Florida Disclosure Requirements
Average Student-Teacher Ratios:
Accelerate Education prides itself on quality instruction from 100% highly-qualified and state-certified teachers, but the instruction is a combination of curriculum with implementation by a teacher. Our current teacher to student ratios for our K-5 program is as follows:
1 teacher: 52 students per core course
Student Completion Rates:
Annual completion and passing rates are calculated for students that have not withdrawn within 30 days or enrollment in grades K-12 for students starting on or after January 1 and completing on or before December 31.
| Year | Completion Rate | Passing Rate |
| 2017 | 90.3% | 99.8% |
| 2016 | 90.4% | 83.2% |
| SY 14/15 | 75% | 87% |
| SY 13/15 | 87.27% | 88.3% |
Student Course Performance:
The following are a sample of our elementary student performance ratings from the largest online learning consortium in PA, CAOLA:
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Teacher Performance Accountability:
All teachers report directly to the Manager of Instruction. Teacher performance is reviewed on a bi-weekly basis. During these reviews, overall performance in terms of grading-time response and the use of feedback, and student’s performance in their courses is examined. This generally consists of going in to each teachers’ dashboard, reviewing their to-do list and the rate at which the teacher is grading the material and student performance. During this review, at least one of their course gradebooks is reviewed to examine student performance and dive into the latest submissions to make sure the teacher is providing good instructional feedback to the students. This approach promotes students’ success and that teachers are abiding by the instruction policies. Specific issues or accomplishments are recorded during this review.
To accomplish the teacher’s review the Instruction Manger utilizes the Instructor Performance Matrix. The matrix is designed to work as a communication tool between the instructor and evaluator. Outlined in the matrix are requirements Accelerate Education emphasizes to drive successful performance for online students. The instructor’s overall performance is evaluated according to the following scale:
- Great = Exceeds Expectations (examples listed in the comments)
- Good = Meets Expectations
- Ok = Sometimes Meets Expectations
- No = Neglected to Meet Expectations (goals for improvement listed in the comments)
- NA = Not Applicable
A copy of the Instructor Performance Matrix is provided on the following pages.
All teachers at Accelerate Education are required to maintain a Good to Great rating to continue teaching for Accelerate Education.
| Category I: The teacher is a highly qualified instructor. | |
| A. CERTIFICATION The teacher meets certification and/or licensing requirements for the course/s and is willing to acquire additional certifications as needed. | |
| B. CONTENT KNOWLEDGE The teacher has the academic preparation required for the course and has a thorough understanding of learning theory appropriate to the course being taught. | |
| C. PROFESSIONAL DEVELOPMENT The teacher is continuing to update academic knowledge and skills, and regularly attends monthly staff professional development. | |
| Comments: | |
| Category II: The teacher is comfortable with the required technology skills. | |
| B. SKILL GROWTH The teacher continues to update knowledge as learning technology changes with ease. | |
| C. TECH SUPPORT The teacher has the ability to troubleshoot and solve typical technology problems experienced by students | |
| Comments: | |
| Category III: The teacher facilitates active learning processes. | |
| A. INITIATES COMMUNICATION The teacher understands the importance of communication by promoting, encouraging and facilitating student interactions effectively. | |
| B. MOTIVATION The teacher monitors and guides student learning projects appropriately so that students create effective products requiring higher order thinking skills. | |
| C. DISCUSSIONS The teacher facilitates discussions by encouraging students take the lead, post/reply in a timely fashion, stay appropriate and on topic, and achieve instructional purpose. | |
| D. RUBRICS The teacher creates, distributes, and implements rubrics effectively to assess student learning. When embedded in a course, the teacher follows the rubric and provides targeted feedback specific to assignment requirements. | |
| E. GROUP COLLABORATION When appropriate, the teacher establishes effective group activities for collaborative learning. | |
| Comments: | |
| Category IV: The teacher monitors student activity and performance, intervening effectively to sustain participation and promote student achievement. | |
| SUPPORT TOOLS The teacher is familiar with appropriate, available resources to diagnose student learning skills and/or needs. | |
| DIFFERENTIATION The teacher differentiates instruction based on students’ learning styles and needs and assists students in assimilating information to gain understanding and knowledge. | |
| SCAFFOLDING The teacher intervenes with students who are having difficulty by providing extra help, allowing revisions of work, suggesting resources for remediation, or using other instructional methodologies that enable the student to succeed. | |
| ENRICHMENT The teacher accommodates students who demonstrate a need or interest in enrichment. | |
| FEEDBACK The teacher provides meaningful feedback on student performance in course assignments and other activities. | |
| 72 HOUR RETURN The teacher grades assignments and quizzes in a timely fashion, typically within 72 hours, with the exceptions of longer assignments and quizzes and assignments that must be withheld pending full class participation. | |
| ACTIVITY MONITORING The teacher monitors student activity intervening promptly with students who are not participating, taking steps contact with the student and/or mentor as appropriate. | |
| Comments: | |
| Category V: The teacher uses effective instructional strategies to adjust curriculum to meet student needs. | |
| ADAPTATIONS The teacher recognizes the need for and creates additions or adjustments to the course content or assignments to meet standards or adapt to student learning needs. | |
| CREATION The teacher creates assignments, projects and assessments that are aligned with students’ different visual, auditory and hands-on ways of learning | |
| SYNCHRONOUS TOOLS The teacher develops and implements activities that promote learning through synchronous environments. | |
| SPECIAL EDUCATION The teacher understands and is responsive to students with special needs in the online classroom, willing to make adaptations and accommodations as needed. | |
| Comments: | |
| Category VI: The teacher uses effective communication skills required to facilitate an engaging online learning environment. | |
| FREQUENCY The teacher establishes and maintains ongoing and frequent teacher-student interaction, teacher-parent, and teacher-administration interaction. | |
| 24 HOUR The teacher responds to all school-related communication promptly, at least within 24 hours during typical school days (Monday – Friday 8am to 4pm) | |
| MULTIPLE MEHTODS The teacher provides multiple avenues of communication of the students and mentors. | |
| NETIQUETTE The teacher is familiar with netiquette and recognizes that written messages lack key nonverbal cues that would normally convey a positive attitude and uses written cues to maintain a positive and supportive tone in written communications. | |
| ANNOUNCEMENTS The teacher uses class announcements and other methods to make sure students are fully aware of pending deadlines, course expectations, communication lines, and other class activities. | |
| ENVIRONMENT The teacher creates a warm, active, and inviting atmosphere that promotes the development of a sense of community among participants. | |
| Comments: | |
| Category VII: The teacher models, guides and encourages legal, ethical, safe and healthy behavior related to technology use. | |
| ACADEMIC INTEGRITY The teacher instructs students to follow copyright laws and identifies the instances of academic dishonesty. | |
| PLARGIARISM The teacher deals with cheating or plagiarism appropriately by following policy with professionalism. | |
| PREVENTION The teacher demonstrates knowledge of resources and techniques for dealing with issues arising from inappropriate use of electronically accessed data or information. | |
| PRIVACY The teacher informs students of their rights to privacy and the conditions under which their names or online submissions may be shared with others. | |
| Comments: | |
| Category VIII: The teacher adheres to all Accelerate Education policies and expectations. | |
| SYLLABUS Teacher supplies a syllabus at the beginning of the course which includes :
a. contact information b. course description, including major concepts c. grading policies, handbook rules and procedures d. required materials and readings needed for the course e. specific course expectations |
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| E The teacher has a copy of the Instructor contract and is aware of and meeting all expectations outlined within. | |
| Comments: | |
| Mid-Year Evaluation SUMMARY | |
| GOALS:
Professional:
Personal:
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| Comments: | |
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