments. No lesson on digital fluency and communication 2 Information literacy including digital fluency and communication skills are an implied part of the course and incorporated into specific content, activities, assignments, and assessments. 1 Information literacy including digital fluency and communication skills are not part of the course.

No lesson on digital fluency and communication

No lesson on digital fluency and communication

Activities and assessments require students to be digitally fluent and communicate with others. Assessment asks students to self-assess their digital fluency and communication during the course

Not all of the activities and assessments require digital fluency and communication

None of the activities and assessments require digital fluency and communication

No assessment of digital fluency or communication

No assessment of digital fluency or communication

I. Content B. Instructional Strategies 4 I.B.1 The course content and assignments are of sufficient rigor, depth, and breadth to teach the standards being addressed (iN A.3, QM 5.1, ROI 3.C) Most=>75% Some=>39% Few=<40% All of the instruction is broad, deep, and rigorous. 3 Most of the instruction is broad, deep, and rigorous. 2 Some of is broad, deep, and rigorous. 1 Little of the instruction is broad, deep, and rigorous.

I. Content B. Instructional Strategies I.B.2 The course instruction includes activities, that engage students in active learning. (iN B.3, QM 5.2, ROI 5.B) 4 All of the activities engage students in active learning. 3 Many of the activities, engage students in active learning. 2 Some of the activities, engage students in active learning 1 Few to none of the activities engage students in active learning.

I. Content B. Instructional Strategies I.B.3 Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences. (iN B.1, iN B.4, iN B.6, ROI 3.D) Most=>75% Some=>39% Few or little=<40% 4 Almost all instruction is varied so that it addresses student needs (remedial or enrichment) and learning styles (auditory, visual, tactile, and kinesthetic) 3 Most instruction is varied so that it addresses student needs (remedial or enrichment) and learning styles (auditory, visual, tactile, and kinesthetic) 2 Some instruction is varied so that it addresses student needs (remedial or enrichment) and learning styles (auditory, visual, tactile, and kinesthetic) 1 Instruction is varied very little so that it addresses student needs (remedial or enrichment) and learning styles (auditory, visual, tactile, and kinesthetic)

I. Content B. Instructional Strategies I.B.4 The course provides opportunities for students to engage in higher-order thinking, criticalreasoning activities and thinking in increasingly complex ways. (iN B.5, QM 5.2, ROI 3.E) Most=>75% Some=>39% Few or little=<40% 4 All of the instruction, provides opportunities for students to engage in higher order thinking, critical reasoning activitS=ies, and thinking in increasingly complex ways. 3 Most of the instruction provides opportunities for students to engage in higher order thinking, critical reasoning activities, and thinking in increasingly complex ways. 2 Some of the instruction provides opportunities for students to engage in higher order thinking, critical reasoning activities, and thinking in increasingly complex ways. 1 Very little of the instruction provides opportunities for students to engage in higher order thinking, critical reasoning activities, and thinking in increasingly complex ways.

I. Content B. Instructional Strategies I.B.5 (K-12) The course intentionally emphasizes 21st century skills in the course, including: using 21st century skills in the core subjects, 21st century content, learning and thinking skills, ICT literacy, selfdirected learning, global awareness (iN A.4) 4 21st century skills are an integral part of the course and incorporated extensively throughout instruction. 3 21st century skills are an implied part of the course and incorporated throughout the instruction. 2 21st century skills are an implied part of the course and incorporated instruction. 1 21st century skills are not part of the course.

I. Content C. Resources and Materials 4 I.C.1 A variety of highquality learning resources and materials are available to increase student success (iN A.5, iN B.11, iN D.4, QM 4.5, ROI 5.C)
Before the course begins, students are provided multiple learning resources (textbooks, instructional materials, links to browser plug-ins, and other software, which students must install) that prepare them for the online course. Additional materials related to successful strategies for completing an online course, tutorials, orientations, and prerequisite knowledge and skills are also provided at this time. A wide variety of supplemental tools and resources are clearly identified and readily available within the learning management system. The resources enrich and are relevant to the content. The course makes maximum use of the robust capabilities of the online medium and makes these resources available by alternative means (video, CDs, podcasts).

3
Before the course begins, students are provided multiple learning resources (textbooks, instructional materials, links to browser plug-ins, and other software, which students must install) that prepare them for the online course. Supplemental tools and resources are identified and readily available within the learning management system. The resources enrich and are relevant to the content.The course uses quality video, audio and Internet resources throughout the course.

2
Before the course begins, there are insufficient learning resources available for the students. Supplemental tools and resources are identified but do not enrich and are inappropriate and / or not relevant to the content. The course uses media but not in multiple formats. The media may be insufficient in quality.

1 The course uses video or audio sparingly.

I. Content C. Resources and Materials I.C.2 The resources are of sufficient rigor, depth, and breadth to teach the standards being addressed. (QM 4.1) 4 All learning resources are exceptionally broad, deep and rigorous such that the resource will provide students with the knowledge and skills required by the course for success. 3 Most learning resources are exceptionally broad, deep and rigorous such that the resource will provide students with the knowledge and skills required by the course for success. 2 Some learning resources are exceptionally broad, deep and rigorous such that the resource will provide students with the knowledge and skills required by the course for success. 1 Few learning resources are exceptionally broad, deep and rigorous such that the resource will provide students with the knowledge and skills required by the course for success.

I. Content C. Resources and Materials I.C.3 Instructions on how to access resources at a distance are sufficient and easy to understand. (QM 4.2) 4 All resources include directions in a variety of formats and trouble shooting information. All directions are given so that resources can be accessed independently. 3 Most resources include directions in a variety of formats and trouble shooting information. Most directions are given so that resources can be accessed independently. 2 Some resources include directions in a variety of formats and trouble shooting information. Some directions are given so that resources can be accessed independently. 1 Few resources include directions in a variety of formats and trouble shooting information. Few directions are given so that resources can be accessed independently.

I. Content D. Instructor Resources I.D.1 Online instructor resour ces and notes are includ ed 4 A facilitator guide contains complete information on the course items including, teacher resources, facilitation notes, trouble shooting, possible student accommodations, etc. 3 A facilitator guide contains information on most of the course items including, teacher resources, facilitation notes, trouble shooting, possible student accommodations, etc. 2 A facilitator guide contains partial information on the course items including, teacher resources, facilitation notes, trouble shooting, possible student accommodations, etc. 1 A facilitator guide is missing or has incomplete information on the course items including, teacher resources, facilitation notes, trouble shooting, possible student accommodations, etc.

I. Content D. Instructor Resources I.D.2 Assessment and assignment answers as well as explanations are included. 4 All assessments and assignments have answers included with possible error analysis and sample feedback for instructors to give to students. 3 Some assessments and assignments have answers included with possible error analysis and sample feedback for instructors to give to students. 2 Most assessments and assignments have answers included with possible error analysis and sample feedback for instructors to give to students. 1 Few assessments and assignments have answers included with possible error analysis and sample feedback for instructors to give to students.

II. Instructional Design A. Course Introduction 4 II.A.1 A clear, complete The course overview course overview and and syllabus include all syllabus are included in of the following the course (iN A.6, QM course 1.2, ROI 2.B) objectives student Most=>75% learning Some=>39% outcomes, Few or little=<40% assignments student expectations time requirements required materials grading policy teacher contact information intended audience content scope and sequence

3 The course overview and syllabus include most (>6) of the following course objectives student learning outcomes, assignments student expectations time requirements required materials grading policy teacher contact information intended audience content scope and sequence

2 The course overview and syllabus include some (>4) of the following course objectives student learning outcomes, assignments student expectations time requirements required materials grading policy teacher contact information intended audience content scope and sequence

1 The course overview and syllabus include few (<4) or none of the following course objectives student learning outcomes, assignments student expectations time requirements required materials grading policy teacher contact information intended audience content scope and sequence

II. Instructional Design A. Course Introduction 4 II.A.2 Instructions make The instructions make it it clear how to get clear how to get started started and where to and where to find find various course various course components (QM 1.1) components.

2 The instructions make it clear how student are to get started or find various course components, but not both.

1 The instructions do not make it clear how students are to get started and where to find various course components.

II. Instructional Design A. Course Introduction 4 II.A.3 An instructor's The course introduction communication plan is includes a provided, including the communication plan instructor's availability, that provides all of the instructor responsefollowing items: time policy, and the Instructor's methods for students availability to communicate with Instructor the instructor (iN A.8) response-time policy The methods for students to communicate with the instructor.

3 The course introduction includes a communication plan that provides two of the following items: Instructor's availability Instructor response-time policy The methods for students to communicate with the instructor.

2 The course introduction includes a communication plan that provides one of the following items: Instructor's availability Instructor response-time policy The methods for students to communicate with the instructor.

1 The course introduction does not include a communication plan.

II. Instructional Design A. Course Introduction 4 II.A.4 The requirements The requirements for for student work, student work, including including student student interaction are interaction, are clearly clearly articulated. articulated. (QM 5.4)

3 The requirements for student work are clearly articulated, but the do not include expectations around student interaction.

2 The requirements for student work are not clearly articulated.

1 The requirements for student work are not articulated

II. Instructional Design A. Course Introduction 4 II.A.5 Academic Academic integrity and integrity and netiquette netiquette (Internet (Internet etiquette) etiquette) expectations expectations regarding regarding lesson lesson activities, activities, discussions, discussions, e-mail e-mail communications communications and and plagiarism are plagiarism are clearly clearly stated. (QM 1.4) stated (QM 1.4)

2 Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are stated, but not clear.

1 Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are not stated.

II. Instructional Design A. Course Introduction 4 A policy statement is II.A.6 Privacy policies posted on the course are clearly stated. (iN providers website and in A.11)

2
A privacy policy statement is included in the course or is linked to if located outside of the course. The policy discloses the organizations information gathering and dissemination practices.

1 Privacy policies are not stated.

the course and is easily found by the student. The policy discloses the organizations information gathering and dissemination practices.

II. Instructional Design A. Course Introduction 4 II.A.7 The introduction contains closely monitored activities for student engagement, including a selfintroduction activity for students and the instructor. (QM 1.7, QM 1.8)

II. Instructional Design B. Course Structure 4 The course is organized by II.B.1 The course is units and lessons. At organized logically (into the start of each unit or units and lessons), and lesson, an overview is enrichment content, posted describing the activities, and resources objectives, activities, are clearly identified assignments, assessments,
and resources to be used and completed. A variety of activities, assignments, assessments, and resources are used to provide students with different paths to master the content.

3
The course is organized by units and lessons. At the start of each unit or lesson, an overview is posted describing the objectives, activities, assignments, assessments, and resources to be used and completed.

2
The course is organized into units / modules that fall into a logical sequence, but some lessons do not include an overview, or few or limited resources are noted.

1 The course is not organized into units/modules that fall into a logical sequence.

II. Instructional Design B. Course Structure 4 The course is organized II.B.2 Each lesson/unit into units or modules and includes content and at the start of each unit or activities, assignments, lesson, an overview is and assessments to posted describing the provide multiple objectives of the lesson, learning opportunities and introduces the for students to master upcoming content, the content. Each unit activities, assignments, includes an overview and assessments in the unit or module. There are that describes the objectives of the lesson, multiple learning as well as introduce the opportunities for students to master the content. upcoming content, activities, assignments, and assessments of the unit.

3
The course is organized into units or modules and at the start of each unit or lesson, an overview is posted describing the objectives of the lesson, and introduces the upcoming content, activities, assignments, and assessments in the unit or module.

2
The course is organized into units or modules

1 The course is not organized units or modules.

II. Instructional Design B. Course Structure 4 II.B.3 The course The course structure structure has flexibility reflect flexibility to accommodate regarding all of the multiple timelines. following: Start dates End dates Time spent on specific units/modules

3 The course structure reflect flexibility regarding two of the following: Start dates End dates Time spent on specific units/modules

2 The course structure reflect flexibility regarding one of the following: Start dates End dates Time spent on specific units/modules

1 The course structure does not reflect flexibility regarding: Start dates End dates Time spent on specific units/modules

II. Instructional Design C. Learner Engagement 4 II.C.1 The course design Learning activities and provides opportunities other opportunities are for appropriate created to foster instructor-student instructor-student interaction, including interaction. Students timely and frequent receive timely and feedback about student frequent feedback progress based on the on their progress that learning targets. emphasizes the intended learner outcomes. The feedback is highly individualized, detailed, and recommends specific, individualized improvement, and strategies to encourage continued progress toward mastery.

3 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 individualized and detailed.

2 The course design provides few opportunities for appropriate instructor-student interaction, or few opportunities for timely and frequent feedback about student progress.

1 The course design provides few opportunities for appropriate instructor-student interaction, and few opportunities for timely and frequent feedback about student progress.

II. Instructional Design C. Learner Engagement 4 II.C.2 The course Learning activities provides opportunities provide many for appropriate opportunities for student-student student to student interaction to foster interaction. mastery and application of the material and a plan for monitoring that interaction.

3 Learning activities provide some opportunity for student to student interaction.

2 Learning activities provide few opportunities for student to student interaction.

1 Learning activities provides no opportunity for student to student interaction.

II. Instructional Design C. Learner Engagement 4 II.C.3 The course Learning activities provides opportunities provide many for appropriate student opportunities for interaction with the student interaction with content to foster the content to foster mastery and application mastery and application of the material of the material.

3 Learning activities provide some opportunity for student interaction with the content to foster mastery and application of the material.

2 Learning activities provide few opportunities for student interaction with the content to foster mastery and application of the material.

1 Learning activities provide no opportunity for student interaction with the content to foster mastery and application of the material.

II. Instructional Design D. Learner Support 4 II.D.1 The course instructions articulate or link to a clear description of the technical support offered.

3 The course does contain instructions that articulate and link to the technical support offered.

2 The course does contain instructions that articulate or link to the technical support offered, but not both.

1 The course does not contain instructions that articulate or link to the technical support offered.

II. Instructional Design D. Learner Support 4 II.D.2 Course The course instructions instructions answer address three of the basic basic questions questions related to related to course course content. content, like Research research, writing, Writing technology, etc., or Technology link to tutorials or Copyright/fair use other resources ? that provide the information.

3 The course instructions address two of the basic questions related to course content. Research Writing Technology Copyright/fair use ?

2 The course instructions address one of the basic questions related to course content. Research Writing Technology Copyright/fair use ?

1 The course instructions do not address basic questions related to course content.

III. Student Assessment III.A.1 Student evaluation strategies are aligned with course goals and objectives, representative of the scope of the course and clearly stated. 4 All of the student assessments are aligned with the course goals and objectives. 3 Many of the student assessments are aligned with the course goals and objectives. 2 Some of the student assessments are aligned with the course goals and objectives. 1 None of the student assessments are aligned with the course goals and objectives.

III. Student Assessment III.A.2 The course structure includes a wide variety of assessment procedures to assess students mastery of content. 4 The course includes multiple assessment procedures to determine students mastery of content. 3 The course includes several assessment procedures to determine students mastery of content. 2 The course includes few assessment procedures to determine students mastery of content. 1 The course includes only one assessment procedure to determine students mastery of content.

III. Student Assessment III.A.3 Specific and descriptive criteria, including rubrics, are provided for the evaluation of students work and participation. 4 Criteria are provided for the evaluation of student work and participation. The criteria are specific and descriptive (rubrics, work samples, etc.) 3 Criteria are provided for the evaluation of student work and participation. 2 Criteria are provided for the evaluation of student work or participation. 1 Criteria are not provided for the evaluation of student work and participation.

III. Student Assessment III.A.4 Ongoing and frequent assessments are conducted to verify each students readiness for the next lesson. 4 The course contains many assessments to verify each students readiness for the next unit or module. 3 The course contains some assessments to verify each students readiness for the next unit or module. 2 The course contains few assessments to verify each students readiness for the next unit or module. 1 The course does not contain assessments to verify each students readiness for the next unit or module.

III. Student Assessment III.A.5 Regular feedback opportunities, including autonomous feedback such as "self-check" or computer-generated practice assignments, make the student continuously aware of his/her progress in class 4 The course contains many feedback opportunities. Students are informed of their progress within each unit or module. 3 The course contains many feedback opportunities. Students are informed of their progress at the end of each unit or module. 2 The course contains some feedback opportunities. Students are not aware of their progress in the class. 1 The course contains few opportunities for students to receive feedback and is unaware of their progress in the class.

III. Student Assessment III.A.6 Grading policy and practices are easy to understand. 4 The grading policy and practices are defined and students are able to understand them. 3 The grading policy and practices are defined. 2 The grading policy or practices are defined. 1 The grading policy and practices are not defined.

III. Student Assessment III.A.7 The course includes authentic assessment that addresses, in part, 21st century skills 4 The course includes an authentic assessment that asks students to engage in all of the following: higher order thinking, elaborated communication, and has value beyond school. 3 The course includes an authentic assessment that asks students to engage in at least two of the following: higher order thinking, elaborated communication, and has value beyond school. 2 The course includes an authentic assessment that asks students to engage in at least one of the following: higher order thinking, elaborated communication, and has value beyond school. 1 The course does not include an authentic assessment that reflects higher order thinking, elaborated communication, and value beyond school.

IV. Technology A. Usage IV.A.1 The course makes maximum appropriate use of current online tools outside of the CMS (including email, web 2.0, chat, and synchronous/videoconf erencing) to enhance learning 4 All of the, course incorporates the use of online tools outside of the CMS. 3 Most of the, course incorporates the use of online tools outside of the CMS. 2 Some of the, course incorporates the use of online tools outside of the CMS. 1 Little of the, course incorporates the use of online tools outside of the CMS.

IV. Technology A. Usage IV.A.2 Technologies are chosen that are accessible to students. Most=>75% Some=>39% Few or little=<40% IV. Technology A. Usage IV.A.3 Hardware, web browser and software requirements, as well as prerequisite technology skills for the external technologies are specified. 4 The course specifies all of the following: Hardware Preferred web browser Software requirements Prerequisite technology skills for the external technologies 3 The course specifies three of the following: Hardware Preferred web browser Software requirements Prerequisite technology skills for the external technologies 2 The course specifies two of the following: Hardware Preferred web browser Software requirements Prerequisite technology skills for the external technologies 1 The course specifies 1 or none of the following: Hardware Preferred web browser Software requirements Prerequisite technology skills for the external technologies 4 All of the technologies chosen are accessible to students. 3 Most of the technologies chosen are accessible to students 2 Some of the technologies chosen are accessible to students. 1 Few of the technologies chosen are accessible to students.

IV. Technology B. Design IV.B.1 The course is easy and logical to navigate, including selfdescribing links Designing Aesthetically pleasing moodle courses 4 The course navigation is: Clear Familiar Responsive Consistent Aesthetically pleasing Efficient 3 Most of the course navigation is: Clear Familiar Responsive Consistent Aesthetically pleasing Efficient 2 Some of the course navigation is: Clear Familiar Responsive Consistent Aesthetically pleasing Efficient 1 Little or none of the course navigation is: Clear Familiar Responsive Consistent Aesthetically pleasing Efficient

IV. Technology B. Design IV.B.2 Aesthetic design presents and communicates course information clearly throughout the course. Designing Aesthetically pleasing moodle courses 4 The aesthetic design of the course addresses all of the following: Layout Positioning Shapes or Icons Size Color Contrast Texture Text All Information is presented and communicated clearly. 3 The aesthetic design of the course addresses most of the following: Layout Positioning Shapes or Icons Size Color Contrast Texture Text Most information is presented and communicated clearly. 2 The aesthetic design of the course addresses some of the following: Layout Positioning Shapes or Icons Size Color Contrast Texture Text Some information is presented and communicated clearly. 1 The aesthetic design of the course addresses little of the following: Layout Positioning Shapes or Icons Size Color Contrast Texture Text Little information is presented and communicated clearly.

IV. Technology B. Design IV.B.3 All web pages are visually and functionally consistent throughout the course. Most=>75% Some=>39% Few or little=<40% 4 All web pages are visually and functionally consistent throughout the course. 3 Most web pages are visually and functionally consistent throughout the course. 2 Some web pages are visually and functionally consistent throughout the course. 1 Few of the web pages are visually and functionally consistent throughout the course.

V. Legal Responsibilities V.A.1 Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). (iN D.11) Virginia Commonwealth University FERPA Implications in Teaching Online. 4 All student education records (posted grade lists, student ID numbers, etc.) are kept confidential. They are NOT accessible to peers in the class and/or individuals outside of the agency delivering the course. 3 Many student education records (posted grade lists, student ID numbers, etc.) are kept confidential. They are NOT accessible to peers in the class and/or individuals outside of the agency delivering the course. 2 Some student education records (posted grade lists, student ID numbers, etc.) are kept confidential. They are NOT accessible to peers in the class and/or individuals outside of the agency delivering the course. 1 Few student education records (posted grade lists, student ID numbers, etc.) are confidential. The records are accessible to peers in the class and/or individuals outside of the agency delivering the course.

V. Legal Responsibilities V.A.2 All resources and materials used in the course are appropriately cited and obey copyright and fair use. (iN D.9, QM 4.3) Most=>75% Some=>39% Few or little=<40% 4 All resources and materials used in the course are appropriately cited and obey copyright and fair use. 3 Many of the resources and materials used in the course are appropriately cited and obey copyright and fair use. 2 Some of the resources and materials used in the course are appropriately cited and obey copyright and fair use. 1 Few of the resources and materials used in the course are appropriately cited and obey copyright and fair use.

V. Legal Responsibilities V.A.3 The course meets universal design principles, Section 508 standards and W3C guidelines to ensure access for all students. (iN D.8, iN D.10, ROI 2.E) *Support for the bullets can be found here 4 The course meets >6 of the universal design principals for online learning: Equitable Use Flexible Use Simple and Intuitive Perceptible Information Tolerance for Error Low physical and technical effort Community of learners and support Instructional Climate 3 The course meets >4 of the universal design principals for online learning: Equitable Use Flexible Use Simple and Intuitive Perceptible Information Tolerance for Error Low physical and technical effort Community of learners and support Instructional Climate 2 The course meets >2 of the universal design principals for online learning: Equitable Use Flexible Use Simple and Intuitive Perceptible Information Tolerance for Error Low physical and technical effort Community of learners and support Instructional Climate 1 The course meets <2 of the universal design principals for online learning: Equitable Use Flexible Use Simple and Intuitive Perceptible Information Tolerance for Error Low physical and technical effort Community of learners and support Instructional Climate

V. Legal Responsibilities V.A.4 The course meets ADA compliance, including alternatives to auditory or visual content, as well as accommodating the use of assistive technologies (QM 8.2, 8.3, 8.4) 4 The course meets or exceeds ADA compliance in all of the following areas: Links Text Images Audio Video 3 The course meets or exceeds ADA compliance in fewer than fewer than 4 of the following areas: Links Text Images Audio Video 2 The course meets or exceeds ADA compliance in fewer than 3 of the following areas: Links Text Images Audio Video 1 The course ADA compliance in none of the following areas: Links Text Images Audio Video

V. Legal Responsibilities V.A.5 The course reflects multi-cultural education, and the content is accurate, current, and free of bias or advertising iN A.9) 4 The course does all of the following: Reflects multicultural/ge nder-fair education standards Contains accurate content Is free of bias and advertising 3 The course does 2 of the following items: Reflects multicultural/ge nder-fair education standards Contains accurate content Is free of bias and advertising 2 The course does 1 of the following items: Reflects multicultural/ge nder-fair education standards Contains accurate content Is free of bias and advertising 1 The course does none of the following Does not reflect multicultural, gender-fair education standards Does not contain accurate content Is not free of bias or advertising.