CO ·
9
No less than 172 days of instruction per year, averaging four (4) instructional contact hours per day (C.R.S.
Colorado homeschooling is governed primarily by C.R.S. 22-33-104.5 (the 'home-based education' statute, the most common pathway). Parent files a written notice of intent with a Colorado school district at least 14 days before starting and annually thereafter, providing 172 days of instruction averaging 4 contact hours/day, covering required subjects (reading, writing, speaking, math, history, civics, literature, science, and the U.S. Constitution). Children must be tested with a nationally standardized achievement test OR evaluated by a qualified person in grades 3, 5, 7, 9, and 11; results go to the NOI district (or a CO independent/parochial school). A 'qualified person' for evaluation is one who holds a graduate degree in education, is a Colorado-licensed/state-certified teacher, is a teacher at a private school, or is a licensed psychologist, selected by the parent. If a student scores at or below the 13th percentile (after an opportunity to be retested) or the evaluation shows insufficient progress, the district may require the child to be placed in a public/private/independent/parochial school. Families whose instructor holds a valid Colorado teaching license are exempt from these notice and testing requirements. Alternative legal pathways also exist (e.g., enrolling as a private/independent school under 22-33-104(2)(b), or umbrella programs).
Parent must file a written notice of intent (NOI) to establish a nonpublic home-based educational program with a Colorado school district at least 14 days before beginning the program, and annually (each year) thereafter. The notice must include the name, age, place of residence, and number of attendance hours for each child being homeschooled. The NOI may be filed with ANY Colorado school district (not necessarily the district of residence). EXEMPTION: If the instructor (parent or a designated person) holds a valid Colorado teacher's license/certificate, the home program is exempt from the notification and testing/evaluation requirements of 22-33-104.5 (it operates under the certificated-teacher provision). C.R.S. 22-33-104.5(3)(e), (3)(f).
Parent must maintain records including attendance, test and evaluation results, and immunization records, and make them available upon 14 days' written notice if requested by the school district. Records of test/evaluation results must be submitted: the results of the test or evaluation given in grades 3, 5, 7, 9, and 11 must be sent to the school district that received the NOI, or to an independent or parochial school within Colorado (in which case the parent must inform the NOI district where the results were sent). Test/evaluation records and immunization records should be retained.
- Reading
- Writing
- Speaking (communication skills)
- Mathematics
- History
- Civics
- Literature
- Science
- Regular courses of instruction in the Constitution of the United States
· Colorado Academic Standards (CAS) - Mathematics (incorporates the Common Core State Standards for Mathematics, CCSS-M, plus Colorado additions) · 116
| K | K.CC.A.1 | Count to 100 by ones and by tens. |
| K | K.CC.B.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | K.CC.C.6 | Identify whether the number of objects in one group is greater than, less than, or equal to another group. |
| K | K.G.A.2 | Correctly name shapes regardless of their orientations or overall size. |
| K | K.G.B.6 | Compose simple shapes to form larger shapes. |
| K | K.MD.A.1 | Describe measurable attributes of objects, such as length or weight. |
| K | K.MD.B.3 | Classify objects into given categories; count the numbers of objects in each category. |
| K | K.NBT.A.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones. |
| K | K.OA.A.1 | Represent addition and subtraction with objects, fingers, drawings, sounds, equations, etc. |
| K | K.OA.A.5 | Fluently add and subtract within 5. |
| 1 | 1.G.A | Reason with shapes and their attributes. |
| 1 | 1.MD.A | Measure lengths indirectly and by iterating length units. |
| 1 | 1.MD.B | Tell and write time. |
| 1 | 1.NBT.B | Understand place value. |
| 1 | 1.NBT.C | Use place value understanding and properties of operations to add and subtract. |
| 1 | 1.OA.A | Represent and solve problems involving addition and subtraction. |
| 1 | 1.OA.C | Add and subtract within 20. |
| 1 | 1.OA.D | Work with addition and subtraction equations. |
| 2 | 2.G.A.3 | Partition circles and rectangles into two, three, or four equal shares. |
| 2 | 2.MD.C.7 | Tell and write time to the nearest five minutes, using a.m. and p.m. |
| 2 | 2.MD.C.8 | Solve word problems involving dollar bills and coins. |
| 2 | 2.NBT.A.3 | Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. |
| 2 | 2.NBT.B.5 | Fluently add and subtract within 100 using place-value strategies. |
| 2 | 2.OA.A.1 | Solve one- and two-step word problems involving addition and subtraction within 100. |
| 2 | 2.OA.B.2 | Fluently add and subtract within 20 using mental strategies. |
| 3 | 3.G.A.1 | Understand that shapes in different categories may share attributes defining a larger category. |
| 3 | 3.MD.C.7 | Relate area to the operations of multiplication and addition. |
| 3 | 3.MD.D.8 | Solve real-world and mathematical problems involving perimeters of polygons. |
| 3 | 3.NBT.A.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value. |
| 3 | 3.NF.A.1 | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. |
| 3 | 3.NF.A.3 | Explain equivalence of fractions and compare fractions by reasoning about their size. |
| 3 | 3.OA.A.1 | Interpret products of whole numbers, e.g., 5 x 7 as the total objects in 5 groups of 7. |
| 3 | 3.OA.C.7 | Fluently multiply and divide within 100. |
| 3 | 3.OA.D.8 | Solve two-step word problems using the four operations. |
| 4 | 4.G.A.3 | Recognize and draw lines of symmetry in two-dimensional figures. |
| 4 | 4.MD.C.5 | Recognize angles as geometric shapes; understand concepts of angle measurement. |
| 4 | 4.NBT.B.4 | Fluently add and subtract multi-digit whole numbers using the standard algorithm. |
| 4 | 4.NBT.B.5 | Multiply a whole number of up to four digits by a one-digit number using place value strategies. |
| 4 | 4.NF.A.1 | Explain fraction equivalence using visual fraction models. |
| 4 | 4.NF.C.6 | Use decimal notation for fractions with denominators 10 or 100. |
| 4 | 4.OA.A.3 | Solve multistep word problems using the four operations with whole numbers. |
| 4 | 4.OA.B.4 | Find factor pairs; identify prime and composite numbers within 1-100. |
| 5 | 5.G.A.1 | Use a pair of perpendicular number lines (axes) to define a coordinate system. |
| 5 | 5.G.B.4 | Classify two-dimensional figures in a hierarchy based on properties. |
| 5 | 5.MD.C.3 | Recognize volume as an attribute of solid figures; understand concepts of volume measurement. |
| 5 | 5.NBT.A.1 | Recognize that a digit represents 10 times the place to its right and 1/10 of the place to its left. |
| 5 | 5.NBT.B.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. |
| 5 | 5.NBT.B.7 | Add, subtract, multiply, and divide decimals to hundredths. |
| 5 | 5.NF.A.1 | Add and subtract fractions with unlike denominators using equivalent fractions. |
| 5 | 5.NF.B.4 | Apply and extend understanding of multiplication to multiply a fraction by a fraction or whole number. |
| 5 | 5.OA.A.1 | Use parentheses, brackets, or braces in numerical expressions and evaluate them. |
| 6 | 6.EE.A | Apply and extend previous understandings of arithmetic to algebraic expressions. |
| 6 | 6.EE.B | Reason about and solve one-variable equations and inequalities. |
| 6 | 6.G.A | Solve real-world and mathematical problems involving area, surface area, and volume. |
| 6 | 6.NS.C.7.a | Interpret statements of inequality as relative position statements on a number line diagram. |
| 6 | 6.RP.A.1 | Understand the concept of a ratio and use ratio language to describe a relationship between two quantities. |
| 6 | 6.SP.A | Develop understanding of statistical variability. |
| 7 | 7.EE.B.4 | Use variables to construct and solve equations and inequalities to solve problems. |
| 7 | 7.G.B.4 | Know and use the formulas for the area and circumference of a circle. |
| 7 | 7.NS.A.1 | Add and subtract rational numbers; represent on a number line using additive inverses. |
| 7 | 7.NS.A.3 | Solve real-world problems with the four operations on rational numbers. |
| 7 | 7.RP.A.1 | Compute unit rates associated with ratios of fractions. |
| 7 | 7.RP.A.3 | Use proportional relationships to solve multistep ratio and percent problems. |
| 7 | 7.SP.C.5 | Understand that the probability of a chance event is a number between 0 and 1. |
| 7 | 7.SP.C.8 | Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. |
| 8 | 8.EE.A.1 | Apply properties of integer exponents to generate equivalent numerical expressions. |
| 8 | 8.EE.B.5 | Graph proportional relationships, interpreting the unit rate as the slope of the graph. |
| 8 | 8.EE.C.7.b | Solve linear equations with rational number coefficients. |
| 8 | 8.EE.C.8.b | Solve systems of two linear equations algebraically or by graphing. |
| 8 | 8.F.A.1 | Understand that a function assigns to each input exactly one output. |
| 8 | 8.F.B.4 | Construct a function to model a linear relationship; determine rate of change and initial value. |
| 8 | 8.G.A.2 | Demonstrate congruence of figures via a sequence of rotations, reflections, and translations. |
| 8 | 8.G.B.7 | Apply the Pythagorean Theorem to find unknown side lengths in right triangles. |
| 8 | 8.G.C.9 | Know and use the formulas for the volumes of cones, cylinders, and spheres. |
| 8 | 8.NS.A.1 | Know that numbers that are not rational are irrational; show rational numbers have repeating/terminating decimals. |
| 8 | 8.SP.A.1 | Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association. |
| High School | A-APR.1 | Understand that polynomials are closed under addition, subtraction, and multiplication. |
| High School | A-APR.2 | Apply the Remainder Theorem. |
| High School | A-CED.1 | Create equations and inequalities in one variable and use them to solve problems. |
| High School | A-CED.4 | Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. |
| High School | A-REI.10 | Understand the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane. |
| High School | A-REI.4a | Use completing the square to transform any quadratic into (x - p)^2 = q; derive the quadratic formula. |
| High School | A-REI.6 | Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two variables. |
| High School | A-SSE.1 | Interpret expressions that represent a quantity in terms of its context. |
| High School | A-SSE.3 | Choose and produce an equivalent form of an expression to reveal and explain properties. |
| High School | F-BF.1 | Write a function that describes a relationship between two quantities. |
| High School | F-BF.4 | Find inverse functions. |
| High School | F-IF.1 | Understand a function as a correspondence assigning each domain element exactly one element of the range. |
| High School | F-IF.4 | Interpret key features of graphs and tables for a function modeling a relationship between two quantities. |
| High School | F-IF.7a | Graph linear and quadratic functions and show intercepts, maxima, and minima. |
| High School | F-LE.1 | Distinguish between situations modeled with linear functions and those with exponential functions. |
| High School | F-LE.5 | Interpret the parameters in a linear or exponential function in terms of a context. |
| High School | F-TF.1 | Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. |
| High School | F-TF.8 | Prove the Pythagorean identity sin^2(θ) + cos^2(θ) = 1. |
| High School | G-C.2 | Identify and describe relationships among inscribed angles, radii, and chords. |
| High School | G-C.5 | Derive the formula for the area of a sector; relate arc length to radius proportionally. |
| High School | G-CO.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment. |
| High School | G-CO.10 | Prove theorems about triangles. |
| High School | G-CO.6 | Use geometric descriptions of rigid motions to transform figures and predict effects; define congruence. |
| High School | G-GPE.1 | Derive the equation of a circle given center and radius using the Pythagorean Theorem. |
| High School | G-GPE.5 | Prove the slope criteria for parallel and perpendicular lines and use them to solve problems. |
| High School | G-GPE.7 | Use coordinates and the distance formula to compute perimeters of polygons and areas of triangles and rectangles. |
| High School | G-SRT.2 | Use similarity transformations to decide if two figures are similar; explain meaning of similarity for triangles. |
| High School | G-SRT.6 | Understand that side ratios in right triangles define trigonometric ratios for acute angles. |
| High School | G-SRT.8 | Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. |
| High School | N-CN.1 | Know there is a complex number i such that i^2 = -1, and that every complex number has form a + bi. |
| High School | N-CN.7 | Solve quadratic equations with real coefficients that have complex solutions. |
| High School | N-RN.1 | Explain how the definition of rational exponents follows from extending properties of integer exponents. |
| High School | N-RN.3 | Explain why sums/products of rational and irrational numbers are rational or irrational. |
| High School | S-CP.1 | Describe events as subsets of a sample space using unions, intersections, or complements. |
| High School | S-CP.7 | Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret in context. |
| High School | S-IC.1 | Understand statistics as a process for making inferences about population parameters from a random sample. |
| High School | S-IC.4 | Use data from a sample survey to estimate a population mean or proportion; develop a margin of error. |
| High School | S-ID.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
| High School | S-ID.6 | Represent data on two quantitative variables on a scatter plot and describe how the variables are related. |
| High School | S-ID.7 | Interpret the slope and the intercept of a linear model in the context of the data. |
· Colorado Academic Standards (CAS) - Reading, Writing, and Communicating (incorporates the Common Core State Standards for ELA, CCSS-ELA, plus Colorado additions) · 118
| K | RW.K.1.1 | Communicate using verbal and nonverbal language. |
| K | RW.K.1.2 | Develop oral communication skills through a language-rich environment. |
| K | RW.K.2.1 | Develop and apply the concepts of print and comprehension of literary texts. |
| K | RW.K.2.2 | Develop and apply the concepts of print and comprehension of informational texts. |
| K | RW.K.2.3 | Develop basic reading skills through the use of foundational skills. |
| K | RW.K.3.1 | Write opinions using labels, dictation, and drawing. |
| K | RW.K.3.2 | Write informative/explanatory texts on a topic using labels, dictation, and drawing. |
| K | RW.K.3.3 | Write real or imagined narratives using labels, dictation, and drawing. |
| K | RW.K.3.4 | Use appropriate mechanics and conventions when creating simple texts. |
| K | RW.K.4.1 | Explore the purposes for research and inquiry by accessing resources in collaborative settings. |
| 1 | RW.1.1.1 | Communicate using verbal and nonverbal language to express and receive information. |
| 1 | RW.1.1.2 | Use multiple strategies to develop and expand oral communication. |
| 1 | RW.1.2.1 | Apply foundational reading strategies to fluently read and comprehend literary texts. |
| 1 | RW.1.2.2 | Apply foundational reading strategies to fluently read and comprehend informational texts. |
| 1 | RW.1.2.3 | Refine foundational reading skills through understanding word structure, word relationships, and word families. |
| 1 | RW.1.3.1 | Write an opinion supported by reasons. |
| 1 | RW.1.3.2 | Write informative/explanatory texts by naming a topic, providing related details, and giving the audience a sense of closure. |
| 1 | RW.1.3.3 | Recount real or imagined, sequenced events that include details and a sense of closure. |
| 1 | RW.1.3.4 | Use appropriate grammar, spelling, capitalization, and punctuation. |
| 1 | RW.1.4.1 | Participate in shared research and inquiry projects, writing, recalling, or gathering information to answer questions. |
| 2 | RW.2.1.1 | Engage in dialogue and learn new information through active listening. |
| 2 | RW.2.1.2 | Deliver presentations while maintaining focus on topic and be prepared to discuss. |
| 2 | RW.2.2.1 | Apply specific skills to comprehend and fluently read literary texts. |
| 2 | RW.2.2.2 | Apply specific skills to comprehend and fluently read informational texts. |
| 2 | RW.2.2.3 | Apply knowledge of complex spelling patterns (orthography) and word meanings (morphology) to decode words with accuracy. |
| 2 | RW.2.3.1 | Write pieces on a topic or book that state opinions and give supporting reasons. |
| 2 | RW.2.3.2 | Write informative/explanatory texts organized around main ideas which are supported by relevant details, facts, and definitions. |
| 2 | RW.2.3.3 | Write real or imagined narratives that describe events in sequence and provide a sense of closure. |
| 2 | RW.2.3.4 | Use a process to revise and edit so that thoughts and ideas are communicated clearly with appropriate spelling, capitalization, grammar, and punctuation. |
| 2 | RW.2.4.1 | Participate in shared research and inquiry, gathering information from a variety of resources to answer questions. |
| 3 | RW.3.1.1 | Participate cooperatively in group activities. |
| 3 | RW.3.1.2 | Communicate using appropriate language in informal and formal situations. |
| 3 | RW.3.2.1 | Apply strategies to fluently read and comprehend various literary texts. |
| 3 | RW.3.2.2 | Apply strategies to fluently read and comprehend various informational texts. |
| 3 | RW.3.2.3 | Apply knowledge of spelling patterns (orthography), word meanings (morphology), and word relationships to decode words and increase vocabulary. |
| 3 | RW.3.3.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| 3 | RW.3.3.2 | Write informative/explanatory texts developed with facts, definitions, and details, ending with a related concluding statement. |
| 3 | RW.3.3.3 | Write real or imagined narratives that use descriptive details, have a clear sequence of events, and provide closure. |
| 3 | RW.3.3.4 | Use a recursive process to plan, draft, revise, and edit writing, applying knowledge of the conventions of grammar, capitalization, punctuation, and spelling. |
| 3 | RW.3.4.1 | Gather, interpret, and communicate information discovered during short research projects. |
| 4 | RW.4.1.1 | Pose thoughtful questions after actively listening to others. |
| 4 | RW.4.1.2 | Create a plan to effectively present information both informally and formally. |
| 4 | RW.4.2.1 | Apply strategies to comprehend and interpret literary texts. |
| 4 | RW.4.2.2 | Apply strategies to comprehend and interpret informational texts. |
| 4 | RW.4.2.3 | Apply knowledge of spelling patterns (orthography) and word meanings (morphology) to decode multisyllable words and determine the meaning of unknown words. |
| 4 | RW.4.3.1 | Write opinion pieces on topics or texts supporting a point of view with reasons and information. |
| 4 | RW.4.3.2 | Write informative/explanatory texts using text structures appropriate for the purpose and developed through facts, definitions, concrete details, precise language, and domain-specific vocabulary. |
| 4 | RW.4.3.3 | Write engaging, real or imagined narratives using descriptive details and dialogue to convey a sequence of related events. |
| 4 | RW.4.3.4 | Understand why and how writers use the conventions of Standard English grammar, usage, and mechanics to clarify their meaning. |
| 4 | RW.4.4.1 | Use a variety of resources to build and communicate knowledge related to open-ended research questions. |
| 5 | RW.5.1.1 | Collaborate in discussions that serve various purposes and address various situations. |
| 5 | RW.5.1.2 | Present to express an opinion, persuade, or explain/provide information. |
| 5 | RW.5.2.1 | Apply strategies to interpret and analyze various types of literary texts. |
| 5 | RW.5.2.2 | Apply strategies to interpret and analyze various types of informational texts. |
| 5 | RW.5.2.3 | Apply knowledge of word meanings (morphology) and word relationships to determine the meaning of unknown words in and out of context. |
| 5 | RW.5.3.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information, for a variety of purposes and audiences. |
| 5 | RW.5.3.2 | Write informative/explanatory texts that provide a clear focus and the use of text features to group related information on a well-developed topic, using precise language and domain-specific vocabulary. |
| 5 | RW.5.3.3 | Write engaging, real or imagined narratives using literary techniques, character development, sensory and descriptive details, and a variety of transition words to signal a clear sequence of events. |
| 5 | RW.5.3.4 | Apply understanding of the conventions of Standard English grammar, usage, and mechanics to make meaning clear and to strengthen style. |
| 5 | RW.5.4.1 | Research to locate, summarize, synthesize and document information from print and digital sources, and communicate findings appropriately. |
| 6 | RW.6.1.1 | Employ appropriate presentation and collaboration strategies to meet the needs of a given task and purpose. |
| 6 | RW.6.1.2 | Develop, organize, and present ideas and opinions effectively. |
| 6 | RW.6.2.1 | Analyze literary elements within different types of literature to make meaning. |
| 6 | RW.6.2.2 | Analyze organization and structure of informational text to make meaning. |
| 6 | RW.6.2.3 | Apply knowledge of word relationships, word structures, and sentence structures to determine the meaning of new words in context. |
| 6 | RW.6.3.1 | Write arguments that support claim(s) using clear reasons, relevant evidence, credible sources, and a formal style. |
| 6 | RW.6.3.2 | Write informative/explanatory texts characterized by appropriate organization, ample development, precise language and formal style. |
| 6 | RW.6.3.3 | Write engaging real or imagined narratives using techniques such as sensory language, dialogue, description and sequencing to convey experiences and events. |
| 6 | RW.6.3.4 | Plan, draft, edit, and revise as needed to craft clear and coherent writing that demonstrates a grasp of standard conventions for grammar, usage, and mechanics as well as a style appropriate for purpose and audience. |
| 6 | RW.6.4.1 | Pose research question(s), gather, synthesize, and credit relevant and credible resources, and present findings. |
| 7 | RW.7.1.1 | Incorporate language, tools, and techniques appropriate for task and audience during formal presentations. |
| 7 | RW.7.1.2 | Prepare for formal presentations and use appropriate delivery techniques. |
| 7 | RW.7.2.1 | Analyze the connections between interrelated literary elements to understand literary texts. |
| 7 | RW.7.2.2 | Summarize and evaluate to show understanding of informational texts. |
| 7 | RW.7.2.3 | Apply knowledge of word relationships, word structures, and sentence structures to determine the meaning of new words in increasingly complex texts. |
| 7 | RW.7.3.1 | Write well-organized arguments using logical reasoning, relevant and credible evidence, acknowledgement of opposing claims, clear language, and formal style. |
| 7 | RW.7.3.2 | Write well-developed informative/explanatory texts using logical organizational strategies, relevant supporting information, domain-specific vocabulary, and formal style. |
| 7 | RW.7.3.3 | Write engaging real or imagined narratives effectively using techniques such as relevant description, sensory language, dialogue, and logical pacing to capture the action and detail experiences and events. |
| 7 | RW.7.3.4 | Plan, draft, edit, and revise as needed to ensure that writing is clear and coherent, that it conforms to standard conventions for grammar, usage, and mechanics, and that its style is appropriate to task, purpose, and audience. |
| 7 | RW.7.4.1 | Pose research questions, synthesize answers from multiple credible sources, and present conclusions in an appropriate format. |
| 8 | RW.8.1.1 | Engage in effective collaborative discussions and analyze information presented. |
| 8 | RW.8.1.2 | Design organized presentations incorporating key details and claims while tailored for purpose and audience. |
| 8 | RW.8.2.1 | Analyze and evaluate literary elements and an author's choices to understand literary text. |
| 8 | RW.8.2.2 | Analyze and evaluate an author's choices to understand informational text. |
| 8 | RW.8.2.3 | Apply knowledge of word structure, grammar, and context to determine the meaning of new words and phrases in increasingly complex texts. |
| 8 | RW.8.3.1 | Write well-organized and cohesive arguments, distinguishing claim(s) from opposing claims and using language to clarify connections among claims, reasons, and evidence. |
| 8 | RW.8.3.2 | Write well-developed and logically organized informative/explanatory texts, conveying relevant content through precise language, domain-specific vocabulary, and formal style. |
| 8 | RW.8.3.3 | Write engaging real or imagined narratives effectively using techniques such as relevant and sufficient descriptive details, sensory language, logical pacing and dialogue to detail actions and to develop and reflect on experiences and events. |
| 8 | RW.8.3.4 | Produce clear and coherent final drafts that demonstrate a command of the conventions for grammar, usage, and mechanics as well as a style appropriate to task, purpose, and audience. |
| 8 | RW.8.4.1 | Pose important questions; identify, locate, and evaluate sources; extract and synthesize relevant information, and communicate findings appropriately. |
| High School (9-10) | RW.H1.1.1 | Respond to others' ideas, and evaluate perspective and rhetoric. |
| High School (9-10) | RW.H1.1.2 | Organize and develop credible presentations tailored to purpose and audience. |
| High School (9-10) | RW.H1.2.1 | Analyze traditional and contemporary literary texts with scrutiny and comparison of literary elements. |
| High School (9-10) | RW.H1.2.2 | Understand the logical progression of ideas in increasingly complex texts. |
| High School (9-10) | RW.H1.2.3 | Utilize context, parts of speech, grammar, and word choice to understand narrative, argumentative, and informational texts. |
| High School (9-10) | RW.H1.3.1 | Write well-developed, unbiased arguments that are supported by substantive, valid reasoning and evidence. |
| High School (9-10) | RW.H1.3.2 | Write informative/explanatory texts using complex ideas and organizational structures and features that are useful to audience comprehension. |
| High School (9-10) | RW.H1.3.3 | Write engaging real or imagined narratives using multiple plot lines. |
| High School (9-10) | RW.H1.3.4 | Use a recursive writing process to produce, publish, and update individual or shared writing projects. |
| High School (9-10) | RW.H1.4.1 | Synthesize multiple, authoritative literary and/or informational sources, creating cohesive research projects that show an understanding of the subject. |
| High School (11-12) | RW.H2.1.1 | Follow collaborative guidelines to ensure a hearing of a full range of positions on a topic or issue, and evaluate responses. |
| High School (11-12) | RW.H2.1.2 | Integrate credible, accurate information into appropriate media and formats to meet an audience's needs. |
| High School (11-12) | RW.H2.2.1 | Interpret and evaluate complex literature using various critical reading strategies. |
| High School (11-12) | RW.H2.2.2 | Interpret and evaluate complex informational texts using various critical reading strategies. |
| High School (11-12) | RW.H2.2.3 | Understand how language influences the comprehension of narrative, argumentative, and informational texts. |
| High School (11-12) | RW.H2.3.1 | Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience's values and biases. |
| High School (11-12) | RW.H2.3.2 | Write informative/explanatory texts to examine and convey complex ideas through the effective selection, organization, and analysis of content. |
| High School (11-12) | RW.H2.3.3 | Write engaging and significant real or imagined narratives that build toward a particular tone or outcome. |
| High School (11-12) | RW.H2.3.4 | Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. |
| High School (11-12) | RW.H2.4.1 | Synthesize multiple, authoritative literary and/or informational sources to answer questions or solve problems, producing well-organized and developed research projects that defend information, conclusions, and solutions. |
| Preschool | RW.P.1.1 | Communicate using verbal and nonverbal language. |
| Preschool | RW.P.1.2 | Develop oral communication skills through a language-rich environment. |
| Preschool | RW.P.2.1 | Develop print and book awareness and comprehension of literary texts. |
| Preschool | RW.P.2.2 | Develop comprehension of informational texts. |
| Preschool | RW.P.2.3 | Develop foundational reading skills (phonological awareness). |
| Preschool | RW.P.2.4 | Develop alphabet/letter knowledge and early decoding skills. |
| Preschool | RW.P.3.1 | Develop early writing through drawing, dictation, and emergent forms. |
| Preschool | RW.P.4.1 | Explore purposes for research and inquiry in collaborative settings. |
· Colorado Academic Standards (CAS) - Science (state-specific standards built on the NGSS / NRC Framework, adapted by Colorado) · 78
| K | SC.K.1.1 | Pushes and pulls can have different strengths and directions, changing the speed or direction of an object's motion. |
| K | SC.K.1.2 | Sunlight warms Earth's surface; design solutions can reduce sunlight's warming effect. |
| K | SC.K.2.1 | Animals obtain food from plants or other animals; plants need water and light to grow. |
| K | SC.K.3.1 | Local weather conditions and patterns can be observed and described over time. |
| K | SC.K.3.2 | Plants, animals, and people impact their environment and can prepare for/respond to severe weather. |
| 1 | SC.1.1.1 | Sound can make matter vibrate, and vibrating matter can make sound; light is needed to see objects. |
| 1 | SC.1.2.1 | All organisms have external parts/structures they use to survive, grow, and meet their needs. |
| 1 | SC.1.2.2 | Young plants and animals are like, but not exactly like, their parents. |
| 1 | SC.1.3.1 | Patterns of the sun, moon, and stars can be observed, described, and predicted. |
| 2 | SC.2.1.1 | Matter exists as different substances with observable, different properties; some changes are reversible, some are not. |
| 2 | SC.2.2.1 | Plants depend on water and light to grow and on animals for pollination and seed dispersal. |
| 2 | SC.2.2.2 | Different kinds of living things live in different places; a habitat contains a diversity of organisms. |
| 2 | SC.2.3.1 | Some Earth events happen quickly; others occur very slowly over a time period beyond observation. |
| 2 | SC.2.3.2 | Wind and water change the shape of the land; models can represent these changes. |
| 3 | SC.3.1.1 | Patterns of an object's motion can be observed and measured to predict future motion. |
| 3 | SC.3.1.2 | Electric and magnetic forces can act between objects not in contact with each other. |
| 3 | SC.3.2.1 | Organisms have unique and diverse life cycles but share birth, growth, reproduction, and death. |
| 3 | SC.3.2.2 | Being part of a group helps animals obtain food, defend themselves, and survive. |
| 3 | SC.3.2.3 | Organisms inherit traits from parents; the environment can also affect traits. |
| 3 | SC.3.2.4 | Fossils provide evidence of organisms and environments that existed long ago. |
| 3 | SC.3.2.5 | Environmental variations can affect the survival and reproduction of organisms in a habitat. |
| 3 | SC.3.3.1 | Weather varies seasonally and is described by typical patterns; climates differ across regions. |
| 3 | SC.3.3.2 | Design solutions can reduce the impacts of weather-related hazards. |
| 4 | SC.4.1.1 | The faster a given object moves, the more energy it possesses. |
| 4 | SC.4.1.2 | Energy can be transferred from place to place by sound, light, heat, and electric currents. |
| 4 | SC.4.1.3 | When objects collide, energy can be transferred, changing the objects' motion. |
| 4 | SC.4.1.4 | Devices convert stored energy (e.g., chemical, electrical) into motion, sound, heat, or light. |
| 4 | SC.4.1.5 | Waves are regular patterns of motion described by amplitude and wavelength. |
| 4 | SC.4.1.6 | Objects are seen when light reflected from them enters the eye. |
| 4 | SC.4.1.7 | Patterns can be used to transfer/encode information (e.g., digitized signals). |
| 4 | SC.4.2.1 | Internal and external structures of plants and animals support survival, growth, behavior, and reproduction. |
| 4 | SC.4.3.1 | Patterns in rock formations and fossils in rock layers reveal changes in landscapes over time. |
| 4 | SC.4.3.2 | Weathering and erosion by water, ice, wind, and vegetation reshape Earth's features. |
| 4 | SC.4.3.3 | Maps show where earthquakes, volcanoes, and mountains occur in patterns. |
| 4 | SC.4.3.4 | Energy and fuels are derived from natural resources; their use affects the environment. |
| 4 | SC.4.3.5 | A variety of design solutions can reduce the impacts of natural hazards (earthquakes, floods, etc.). |
| 5 | SC.5.1.1 | Matter of any type can be subdivided into particles too small to see; it is conserved during changes. |
| 5 | SC.5.1.2 | The amount of matter is conserved when it changes form, including changes of state and mixing. |
| 5 | SC.5.1.3 | Substances may be identified by their characteristic properties; mixing can produce new substances. |
| 5 | SC.5.1.4 | The gravitational force of Earth pulls objects downward toward the planet's center. |
| 5 | SC.5.2.1 | Plants acquire material for growth chiefly from air and water (matter and energy from the environment). |
| 5 | SC.5.2.2 | Matter cycles among organisms and the environment; energy in food traces back to the sun. |
| 5 | SC.5.3.1 | The sun is a star that appears larger and brighter than other stars because it is closer. |
| 5 | SC.5.3.2 | Patterns of daily/seasonal change result from Earth's rotation and orbit relative to the sun and stars. |
| 5 | SC.5.3.3 | Earth's major systems (geosphere, biosphere, hydrosphere, atmosphere) interact in multiple ways. |
| 5 | SC.5.3.4 | Most of Earth's water is in the ocean; fresh water is limited in distribution. |
| 5 | SC.5.3.5 | Communities use science to protect Earth's resources and environment. |
| 6-8 (Middle School) | SC.MS.1.1 | Atomic/molecular structure explains properties of substances, diversity of materials, states of matter, and phase changes. |
| 6-8 (Middle School) | SC.MS.1.10 | Designed technologies can transmit digital information as wave pulses. |
| 6-8 (Middle School) | SC.MS.1.2 | In reactions, substances rearrange to form new molecules; atoms are conserved; reactions release or absorb energy. |
| 6-8 (Middle School) | SC.MS.1.3 | Motion is described relative to a reference frame; change in motion depends on the sum of forces and the object's mass. |
| 6-8 (Middle School) | SC.MS.1.4 | Forces at a distance (gravitational, electric, magnetic) are explained by fields mapped by their effect on a test object. |
| 6-8 (Middle School) | SC.MS.1.5 | Kinetic energy can be distinguished from the various forms of potential energy. |
| 6-8 (Middle School) | SC.MS.1.8 | A simple wave model has wavelength, frequency, and amplitude; mechanical waves require a medium. |
| 6-8 (Middle School) | SC.MS.2.1 | All living things are made of cells, the smallest unit that can be said to be alive. |
| 6-8 (Middle School) | SC.MS.2.11 | Adaptation by natural selection over generations is one process by which species change over time. |
| 6-8 (Middle School) | SC.MS.2.12 | Biodiversity is the range of life forms adapted to varied conditions across Earth's ecosystems. |
| 6-8 (Middle School) | SC.MS.2.2 | Organisms reproduce sexually or asexually and transfer genetic information to offspring. |
| 6-8 (Middle School) | SC.MS.2.6 | Ecosystems are sustained by continuous energy flow (primarily from the sun) and recycling of matter. |
| 6-8 (Middle School) | SC.MS.2.8 | Heredity explains why offspring resemble but are not identical to parents; traits are passed via genes. |
| 6-8 (Middle School) | SC.MS.3.1 | Motion is predictable in both solar systems and galaxies. |
| 6-8 (Middle School) | SC.MS.3.11 | Human activities affect global warming; reducing impacts requires understanding climate science, engineering, and society. |
| 6-8 (Middle School) | SC.MS.3.2 | The solar system contains varied objects held together by gravity; models explain eclipses, lunar phases, and seasons. |
| 6-8 (Middle School) | SC.MS.3.5 | Plate tectonics is the unifying theory explaining movements of rocks at Earth's surface and geologic history. |
| 6-8 (Middle School) | SC.MS.3.7 | Complex interactions determine local weather patterns and influence climate, including the role of the ocean. |
| High School | SC.HS.1.1 | Sub-atomic structure and interactions between electric charges at the atomic scale explain the structure and interactions of matter. |
| High School | SC.HS.1.10 | Waves have characteristic properties and behaviors. |
| High School | SC.HS.1.3 | The strong nuclear interaction holds nuclei together; fusion, fission, and radioactive decay involve changes in nuclear binding energy. |
| High School | SC.HS.1.4 | Newton's second law and conservation of momentum predict changes in the motion of macroscopic objects. |
| High School | SC.HS.1.7 | Energy cannot be created or destroyed, but it can be transported and transferred between systems. |
| High School | SC.HS.2.1 | DNA codes for the complex hierarchical organization of systems that enable life's functions. |
| High School | SC.HS.2.10 | Evidence of common ancestry and diversity comes from genetic, anatomical, and physiological variations between species. |
| High School | SC.HS.2.13 | Humans interact complexly with ecosystems and can influence biodiversity on the planet. |
| High School | SC.HS.2.5 | Matter and energy necessary for life are conserved as they move through ecosystems. |
| High School | SC.HS.3.1 | Stars undergo stellar evolution; spectra and brightness reveal stars' composition, motion, and distance. |
| High School | SC.HS.3.12 | Global climate models improve understanding of the impact of human activities on the global climate system. |
| High School | SC.HS.3.5 | Plate tectonics is the surface expression of mantle convection driven by heat from radioactive decay. |
| High School | SC.HS.3.7 | Solar radiation and its interactions with atmosphere, ocean, and land form the basis of the global climate system. |
· Colorado Academic Standards (CAS) - Social Studies (state-specific; not the national C3 Framework) · 80
| K | SS.K.1.1 | Ask questions and discuss ideas about the past. |
| K | SS.K.1.2 | Understand that the sequence of events is important when describing the past. |
| K | SS.K.2.1 | Recognize that geographic tools represent places and spaces. |
| K | SS.K.2.2 | Identify how the environment influences the way people live. |
| K | SS.K.3.1 | Explain how individuals make choices based on needs and wants. |
| K | SS.K.4.1 | Identify ways in which civic participation takes place across multiple groups. |
| K | SS.K.4.2 | Participate in making logical decisions using democratic principles. |
| K | SS.K.5.1 | Describe choices people make about how to use the money they earn. |
| 1 | SS.1.1.1 | Ask questions and discuss ideas about patterns and chronological order of events from the past. |
| 1 | SS.1.1.2 | Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States. |
| 1 | SS.1.2.1 | Use geographic terms and tools to describe places and spaces. |
| 1 | SS.1.2.2 | Describe the characteristics of a community and how they are influenced by the environment. |
| 1 | SS.1.3.1 | Understand that individuals work in different types of jobs to earn an income. |
| 1 | SS.1.4.1 | Summarize how effective groups have responsible leaders and team members. |
| 1 | SS.1.4.2 | Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens. |
| 1 | SS.1.5.1 | Plan how to spend, share, and save money. |
| 2 | SS.2.1.1 | Ask questions and discuss ideas taken from primary and secondary sources. |
| 2 | SS.2.1.2 | Describe how people of various cultures influence neighborhoods and communities over time. |
| 2 | SS.2.2.1 | Use geographic terms and tools to locate and describe spatial patterns and places. |
| 2 | SS.2.2.2 | Explain how people in communities manage, modify, and depend on their environment. |
| 2 | SS.2.3.1 | Explain how scarcity of resources means individuals may not have access to the goods and services they want or need. |
| 2 | SS.2.4.1 | Investigate ways in which ideas and actions can improve communities. |
| 2 | SS.2.4.2 | Explain the roles and characteristics of people who govern different communities. |
| 2 | SS.2.5.1 | Investigate costs and benefits to make informed financial decisions. |
| 3 | SS.3.1.1 | Compare primary and secondary sources when explaining the past. |
| 3 | SS.3.1.2 | Identify how people in the past influence the development and interaction of different communities or regions. |
| 3 | SS.3.2.1 | Use geographic tools to develop spatial thinking skills. |
| 3 | SS.3.2.2 | Define the concept of region through an examination of similarities and differences in places and communities. |
| 3 | SS.3.3.1 | Explain how producers and consumers exchange goods and services in different ways. |
| 3 | SS.3.4.1 | Respect the views and rights of others. |
| 3 | SS.3.4.2 | Describe the origins, structures, and functions of local government. |
| 3 | SS.3.5.1 | Create a plan to meet a financial goal. |
| 4 | SS.4.1.1 | Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado. |
| 4 | SS.4.1.2 | Describe the historical eras, individuals, groups, ideas, and themes in Colorado history and their relationship to key events in the United States within the same historical period. |
| 4 | SS.4.2.1 | Use geographic tools to research and answer questions about Colorado geography. |
| 4 | SS.4.2.2 | Examine the relationship between the physical environment and its effect on human activity. |
| 4 | SS.4.3.1 | Explain how people respond to positive and negative incentives. |
| 4 | SS.4.4.1 | Investigate multiple perspectives on civic issues. |
| 4 | SS.4.4.2 | Describe the origins, structures, and functions of the Colorado government. |
| 4 | SS.4.5.1 | Determine the opportunity cost when making a choice. |
| 5 | SS.5.1.1 | Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history. |
| 5 | SS.5.1.2 | Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government. |
| 5 | SS.5.2.1 | Use geographic tools and sources to research and answer questions about United States geography. |
| 5 | SS.5.2.2 | Examine causes and consequences of movement. |
| 5 | SS.5.3.1 | Explain how patterns of trade shaped the development of Early America. |
| 5 | SS.5.4.1 | Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States. |
| 5 | SS.5.4.2 | Investigate the origins, structures, and functions of the United States government. |
| 5 | SS.5.5.1 | Examine how individuals use financial institutions to manage personal finances. |
| 6 | SS.6.1.2 | Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another. |
| 6 | SS.6.2.1 | Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere. |
| 6 | SS.6.4.2 | Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens. |
| 6 | SS.6.5.1 | Investigate the role of consumers and businesses within the Western Hemisphere. |
| 7 | SS.7.1.1 | Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence. |
| 7 | SS.7.1.2 | Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems. |
| 7 | SS.7.2.1 | Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere. |
| 8 | SS.8.1.2 | Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction. |
| 8 | SS.8.2.1 | Use geographic tools to research and analyze patterns in human and physical systems in the United States. |
| 8 | SS.8.2.2 | Recognize the impact of the competition for control of land and resources in early American history. |
| 8 | SS.8.3.1 | Investigate how economic freedom, including free trade, was important for economic growth in early American history. |
| 8 | SS.8.4.1 | Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States. |
| 8 | SS.8.4.2 | Investigate and evaluate the purpose and place of rule of law in a constitutional system. |
| High School | SS.HS.1.3 | Analyze and evaluate key concepts of continuity and change, cause and effect, complexity, unity and diversity, and significant ideas throughout the world from the Renaissance to the present. |
| High School | SS.HS.2.1 | Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues. |
| High School | SS.HS.2.2 | Make connections among geographic variables that influence the interactions of people, places, and environments. |
| High School | SS.HS.2.3 | Investigate patterns of the interconnected nature of the world, its people, and places. |
| High School | SS.HS.3.1 | Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources. |
| High School | SS.HS.3.2 | Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes. |
| High School | SS.HS.3.3 | Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy. |
| High School | SS.HS.3.4 | Analyze how globalization and international trade affect the allocation of goods, services, and resources. |
| High School | SS.HS.4.1 | Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society. |
| High School | SS.HS.4.2 | Evaluate the purposes, roles, and limitations of the structures and functions of government. |
| High School | SS.HS.4.3 | Analyze the impact of civic participation on political institutions and public policy. |
| High School | SS.HS.5.1 | Apply reliable information to make systematic personal financial decisions based on individual and community values and goals. |
| High School | SS.HS.5.2 | Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential. |
| Preschool | SS.P.1.1 | Recognize change and sequence over time. |
| Preschool | SS.P.2.1 | Develop spatial understanding, perspectives, and connections to the world. |
| Preschool | SS.P.3.1 | Understand that individuals have many wants and must make choices. |
| Preschool | SS.P.4.1 | Understand one's relationship to the family and community and respect differences in others. |
| Preschool | SS.P.4.2 | Understand that rules allow groups to work effectively. |
| Preschool | SS.P.5.1 | Identify money and its purpose. |
Is homeschooling legal in Colorado?
Yes. Colorado homeschooling is governed primarily by C.R.S.
Do I have to notify anyone to homeschool in Colorado?
Parent must file a written notice of intent (NOI) to establish a nonpublic home-based educational program with a Colorado school district at least 14 days before beginning the program, and annually (each year) thereafter. The notice must include the name, age, place of residence, and number of attendance hours for each child being homeschooled. The NOI may be filed with ANY Colorado school district (not necessarily the district of residence). EXEMPTION: If the instructor (parent or a designated person) holds a valid Colorado teacher's license/certificate, the home program is exempt from the notification and testing/evaluation requirements of 22-33-104.5 (it operates under the certificated-teacher provision). C.R.S. 22-33-104.5(3)(e), (3)(f).
Is standardized testing required for homeschoolers in Colorado?
Yes (grades 3, 5, 7, 9, 11). Parent must maintain records including attendance, test and evaluation results, and immunization records, and make them available upon 14 days' written notice if requested by the school district. Records of test/evaluation results must be submitted: the results of the test or evaluation given in grades 3, 5, 7, 9, and 11 must be sent to the school district that received the NOI, or to an independent or parochial school within Colorado (in which case the parent must inform the NOI district where the results were sent). Test/evaluation records and immunization records should be retained.
What subjects are required for homeschooling in Colorado?
Colorado requires instruction in: Reading; Writing; Speaking (communication skills); Mathematics; History; Civics; Literature; Science; Regular courses of instruction in the Constitution of the United States.
Does Colorado have its own learning standards?
Math: Colorado Academic Standards (CAS) - Mathematics (incorporates the Common Core State Standards for Mathematics, CCSS-M, plus Colorado additions). ELA: Colorado Academic Standards (CAS) - Reading, Writing, and Communicating (incorporates the Common Core State Standards for ELA, CCSS-ELA, plus Colorado additions). Science: Colorado Academic Standards (CAS) - Science (state-specific standards built on the NGSS / NRC Framework, adapted by Colorado). Social studies: Colorado Academic Standards (CAS) - Social Studies (state-specific; not the national C3 Framework).