These slides are the basis of a comprehensive, 3-hour training covering three distinct topics in the implementation of online learning under Section 21F of the State School Aid Act. These topics are the basic permissions and requirements of the law, the use of the statewide online course catalog, and the quality review process for online courses offered under 21F required by Michigan law.

1. 21f
&
Online Course Reviewer Training

2. Highlights of 21f

3. 7 STATES HAVE CHOICE AT THE COURSE LEVEL

4. MICHIGAN’S POLICY FRAMEWORK (SEC. 21F)
• Unprecedented statewide choice at the course level
• Expands district-based online learning options
• Key role for schools in determining quality & rigor
• Schools decide if they want to be providers

5. Per 21f:
“Online course” means a course of study that is capable of generating a credit or a grade,
that is provided in an interactive internet-connected learning environment, in which pupils
are separated from their teachers by time or location, or both, and in which a teacher who
holds a valid Michigan teaching certificate is responsible for determining appropriate
instructional methods for each pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and evaluating the effects of
instruction and support strategies.
21F HAS A NARROW DEFINITION OF AN ONLINE COURSE

6. Per 21f:
“Online course” means a course of study that is capable of generating a credit or a grade,
that is provided in an interactive internet-connected learning environment, in which pupils
are separated from their teachers by time or location, or both, and in which a teacher who
holds a valid Michigan teaching certificate is responsible for determining appropriate
instructional methods for each pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and evaluating the effects of
instruction and support strategies.
21F HAS A NARROW DEFINITION OF AN ONLINE COURSE

7. Per 21f:
“Online course” means a course of study that is capable of generating a credit or a grade,
that is provided in an interactive internet-connected learning environment, in which pupils
are separated from their teachers by time or location, or both, and in which a teacher who
holds a valid Michigan teaching certificate is responsible for determining appropriate
instructional methods for each pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and evaluating the effects of
instruction and support strategies.
21F HAS A NARROW DEFINITION OF AN ONLINE COURSE

8. Per 21f:
“Online course” means a course of study that is capable of generating a credit or a grade,
that is provided in an interactive internet-connected learning environment, in which pupils
are separated from their teachers by time or location, or both, and in which a teacher who
holds a valid Michigan teaching certificate is responsible for determining appropriate
instructional methods for each pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and evaluating the effects of
instruction and support strategies.
21F HAS A NARROW DEFINITION OF AN ONLINE COURSE

9. Per 21f:
“Online course” means a course of study that is capable of generating a credit or a grade,
that is provided in an interactive internet-connected learning environment, in which pupils
are separated from their teachers by time or location, or both, and in which a teacher who
holds a valid Michigan teaching certificate is responsible for determining appropriate
instructional methods for each pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and evaluating the effects of
instruction and support strategies.
21F HAS A NARROW DEFINITION OF AN ONLINE COURSE

10. Per 21f:
“Online course” means a course of study that is capable of generating a credit or a grade,
that is provided in an interactive internet-connected learning environment, in which pupils
are separated from their teachers by time or location, or both, and in which a teacher who
holds a valid Michigan teaching certificate is responsible for determining appropriate
instructional methods for each pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and evaluating the effects of
instruction and support strategies.
21F HAS A NARROW DEFINITION OF AN ONLINE COURSE

11. 21F ALSO HAS ADDITIONAL RESTRICTIONS
Only students in grades 5-12 are eligible to
enroll in online courses.
With parent consent, a district shall enroll a
pupil in up to 2 online courses as requested
by the pupil during an academic term.
Select online courses from the educating
district’s catalog or from the statewide
catalog.

12. 21F ALSO HAS ADDITIONAL RESTRICTIONS
Only students in grades 5-12 are eligible to
enroll in online courses.
With parent consent, a district shall enroll a
pupil in up to 2 online courses per academic
term.
Select online courses from the educating
district’s catalog or from the statewide catalog.

13. 21F ALSO HAS ADDITIONAL RESTRICTIONS
Only students in grades 5-12 are eligible to
enroll in online courses.
With parent consent, a district shall enroll a
pupil in up to 2 online courses per academic
term.
Online courses must be selected from the
educating district’s catalog or from the
statewide catalog.

14. 21F ALSO HAS ADDITIONAL RESTRICTIONS
Only students in grades 5-12 are eligible to
enroll in online courses.
With parent consent, a district shall enroll a
pupil in up to 2 online courses per academic
term.
Online courses must be selected from the
educating district’s catalog or from the
statewide catalog.
All 21f syllabi must be provided to MVU in a
form and method described by the
department.

15. Local
Catalog
21F SYLLABI MUST BE ENTERED INTO MICOURSES.ORG

16. Educating District
(resident)
Local
Catalog
Educating Districts (remote)
www.micourses.org
DISTRICT WEBSITES MUST LINK TO MICOURSES

17. Educating District
(resident)
Local
Catalog
Educating Districts (remote)
www.micourses.org
DISTRICT WEBSITES CAN PROMOTE LOCAL OFFERINGS

18. Educating Districts
DISTRICTS CAN CREATE THEIR OWN ONLINE COURSES

19. Educating Districts Online Providers
DISTRICTS CAN CONTRACT FOR CONTENT AND SERVICES

20. Course Payment Ceiling
Semester-Length Course Trimester-Length Course
ONLINE COURSE COSTS ARE CAPPED

21. 20%
Completion*
*As determined by the enrolling district
COURSE PAYMENT FOLLOWS THE 80/20 RULE
80%
(Enrollment)

22. PUPIL COUNT CANNOT EXCEED 1.0 FTE

23. 1. Pupil has already earned credits for the course.
SCHOOLS CAN DENY 21F REQUEST IF:

24. 1. Pupil has already earned credits for the course.
2. Online course cannot generate academic credit.
SCHOOLS CAN DENY 21F REQUEST IF:

25. 1. Pupil has already earned credits for the course.
2. Online course cannot generate academic credit.
3. Online course is inconsistent with pupil’s remaining graduation
requirements or career interests.
SCHOOLS CAN DENY 21F REQUEST IF:

26. 1. Pupil has already earned credits for the course.
2. Online course cannot generate academic credit.
3. Online course is inconsistent with pupil’s remaining graduation
requirements or career interests.
4. The pupil does not possess the prerequisite knowledge and skills to be
successful in the online course or has demonstrated failure in previous
online coursework in the same subject.
SCHOOLS CAN DENY 21F REQUEST IF:

27. 1. Pupil has already earned credits for the course
2. Online course cannot generate academic credit
3. Online course is inconsistent with pupil’s remaining graduation
requirements or career interests
4. The pupil does not possess the prerequisite knowledge and skills to be
successful in the online course or has demonstrated failure in previous
online coursework in the same subject.
5. The online course is of insufficient quality or rigor.
SCHOOLS CAN DENY 21F REQUEST IF:

28. 1. Pupil has already earned credits for the course
2. Online course cannot generate academic credit
3. Online course is inconsistent with pupil’s remaining graduation
requirements or career interests
4. The pupil does not possess the prerequisite knowledge and skills to be
successful in the online course or has demonstrated failure in previous
online coursework in the same subject.
5. The online course is of insufficient quality or rigor. A district that denies a
pupil enrollment for this reason shall make a reasonable effort to assist
the pupil to find an alternative course in the same or a similar subject that
is of acceptable rigor and quality.
SCHOOLS MUST ASSIST WITH FINDING AN ALTERNATIVE

29. WHAT IS PERMISSIVE DIFFERS FROM WHAT IS REQUIRED

30. COUNT 21F COURSES UNDER 5-O-D

31. MENTORS UNDER 5-O-A MUST BE CERTIFICATED
Per 5-O-A:
An on-site mentor must be assigned and available for assistance to the pupil. The on-site
mentor will monitor the pupil’s progress in the course. The on-site mentor must be a
certified teacher employed by the school district. The on-site mentor may also be the
teacher of record for the course.

32. MENTORS UNDER 5-O-D MUST BE EMPLOYEES
Per 5-O-D:
A teacher who holds a valid Michigan teaching certificate must be identified and assigned
to the course. The teacher is responsible for determining appropriate instructional
methods for each pupil, diagnosing learning needs, assessing pupil learning, prescribing
intervention strategies, reporting outcomes, and evaluating the effects of instruction and
support strategies. An on-site mentor employed by the district must also be assigned to the
pupil.

33. SEAT TIME WAIVER MENTORS MUST BE CERTIFICATED
Per 5-O-B:
The district will assign an On-Site Mentor who will also serve as the Teacher of Record.
The on-site mentor shall monitor the pupil’s progress and be available for
assistance. The on-site mentor shall be a certified Michigan teacher employed by the
district.

34. 21f Tool Kit
Resources include:
• Sample Letters and Forms
• Draft Policies
• Online Learner Readiness Rubric
• Parent Guide
• Sample Counselor Checklist
• Sample Online Learner Agreement Form
Input from MDE, MASSP, MEMSPA, MASA, MAISA, MASB,
MACUL, Michigan ASCD and the REMC Association of Michigan
MICOURSES WEBSITE HAS A 21F TOOL KIT

35. Micourses Website

36. Finding Help Resources

40. Difference between Local District
and Statewide Catalog Functionality

42. 1 = Online Courses Offered by Local District to Local Students Only
1
1

43. 1 = Online Courses Offered by Local District to Local Students Only
= Online Courses Offered by Local District to Local and Statewide Students2
1
2
2
1

44. 1 = Online Courses Offered by Local District to Local Students Only
= Online Courses Offered by Local District to Local and Statewide Students2
1
2
2
2 = Online Courses by Other Districts to Students Statewide
2
2
2
2
1

45. 1 = Online Courses Offered by Local District to Local Students Only
= Online Courses Offered by Other Districts Statewide3
= Online Courses Offered by Local District to Local and Statewide Students2
1
2
3
2
3
2 = Online Courses by Other Districts to Students Statewide
2
2
2
2
1

46. Registering a User Account

52. Creating Course Syllabi

57. Inactive

58. 1.)
2.)

59. 1.)
2.)

61. Prerequisite

63. Important:
Catalog Searches Display Course Offerings
Not
Course Syllabi Without Offerings

64. Find 3rd Party Syllabi

71. The selected course syllabi were added to your entity.

72. The imported course syllabi will appear in the search results grid along with all other syllabi for your entity

73. Managing Terms & Pricing

80. Creating Course Offerings

89. Managing 3rd Party Offerings

95. Searching Catalogs

96. 1
2
3
2
3
2
2
2
2
1

97. 1
2
3
2
3
2
2
2
2
1

99. Required Fields
Required Fields

113. Suggestion:
If your search does not yield results, try
removing non-mandatory search criteria one
at a time

133. Suggestions for Conducting
Course Reviews

134. Review Oversight
• Appoint a Review Manager
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

135. Review Oversight
• Appoint a Review Manager
• Where possible, include additional individuals on Oversight Committee
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

136. Review Oversight
• Appoint a Review Manager
• Where possible, include additional individuals on Oversight Committee
• Select Review Team members
• Train Review Team members
• Make sure reviews are completed on schedule
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

137. Review Team Composition
• 3-5 member teams – minimum of 2
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

138. Review Team Composition
• 3-5 member teams – minimum of 2
• Minimize conflicts of interest that can bias review
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

139. Review Team Composition
• 3-5 member teams – minimum of 2
• Minimize conflicts of interest that can bias review
• Who created the course content?
• District-Created – Include external reviewers on team
• Third-Party – No external reviewers necessary
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

140. Review Team Composition
• 3-5 member teams – minimum of 2
• Minimize conflicts of interest that can bias review
• Who created the course content?
• District-Created – Include external reviewers on team
• Third-Party – No external reviewers necessary
• Assemble a range of experts on team
• Subject matter experts
• Online course design experts
• Instruction experts
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

141. Training Review Team
• Introduce iNACOL National Standards for Quality Online Courses v2
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

142. iNACOL National Standards for
Quality Online Courses

143. 5 iNACOL Standard Sections
• Section A: Content: The course provides online learners with multiple ways of engaging
with learning experiences that promote their mastery of content and are aligned with
state or national content standards.
INACOL STANDARDS ARE DIVIDED INTO 5 SECTIONS

144. 5 iNACOL Standard Sections
• Section A: Content: The course provides online learners with multiple ways of engaging
with learning experiences that promote their mastery of content and are aligned with
state or national content standards.
• Section B: Instructional Design: The course uses learning activities that engage students
in active learning; provides students with multiple learning paths to master; the content
is based on student needs; and provides ample opportunities for interaction and
communication – student to student, student to instructor, and instructor to student.
INACOL STANDARDS ARE DIVIDED INTO 5 SECTIONS

145. 5 iNACOL Standard Sections
• Section A: Content: The course provides online learners with multiple ways of engaging
with learning experiences that promote their mastery of content and are aligned with
state or national content standards.
• Section B: Instructional Design: The course uses learning activities that engage students
in active learning; provides students with multiple learning paths to master; the content
is based on student needs; and provides ample opportunities for interaction and
communication – student to student, student to instructor, and instructor to student.
• Section C: Student Assessment: The course uses multiple strategies and activities to
assess student readiness for and progress in course content and provides students with
feedback on their progress.
INACOL STANDARDS ARE DIVIDED INTO 5 SECTIONS

146. 5 iNACOL Standard Sections
• Section D: Technology: The course takes full advantage of a variety of technology tools,
has a user-friendly interface and meets accessibility standards for interoperability and
access for learners with special needs.
INACOL STANDARDS ARE DIVIDED INTO 5 SECTIONS

147. 5 iNACOL Standard Sections
• Section D: Technology: The course takes full advantage of a variety of technology tools,
has a user-friendly interface and meets accessibility standards for interoperability and
access for learners with special needs.
• Section E: Course Evaluation and Support: The course is evaluated regularly for
effectiveness, using a variety of assessment strategies, and the findings are used as a
basis for improvement. The course is kept up to date, both in content and in the
application of new research on course design and technologies. Online instructors and
their students are prepared to teach and learn in an online environment and are provided
support during the course.
INACOL STANDARDS ARE DIVIDED INTO 5 SECTIONS

148. Suggested Content Focal Standards
• A2. The course content and assignments are aligned with the state’s content standards,
common core curriculum, or other accepted content standards set for Advanced
Placement® courses, technology, computer science, or other courses whose content is
not included in the state standards.
SUGGESTED FOCAL STANDARDS

149. Suggested Content Focal Standards
• A2. The course content and assignments are aligned with the state’s content standards,
common core curriculum, or other accepted content standards set for Advanced
Placement® courses, technology, computer science, or other courses whose content is
not included in the state standards.
• A3. The course content and assignments are of sufficient rigor, depth and breadth to
teach the standards being addressed.
SUGGESTED FOCAL STANDARDS

150. Suggested Content Focal Standards
• A2. The course content and assignments are aligned with the state’s content standards,
common core curriculum, or other accepted content standards set for Advanced
Placement® courses, technology, computer science, or other courses whose content is
not included in the state standards.
• A3. The course content and assignments are of sufficient rigor, depth and breadth to
teach the standards being addressed.
• A9. The course reflects multicultural education, and the content is accurate, current and
free of bias or advertising.
SUGGESTED FOCAL STANDARDS

151. Suggested Instructional Design Focal Standards
• B1. Course design reflects a clear understanding of all students’ needs and incorporates
varied ways to learn and master the curriculum.
SUGGESTED FOCAL STANDARDS

152. Suggested Instructional Design Focal Standards
• B1. Course design reflects a clear understanding of all students’ needs and incorporates
varied ways to learn and master the curriculum.
• B2. The course is organized by units and lessons that fall into a logical sequence. Each unit
and lesson includes an overview describing objectives, activities, assignments,
assessments, and resources to provide multiple learning opportunities for students to
master the content.
SUGGESTED FOCAL STANDARDS

153. Suggested Instructional Design Focal Standards
• B1. Course design reflects a clear understanding of all students’ needs and incorporates
varied ways to learn and master the curriculum.
• B2. The course is organized by units and lessons that fall into a logical sequence. Each unit
and lesson includes an overview describing objectives, activities, assignments,
assessments, and resources to provide multiple learning opportunities for students to
master the content.
• B3. The course instruction includes activities that engage students in active learning.
SUGGESTED FOCAL STANDARDS

154. Suggested Instructional Design Focal Standards
• B1. Course design reflects a clear understanding of all students’ needs and incorporates
varied ways to learn and master the curriculum.
• B2. The course is organized by units and lessons that fall into a logical sequence. Each unit
and lesson includes an overview describing objectives, activities, assignments,
assessments, and resources to provide multiple learning opportunities for students to
master the content.
• B3. The course instruction includes activities that engage students in active learning.
• B4. The course and course instructor provide students with multiple learning paths,
based on student needs that engage students in a variety of ways.
SUGGESTED FOCAL STANDARDS

155. Suggested Instructional Design Focal Standards
• B5. The course provides opportunities for students to engage in higher-order thinking,
critical reasoning activities and thinking in increasingly complex ways.
SUGGESTED FOCAL STANDARDS

156. Suggested Instructional Design Focal Standards
• B5. The course provides opportunities for students to engage in higher-order thinking,
critical reasoning activities and thinking in increasingly complex ways.
• B10. The course provides opportunities for appropriate instructor-student and student-
student interaction to foster mastery and application of the material.
SUGGESTED FOCAL STANDARDS

157. Suggested Assessment Focal Standards
• C2. The course structure includes adequate and appropriate methods and procedures to
assess students’ mastery of content.
SUGGESTED FOCAL STANDARDS

158. Suggested Assessment Focal Standards
• C2. The course structure includes adequate and appropriate methods and procedures to
assess students’ mastery of content.
• C3. Ongoing, varied, and frequent assessments are conducted throughout the course to
inform instruction.
SUGGESTED FOCAL STANDARDS

159. Suggested Technology Focal Standards
• D4. Rich media are provided in multiple formats for ease of use and access in order to
address diverse student needs.
SUGGESTED FOCAL STANDARDS

160. Suggested Technology Focal Standards
• D4. Rich media are provided in multiple formats for ease of use and access in order to
address diverse student needs.
• D10. Course materials and activities are designed to provide appropriate access to all
students. The course, developed with universal design principles in mind, conforms to the
U.S. Sections 504 & 508 provisions for electronic and information technology as well as
the W3C’s Web Content Accessibility Guidelines (WCAG 2.0).
SUGGESTED FOCAL STANDARDS

161. Suggestions for Conducting
Course Reviews (Continued)

162. Training Review Team
• Introduce iNACOL National Standards for Quality Online Courses v2
• Share 3-Point Rubric created by MVU
• Reduced from iNACOL 5-point scale for simplicity
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

163. Training Review Team
• Introduce iNACOL National Standards for Quality Online Courses v2
• Share 3-Point Rubric created by MVU
• Reduced from iNACOL 5-point scale for simplicity
• Review purpose of Provider Course Review Documentation form (+)
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

164. Training Review Team
• Introduce iNACOL National Standards for Quality Online Courses v2
• Share 3-Point Rubric created by MVU
• Reduced from iNACOL 5-point scale for simplicity
• Review purpose of Provider Course Review Documentation form (+)
• Identify standards you want the team to focus more review time on (*)
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

165. Training Review Team
• Establish protocol for submitting review ratings
• MS Word template
• Excel template
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

166. Training Review Team
• Establish protocol for submitting review ratings
• MS Word template
• Excel template
• Set up realistic expectations for:
• Amount of time on review
• Due dates
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

167. Training Review Team
• Establish protocol for submitting review ratings
• MS Word template
• Excel template
• Set up realistic expectations for:
• Amount of time on review
• Due dates
• If possible, conduct a mini-review
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

168. Tasks to Address before Conducting Course Review
• Get URL of website for reviewing the online course (No student data!)
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

169. Tasks to Address before Conducting Course Review
• Get URL of website for reviewing the online course (No student data!)
• Get both instructor and student login credentials
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

170. Tasks to Address before Conducting Course Review
• Get URL of website for reviewing the online course (No student data!)
• Get both instructor and student login credentials
• Gradebook views
• Unit/lesson views
• Adaptive release can restrict student views
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

171. Tasks to Address before Conducting Course Review
• Get URL of website for reviewing the online course (No student data!)
• Get both instructor and student login credentials
• Gradebook views
• Unit/lesson views
• Adaptive release can restrict student views
• Get any additional logins for e-texts and other third-party materials
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

172. Tasks to Address before Conducting Course Review
• Get URL of website for reviewing the online course (No student data!)
• Get both instructor and student login credentials
• Gradebook views
• Unit/lesson views
• Adaptive release can restrict student views
• Get any additional logins for e-texts and other third-party materials
• Send and receive the Provider Course Review Documentation Form
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

173. Tasks to Address before Conducting Course Review
• Get URL of website for reviewing the online course (No student data!)
• Get both instructor and student login credentials
• Gradebook views
• Unit/lesson views
• Adaptive release can restrict student views
• Get any additional logins for e-texts and other third-party materials
• Send and receive the Provider Course Review Documentation Form
• Identify 2-3 key units/lessons to focus on in-depth
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

174. Goal: Provide the Single Most Accurate Rating for Each Standard
• Each standard must receive a final rating – not an average of ratings
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

175. Goal: Provide the Single Most Accurate Rating for Each Standard
• Each standard must receive a final rating – not an average of ratings
• In times of disagreement:
• Lean on the experts
• Use the comments field to elaborate about a rating including
mentioning doubt or hesitancy about the final rating
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS

176. Adding Course Review Results to
the Micourses Website

178. Review in Catalog

180. Course Review Template

190. Course Review Results

191. Course Review Results

192. Course Review Experience

193. COURSE REVIEW EXPERIENCE
Create no more than 10 review teams.
When you have your review team, please raise your hand to receive your review
team number.

194. COURSE REVIEW EXPERIENCE
As a team, go to http://bb.mivu.org

195. COURSE REVIEW EXPERIENCE
Click on the “Login”
link at the top of the
screen.

196. COURSE REVIEW EXPERIENCE
Enter your
username and
password and click
the “Login” button.

197. MVS Course Logins
Student Logins Teacher Logins
Review-Stu1
Review-Stu2
Review-Stu3
. . .
Review-Stu10
Review-Ins1
Review-Ins2
Review-Ins3
. . .
Review-Ins10
PW = Password
*UN and PW are case-sensitive
Use your team number as the number in your logins

198. Focal Standards
*B2. The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson include an
overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning
opportunities for students to master the content.
COURSE REVIEW EXPERIENCE

199. Focal Standards
*B2. The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson include an
overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning
opportunities for students to master the content.
*A3. The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being
addressed.
*B5. The course provides opportunities for students to engage in higher-order thinking, critical reasoning
activities and thinking in increasingly complex ways.
COURSE REVIEW EXPERIENCE

200. Suggestions for Consuming
Course Reviews

201. Come up with a plan for dealing with the rigor and quality issue
From Section 21f
(5) A district may deny a pupil enrollment in an online course if any of
the following apply, as determined by the district:
(e)The online course is of insufficient quality or rigor. A district that
denies a pupil enrollment for this reason shall make a reasonable
effort to assist the pupil to find an alternative course in the same or a
similar subject that is of acceptable rigor and quality.
SUGGESTIONS FOR CONSUMING COURSE REVIEWS

202. How might you assess this without going into the course?
SUGGESTIONS FOR CONSUMING COURSE REVIEWS

203. How might you assess this without going into the course?
1. Michigan-certified teacher does not necessarily mean highly qualified.
If you require a highly-qualified teacher to teach it in your building, use
the same standard for online courses.
SUGGESTIONS FOR CONSUMING COURSE REVIEWS

204. How might you assess this without going into the course?
1. Michigan-certified teacher does not necessarily mean highly qualified.
If you require a highly-qualified teacher to teach it in your building, use
the same standard for online courses.
2. Identify a subset of the 52 standards that matter most to you and set
up guidelines for acceptable ratings for that subset.
SUGGESTIONS FOR CONSUMING COURSE REVIEWS

205. How might you assess this without going into the course?
1. Michigan-certified teacher does not necessarily mean highly qualified.
If you require a highly-qualified teacher to teach it in your building, use
the same standard for online courses.
2. Identify a subset of the 52 standards that matter most to you and set
up guidelines for acceptable ratings for that subset.
3. Stay informed. Talk to colleagues in other districts. Look at previous
results from providers.
SUGGESTIONS FOR CONSUMING COURSE REVIEWS

206. How might you assess this without going into the course?
1. Michigan-certified teacher does not necessarily mean highly qualified.
If you require a highly-qualified teacher to teach it in your building, use
the same standard for online courses.
2. Identify a subset of the 52 standards that matter most to you and set
up guidelines for acceptable ratings for that subset.
3. Stay informed. Talk to colleagues in other districts. Look at previous
results from providers.
4. Display the course offerings from providers that you want to steer
students to in your Local District Catalog.
SUGGESTIONS FOR CONSUMING COURSE REVIEWS

207. 1 = Online Courses Offered by Local District to Local Students Only
= Online Courses Offered by Other Districts Statewide3
= Online Courses Offered by Local District to Local and Statewide Students2
1
2
2
3
2 = Online Courses by Other Districts to Students Statewide
2
2
2
1
3
2

208. Thank You!