[PDF] HIDOE-Comprehensive-final-report-Acellus-OCR

[PDF] Acellus-Manualpdf - Institute of Science and Technology (IST)

CHAPTER 1: TECHNICAL CONCERNS 5

[PDF] HIDOE-Comprehensive-final-report-Acellus-OCR_optpdf

the BOE on ndings,solutions and recommendations Action Taken: The course was US History B, step# 302 Image was changed and wrong answer

[PDF] HROA Academic Planning Guide 2020-2021

Acellus Epic Moments in World History is taught by Acellus Instructor Todd Edmond History of the Holocaust (SS/EL) Grade: 9, 10, 11, 12 Semester Course

[PDF] HIDOE-Comprehensive-final-report-Acellus-OCR_optpdf

2428_5HIDOE_Comprehensive_final_report_Acellus_OCR_opt.pdf

DR.CHRISTINAM.HIMOTODAVIDY.[GE

GOVERNORSUPERNTENT

Attachment

STATEOF

HAWA|'|

DEPARTMENTOFEDUCATION

P.O.BOX2360

HONOLULU,HAWA|'l

96804

OFFICEOFTHEDEPUTYSUPERIINTENDENT

October29,2020

TO:Dr.ChristinaM.Kishimoto

Superintendent

FROM:PhyllisUnebasami//4/Ma'

//oz/W)»-A

DeputySuperintendent'

SUBJECT:StatusUpdateandTransmittaloftheInstructionalContentReviewofAcelius

Accelerator

ComprehensiveFinalReport

Background

AttheSept.17,2020,HawaiiStateBoardofEducation(BOE)GeneralBusinessMeeting,theBOEplaced onitsagendaadiscussionitemregardingthecontinueduseoftheAcellusAcceleratorprogram.Atyour direction,Iinitiatedamultidisciplinarycross-of cereviewoftheprogramandcommittedtoreportbackto theBOEon ndings,solutionsandrecommendations. OnOctober15,2020,theHawaiiDepartmentofEducation(HIDOE)madepublicitsfinalsummaryreportof thereviewaheadoftheBOE'sGeneralBusinessMeeting,wheretheBOEultimatelyvotedtodirectthe DepartmenttophasetheAcellusprogramoutofallschoolsbytheendofthe2020-21schoolyear.

StatusUpdate

IampleasedtoreportthatPhase2ofthemultidisciplinarycurriculumreviewprocesstoresearchand recommendonlinecurriculumreplacementsisunden/vayandon-track.Mynextstatusupdatewillbe transmittedtoyouinmid-November2020.Themultidisciplinaryinstructionalreviewteamisdiligently workingtoprovideschoolswithviabletransitioncurriculumoptionsandsupportsthatwillminimize disruptiontostudentsandfamiliestothegreatestextentpossible. TransitionPlan:TheHlDOEOfficeofCurriculumandInstructionalDesign(OCID)isdesigningatransition planforAcellususerswithtimelinesandscenarioplanningtoaddresstechnicalandadaptiveneeds. Contentspecialistswillinvestigatereplacementsolutions.OCIDwillcontinuetoworkwithcomplexarea distancelearningteamstoassistwithimplementationto:

1)Fulldistancelearningwithcurrentschoolcurriculum;

2)ReplaceAceliuswithmenuofchoices,whichcanbeassignedviaaLearningManagement

SystemsuchasGoogleClassroomandBlackboard;and

3)Exploretheavailabilityandviabilityofonlineself-pacedprogramsforspeci cpurposes.

ANAFFIRMATIVEACTIONANDEQUALOPPORTUNITYEMPLOYER

Dr.ChristinaM.Kishimoto

October29,2020

Page2of4

Lessonslearnedandinsightsgainedbythemultidisciplinaryinstructionalreviewteamwillbecapturedand documentedastheHIDOEcontinuestorefineandmoveforwardwiththedevelopmentofatri-level curriculummanagementsystem. TransmittaloftheInstructionalContentReviewofAcellusAcceleratorComprehensiveFinal

Report

Iamrespectfullytransmittingthe113-pageInstructionalContentReviewofAcellusAccelerator - ComprehensiveFinalReport(AttachmentA)oftheinstructionalmaterialsreviewconductedbyaninternal multidisciplinaryinstructionalreviewteamfromSeptember22toOctober2,2020. Atthistime,Iwouldliketotakethisopportunitytoaddressthefollowingitemsnotedintheaforementioned comprehensivefinalreport:

Page13

ConclusionandFindings

Thereviewhasaf rmedconcernsthatareinconflictwithBOEpoliciesraisedbypubliceducation stakeholders,aswellastheinitialcursoryreviewcompletedbytheOCIDcontentspecialistsinMay2020. TheconcernsrelatedtoAcelluscontentconflictedwithBOEpoliciesaddressingacademicprogram, standards,curriculum,discrimination,andreligion.AccordingtoBOEPolicy105-3Curriculum:"All elementary(gradesK-5)andsecondaryschools(middle/intermediateandhigh)shallofferaprogramof studiesorcurriculum - thatenablesallstudentstoattain,tothehighestdegreepossible,theapplicable statewidecontentandperformancestandardsasadoptedbytheBoard." Atleast50%ofthereviewsconductedbythereviewpanelexplicitlystatedamisalignmenttotheHawai'i

Content[&]PerformanceStandards.

Pages13-14OSIPassessmentspecialistsanalysisrecap

"Atvariouspoints,thesituations/scenariosareabovegradelevel,whiletheexpectationsarealignedto belowgrade-levelstandardsifalignedtogradelevelatall..." TheHIDOErealizesthatstudentswillbeparticipatingintheSmarterBalancedAssessments(SBA)this spring,andtheadditionalconsiderationsforthisimplicationdoescreatefurtheruncertaintywiththe differencesinthedistancelearningmodelsandcurriculum.

DeputySuperintendentannotation:

- Utilizingacollaborativeprocess,theHIDOEdevelopedanddesignedcontentareastandards uniquetoHawaii,knownastheHawaiiCoreStandards,withtheBoardssupportand approval.Mostrecently,thosecorestandardswereexpandedtoincludethesocialstudiesand healthstandards. \ Asthemultidisciplinaryinstructionalreviewteamexploresremediesandconsultswithotherstates, itisbecoming/hasbecomeevidentthatanyoff-the-shelfprogramwillmostprobablylackthe uniquefeatureswehavearticulatedinourHawaiiCoreStandards.Notably,theCommonCore StateStandardsInitiative(CCSSI)hasasectiontitled,"StudentsWhoAreCollegeandCareer ReadyinReading,Writing,Speaking,ListeningandLanguage."Itisapparentinthedesignof

Dr.ChristinaM.Kishimoto

October29,2020

Page3of4

thesestandardsthatcollaboration,discourse,andcriticalthinking,playanimportantrolein increasingthecapacitiesofthelearnertobecomealiterateindividual.Standardsestablishwhat studentsneedtolearnbutdonotdictatehowteachersshouldteach.Instead,schoolsandteachers areinthebestpositiontodecidehowbesttohelpstudentsreachthestandards. ForHawaii,ourneighborhoodcommunitiesandworkplacesaresettingsinwhichpeoplefrom diversebackgroundsandculturescometogether.Studentsneedtohonetheirskillstounderstand otherperspectivesandhonorthedignityofotherswhoaredifferentfromthemselves. Inaself-pacedindependentprogram,anyacademicconversations,feedback,andpeer collaborationusuallyfacilitatedbyaneducatorwillbeabsent.Aswemovefonrvard,theimportant roleoftheeducatorwillspeaktothefutureworkofcurriculumselection,howweexpandandadapt todifferentwaysoflearningexperiences,andtheneedtoincorporatewhatwevalueintoeither supplementingand/ormodifyinganyproductthatisoff-the-shelf. Foranasynchronousdistancelearningprogram,weforeseethatanycurriculumunder considerationwillneedtobe: - DesignedascloseofafittotheHawaiiCoreStandardsfirst;thenrecommend modi cationstoaddressgaps; Supplementedwithteacher - designedcurriculumbasedontheHawaiiCoreStandards, settingupaneducator-ledvettingprocessandcreateaplatformforsharing; -

Pairedwith:

- Selectedreadingmaterials,videos,andcommunity-basedmaterialsthatcanbe packagedtocreateunitsofstudy-whetherprescribedorinvitesthelearnerto offerandengageintheselectionprocess. - Promptsthatencouragethelearnerthroughsense-makingofwhythenew learningisrelevantandinsightsgainedtoconceptdevelopmentoracquisitionof skills,andmultipletransactionalblogsbetweenpeersandwithinvitedexperts. UponpresentingoptionstoreplacetheAcellusAcceleratortocomplexareasuperintendentsand principals,ourschoolleadersandteacherswillevaluateandchoosethecurriculummaterialsand modesofinstructionaldeliverythatmeettheneedstheirschoolandstudents.

Page14

CRCBspecialistsanalysisrecap

TheCivilRightsComplianceBranch'sreviewincluded ndingsforviolationstoprotectedclassesin correlationwithBOEPolicy305-10andBOEPolicy900-3.Theanalysisconcludedinpart: - Thefollowingprotectedclasseshavebeenidenti edasbeingdiscriminatedagainst:gender,national origin,race,physicalappearance,religion,ethnicity,andsocio-economicstatus. -ThediscriminatorycontentofsomeofthelessonsalsoviolatestheDepartment'sCodeofConduct, speci callythesectionthatprohibitsanemployee,contractororvolunteerfromdiscriminatingagainst, includingharassing,anystudentbasedonhis/herrace,color,nationalorigin,sex,disability,and/orage. -Thecontentappearstopromotereligioninpublicschools. -Whilethecurriculum"maybeviewedasantiquated,thisdoesnotexcusethefactthatitcontains numerousdiscriminatorylessonsandashowingofgender,cultural,andracialbiases."

Dr.ChristinaM.Kishimoto

October29,2020

Page4of4

DeputySuperintendentannotation:

o HIDOEhasensuredthatAcellushasremovedoraddressedtheconcerningcontentthatCRCB identi edintheirreview.(AttachmentB) 0 DuringthephaseoutoftheAcellusAcceleratorduringthe2020-21schoolyear,theHIDOEwill continuetoensureanyreportedobjectionablecontentisremovedbyAcellus. o Aspartofthetri-levelcurriculummanagementsystem(underdevelopment),ongoingandfuture instructionalmaterialreviews,includingcyclicalreviewsofdatedcurriculummaterials,willensure compliancewithBOEpoliciesandtheDepartment'sCodeofConduct. Further,aHIDOEemployeeutilizingtheAcellusAcceleratorduringthe2020-21schoolyearwillnotbe subjecttodisciplinaryaction.However,anyreportsoftheintentionalandmalicioususeoftheAcellus Acceleratorcurriculumcontainingreligiousorbiasedinstructionalcontentdeliveredinaface-to-face, blended,ordistancelearningmodelwillbeinvestigatedbytheHIDOE. PursuanttoHawaiiRevisedStatutes92F-13(1)and(3)andHawaiiAdministrativeRules§2-71-17,the HIDOEhasredactedpersonal,confidentialandproprietaryinformationfromthecomprehensive nalreport. Inclosing,IcommendtheHIDOEmultidisciplinaryinstructionalreviewteamfortheirongoingcommitment anddedication.Theirtraining,experience,andexpertisehavebeeninvaluable. Shouldyouhaveanyquestions,pleasedonothesitatetocontactme. PU:pu

Attachments:A)instructionalContentReviewofAcellus

Acce|erator -

ComprehensiveFinalReport

B)LessonsfromAcellus-Requestingtodelete

AttachmentA

InstructionalContentReviewof

AcellusAccelerator

ComprehensiveFinalReport

OfficeofCurriculumandInstructionalDesign

HaWai'iStateDepartmentofEducation

October2020

Preface

Introduction

Purpose

TheConcerns

Methodology

MultidisciplinaryReviewPanel

Scope

ReviewInstruments

CurriculumReview

ReviewFindings

DataAnalysis

QuantitativeData

QualitativeData

ConclusionandFindings

NextSteps:ImmediateComplexArea&SchoolActions

PotentialTransitionsforSchools

NextSteps:Long-TermRecommendations

RecommendedActionstoImproveInternalProcesses

Appendix

¢.OtDW\l\lU'lU'I-P-§-ISOJIND

10 12 12 15 15 16 16 17

Preface

DuetotheincreasingnumberofCOVID-19casesnearthescheduledstartofthe2020-21school year,theHawaiiStateDepartmentofEducation(HIDOE)delayedthestartofschoolandopened withfulldistancelearningfornearlyallstudents. InitiallydistancelearningwastobeconductedforthefirstfourweeksofschoolbuttheHIDOE extendedtheLearnfromHomephasefortheremainderofthefirstquarterformostschoolstoalign withstateandcountysafeguardsandrestrictionsatthetime. Toimplementdistancelearning,someschoolshaveadoptedtheonlinecurriculumprogramAcellus LearningAcceleratorastheirfulldistancelearningoptionforfamiliesreluctanttophysicallysend theirchildtoschool,andsomeschoolsareusingitscontentasasupplementaltooltosupport distancelearningneeds. AcellushasbeenutilizedbyHawaiipublicschoolsindifferentcapacitiesoverthepastdecade.With thesuddenclosureofschoolfacilitiesinMarch2020andtheunexpectedshifttodistancelearning, theDepartmentexpandedtheuseofAcellus. Theprogramwasselectedbasedoncurriculumavailabilitytoful llcourseneeds,costeffectiveness, implementationtimeline,teacherfamiliaritywiththeprogram,andconsultationwithschoolsalready utilizingtheprogram.Akeyconsiderationwastominimizeanyburdenofintroducingbrandnew materialsandprogramsgivenalloftheotheradjustmentsteachersandprincipalswerehandlingat thetime. Afterstartingtoreceiveparent,schoolandcommunityquestionsandcomplaintsaboutAcellus aroundissuesofquestionableandinappropriatecontent,rigorandalignmenttostandardsandother areas,theDepartmentworkedtoidentifyquestionablecontentanddirectlyworkedwithAcellusto trytoaddresstheconcerns'. AttheSept.17,2020,HawaiiStateBoardofEducation(BOE)GeneralBusinessMeeting,therewas adiscussionitemregardingthecontinueduseofAcellus.AtthedirectionofSuperintendentDr. ChristinaKishimoto,DeputySuperintendentPhyllisUnebasamiinitiatedamultidisciplinary cross-officereviewoftheprogramandcommittedtoreportbacktotheBOEonfindings,solutions andrecommendations. Thisreportisacomprehensivesummaryoftheinstructionalmaterialsreviewconductedbyan internalmultidisciplinaryinstructionalreviewteamfromSept.22-Oct.2,2020. OnOctober15,2020,theHIDOEmadepublicitsfinalsummaryreportofthereviewaheadofthe BOE'sGeneralBusinessMeeting,wheretheBoardultimatelyvotedtodirecttheHIDOEtophase theAcellusprogramoutofallschoolsbytheendofthe2020-21schoolyear. 1

AcellusResponsetoInquiriesfromtheHIDOE-AppendixB

Introduction

Purpose

Thereviewaimedtoaddressthefollowingareas:

0Considerationforschools

0Providesupporttoassistschoolsinmanagingthosewhooptedfor100%online

learningandthosewhoremainwithteachersforblendedlearning.

0Ensureahigh-quality,culturallysensitivecurriculumfordisproportionately

marginalizedstudents. 0 Suggestsupplementarystandards-alignedmaterialsandsuggestionsto strengthenthequalityoftheAcelluscurriculum.

0Considerationforparents

0Supportparentswhosechildrenneedahigherleveloflearning.

oProvidearobustsetofviableoptions.

0Sharedgovernancestructureacrossthetri-levelsystem

oEnsurequalityassuranceandsharedaccountabilityforselectionandadoptionof instructionalmaterials. oRe-evaluateandalignthecurriculummanagementprocessandprocedures.

TheConcerns

AfterexpandingtheuseofAcellus,theDepartmentbeganreceivingparent,schooland communityquestionsandcomplaintsaboutAcellusaroundissuesofquestionableand inappropriatecontent,rigorandalignmenttostandardsandotherareas. AsthenumberofcomplaintsincreasedinAugust2020,theHIDOEOfficeofCurriculumand InstructionalDesign(OCID)designedandprovidedanonlineControversialContentConcern ForminSeptember2020toallowthepublic- - includingprincipals,teachers,parentsand students - toshareconcerns?Theformisavailableathttps:[[bit.ly[2GgNWt7.The DepartmentalsocreatedanoverallOnlineContentFeedbackFormavailableat htt;:_>:[[bit.|y[3BX8WxR.OCIDrespondedtostakeholderswhosentinconcernsandcompileda

FrequentlyAskedQuestionsdocumentat

httbs://bit.Iv/Ace||usFAQs. DuetothenatureofthecontroversialconcernsandcomplaintsreceivedbytheHIDOEand BOE,theproblem-resolvingprocessalsoincludedtheCivilRightsComplianceBranch(CRCB) undertheHlDOE'sOfficeofTalentManagement.Aspartofthereviewpanel,CRCBequity specialistsreviewedcontentareacurriculumfocusedonsubjectareaswithahighlevelof complaints,andreviewedcontentforbiasandstereotyping.Thespecialistsalsoevaluatedthe 2

ControversialContentConcernFormSubmissionstoHIDOE

AppendixC

curriculumforanypotentialviolationsofBOEpolicies,theDepartment'sCodeofConductfor employees,contractorsandvolunteers,andHawai'iRevisedStatutes. Inordertoaddresstheconcernsraisedregardingcurricularstandardsalignmentandthe upcomingspringSmarterBalancedAssessment(SBA)administration,theHIDOEAssessment SectionundertheOfficeofStrategy,InnovationandPerformancereviewedAcellustest questionstructuresanddesigninkeytestedgradelevelsforalignmenttothestandardsfor

Englishlanguagearts,mathematicsandscience.

ComplaintsandconcernsraisedabouttheAcellusAcceleratorcurriculumfocusedprimarilyon socialstudies,scienceandEnglishlanguageartsforcontroversialissues;lackofrigor;andlack ofalignmentwiththeHawai'iContentStandards.Asalensfortheiranalysisandreview frameworks,theequityspecialistsutilizedBOEPolicy305-10Anti-Harassment,Anti-Bullying andAnti-DiscriminationAgainstStudentsbyEmployees(BOEPolicy305-10)andBOEPolicy

900-3ReligioninPublicSchools(BOEPolicy900-3).

InresponsetoconcernsexpressedbytheBOEabouttheprocessandstepsusedinaninitial Acellusreview,aproblem-resolvingprocesswasapprovedforthiscurriculumreviewbyapanel ofmultidisciplinaryspecialists.Thisprocessincorporatedduediligencetoassistwithidentifying solutions,providingequitablecorrectiveactions,andensuringalignmenttothecontent standards,aswellasaddressingtheneedforacontinuumofoptionsduringdistancelearning forallstudents.Additionally,theestablishmentofacurriculummanagementsystemwillfurther supporttheformalplacementoftheaforementionedproblem-resolvingprocesswithinthe

Department.

Methodology

MultidisciplinaryReviewPanel

OnSept.22,2020,theHIDOEassembledamultidisciplinarypanelmadeupof56membersto reviewAcellususingtheproblem-resolvinginstructionalmaterialsprocess.Thepanelreviewed thecurriculumfromSept.22-Oct.2,2020,toaddressstakeholderconcernsandissues. EducationalspecialistsandresourceteachersfromtheOfficeofCurriculumandInstructional Design(OCID);specialistsfromtheOfficeofStudentSupportServices(OSSS)representing specialeducation,EnglishLearnersandhomelessconcerns;specialistsandstateoffice teachersfromtheOfficeofStrategy,InnovationandPolicy(OSIP)representingtheTitleIand AssessmentSection;theOfficeofHawaiianEducation(OHE)representingKaiapuni educationalspecialistsandresourceteachers;andCivilRightsComplianceBranchequity specialistsundertheOfficeofTalentManagement(OTM)wereassembledandtrained. Thereviewprocesswasdesignedtoensurethatthefollowingareaswereconsidered:issuesof equityandaccesstoengagingandrigorouscontent,theexperienceofmarginalizedgroupsfor apparentorinvisibleissuesofsocialjustice,biasandstereotypes.Inclusiveinstructional practicessuchasprovidingadequatescaffoldsandsupportsforstudentswithvarious backgroundsandneedswerealsoreviewed.

Thereviewpanelcompositionandcredentialsincluded:

66%educationalofficers;26.4%resourceteachers;7.5%otherleadership.

Educationexperiencerangingfromthreeto41years,withagroupaverageof20yearsof educationexperience.

5.7%holdabachelor'sdegree;18.9%haveaprofessionaldiploma;56.6%havea

master'sdegree;3.8%haveasecondmaster'sdegree;and15%havedoctorate degrees. Areaofexperience:30%withelementaryeducation;70%withsecondaryeducation.

34%areparentsofK-12child/children(publicorprivate).

Notablecredentialsamongreviewersinclude:

0NationalBoardCertifiedTeacher,curriculumcoaches,departmentChairpersons,

schooladministrators,curriculumdevelopment,nationalleadershipincontent expertise,university-levelinstructor,state-levelleadership,contentstandards writer,CollegeBoardcouncil,complexarealeadership,civilrights,investigation andlaw,athletichealthcaretrainer/coordinator;educationawardees,online instructionaldesigner,publishedacademic,Hawai'iCouncilofExceptional Children,Hawaiianlanguage,literacyinstruction,earlychildhoodliteracyand instruction,teacherevaluationandlicensing,ResponsetoInterventionspecialist.

Yearsofexperienceineducation

56responses

7(12.5%)

5(8.9%)

4(7.1%)

3(5.4%;(5.4%)3(5.4%)3(5.4%)

2(32~'(13).6"/0)2(3.6%)2(32"(v3}.6%)

21(1.1i'(.1f;15'(vnf;13'(n};1¥'( }1!'(- }1l'(n)B%)1(1.8%)1(1.5%)1(1.1s'(.1,\.a%)1(1.8%)1(1.1s'(.1).1s'(..1j.13(.1;1s'(1j.1r(1)s=

381116202327303336

Thereviewersevaluatedthesubjectcurriculumacrosstheelementary,middle/intermediate,and highschoolgradebands.Aspecialfocusonassessmentquestionsandalignmenttocontent areastandardswasalsoincludedinthereviewprocess. Scope Thereviewpanelwastaskedwiththefollowinggeneraldirectives:

1.ReviewnotesfromtheSept.17,2020BOEmeeting?'tounderstandtheissuesofconcern

thatrequireattention.

Establishaproblem-resolvingprocessforreview.

Communicationsonthegeneralplanofaction.

Reviewperiod:Sept.22-Oct.2,2020.

identifykeyHIDOEstakeholdersandinformparticipationasareviewpanelist.

Createtimelines.

Prepareforreviewpaneliststraining.

Calibrationtrainingwithreviewtools:CriteriaandrubricsfromtheNorthCarolinaDigital

LearningInitiative;contentareatools.

9.DraftAcellusfollow-upactionsandsupportplan.

10.Compilationofdata.

11.Qualityassurancecheck.

12.BOEprocessreport/executivesummary.

.°°.".°'.°":'*'.°°!\'

ReviewInstruments,.

TheNorthCarolinaDigitalLearninglnitiative'sQuality ER L

7.»;-\

ReviewToolsforDigitalLearningResource4wasutilizedfor

VMIGITALL

LEARNING

INITIATIVE

thisreview.Panelmembersweretrainedwiththeserubrics andinter-raterreliabilityinthecontentareaassigned.QualityReviewToolsfor

DigitalLearningResources

Allpanelistswereaskedtoevaluatefiveunitswithinthe

threegradebands:K-5,6-8,9-12.Reviewersevaluatedthe viabilityofthecurriculum,notedpatternsofconcern,and1ii providedsolutionstoaddressprogramgaps.Upontheif-Zf;iS.?iu7fiPlE"S...eumsi conclusionofeachevaluation,anoverallrubricscorewas calculatedfromindividualpanelists'scoresandcomments. S '1

TheQualityReviewToolfeaturesfourdomainsand12key

indicatorsforassessingthequalityofdigitallearningresources,includinginstruction,content, technologyanddesign. Theserubricsweredesignedforamorein-depthreviewofdigitallearningresources,suchas theselectionofresourcestoincludeinaschool,district,orstatewideonlinerepositoryorasa recommendedresourceaspartofapacingguideorcurriculummap.Thereviewtool recommendsthat"subject-specificcriteriabeusedwhenreviewingmorecomprehensive 3

BOESept.17,2020,meetingminutes:

https://ala|a1.k12.hi.us/STATE/BOE/Minutes.nsf/a15fa9df11029fd70a2565cb0065b6b7/9a95605142c1d25a0a2585f

bO0797b13?OpenDocument 4 NorthCarolinaDigitalLearninglnitiative'sQualityReviewToolsforDigitalLearningResourceAppendixD instructionalmaterials."Thus,thecontentareateamsutilizedHawai'iCoreStandards5and curriculumreviewtoolsfromEdSource,iMET,andothersnotedbelow,intandemwiththeNorth

Carolinareviewtoolduringtheevaluationperiod.

IEQuiPRubrics5(Englishlanguagearts,math,science)

IIMET Too|7 (Englishlanguagearts,math)

IlMETModules-Englishlanguagearts8

IIMETModules

Mathematics9

ISocialStudiesTextbookEvaluationGuide"

INextGenerationScienceStandards(NGSS)curriculumreview

IFAIRFeaturesofIntegratedSTEMLearning

IHealthEducationCurriculumAnalysisTool(HECAT)"

IPhysicalEducationCurriculumAnalysisTool(PECAT)'2

IWIDA(World-ClassInstructionalDesignandAssessment)ConsortiumProtocolfor ReviewofInstructionalMaterialsforEnglishLanguageLearners(PRlME)'3 Panelistsutilizedeachoftherubric'sindicatorsandassignedavalueof0-4basedonthe closestmatchtothecriteriadescribed.Itwasrecommendedbythereviewtoolthat"resources thatscoreda0or1onanyindicatorshouldbecarefullyconsideredbeforerecommendingtheir usebyeducatorsandstudents."

CurriculumReview

ContentareateamsreviewedfiveAcellusunitswithinthethreegradebandsofelementary, middle/intermediate,andhighschool.ItisimportanttonotethatAcellusisaK-12curriculum withover300coursesandthecontentteamsidentifiedkeycourses"onwhichtofocusfor reviewduringtheevaluationperiod.Theteamsbeganthereviewprocesswithaninter-rater reliabilitybeforemovingintoindependentreviews. 5 Hawai'iCoreStandardshttps://learningdesign.hawaiipublicschools.org/standards-based-content 5 https://wvvvv.achieve.org/our-initiatives/equip/equip 7 https://achievethecore.org/page/1946/instructional - materials-evaluation-tool 3 ELAK-2https://achievethecore.org/content/upload/IMET%20ELA%20K-2%20Final%20Draft%20revised.pdf ELA3-12https1//achievethecore.org/content/upload/IMET%20ELA%2O3-12%2OFinal%20Draft%20revised.pdf 9 MathK-8https://achievethecore.org/content/upload/Updated%20K8%2OMath%20lMET_11.14.pdf Math9-12https2//achievethecore.org/content/upload/Updated%20HS%2OMath%20|MET__v4%202017.pdf 1°

https://intranet.hawaiipublicschools.org/of ces/ociss/programs/socialstudies(HIDOEIntranetloginrequired)

" https://wvvw.cdc.gov/hea|thyyouth/HECAT/ '2 https2//www.cdc.gov/healthyschools/pecat/index.htm 13 https://www.wceps.org/widaprimev2/ 14

TeamAssignmentsandCourses/GradeReviewed-AppendixE

AcellusK-12curriculumcontentareasThreespecialK-12programs

CareerTechnicalEducation0EnglishLearners

EnglishLanguageArtsoSocial-EmotionalLearning

FineArts

SpecialEducation

Health

Math

Science

SocialStudies

WorldLanguages

Eachcontentareateamwasledbyadesignatedcontentareaspecialist.Panelistscompleteda surveytodeterminetheirpreferenceforsubjectareareviews.Teamsincludedspecialeducation andEnglishlearnerspecialistswhoreviewedcorecontentandspecializedAcelluscourses.The problem-resolvingprocessteamsalsoheldmeetingswithcontentleadsforclarificationand additionalcommunicationduringthereviewperiod.Contentteamleadsfurthercheckedinon theprogressoftheteammembersandheldmeetingsfordiscussionandclarificationduringthe evaluationwindow. TheAssessmentSectiontestdevelopmentspecialistsconductedaspotcheckonassessments inthetestinggrades3,5,and8fromEnglishlanguagearts,mathematicsandscience,and basedtheirevaluationusingguidelinesfromtheStandardsforEducationalandPsychological Testing,approvedasAmericanPsychologicalAssociation'spolicybytheAPACouncilof RepresentativesinAugust2013.TheTestingStandardsareaproductoftheAmerican EducationalResearchAssociation,theAmericanPsychologicalAssociation,andtheNational

CouncilonMeasurementinEducation.

ThecurriculumreviewconductedbytheCivilRightsComplianceBranch"includedEnglish languagearts,mathematics,socialstudies,scienceandCareerandTechnicalEducation(CTE).

ReviewFindings

DataAnalysis

TheOCIDleadershipteamandthecontentarealeadsformedadataanalysisteamthat engagedinaprotocolthatcarefullyconsideredthedatageneratedfromthe56panelists. ThereviewofdatautilizedanadaptationfromtheAtlasLookingatDataProtocol,developedby EricBuchovecky,whichwasbasedpartlyontheworkoftheLeadershipforUrbanMathematics 15 CivilRightsComplianceBranchAcellusReviewSummary-AppendixF ProjectandtheAssessmentCommunitiesofTeachersProject.Italsoincludedtheworkof SteveSeidelandEvangelineHarris-StefanakisofProjectZeroatHarvardUniversity. OCID,OHE,OSSS,EducationalOfficers,ProgramAceilusInstructionalContent

OSIPSpecialists,ResourceTeachersReview

OSIPAssessmentOf ceTestAssessmentReport

DevelopmentSpecialists

OTM-CRCBEquitySpecialistsCRCBExecutiveSummary

ATLAS -

LookingAtDataProtocol

instructions ThisisanexampleofthequestionsthatwouldstemfromeachoftheATLASProtocolsteps.Itcan alsoserveasatemplatefornote - taking.ForeachofthefourphasesoftheATLASprotocol,jot downadditionalquestionsthatcanberaisedtoelicitdeeperanalysisandreflectionfrompartici- pants. .FACTSINTERPRETATIONS 1

IMPLICATIONSNEXTSTEPS

(WhatdoWesee?)

8:WONDERINGS(What

does thismean (50Whatamwe ' '°'

W'goingtodo?)

(Whatdoesthedatasuggest?) Thedataanalysisteam'sgoalwastocompareallthreedatasetsandidentifymajortrendsand patternsaswellasanyanomaliesthatmightwarrantadditionalconsideration.Theprotocol beganwithanindividualanalysisofthedatasetsandmovedintowho|e - groupsynthesisand consensus-buildingtowardanoverallrecommendationoftheAcellusprogram. TheoverallrecommendationthatresultedfromtheNorthCarolinaQualityReviewToolsserved astheanchorofthegroupdiscussions.

QuantitativeData

Thereviewpanelcompletedacombinedtotalof84reviewscoveringover50Aceiluscourses thatspannedgradesK-12. Ofthe84reviews,atleast75%ofthecoursesconsistentlyreceivedweakscoresof0or1forall 10 fourrubricsInstruction,Content,Technology,andDesign - withacoupleofexceptions". oAbout60%ofthecoursesreceivedastrongscoreof2for"technologyfeaturesreliably functioningacrossanarrowrangeofspecifiedcontexts."_ 0 Justoverhalfofthecoursesreceivedastrongscoreof2forclarityintermsof"visualand auditoryelementsthatarelikelytoenhancelearningandefficientmentalprocessing underthedesignrubric." 0 Another7%ofthecoursesreviewedreceivedascoreof3forreliabilityandonlyone coursereceivedascoreof3foruser-friendliness. Wouldyourecommendthisresourceforyourassignedgradelevel/course?

84responses

OYes

QYes.butwithreservations.

'No

Whatgradelevelswererepresentedinthe"yes,with

reservations"recommendation? 12 10

ElementarySecondary

16.7%or14Reviewerssaid"Yes,withReservations"

DisaggregationofScoresbyRubric-AppendixF

QualitativeData

AreviewofthequalitativedatarevealedtrendsthatsupportthequantitativeOor1rubricscores.

0ThemostsignificanttrendintheK-12qualitativedatanotedrepetitivetaskswithalow

cognitivedemand. ThestandardswerenotclearlyindicatedintheAcelluscontentitself. 0 However,aftercarefulexamination,thereviewpanelnotedthatthecontentwaseither partiallyalignedormisalignedtotheHawai'iCoreStandards.

0Membersalsonotedthattherewerenoopportunitiesforstudentstousecriticalthinking

skillsorapplytheirlearning,andnostudentsupportbeyondclosedcaptioning. o All14reviewsthatculminatedinarecommendationof"Yes,withreservations"stated thatAcelluscouldbeusedasapossiblesupplementalresourcetoprovidebasic information.

0Fiveofthe14reviewsstatedthatthematerialsmustbepersonalizedtoadjustforstudent

needs. 0 Atleasthalfofthe14panelistsemphasizedtheneedforateacherwhomonitorsstudent progressandprovidesstudentswithfeedbackasneeded. Thedataanalysisprotocolconcludedwithafinaldialogueoftheinitialrecommendationfromthe reviewpanel.Forthemajorityofthedataanalysisteam,theconcernsraisedaboutAcellus regardingalignmentissuestotheHawai'iCoreStandardsandfeedbackfromtheequity specialistsaffirmedthepanelists'initialrecommendation. Afewmembersofthedataanalysisteamadvocatedforagreementsthatwereseparatedby level,elementaryandsecondary.Thesuggestionforconsiderationwas"Yes,withreservations" forsecondaryandafirm"No"forelementary. AnothermemberpointedoutthatfourofthefiveCTEcoursesreviewedwererecommended withreservations. However,aftercitingapreponderanceofevidenceprovidedbyallthreedatasets,thegroup reachedanearconsensus.Sixteenoutof19DataAnalysisTeammemberssettledona"No" recommendation,whilethreemembersabstained.

ConclusionandFindings

Attheconclusionoftheproblem-resolvingprocessreview,theOCIDleadershipandcontent arealeadsmetonOct.2,2020,toanalyzethedatagenerated.DataanalysisofAcelluscontent, assessment,andpolicyconcernswereconsidered. Theconclusiondeterminedduringthisdataanalysismeetingincludedagreementontherubric scoreof"No"basedonthefollowingkeyfindings: 12

1.Evidenceconfirmingconcernssubmittedbystakeholders.

2.EvidenceofconflictwithBOEpoliciesaddressingacademicprogram,standards,

curriculum,discriminationandreligion.

3.EvidenceofmisalignmenttoHawaiiCoreStandardsandgrade-levelexpectations.

ThereviewhasaffirmedconcernsthatareinconflictwithBOEpoliciesraisedbypublic educationstakeholders,aswellastheinitialcursoryreviewcompletedbytheOCIDcontent specialistsinMay2020. TheconcernsrelatedtoAcelluscontentconflictedwithBOEpoliciesaddressingacademic program,standards,curriculum,discrimination,andreligion.AccordingtoBOEPolicy105-3 Curriculum:"Allelementary(gradesK-5)andsecondaryschools(middle/intermediateandhigh) shallofferaprogramofstudies - orcurriculum - thatenablesallstudentstoattain,tothe highestdegreepossible,theapplicablestatewidecontentandperformancestandardsas adoptedbytheBoard." Atleast50%ofthereviewsconductedbythereviewpanelexplicitlystatedamisalignmentto theHawai'iContentPerformanceStandards". SpecialistsfromtheAssessmentSectionunderOSIPevaluatedsomeassessmentswithinkey testinggradesintheareasofEnglishlanguagearts,mathematics,andscience".Theiroverall " evaluationwithseveralcourse"spotchecks"forpre-testsandfinalexamsrevealedDepthof Knowledge"Level1rigorandinsufficientcontentstandardsupportforpreparationforstudents administeredtheSmarterBalancedAssessments. ThesefindingsconflictwithBOEPolicy102-3StatewideContentandPerformanceStandards, BOEPolicy105-1AcademicProgram,andBOEPolicy105-3Curriculum.

Theanalysisnotedinpartthat:

o"Atvariouspoints,thesituations/scenariosareabovegradelevel,whilethe expectationsarealignedtobelowgrade-levelstandardsifalignedtogradelevelat all...'' "Theredoesnotseemtobeanagreementamongsttheitemsabout grade-level-specificconstructrelevantvocabulary." Acelluscontenttoutsanalignmenttostandards;however,"...alignmenttothe NGSSandthe3-dimensionalnatureofNGSSandthefocusofhavingstudents '7

ReviewPanelCommentsonStandardsAlignment-Appendixl

'8 AlignmentstotheCommonCoreStateStandards/PerformanceAssessmentforEnglishLanguageArts,

MathematicsandScienceAppendixJ

Webb'sDepthofKnowledgeMatrix-AppendixK

13 engageinlearningsciencethroughengaginginlearningaboutandunderstanding phenomenaintherealworldseemstobelacking...'' TheHIDOErealizesthatstudentswillbeparticipatingintheSmarterBalancedAssessments (SBA)thisspring,andtheadditionalconsiderationsforthisimplicationdoescreatefurther uncertaintywiththedifferencesinthedistancelearningmodelsandcurriculum. Notably,Acellusdidnotrespondtorecentinquiriesaboutitsprocessfordeveloping standards-basedtestquestionstoaddresstheconcernsthatstudentsmaynotbeadequately preparedwithstandards-basededucationandwithmisalignmentsintheAcelluscurriculumfor thespringSBAassessment.Therefore,itissuggestedthatteachersutilizethenewSmarter BalancedToolsforTeacherswebsite".OSIPhaslaunchedanewsupportsolutionfromSmarter Balancedthatteachersmayusetosupplementtheirlessonsandpracticeforthisassessment aspartofgrade-levelalignment.Classroomlessons,formativeassessments,anddistance learningwithspecificsuggestionsforaddressingassessmentthroughsynchronousand asynchronouslearningareincludedinthisnewresource". TheCivilRightsComplianceBranch'sreviewincludedfindingsforviolationstoprotected classesincorrelationwithBOEPolicy305-1O22andBOEPolicy900-323.

Theanalysisconcludedinpart:

oThefollowingprotectedclasseshavebeenidentifiedasbeingdiscriminated against:gender,nationalorigin,race,physicalappearance,religion,ethnicity,and socio-economicstatus. aThediscriminatorycontentofsomeofthelessonsalsoviolatestheDepartment's CodeofConduct,specificallythesectionthatprohibitsanemployee,contractoror volunteerfromdiscriminatingagainst,includingharassing,anystudentbasedon his/herrace,color,nationalorigin,sex,disability,and/orage.

0Thecontentappearstopromotereligioninpublicschools.

oWhilethecurriculum"maybeviewedasantiquated,thisdoesnotexcusethefact thatitcontainsnumerousdiscriminatorylessonsandashowingofgender,cultural, andracialbiases." BasedontheanalysisofAcelluscontent,assessmentandpolicyconcerns,itisrecommended thattheAcellusAcceleratorprogrambediscontinuedasacurriculumresource. 2° https://smartertoolsforteachers.org 2' https://remote.smartertoolsforteachers.org

Zzhttp://boe.hawaii.gov/policies/Board%2OPolicies/Anti-Harassment,%20Anti-Bullying,%20and%20Anti-Discriminati

on%20Against%2OStudent(s)%20by%20Employees.pdf 23
http://boe.hawaii.gov/policies/Board%20Policies/Religion%20and%20Public%20Schools.pdf 14

NextSteps:ImmediateComplexArea8:SchoolActions

TheHIDOEisworkingwithcomplexareaandschoolleaderstofinalizeatransitionplanfor Acellususers,withthegoalofmovingforwardinamannerthatsupportsstudentsintheleast disruptivemannerpossible,ensuresthecontinuityoflearning,andmostimportantlymitigates anyharmtostudents. Inacknowledgingthereviewteam'soverallrecommendation,theHIDOEalsorecognizesthe curriculumincludescontentthatreviewersfoundacceptableandalignedtostandards,andwill beworkingwithschoolsthatuseAcellustoidentifyandleveragesuchcontent,asappropriate. ForQuarter2andSemester2planningbyelementaryandsecondaryschoolleadersand teachers,theHIDOEleadershipwillsupportthecontinuedsupplementaryuseofAcellus. SchoolswillsupplementorreplaceAcelluscontentwithothercurriculummaterialstoincrease rigorandminimizedisruptionofinstructionaldeliverytostudentsviadistancelearning.These actionswillensureanorderlytransitionforelementaryandsecondaryschools,studentsand families,whilefacilitatingacademicplanningforthe2021-22schoolyear.

PotentialTransitionsforSchools

OCIDwilldesignatransitionplanforAcellususers.Contentspecialistsareinvestigating replacementsolutions.OCIDwillcontinuetoworkwithcomplexareadistancelearningteamsto assistwithimplementation.

Fulldistancelearningwithcurrentschoolcurriculum

0Transferfulldistancelearning(opt-in)studentsintoateacher-ledclass/course.

ReplaceAcelluswithamenuofchoices,whichcanbeassignedviaalearning managementsystemsuchasGoogleClassroomandBlackboard 0

Continuetousethe

schoo|'s selectedhigh - qualitymaterials. oUsecurriculumandinstructionalmaterialsselectedbytheteacherfortheschool's distancelearningmodel(Example:SteppingStonesOnlineandWondersOnline;College

BoardresourcesinMyAPClassroom).

Exploretheavailabilityandviabilityofonlineself-pacedprogramsforspecificpurposes, including,butnotlimitedto:

0Creditrecovery

0Secondarycoursecompletion

0 Alternativelearningexperiencetomeetelementarygradelevelproficiencies(e.g., home-hospital)

NextSteps:Long-TermRecommendations

ThearticulatedandimplementedprocessservedasaprototypefortheHIDOEtoquickly respondtocurricularandinstructionalissuesincrisissituationsand,therefore,shouldnotbe viewedasastopgapmeasureforthisspecificconcern.Lessonslearnedandinsightsgainedby themultidisciplinaryreviewteamwillbecapturedanddocumentedastheDepartmentcontinues toadvancerefinementstothecurriculummanagementsystem.

RecommendedActionstoImproveInternalProcesses

0 Designanapprovalprocessforcurriculum,instructionalmaterials,includingblendedand onlinelearningoff-the-shelfcoursesandprograms. 0 Establishapprovedcurriculummanagementprocedures.Documentandutilizeto implementtri-levelgovernancefortransformativechangeandassuranceofquality. 0 Strengtheninternalprocessesforinstructionalmaterialsreviewbyestablishingaproblem resolvingprocessforaddressingconcernsthroughthereviewofinstructionalmaterials, includingonlinematerials. 0 Developaprocesstoreceivecomplaintsaboutinstructionalmaterials,includingonline materials,usingestablishedcomplaintprocedures. 16

Appendix

AppendixA:Oct.12,2020LetterfromSuperintendentChristinaKishimototoParents

RegardingAcellusReview

AppendixB:AcellusResponsestoinquiriesfromtheHIDOEandActionTaken* AppendixC:ControversialContentConcernFormSubmissionstoHIDOE**

AppendixD:NorthCarolinaDigitalLearning

|nitiative's

QualityReviewToolsforDigital

LearningResource-RubricsandScoreSheets

AppendixE:TeamAssignmentsandCourses/GradeReviewed

AppendixF:CivilRightsComplianceBranchAcellusReviewSummary***

AppendixG:DisaggregationofScoresbyRubric

AppendixH:GraphsofRubricScoresbyCourse,GradeLevel,Indicator

AppendixI:ReviewPanelCommentsonStandardsAlignment

AppendixJ:AlignmentstotheCommonCoreStateStandards/PerformanceAssessmentfor

EnglishLanguageArts,MathematicsandScience

AppendixK:Webb'sDepthofKnowledgeMatrix

*PursuanttoHawaiiRevisedStatutes§92F-13(1)and(3)andHawaiiAdministrativeRules§2-71-17,theHIDOEhas

redactedpersonal,confidentialandproprietaryinformationfromAppendixB.

**PursuanttoHawaiiRevisedStatutes§92F-13(3)andHawaiiAdministrativeRules§2-71-17,theHIDOEhasredacted

con dentialandproprietaryinformationfromAppendixC. ***PursuanttoHawaiiRevisedStatutes§92F-13(3)andHawaiiAdministrativeRules§2-71-17,theHIDOEhas redactedcon dentialandproprietaryinformationfromAppendixF. 17 AppendixA:Oct.12,2020LetterfromSuperintendentChristinaKishimototoParents

RegardingAcellusReview

Pageintentionallyleftblank

DAVIDY.IGE

:.:i'.I:»HN:i=<

DR.CHRISTINAM.KlsHlMOTo

E-.-\.'P'l - RlNIlumM

STATEOFHAWAl'I

DEPARTMENTOFEDUCATION

PO.BOX2360

HONOLULU.

HAWA|'l96804

OFFICEOFTHESUPERINTENDENT

October12,2020

DearParentsandGuardians,

TheHawaiiStateDepartmentofEducation(HlDOE)hascompletedaninstructionalreviewofthe onlinecurriculumAcellusLearningAccelerator.Thisreviewwaspromptedbynumerousparent, schoolandcommunitycomplaintsaroundissuesofquestionableandinappropriatecontent,rigor andalignmenttostandards. Basedonitsanalysis,thereviewteamrecommendedtheprogramshouldbediscontinuedasa primarycurriculumresourceduetoitsinconsistencyinqualityandrigor.TheHlDOErecognizes thecurriculumdoescontaincontentthatreviewersfoundacceptableandalignedtostandards,and willbeworkingwithschoolsthatuseAcellustoidentifyandleveragesuchcontent,asappropriate. Duringthesummermonths,inanefforttorespondquickly,Acelluswasofferedtofamiliesreluctant tophysicallysendtheirchildtoschoolwhentheschoolyearopened.Itwasalsousedbyschools asasupplementaltooltosupportdistancelearningneedsduringthepandemic. TheDepartmentis nalizingatransitionplanforAcellususers.Werecognizetherearefamilies whowillcontinuetorequestfulldistance-learningregardlessoftheirchild'sschoolmodel. Forsecondarystudentspursuingcreditsforgraduationusingthisprogram,theDepartmentdoes notwanttojeopardizestudents"currentprogress.Secondaryschoolswilladdressissuesin collaborationwithconcernedparentstoensurestudentsaresupportedthroughtheschoolyear. Forelementarystudents,weareworkingtoprovideoptionsschoolscanofferassupplementary learningopportunitiestofamilieswhosechildrenareindistancelearning. itisclearthisissuehascauseddisruption,andforthatweapologize.Weareworkingtomove forwardinamannerthatsupportsourstudentsintheleastdisruptivemannerpossible.Iwantto assureyouwearecommittedtoprovidingthebestlearningexperiencespossible,especiallyduring thesechallengingtimes.

Sincerely,

rl.Christinavli/l.Kishimoto

CMK:nk

ANAFFIRMATIVEACTIONANDEQUALOPPORTUNITYEMPLOYER

Seehereforonlineversionandtranslationsinto14languages:https://bit.ly/3otncqQ 19 AppendixB:AcellusResponsestoInquiriesfromtheHIDOEandActionTaken

ACELLUSRESPONSETOHAWAII

1.Complaint:BarackObama-FirstBlackPresidentofUnitedStates.

Submittedby

ShesaidsheunderstandsthatAcellushasalessonthatreferstoPresident ObamabeingthefirstBlackpresidentoftheUnitedStates.Shecontinued, thatifwedohavesuchalesson,itwouldberacistandinappropriate. ActionTaken:ThecoursewasUSHistoryB,step#302.Theedittothe problemwasmade

9/1/2020.

Afterfurtherreviewitwasactuallyadvised

thatitismoreappropriatetorefertoBarackObamaasthefirstBlack

President.

2.Complaint:WaltDisney-WomenHater:SubmittedonSocial

Mediaby

ActionTaken:Edited

8/26/2020.

KindergartenSocialStudies,Step23.In

KindergartenSocialStudies,therewasalessonthatcontainedavideoclipof WaltDisneytalkingaboutthemovieSnowWhite.Intheclip,Waltrefersto thedwarfnamedGrumpyastheonethathateswomen.Thewords,"that hateswomen",havebeeneditedoutofthevideo.Therevisedversionwas publishedon

8/26/2020.

Thisis

in'ocin| studieslessonwithAcellusIncasevou'rc wonderingi-myweareaskingyoutosignthepetition.Notsurewnymy5l yearoldneedstoneartheterm"worii;.inhater"inmssoczalstudies ' courso...ln2020.Andlo:lliost:whohavealieziiinglmD.'llf"lL'I\lorvi/no':; childmay,ifyouwatchthesubtitlestheward"groiipic"isCilT1il0l'l£3dand thesubtitlesarewildlyinaccurate:J;'ir(-i~~i'.x:;t:3i:rl 20

3.Complaint:ToblerLearnstoCareisSuicidal.Complaintsubmitted

by FirstgradeLanguageArtsincludedthereadingofabooktitled"Tobler LearnstoCare."ItwasastoryaboutabearnamedToblerthat,alongwith hisfriend,hadbulliedanothercharacterbydiggingadeeppuddlesoshe wouldfallintoitasameantease.Inthestory,afterfallingintothepuddle shedidnoteventrytogetupforalongtime.Toblerbecameafraidforher, andpulledherfromthepuddle.Theintentwastoteachchildrenthat bullyingcanhaveterribleconsequences.Sincethelessonwastaggedby someasgoingtoofar,thewholereadingofthebookhasbeenremoved fromthecourse.

ActionTaken:Entirereadingofbookwasremoved

8/21/2020.

4.Complaint:UnprofessionalVideoofSocialEmotionalTeacher.

AscreentestvideoofDr.PajetMonetwaspulledfromtheAcellus CoursewareDevelopmentSystemandpublishedonsocialmediaasabad exampleofAcelluslessons. ActionTaken:Thevideowasneverpublished,neverintendedtobepartofa course,notfilmedintheAcellusstudio,andwasnevervettedbytheAcellus ReviewBoard.Thisvideocouldnotbedeletedfromacoursebecauseit neverwaspartofanycourse,andneverwasshowntoanystudent.

Husisasamp'ulessoniimnAcellusThisIS

sunk.Incan'anotobviousloyouRogerBiélmgs,:l~.eateroi

Acellus:;:u-insownUHIVIEKSIK)'andmulir-.'ldegree

3IOhimscll.asellawarded"PHD"Hethen8'.

PM!)o:15iullowe"F'"

1'Ti U 21

5.Complaint:Taggedaspromotingviolence.

Inalessontheteachersaid,healbutthesystemthatwritesclosedcaptions insertedthewordkillasacaption.Thismistakewassomehowoverlookedby thereviewers.Theclosedcaptionhasnowbeencorrected,andthenew versionhasbeenpublished. ActionTaken:CoursewasSocialEmotionalLearning.Closedcaptionmistake wasfixedon

9/4/2020.

6.Complaint:RacistContentonHarrietTubman.PostedonSocial

Media bv - AproblemaboutHarrietTubmanthatincludedanimageofabankrobber. ActionTaken:ThisproblemwasnotcreatedonAcellus,andwasnever releasedinanyAcelluscourse.TheentirelessononHarrietTubmanhas beenremovedfromAcellus.

AssessmentpurportedtobeonAcellus:

A? V

LikeReply13b

7.Complaint:PostedonSocialmediaby

AmultiplechoicequestionaboutOsamaBinLadenthatreferredtothe "Towelban."

ActionTaken:ProblemwasdeletedinAcellus

8/21/2020.

CoursewasGrade

5SocialStudies,Step484.

Acellusisawidelyuseddistancelearningprogramthatmany schooldistrictsnationwidehavechosentouse.Asalriendpointed out,usingthiskindof"humor"inaschooltest"givespermission" toraciststoactviolentlyagainst"towelheads"- - usuallypeaceiul Sikhsindiaspora.itlumpsallpeoplewhowearheadscarvesor turbansintoagroupthatAmericansassociatewithterrorism.See thephoto,consideraddingyournametotheletter.

7:-"":-~=1vi.'i.~:-:lilm'Ili='g;'l'.=.'i-1'ii'\:lCl=.»-.i

Thankstomyfriend_iorspreadingthe

word.- - adcled somanyresources/links/videoclipslistedinthe petitionwhichofferawiderangeofevidenceonwhythisprogram shouldnotbeusedinanyschool. 23

8.Complaint:Alessonabouttheeconomicjustificationsforslavery.

PostedonSocialMedia

by - Actualvideowasnotpresentedasaneconomicjustificationforslavery.

ActionTaken:Videowasremovedon

8/21/2020.

CourseisMiddleSchool

AmericanHistory,Step57.

9.Complaint:TaggedasInappropriate-PignamedSweetieLips.

PostedonSocialMediaby

ActionTaken:SweetieLipsisaskedabouttheoriginofhername.Thevideo wasedited

8/21/2020

toremovereferencetohername.Course1stGrade

LanguageArts,Step3.

WhatistheSweetieLipsvideosayingright

beforethePigblushes?Whythenamesweetielips?Doesanyone elsedetectwhatfeelslikeaslightsexualizinginthisvideo?To meitfeelslikeroomin.

10.Complaint:TaggedasOutdatedandInaccurate:

Queen

Lili'uokalanispeltincorrectly.

ActionTaken:CourseGrade4SocialStudies,Step231&232.Spelling errorwascorrectedinvideoandproblemson

9/1/2020.

11.Complaint:ShouldnothavelessonusingGunfortheletterG.

Anonymoussubmissiononsocialmedia.

ActionTaken:CourseGrade1LanguageArts/Reading.Step36.Video showedasmalltoygunasanexampleofawordthatbeginswiththeletter g.Suggestedchangewas

8/25/2020

andvideowaseditedandpublishedon

8/25/2020.

12.Complaint:PhotoingraphicforSt.Patrick'sDayisinappropriate

forGrade3Students.Submittedby ActionTaken:TheproblemwasinGrade3SocialStudies,Cultural Celebrations,Step60.Problemgraphicwaschangedandupdatedproblem wasreleasedtothefield

9/16/2020.

13.Complaint:Term"conressmenisnotenderinclusive".

Submitted

i ActionTaken:TheproblemwasinGrade3SocialStudies,State Government,Step233."Congressmen"wasreplacedby"membersof

Congress."Problemwaseditedandreleasedtothefield

9/16/2020.

14.Complaint:InaccuratedescriptionofRosaPark'sarrest.

Submittedby

ActionTaken:ThiscontentwasfoundinGrade3SocialStudies,TheBillof Rights,Steps208-209.ThevideosaidthatRosaParkswasarrested becausesheonedaydecidedtonotsitintheBlacksonlysection.Shewas actuallyarrestedforrefusingtogiveupherseattoawhiteman.Thevideo, problems,andLessonManualpagewererevisedandreleasedtothefield

9/16/2020.

15.Complaint:Politicalbiasandinappropriatewronganswer.

Submittedby

ActionTaken:TheproblemwasinGrade3SocialStudies,Responsibilitiesof BeingaGoodCitizen,Step213.Imagewaschangedandwronganswer choicewasmodified.Problemwaseditedandreleasedtothefield

9/16/2020.

28
16.

Comilaint:

PhotoofSt.

Auiustine

isnotaccurate.Submittedby ActionTaken:SeveralproblemswiththewrongimageforSt.Augustine wereidentifiedintheGrade3SocialStudiesLesson,SaintAugustineUS - CadizSpain,Step129.Problemswerefixedandreleasedtothefield

9/16/2020.

17.Complaint:ImageofbellydancerinLessonManualis

inaiiroiriate forGrade3students.Submitted by - ActionTaken:ThisimageintheLessonManualfortheGrade3Social Studiescourse,CelebratingCulturewithDance,Step63wasreplaced.

LessonManualpagewaseditedandreleasedtothefield

9/16/2020.

18.Complaint:ImageofservantinLessonManualisinappropriate.

-°'"""""e" '° ActionTaken:ThisimageintheLessonManualfortheGrade3Social Studiescourse,Biography:MadamC.J.Walker,Step173wasremoved.

LessonManualpagewaseditedandreleasedtothefield

9/16/2020.

AppendixC:ControversialContentConcernFormSubmissionstoHIDOE

1.Taggedasracist:TherewasalessoninGrade3SocialStudies

thatreferredtoPresidentObamaasthefirstBlackPresident.Whileit wasconsideredappropriatetorefertohimasthefirstblackpresident atthetimethecoursewasfilmed,therearenowsomethatare offendedbythisusage.Asaresult,thelessonhasbeenamendedto refertohimasthefirstAfrican-Americanpresident.

Lesson:Grade3Social

Studies

DateRevised

9/1/2020

2.Taggedassexist:InKindergartenSocialStudies,therewasa

lessonthatcontainedavideoclipofWaltDisneytalkingaboutthe movieSnowWhite.Intheclip,WaltreferstothedwarfnamedGrumpy astheonethathateswoman.Thewordsthathateswomenhasbeen editedoutofthevideo.Therevisedversionisnowpublished.

Lesson:GradeK

DateRevised

8/26/2020

3.TaggedasSuicidal:Firstgradelanguageartsincludedthereading

ofabooktitledToblerLearnstoCare.Itwasastoryaboutabear namedToblerthat,alongwithhisfriend,hadbulliedanothercharacter bydiggingadeeppuddlesoshewouldfallintoitasameantease.In thestory,afterfallingintothepuddleshedidnoteventrytogetupfor alongtime.Toblerbecameafraidforher,andpulledherfromthe puddle.Theintentwastoteachchildrenthatbullyingcanhaveterrible consequences.Sincethelessonwastaggedbysomeasgoingtoo far,thewholereadingofthebookhasbeenremovedfromthecourse.

Lesson:Grade1

DateRevised

8/21/2020

4.Taggedasunprofessional:AscreentestvideoofDr.PajetMonet

waspulledfromtheAcellusCoursewareDevelopmentsystemand publishedonsocialmediaasabadexampleofAcelluslessons.The videowasneverpublished,neverintendedtobepartofalesson,not filmedintheAcellusstudio,andwasnevervettedbytheAcellus ReviewBoard.Thisvideocouldnotbedeletedfromacoursebecause itneverwaspartofanycourse,andneverwasshowntoanystudent.

Lesson:ScreenTestofDr.

PajetMonetAnge|Fire-

PhysicalEducation

NoActionNeeded.Notpart

ofAcellusCourseware.

5.Taggedaspromotingviolence:Inalessontheteachersaid,heal

butthesystemthatwritesclosedcaptionsinsertedthewordkillasa caption.Thismistakewassomehowoverlookedbythereviewers.The closedcaptionhasnowbeencorrected,andthenewversionhas beenpublished.

Lesson

DateRevised

9/4/2020

32
TaggedasDiscriminatory:AlessonaboutHarrietTubmanthat includedanimageofabankrobber

Lesson

DateRevised

Wasneverincludedin

Aceilus.Seedocument:

5-4,';Q§;"mnminmmnmummmwasr-us

TaggedasInappropriate:AmultiplechoicequestionaboutOsamaBin

Ladenthatreferredtothe"Towelban."

Lesson

DateRevised

8/21/2020

TaggedasInappropriate:AlessonabouttheeconomicjustificationsLesson forslaveryDateRevised

8/21/2020

TaggedasInappropriate:PignamedSweetieLipsLesson

DateRevised

8/21/2020

TaggedasOutdatedandInaccurate:ThereareseveralconcernsI haveonapersonallevelasaHawaiian,butpleaseknowthatIdon't feelweare"sacrificingourkupuna."Idobelieveitshouldbedeleted andcorrectedASAP,butIamjustoneperson.Theleasttheycando isspellQueen

Lili'uoka|ani

correctly.

LessonGrade4Social

Studies,Step231and232.

DateRevised

9/1/2020

33
AppendixD:NorthCarolinaDigitalLearninglnitiative'sQualityReviewToolsforDigital

LearningResource

RubricsandScoreSheets

INSTRUCTION

Istheinstructional

purpose'andalignment withNorthCarolina standardsexplicitlystated oreasilyinferred?

Engagement

Arestudentsengagedin

aninstructionaltask'that promotestheFourC's?

Evaluation

Istherearesulting

instructionalrecord'to helpevaluatetheresource's effectiveness?

QualityReviewRubricforDigitalLearningResources

Absentl

Unusable(0)Weak(1)Strong(2)

Exemplary(3)

Instructionalpurposeand/or

alignmentwithassociated

NCcurricularstandardls)

areunclearormisaligned.

Forexample,instructional

purposeorlearninggoals maynotmatchtheintended standardls)oraddressthe standardls)inasuperficial way.

Instructionalpurpose

andalignmentwithNC curricularstandardlslare explicitlystatedoreasily inferred.However,the resourceaddressesonly alimitedpartofthe contentandperformance expectationsinthe associatedstandardlsl. instructionalpurposeand alignmentwithNCcurricular standardlslareexplicitlystated oreasilyinferred.Majorityof contentandperformance expectationinthe associatedNCstandardlsl areaddressed.

Instructionalpurposeand

alignmentwithassociated

NCcurricularstandardlsl

areexplicitlystatedoreasily inferred.Allcontentand performanceexpectationsin theidentifiedstandarcllsl arecompletelyaddressed andarethesolefocusofthe resource.

Instructionaltaskiseither

undefined,limitedto passiveengagement, ormisalignedwiththe instructionalpurposeof theresource.Forexample. instructionaltasksmaynot supportinstructionalgoals.

Studentsareactivelyengaged

inaninstructionaltask,but taskmayfocusonbasic informationrecallor lackssufficientguidan. supports,orscaffolding toensuresuccessonmore cognitivelydemandingtasks.

Studentsareactivelyengaged

inaninstructionaltask thatpromotescritical thinking,collaboration, communication.and/or creativity.Taskisappropriate giventheageandabilityof targetedlearner.

Studentsareactivelyengaged

inanappropriatetaskthat promotestheFourC's.

Resourceprovidesarange

ofcognitivedemandand variedwaysinwhich learnerscanengagewith instruction.

Ameanstoevaluate

resourceseffectivenessis eithermissing,contains signi canterrors,or ismisalignedwiththe knowledgeandskills studentsareexpectedto acquireordemonstrate. instructionalrecord(s)is insuf cienttofullygauge theeffectivenessof resource.Forexample,an embeddedquizmayonly addressaportionofthe knowledgeorskillsstudents areexpectedtoacquireor demonstrate.

Instructionalrecordlslis

suf cienttogaugethe effectivenessofthe resource.Anycollection anduseoistudentdataby third-partiesistransparent andadherestolawsgoverning privacyanddatasecurity.

Instructionalrecordlslis

sufficienttogaugethe effectivenessoftheresource.

Studentsareprovided

flexibilitytodemonstrate targetedknowledgeand skills.Collectionanduseof studentdatabythird - parties

IStransparentandadheresto

localandfederallaws.

4Instructionalpurposereferstotheresource'sintenttoprovideinstruction.practice,and/orassessmentwithrespecttosubjectspecificknowledgeandskills.

5Instructionaltasksmayincludereading,writing,discussion,orproblemsolvingthatpromotecriticalthinking,collaboration,communication,and/orcreativity.

Instructionalrecordmayincludequizzes,studentperlormance,resourceanalytics,writtenproducts,etc 34

QualityReviewRubricforDigitalLearningResources

Absentlj

Unusable

(Oil 1

Weak(1)

IStrong

(2)

Exemplary(3)

Accuracy

/5content'freeoferrors, biasesorstereotypes", andoutdatedmaterialthat couldleadtoconfusionor misunderstanding?

Contentcontains

signi canterrors,biasesor stereotypes,oroutdated materialthatcouldleadto studentmisunderstanding, confusion,orexclusion.

Contentisfreeor'harmful

stereotypes,butcontains minorerrors.omissions, biases,oroutdatedmaterial thatwillnotsignificantly impactstudentunderstanding orattainmentofinstructional goals.

Contentisfreeoferrors,

biasesorstereotypes. andoutdatedmaterial.

Differencesamongcultural

andethnicgroupsare representedinabalancedand sensitivemanner.

Contentisaccurate.

current,objective,andnon - discriminatory.Resource providesreferencesto authoritativesource materialandcreditto resourcecreators.

Adequacy

Isthecontentpresented

adequatetoaddressstated orimpliedlearninggoals?

ContentpresentedIS

irrelevanttoInstructional goalsorinadequateto addressevenminoraspects ofstatedorimpliedcurricular standards.

Contentpresentedis

' r' 'tofully,.,.I. learninggoalsorcontains irrelevantorextraneous contentlikelytodistract learnersfromprimarylearning objectives.Contentneedsto bemodifiedoraugmented withadditionalinformationor materials.

Contentpresentedrequires

'ornoadditional materialtoaddress instructionalgoals.

Keyconcepts,ideas,and

argumentsareclearand supportedbyanappropriate levelofdetailtoensure studentunderstanding.

Contentisadequateto

supportinstructionalgoals.

Theresourcefacilitates

connectionswithinsubject matterand/oracross contentareas.Forexample. relationshipbetweenplace valueandproceduralstepsare explicitlylinkedwithinalesson onmu|ti - digitaddition.

Appropriateness

Ansvocabularyand

conceptsappropriateforthe targetaudience?

Themajorityofcontent

presentedisinappropriate giventheageandmaturity ofthetargetaudience.For example,theresourceuses advancedvocabularyoroverly complexlanguagethatislikely toresultinstudentfrustration orconfusion. '.'''yor,_=. presentedaretooadvanced oroverlysimplisticfor majorityofstudents.The resourcewilllikelyrequire modificationorstudentsmay needadditionalsupportto achievetheinstructionalgoals. uLI yand presentedareappropriate forthetargetaudience.

Supportsareprovidedle.g.

glossaries,visualaids. alternatetext)toassist studentswhomayhave difficultycomprehending content. rs

Vocabularyandconcepts

presentedareappropriate tothetargetaudience withsupportstoaid comprehension.content issensitivetocultural affiliations,language,or dialectoftargetedstudents.

Contentisdelinedasinformationleg.text,audio,video,graphics,visualaids,etc.)presentedtothelearnerorteacherinsupportofinstructional

Biasesorstereotypesmayincludecultural,political,ethnic,racial,orgenderrepresentations,orintentionallackthereol.

goals. [6

TCHNOLOGY

Purpose

Aretechnologyfoatures5

purposeful,enhancing contentandinsrmctionand servinginsupportIeaming goals?

Reliability

l/VIIitreliablyworkas intendedinthecontext whereitwillbeused?

Accessibiity

Doestechnologysupport

accommodations'for learnerswithcognitive, developmentalorphysical disabilities

QualityReviewRubricforDigitalLearningResources

w-guru.._._. - u..n...III

Absentl

Unusable(0)

, l_Weakl1)

IStrong(2)Exemplary(3)

Theresourceiseitherstatic

contentinadigitalform, suchasaPDFdocument,or containstechnologyfeatures thatarepoorlyconceivedand/ orexecutedsuchthatthey distractlearnerslrornthe contentandinstruction.

Technologyfeaturesmay

slightlyimprovemotivation. butarenotdirectlylevant tothesubjectmatterandare unlikelytosupportstudents inacquiringordemonstrating targetedknowledgeand/or skills.

Technologyfeaturesclearly

enhancecontentand instructionandaredirectly relevanttoinstructional goals.Forexample.an interactivediagrammaybe usedtoillustrateconceptsor automatedfeedbacktocheck comprehension

Technologyfeaturesclearly

enhancecontentand instructionandsupport apersonalizedlearning experiencebyadaptingto userbehaviorand/orproviding theuserwithflexibility orcontrolofthelearning experience.

Technologyfeaturesmay

containmajorbugsor issuesthatmayrenderthe objectunusableorarelikelyto significantlyimpacllearning.

Technologyfeaturescontain

minorbugsorissues :hatmaybetemporarily distractingbutarenotlikelyto significantlyimpactlearning.

Technologyfeaturesreliably

functionasintendedacross anarrowrangeofspecified contexts.Forexample, resourcemayberestricted tospecificdevices.operating systems,orlnterrietbrowsers.

Technologyfeaturesappear

toreliablyfunctionas intendedacrossawide rangeofcontexts.For example,resourceisdevice agnostic.worksonmajor browsers.and/oruses responsivedesigntoadaptto differentscreensizes.

Resourcedoesnotprovide

accommodationsfor learnerswithdisabilities toaccesscontentand/or demonstratelearning.

Resourceprovidesfew

accommodationsfor learnerswithdisabilities toaccesscontentand/or demonstratelearning.

Resourceprovides

accommodationsforlearners toaccessand/orinput informationsuchthatlearners withdisabilitieswouldhave minimaldifficultyusingthe resource.

Resourcecanbeaccessed

throughassistivedevices andfollowsthelMS

GuidelinesforAccessible

LearningApplications.Web-

basedresourcesconform toVV3CWebCol-iteri:

AccessibilityGuidolinoe.

9Technologyleaturesmayinclude:embeddedmedia.interactivecharts,automatedfeedback,adaptivecontent,etc.

10Accommodationsmayincludeaccessibilityfeatures(i.c.abilitytoresizetextorvisualcontent;changecoritrasi,color,volume,orraicolspeech,videospeed,etc).adaoiivereading

levelsorinstructionaltasks,etc 35

Motivation

DESIGN

Doesitcontaina

motivationalelements" likelytosustaintheinterest andengagementof students?

Clarity

Arevisualandauditory

olamanlsi'presented clearly,concisely,and attractively?

Usability

Istheresourceeasyto

understandanduse?

8Motlvatio

QualityReviewRubricforDigitalLearningResources

Absentl

Unusable(O)

l'.1 i

Theresourcelacksa

motivationalelementlsllikely toengageleamsrs,orthey arepoorlyconceivedand executedsuchthattheresource islikelytodisengagelearnersor distractfrominstructionalgoals. l W35 (1) llii

Theresourceincludesa

motivationalelementlsl intendedtoincrease motivation.However, eIement(slarenotlikelyto sustainstudentmotivation orinterestoverthecourseof theactivity.

Strong(2)

Theresourceincludesa

motivationalelementlsl likelytosustain' engagementinthetask. enhancingtheinstructional valueoftheresource.

Exemplary

(3)

Theresourceincludesa

motivationalelement(sllikely toincreasestudentinterest inthetopicafterusingthe resource,whilesustaining studentengagementinthe specifiedtask.

Designofvisualandauditory

elementsarelikelytocause confusion,frustration,or misunderstanding.For example,keyinformationon chartsorgraphsisillegible. orintrusiveadsorpop - up notificationsobscurekeycontent.

Visualandauditoryelements

arepurposefulbutmay distractthelearneror requireunnecessary cognitiveprocessing.For example,theresourcemay includepooraudioquality. cluttereddiagrams.spelling errors,ordistractingcolors. fontsorimages.

Visualandauditoryelements

arepresentedclearlyand concisely.Theresourceis likelytoenhancelearning andaificientmental processing.Forexample, meaningfulheadingsareused tohighlightkeyideasandto helpsummarizeandscaffold keyconceptsand/orskills.

Designofvisualandauditory

elementsarelikelytoenhance learningandefficientmental processing.Inadditionto beingfunctional,auditory andvisualelementsare aestheticallypleasing.

Poordesignrendersthe

resourceunusable.For example,resourcemaylack cleardirections,usepoor navigation,ordependon contentorothermaterials inaccessibletolearners.

Anon - intuitiveuserinterface,

ambiguousdirections,or missingcomponentslimit theusabilityoftheresource.

Theresourceraquires

signi cantmodificationor

Interventionbytheteacher

toavoidstudentconfusionor frustration.

Theresourceprovidesclear

directionsand/orhasanintuitive designsuchthattheresource

Iseasytounderstandand

use.However,theresource mayrequireminormodification orinstructorinterventiontobe usedeffectivelyinthelocal context.

Theresourceiseasyto

understandanduse.and canbereadilyransieriud todifferenteducational environmentsandlearning sequenceswithminimal modificationorinterventionby theinstructor.

9Visualandauditoryelementsmayinclude:font,size,andlegibllityoftext;videoorsoundquality;headingsandvisualorganizationalcues.

'elementsmayinclude:useofchoice,real-lifeactivities/examples,multimedia.interactivity.leedback,humor,drama,orgame-basedcomponents.

[PDF] HIDOE-Comprehensive-final-report-Acellus-OCR_optpdf

[PDF] Acellus-Manualpdf - Institute of Science and Technology (IST)