Scenario These policies are written for a rural, 3A public high school, grades 9 through 12, in a small town

in West Texas. Student demographics include approximately 50 percent low socioeconomic status, 60 percent Hispanic, and 8 percent of students are served in special education. Enrollment is mostly stable. Approximately 25 percent of each graduating class continues their education at the local community college, which also provides concurrent classes in collaboration with the high school. As course needs and interests continue to expand at the high school level, the local college is offering online classes as well as face-to-face classes for these students. As Distance Education Liaison, my responsibilities include working closely with the local junior college and the high school to coordinate student schedules, assign supervising teachers at the high school, overseeing logistic arrangements, staying current with state graduation plans as they affect class offerings, and managing grading systems. REGULATORY GUIDELINES I. All high school students must meet the eligibility criteria for enrolling in concurrent classes with the college. Results of state assessments will be communicated with the college, and students who do not meet the score requirements will be offered the Accuplacer assessment the week before school starts. Students who still do not meet the criteria will have their schedules changed, removing the concurrent class. II. For hybrid courses, students will be bussed to the college campus on days of face-to-face meetings for classes meeting periods 2-8. First period distance students will provide their own transportation to the college and will then be bussed to the high school for second period. All high school students must use the provided transportation. III. Recruitment of students will be continual. Information regarding class availability will be disseminated prior to the upcoming semester. A bulletin board, dedicated to college classes, will be located in a prominent location in the high school and will stay updated with current information. COURSE SUBSYSTEM I. All distance classes will use the online platform CAMs to provide consistency for students and faculty. Students will participate in an orientation to the platform and will demonstrate competency before the first day of classes. II. Student, teacher, and parent evaluations of distance course offerings will be reviewed at the end of each course. Representatives from the high school and junior college will discuss the results and make any agreed-upon changes.

III. Courses will be evaluated each year to ensure that current tools are being utilized, training is provided, and licenses are current. STUDENT SUBSYSTEM I. Academic counseling will be provided individually to distance students for guidance in areas such as class choices, transfer requirements, and pre-registration information. II. Students will have access to instructors through virtual office hours and by appointment for extra help throughout each course. Orientation to distance learning will include instruction and practice in using synchronous communication tools for this purpose. III. Instructors will provide all information necessary to navigate and complete assignments online. Email through the course will be answered within 24 hours by the instructor. LOGISTICAL SUBSYSTEM I. A classroom dedicated to distance students will be provided at the high school. A high-speed computer will be provided for each student in this classroom during the assigned period(s). II. A support employee (usually a paraprofessional) will be provided at the high school and will be present at all times in the distance learning lab. III. Computers will be maintained and updated as needed. Software used in the courses offered will be installed and updated. ACCESSIBILITY GUIDELINES I. All distance courses offered at the high school and junior college will meet the accessibility requirements of the Americans with Disabilities Act. II. All students who meet the college requirements for taking distance classes will be offered this opportunity. All allowable accommodations and modifications will be provided at both locations and by all staff. III. All modalities of learning styles will be used so that students have equal opportunity to learn. Instructors will use a variety of assessment practices so that students are able to demonstrate their knowledge in the subject.