Bayfield shows how when blended learning is integrated into all aspects of the school, it is not only easier for teachers to adopt the practices in their classrooms, but new opportunities arise in how to use the school budget as well as support student health and safety.
Custer County shows us how supplemental online courses can make it possible for small rural districts to provide foreign language opportunities to students, as well as experience taking distance learning classes, a format that is required by both colleges and vocational schools.
Many caring and passionate people across the state are working to support Colorado’s students, but despite their best efforts, may struggle to reach those in need of their services in rural communities. Through partnership with CDLS, a grantee of Colorado Empowered Learning, CSDB was able to address this challenge through the use of digital learning techniques.
To get the full benefit of technology investments, districts need to go through careful planning, hire dedicated staff, and obtain community support. Cañon City Schools did the up front work required to both acquire its Mill Levy and bond as well as make sure that both were used effectively, partnering with community and bringing in experienced practitioners to inform its work.
The best way to make change happen is to let those doing the work lead the way. St. Vrain Valley Schools has created an environment where its teachers are leading the districtwide transition to a blended learning model, one that integrates technology with high-quality instruction to drive student outcomes. Read Full Case Study.
Each year we prepare an annual report for members of the House and Senate Education Committees, Members of the Joint Budget Committee, Members of the State Board of Education, the Colorado Department of Education Commissioner, and other interested stakeholders articulating the progress and impact of the program. The link to our newly released 2019 report is below. We are incredibly proud of all we have achieved to date and look forward to continuing to further our mission in the years to come.
A case study from Wiggins shows us that team teaching strategies combined with blended learning instructional strategies make it possible to truly individualize learning to each and every student's needs and interests.
A case study from South Routt shows how a site coordinator, when combined with supplemental digital courses, can make it possible for schools to leverage their instructional resources differently, ensuring that available qualified licensed teachers are best positioned to support students
A case study from Dove Creek shows how allowing a local teacher to co-teach a course with a virtual teacher in core subject matter areas can ensure that student needs are met in regions where a teacher shortage would otherwise limit student opportunities. Similarly, guidance counselors who might otherwise struggle to find students learning opportunities that support their Individual Career and Academic Plans (ICAP) can leverage supplemental courses with virtual teachers to create these opportunities.
Consistent with legislative guidelines, CEL currently has an open request for solutions for non-profit organizations interested in offering services under the program.