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Guidance for Districts & Schools Using Colorado Empowered Learning
Colorado Empowered Learning Guidance
Overview
Context
- Option 1 involves the use of an online asynchronous course that includes support by a teacher provided by CDLS. This option is most similar to the supplemental online course offering model that existed prior to the COVID-19 pandemic.
- Option 2 involves similar offerings to Option 1 but a district/school-based teacher would oversee the classroom and receive support from a CDLS teacher. A local teacher would therefore stay actively engaged in teacher-pupil interaction.
- Option 3 involves access to a learning management system with grade level content so that district/school-based teachers would have access to digital learning structures and resources as they plan for remote learning. This option, like Option 2, utilizes the local teacher to drive teacher-pupil interaction.
Regardless of the option that a district or school selects, due diligence must be taken to ensure that requirements related to funding, instructional hours, instruction of special student populations, accountability, and others are being met. For options 2 and 3, many of these requirements will be more closely accounted for because of the regular, local teacher-pupil interaction. For all options however, all applicable legal responsibilities remain with the school/district and do not become the responsibility of Colorado Empowered Learning.
Requirements & Accountability for Students
The district and school also retain the responsibility to ensure that instructional programs meet the needs of students with IEPs and English Learners. This includes ensuring that instruction is aligned with Colorado Academic Standards and Colorado English Language Proficiency Standards and that online educators meet state and federal educator licensure and qualification requirements - particularly for educators working with students with disabilities or English Learners (ELs). Please see district/school obligations in providing services for ELs.
Student October Count & Funding
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Definition of educational process that includes remote learning
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Description of how and when remote learning will be used, including how instruction will be delivered and activities that would demonstrate a student is “engaged in the educational process”
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Description of how attendance will be taken during remote learning
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Either a statement of bell schedule equivalency in line with the district’s policy for teacher-pupil instruction and contact time, or how the school/district will determine the equivalent amount of teacher-pupil instruction and contact time associated with the remote learning being delivered
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Use of an “hours conversion” to calculate equivalent instructional hours is not allowed for remote learning (for example, “6 hours of in-person instruction equals 2 hours of online instruction”)
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Remote learning is not limited to just online learning activities. It includes any activities that demonstrate a student is engaged in the educational process as defined by the local board. This includes, but is not limited to hands-on projects, educational (worksheet) packets, movement activities, etc.
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If districts are concerned about limiting screen time (especially for younger students), then they will need to consider providing a combination of online and off-line activities to ensure that the instructional material and content being covered is equivalent to what would be covered during in-person learning. If the same content and instructional material is covered, then it would be appropriate to use the in-person instructional hours as a basis for the equivalency.
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Example:
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Consider a “normal” day for a 2nd grader that includes the following types of “subject” or “content” areas and approximate amount of time throughout the day totaling 330 minutes (per day) of in-person instruction.
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Circle time- 20 minutes (review date, months, seasons, etc.)
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Math- 45 minutes
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Reading- 60 minutes
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Writing- 60 minutes
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Science- 30 minutes
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Social Studies – 30 minutes
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Life skills- 25 minutes
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PE- 30 minutes
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Music 30 minutes
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When developing an equivalency of activities to cover the same amount of material and content during remote learning, the district determines how best to provide this instruction
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The district chooses to use Colorado Empowered Learning courses to cover math, reading and writing, but not the other subject/content areas
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The district determines how best to cover these other content/subject areas through off-line activities (such as hands-on projects, educational (worksheet) packets, movement activities, etc.)
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Please note that if online course offerings are less than what would normally be covered during in-person instruction, the student may not be eligible for full-time funding.
Elementary Grade Level Considerations
For early elementary grade levels (K-3), districts and schools should be aware that they, not CEL/CDLS, are responsible for meeting all READ Act requirements including, but not limited to administering READ Act assessments and progress monitoring.
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