Mississippi online course application DISTRICT GUIDANCE OVERVIEW The Mississippi Department of Education allows for local education agencies to offer courses through distance and online learning as outlined in board policy Part 3, Chapter 56, Rule 56.1 - Distance Learning, Blended Learning, and Online Courses (Rule 56.1). In accordance with Rule 56.1, courses offered through the Mississippi Interactive Video Network (MIVN), or blended learning courses for which the local education agency provides the certified teacher, do not require additional approval. For an online course to be approved for use under paragraph 2 of Rule 56.1, local school districts must submit an application to the Mississippi Department of Education for approval to ensure the vendor/provider’s content, curriculum, and assessments are aligned to Mississippi’s course standards. Districts will submit a Mississippi Online Course Application (MOCA) that includes a review of proposed distance and online courses. The evaluation rubric is derived from the Southern Regional
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. To what extent does the course meet the criteria in this area? Reviewer Considerations Meets Criteria Improvement Needed Absent Justification ACADEMIC CONTENT STANDARDS AND ASSESSMENTS The course and objectives are measurable and clearly state what the participants will know or be able to do at the end of the course. Objectives are matched to content requirements and to the grade and skill levels of the intended audience. The course content and assignments are aligned with current Mississippi curriculum framework or nationally accepted content standards set for Advanced Placement courses, or other courses whose content is not included in the state standards. NOTE: In order to properly rate this criterion districts must first complete the Online Course Alignment Crosswalk showing course alignment. The Online Course Alignment Crosswalk template can be found in Part C of this guidance document. Districts must submit the Application Cover and Signed Assurances, the Online Course Review Rubric, and the Online Course Alignment Crosswalk for the application to be considered. Course objectives, student learning outcomes and assignments are listed and align with established content standards and the content and format requirements of required local school system, state or national assessments.
Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider, including information on the process for communications. This be included in the course materials or in the orientation to the course materials. LEGAL AND ACCEPTABLE USE POLICIES Issues associated with the use of copyrighted materials are addressed. The course provider guarantees in writing that all course materials that they developed comply with copyright laws. Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are clearly stated. The course includes guidelines for students on the use of copyrighted materials, appropriate use of networked resources and academic honesty. Privacy policies are clearly stated. This be included in the course materials or in the orientation to the course materials. INSTRUCTOR RESOURCES Online instructor resources and notes are included. Instructor has included: additional guidance for teachers; possible
The course reflects multicultural education and is accurate, current and free of bias. Supporting opinions with evidence from test and experience; thinking inquiries with a variety of questions; interpersonal and skills; critical and systems thinking (understanding the interconnections among systems); activities that require students to frame, analyze and solve problems, form opinions and develop mental models. The instructor can adapt learning activities to accommodate students’ needs. Students with disabilities; 504 plans; ELL; low skill or literacy levels; enrichment and gifted. Readability levels, written language assignments and mathematical requirements are appropriate for the course content and the students. Sensitivity to readability issues, written language skills and mathematical requirements is demonstrated. COMMUNICATION AND INTERACTION The course design provides opportunities for appropriate instructor-student interaction, including timely and frequent feedback about student progress. Instructors respond to students in a timely fashion. Feedback may include e-mails, discussions and portfolios; feedback using LMS tools (e.g., quizzes and grades; phone calls; webinars; regular progress reports;
accreditation by a State Board of Education or its designee. The instructor meets the Mississippi licensure requirements and has been trained to teach online and to use the course. See the SREB report Standards for Quality Online Teaching for additional considerations. INSTRUCTOR AND STUDENT SUPPORT Professional development the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. Professional development is available for instructors of online courses, which includes using the technology tools specific to the course. Appropriate evidence could include training schedules, materials, tutorials or external links, as well as expectations for training frequency and annual hours of training. The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. Online technical help and support should be available any time. If 24/7 support is not available, support hours are clearly posted within the course or on the online program’s website and a maximum response time is noted. Assistance may take the form of Frequently Asked
Questions, training resources, mentors, or peer support. Course instructors, whether or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. Online instructors have been provided professional development to identify and address the ways in which the online environment can enhance and/or hinder the learning experience and have sensitivity to the perception of written online language. Course instructors, whether or virtual, receive instructor professional development, includes the support and use of a variety of communication modes to stimulate student engagement online. This standard can only be evaluated in the context of specific instructor(s) having been identified to the course. Professional development prepares the instructor to use multiple, varied means of communication with and stimulating engagement of online students. Modes include but should not be limited to email, threaded discussions, live chat/whiteboard sessions, document sharing, etc.