Program & Curriculum

Instructional Framework

Instruction appropriately focuses on student progress on standards and the continuation of learning. During online instruction, students may receive instruction in the following ways (including, but not limited to):

• Authentic student work/assignments with timely and relevant feedback for continued progress in learning of the standard
• Hands-on activities which may need an extra pair of at “home” hands
• Choice boards and playlists
• Instructional activities within itslearning
• Portfolio tasks and turning in of assignments
• Assessments
• Video lessons
• Project based learning/assignments
• Group/partner projects


Grading for all Clear Connections courses will follow the same grading policy as the courses in the face-to-face model. Clear Creek ISD Clear Connections courses that earn high school credit will count in GPA calculation and class rank on the student’s home campus. According to TEA guidance, the grading policies for remote instruction must be consistent with the District’s grading policies for on-campus assignments.


While in Clear Connections, time management is critical to success. Students and teachers must remain in communication regarding daily schedules and assignments. As with any traditional course, there is a risk of receiving a lower grade if a student falls behind. If your student is struggling with time management, then he or she should contact his or her teacher for additional assistance.

Teachers will structure the instructional day to follow a traditional campus bell schedule. For sample schedules at all instructional levels, click on the appropriate program located on the navigation bar to the left. 

Intervention and Targeted Learning Opportunities

Intervention and enrichment time will be scheduled regularly for students to best meet their academic needs (SPED, 504, GT, ESL). During this time, students may engage in assigned group activities, project learning activities, small group instruction, and digital platforms. Teachers will communicate with students their plan for the designated time.

For students who have IEPs, progress will be carefully monitored and ARD Committees will convene and make appropriate recommendations to meet individual student needs to ensure continued growth in the general education curriculum and on IEP goals and objectives. ARD/IEP Committees will determine the unique needs of students who are IEP-entitled in making support and service recommendations for students attending school virtually.

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