Hybrid Learning Guide: Self Evaluation Rubric - Domain II

Self Evaluation Rubric

Domain II: User Focused Design -- 1. Program Cohesion

To increase process predictability for the learner, the virtual learning environment and communication streams must be consistent. For an ideal user experience, there needs to be consistency in design horizontally (class to class), vertically (grade to grade) within a school, and if possible, peripherally (school to school). This benefits parents and guardians by reducing the number of programs, pathways, and individual communications they are subjected to in supporting their student(s). This has the added benefit of reducing the costs associated with investing in software, professional development, technology support, and instructional evaluation.

Self-Assessment Indicator: II. 1 - Program Cohesion	1: Disagree	2: Slightly Disagree	3: Slightly Agree	4: Agree
*II.1.a. All of our organization's digital content is available on a common online Learning Management System (LMS) that works through multiple devices.	1	2	3	4
**II.1.b. Student use software is limited, curated at a site level, protects student data, and accessible via single sign-on integration that works through multiple devices.	1	2	3	4
**II.1.c. The anticipated master schedule and calendar are designed to support Hybrid Learning.	1	2	3	4
**II.1.d. Professional development time is set aside dedicated to support our Hybrid Learning program.	1	2	3	4
**II.1.e. Our organization has prompt and reliable internal and external communication processes to effectively relay system level adjustments and crisis management information, and uses appropriate translation services.	1	2	3	4
**II.1.f. Our stakeholders understand how decisions are made, how to voice concerns, and how information is communicated.	1	2	3	4
**II.1.g. There is commonality and continuity between feeder school patterns between our online systems (e.g. LMS), instructional programs (e.g., vertical alignment), and performance reporting (e.g. competency grading).	1	2	3	4

*References/Resources:Site-Based

**References/Resources: II1.b: CDE Data Privacy and Security, II1.c: CDE 2020-21 Planning Resources Page, CDE Pupil Count, CDE 2020-21 School Scenarios, II1.d: CDE PD Guidelines, CDE Teacher, Family, & Staff Preparation, CDE Professional Standards, II1.e: CDE English Learners 2019-20 Distance Learning Guidance, CDE Teacher, Family, & Staff Preparation

Additional Resources and Exemplars

A cohesive program will require deliberate decisions around design and measure to not inundate students and families with different software and communication streams. When it comes to content delivery and curation, having a ventral repository of information and predictable communication modes and time frames makes teaching and learning easier for all involved. Remember, the challenge in learning should not be figuring out what the expectation is.

Exemplars:

Aurora Public Schools Remote Learning Announcement: Note the use of translation services in their communications plan.
BVSD Family and Community Technical Resource Page: Resource curation and limited software.
DPS Emergency Remote Learning Plan: Plan is a modified version of Palm Beach County Schools’ plan.
Douglas County School District Family Resource Page: Part of their communicated crisis management plan

Useful Tools:

EdSurge Product Index: An extensive list of existing Learning Management Systems (LMS) and other softwares, including program requirements, user reviews, case studies, technical data for schools still looking to determine what (LMS) to use
- National Standards for Quality (Online Programs): A collection of standards to help guide schools in the development of online programs. (Standards associated with Domain these indicators are I and M.)
iLearn Collaborative (ILC) and Colorado Empowered Learning (CEL): Resources for Blended Learning professional development

Potential Reads:

Quality Matters and Virtual Learning Leadership Alliance also outlines standards for online courses and online teaching that may be useful in identifying program needs, and these standards are rooted in the 2014 iNACOL Blended Learning Teacher Competency Framework.
Universal Principles of Design by Lidwell, Holden, and Butler

Domain II: User Focused Design -- 2. Instructional Methods

Instruction in a Hybrid Learning model meets the high level of quality expected from any other style of instruction with the added need to ensure that digital and non-digital content materials are consistent with each other and in-classroom instruction and interaction is still accessible remotely.

Self -Assessment Indicator: II. 2 - Instructional Methods	1: Disagree	2: Slightly Disagree	3: Slightly Agree	4: Agree
*II.2.a. Our instructional and support staff have contact time and plans for communicating student expectations and building rituals and routines to support Hybrid Learning (e.g. technology usage, digital citizenship, etc.).	1	2	3	4
**II.2.b. Our instructional staff has dedicated time for frequent remote individual and small group contact.	1	2	3	4
**II.2.c. Our digital and analog content and curriculum is standards aligned, engaging, appropriately challenging (at grade level), and aligned to each other.	1	2	3	4
**II.2.d. Our face-to-face instructional times are available in a synchronous remote option and curated immediately and logically for asynchronous access.	1	2	3	4
*II.2.e. Our school/organization has procured additional hardware (e.g. video cameras, mics, earpieces) and software (remote access video platform) needs that will make remote access to learning sessions possible.	1	2	3	4
**II.2.f. Online and analog content and resources integrate learning in authentic ways, promote natural opportunities for language development, and provide appropriate scaffolds for our English Learners.	1	2	3	4
**II.2.g. Our lesson plans provide opportunities, modifications, and accommodations that are consistent with learning plans for all students including, but limited to, students with an IEP, with a 504, Gifted and talented, and etc.	1	2	3	4
**II.2.h.Our instructional design provides access to and challenging content for all learners.	1	2	3	4

*Reference/Resources: Site-Based

**Reference/Resources: II.2b & 11.2d:CDE 2020-21 School Scenarios, II.2c:CDE Implement the 2020 CAS, II.2f: CDE English Learners 2019-20 Distanced Learning Guidance, CDE CLDE, II.2g:CDE Gifted Education, CDE GT COVID Resources, CDE Office SpEd, CDE Visually Impaired, CDE Resources for Families with Students with Disabilities, II.2g & II.2h:CDE Nimble, Flexible Instruction,

Additional Resources and Exemplars

The key to success with instructional methods is to translate effective and evidence based teaching practices into the virtual world. Additionally, having the right hardware and software is essential to providing rich learning experiences for all students to be able to consume and contribute content from the classroom to remote locations in real time or in flexible times.

Exemplars:

LEAP Innovations provides a curated list of exemplar of remote learning in the field, and related tools and resources.
The CAST UDL Guidelines provide an interactive framework for best design practices for learning. The site also serves as an exemplar for online content presentation.

Useful Tools:

National Standards for Quality (Online Programs): A collection of broad standards to help guide schools in the development of online programs. (Standards associated with Domain II.1 are I and J.)
CARES Act (see the “Allowable Expenditures” guidance): For schools still booking to procure digital tools, there may be funding available.
The Iris Center has a curated list of evidence based practice summaries for instructional strategies and interventions that may be useful in supporting students. Likewise, their “selecting an accommodation” section of the Iris Center’s perspectives and resources provides useful scenarios for professional learning and practice.

Potential Reads:

Universal Principles of Design by Lidwell, Holden, and Butler .

Domain II: User Focused Design -- 3. Content & Assessment

Hybrid and remote learning scenarios require students to work with more autonomy than is often required in more traditional settings. As such, students will need to be more active participants in the learning process, scheduling and time management, goal setting, personal advocacy, and other local considerations. Incorporating design elements of competency-based education models to track student capacity for academic and non-academic indicators (such as homework completion, class participation, and etc.) would support students with this level of agency, as they provide the clarity needed to limit the field of potential objectives through prioritization, user-friendly objective language, transparent assessment methods, and consistent reporting structures.

Self Assessment Indicator: II. 3 - Content & Assessment	1: Disagree	2: Slightly Disagree	3: Slightly Agree	4: Agree
**II.3.a. Our content standards are prioritized to maximize time spent on highest impact content.	1	2	3	4
**II.3.b. Our prioritized standards are presented in a format that can be understood by students and in a way that does not diminish the intent of the standard.	1	2	3	4
**II.3.c. Student content grades are not affected by student behavioral or success indicator grading.	1	2	3	4
**II.3.d. Our teachers leverage individual and small group check-ins for formative assessment and establishing performance trends.	1	2	3	4
**II.4.e. Our assessments are valid measures of performance that are done independently and are clearly measuring identified standards.	1	2	3	4
**II.4.f. Our school/organization has a predictable way to determine reasonable student technology skills for content consumption and creation in digital spaces.	1	2	3	4
II.4.g. Our school/organization has valid standards that can be used to provide consistent feedback on non-academic success indicators.	1	2	3	4

**Reference/Resources: II.3a:CDE COVID19 Principal Resources, II.3b: CDE CAS, II.3f:CDE Supplemental Resource: CCSS K-12 Tech Skills (adapted), II.3g CDE CO Essential Skills,II.3a-II.3e: Marzano Competency Based Education,

Additional Resources and Exemplars

Content and Assessment in a Hybrid Learning model is best supported by competency based learning methods and in developing students personal skills. Below are some resources that may help.

Exemplars:

Marzano Research provides a wide range of examples of competency based education, and more, on their resources list.

Useful Tools:

National Standards for Quality (Online Programs) has a collection of standards to help guide schools in the development of online programs. (Standard associated with Domain II.4 is standard K.)
CDE Standards prioritization worksheets for Math (PDF)and ELA (PDF)and other resources on the CDE COVID19 Principal Resources website.
For schools looking to support students with personal skills development, Colorado Education Initiative has a NextGen Toolkit and CASEL has a comprehensive list of SEL Competencies that schools may find useful in their program articulation.

Potential Reads:

A Handbook for Personalized Competency-based Education by Marzano, Norford, Finn, and Finn III