Quality Criteria FAQs
The following are questions that State Network of Educator (SNE) members and State Leadership
Team (SLT) members ask about the Quality Criteria.
Question 1: What are the similarities between the Quality Criteria for Professional Learning
Resources and the Quality Criteria for Instructional Resources?
Answer: Both sets of Quality Criteria include four identical criteria:
 Incorporates high-quality formative assessment practices
 Reflects learner differences and supports personalized learning
 Demonstrates utility, engagement, and user-friendliness
 Integrates media and technology effectively
Question 2: What are the differences between the Quality Criteria for Professional Learning
Resources and the Quality Criteria for Instructional Resources?
Answer: In addition to the four criteria listed above, the Quality Criteria for Professional Learning
Resources have a unique fifth criterion and the Quality Criteria for Instructional Resources have
unique fifth and sixth criteria:
 The fifth criterion for Quality Criteria for Professional Learning Resources is:
o Reflects research and/or principles of effective professional learning
 The fifth and sixth criteria for the Quality Criteria for Instructional Resources are:
o Aligns with the intent of the Common Core State Standards
o Contains accurate, complete, high-quality curriculum and instruction
Question 3: Which set of Quality Criteria do I use for a resource that is both an Instructional Resource
and a Professional Learning Resource (a combined resource)?
Answer: You will use both the Quality Criteria for Instructional Resources and the Quality Criteria
for Professional Learning Resources. There is no separate set of Quality Criteria labeled
“Combination.”
Question 4: Does a resource have to meet all of the bullets and sub-bullets associated with each
criterion?
Answer: No. The bulleted statements elaborate on each criterion and provide additional guidance
for reviewers. SNE and SLT members are encouraged to use their professional judgment when
reviewing, rating, and recommending resources.
Question 5: Do I provide comments for each criterion and all bullet points associated with the
criterion?
Answer: Comments provide a rationale for your rating and are required for each criterion. You do
not have to provide comments for each bulleted statement.
Question 6: What is the character limit for the criteria comments?
Answer: The limit for each criterion comment is 300 characters (including spaces).
Quality Criteria FAQs
Question 7: What is the character limit for the SNE Member Rationale for Posting Recommendation
and for the SLT Member Rationale for Posting Decision?
Answer: Both the SNE Member Rationale and the SLT Member Rationale have a character limit
of 300 characters (including spaces).
Question 8: Where do I find additional information about Universal Design for Learning (UDL)?
Answer: See Appendix A: Universal Design for Learning (UDL).
Question 9: What are principles of effective professional learning, as referenced in the Quality
Criteria for Professional Learning Resources?
Answer: See Appendix B: Professional Learning Overview.
Question 10: Where can I find an overview and history about the Quality Criteria?
Answer: To find an overview and history of the Quality Criteria, please visit “Training 1, Session 2:
Introduction to the Quality Criteria:” http://www.amplify.com/smarter-balanced-digitallibrary/#session2.
Question 11: How many SNE members will review a resource using the Quality Criteria?
Answer: After a resource has cleared the Gatekeeping Criteria, three SNE members will review it
using the Quality Criteria (the first of these three SNE members will be the same person who
applied the Gatekeeping Criteria to the resource).
Question 12: Do SLT members review all resources in addition to the three SNE members?
Answer: No. A State Leadership Team member will review a resource only when the three SNE
member recommendations are significantly different.
Question 13: What “business rules” or combinations of SNE recommendations determine when an
SLT member reviews a resource?
Answer: SLT members will make a final posting decision about a resource for any of the following
six combinations of SNE recommendations:
1.
2.
3.
4.
5.
6.
Recommend with Distinction, Recommend with Distinction, Recommend with Revisions
Recommend with Distinction, Recommend with Distinction, Do Not Recommend
Recommend with Distinction, Recommend, Recommend with Revisions
Recommend with Distinction, Recommend, Do Not Recommend
Recommend, Recommend, Recommend with Revisions
Recommend, Recommend, Do Not Recommend
Question 14: How much time do I have to complete a review?
Answer: Once you start, you have 72 hours to complete a resource review. If you do not finish in
this amount of time, the resource will be returned to the queue and will be available for another
SNE member to review. The 72-hour limit ensures that the review is done in a timely fashion.
Quality Criteria FAQs
Question 15: What determines which resources I review?
Answer: The expertise you have designated in your SNE profile determines which resources you
will review. For example, if you are a Grade 6 English Language Arts (ELA) teacher, you will review
6-8 ELA resources, with a preference for Grade 6 resources.
Question 16: In Criterion 1a in the Quality Criteria for Professional Learning Resources, what does
“consistent with current research” mean?
Answer: In Criterion 1a, “consistent” means “supported by.” It is important that resources in the
Digital Library reflect best practices that are grounded in research and have been applied
successfully in classrooms or schools.
Question 17: Criterion 3b in the Quality Criteria for Professional Learning Resources states that “The
resource is accessible to, or can be modified for, a range of educators, including educators with
disabilities and culturally diverse educators.” What are some examples of modifications for
educators with disabilities and culturally diverse learners?
Answer: Examples of both modifications and accommodations are listed below. Modifications
are adjustments made to the resources or training materials, whereas, accommodations are
adjustments made to the learning conditions (e.g., extra space, additional time, etc.).
Examples of modifications for educators include:












A transcript if the resource uses audio and/or video
Audio alternatives or text description if the resource relies heavily on visuals
Audio alternatives if the resource relies heavily on text
Color-coded materials with the resource to help with organization
Visual or auditory signals to indicate a change from one activity to the next
Opportunities for educators to connect with content through their own cultural, ethnic,
or racial identity
Opportunities to make connections between prior knowledge and new learning
A glossary with definitions of key vocabulary/concepts
Functionality to modify color and size of text, graphics, tables, etc.
Timers (interactive whiteboard/phone/watch), check-in points, and job roles within the
groups if the disability is related to staying on task, managing time, or finishing work
Content and instruction embracing the ethnicity and culture of educators
Opportunities for educators to alternate between sitting and standing
Examples of accommodations for educators include:
 Clean, uncluttered working space
 Pauses during longer activities
 Smaller chunks of content/activities for educators who have trouble concentrating
 Room set-up that allows for easy movement of wheelchairs, crutches, canes, or walkers
 Keyboard controls for navigating videos and other online or interactive materials
 Opportunities to practice with a partner or group
Quality Criteria FAQs
Question 18: Referencing Criterion 3d in the Quality Criteria for Professional Learning Resources,
how does a resource provide supplemental materials and strategies to show less support in a
specific topic?
Answer: Educators who use the Digital Library will likely have different levels of expertise and
therefore, will likely have different needs. A first-year teacher, for example may need more
information on a topic, while an instructional coach may already have a lot of experience with
that same topic. Supplemental materials that provide more support for the new teacher might
discuss important background knowledge. Supplemental materials that provide less support for
the instructional coach might quickly summarize the important points.