ONLINE PROGRAMEVALUATION PROPOSAL     RITTMAN HIGH SCHOOL     JENNIFER DZICZKOWSKI
COMMUNITY SETTING•   Location: Rittman, OH•   Population Served: approximately 6,500 residents•   Racial Makeup: 98% white...
SCHOOL SETTING•   Enrollment: 391•   School Rating: Excellent•   Racial Makeup: 97% white•   Economic Makeup: 44% disadvan...
OHIO IMPROVEMENT PROCESS GOALS• Academic Goal: Utilize data to identify  methodologies which result in implementation of  ...
WHY ONLINE LEARNING?•   Enrichment•   Reinforcement/Intervention•   Credit Recovery•   Scheduling Flexibility•   Test Prep
AREAS OF COURSE EVALUATION•   Course Organization/Objectives•   Assessment•   Resources and Materials•   Learner Interacti...
COURSE ORGANIZATION/OBJECTIVES• Are content and instructions clear, accurate, and  easy-to-follow?• Are students introduce...
ASSESSMENT• Is there a grading policy? Is it clearly stated and  easy-to-understand?• Are a variety of assessments used to...
RESOURCES AND MATERIALS• Are instructional purposes aligned and appropriate  for students’ learning styles and needs?• Are...
LEARNER INTERACTION/SUPPORT• Are “Netiquette” expectations clearly stated?• Does the course encourage interaction and a  s...
INSTRUCTOR• Does the instructor provide substantive, specific,  and timely feedback of student progress to  students, fami...
COURSE TECHNOLOGY• Is an acceptable use policy in place and is it clearly  communicated to students and instructors?• Does...
ACCESSIBILITY• Is the course accessible to all learners and does it  fully comply with all IEP and 504 plans (with  accomm...
BIBLIOGRAPHYHouston Community College Distance Education. (2008). HCC online course       evaluation rubric. Retrieved fro...
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Online program evaluation proposal

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Online program evaluation proposal

  1. 1. ONLINE PROGRAMEVALUATION PROPOSAL RITTMAN HIGH SCHOOL JENNIFER DZICZKOWSKI
  2. 2. COMMUNITY SETTING• Location: Rittman, OH• Population Served: approximately 6,500 residents• Racial Makeup: 98% white• Median Income: $35,000
  3. 3. SCHOOL SETTING• Enrollment: 391• School Rating: Excellent• Racial Makeup: 97% white• Economic Makeup: 44% disadvantaged• Disabilities: 13%
  4. 4. OHIO IMPROVEMENT PROCESS GOALS• Academic Goal: Utilize data to identify methodologies which result in implementation of best practices for core instruction, enrichment, and intervention. • Online learning allows students additional opportunities extend and reinforce learning in an innovative way• Climate Goal: Develop a marketing approach that highlights the facilities, positive educational opportunities, and accomplishments of students. • A strong, innovative online learning program can be a positive public relations piece.
  5. 5. WHY ONLINE LEARNING?• Enrichment• Reinforcement/Intervention• Credit Recovery• Scheduling Flexibility• Test Prep
  6. 6. AREAS OF COURSE EVALUATION• Course Organization/Objectives• Assessment• Resources and Materials• Learner Interaction/Support• Instructor• Course Technology• Accessibility
  7. 7. COURSE ORGANIZATION/OBJECTIVES• Are content and instructions clear, accurate, and easy-to-follow?• Are students introduced and welcomed to the course?• Do the instructors and students introduce themselves?• Are students provided with a course syllabus so they understand the structure of the course, course objectives, and course requirements?• Are minimum course requirements clearly stated?• Are learning objectives clearly stated and aligned?
  8. 8. ASSESSMENT• Is there a grading policy? Is it clearly stated and easy-to-understand?• Are a variety of assessments used to determine students’ knowledge and skills?• Are assessments used to determine planning and delivery?• Are assessments aligned with learning objectives and standards?
  9. 9. RESOURCES AND MATERIALS• Are instructional purposes aligned and appropriate for students’ learning styles and needs?• Are instructional materials appropriate and easy to access?• Do instructional materials adhere to all copyright and intellectual property guidelines?
  10. 10. LEARNER INTERACTION/SUPPORT• Are “Netiquette” expectations clearly stated?• Does the course encourage interaction and a sense of community?• Are activities learner-centered with the instructor serving in the role of facilitator?• Do the course instructions clearly outline: 1.) technical support, 2.) academic support, and 3.) student services?
  11. 11. INSTRUCTOR• Does the instructor provide substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality?• Does the instructor use assessment data to identify students’ strengths and needs, and modify and differentiate instruction accordingly?
  12. 12. COURSE TECHNOLOGY• Is an acceptable use policy in place and is it clearly communicated to students and instructors?• Does course technology support the learning objectives and standards?• Does course technology promote active learning?• Is course technology up-to-date and does it function properly?
  13. 13. ACCESSIBILITY• Is the course accessible to all learners and does it fully comply with all IEP and 504 plans (with accommodations made as needed)?
  14. 14. BIBLIOGRAPHYHouston Community College Distance Education. (2008). HCC online course evaluation rubric. Retrieved from http://de.hccs.edu/portal/site/de/ menuitem.2e0a9b61f5a0dfa9759b8e10507401ca/?vgnextoid=007d163ef 77cb110VgnVCM100000054710acRCRD&vgnextchannel=bf7d163ef77c b110VgnVCM100000054710acRCRD&appInstanceName=defaultOhio Department of Education. (2012). Rittman High School 2011-2012 school year report card.Ohio Department of Education. (2012). Teacher performance evaluation rubric.Palloff, R.M. & Prat, K. (2009). Assessing the online learner. San Francisco: Jossey-Bass.

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