Submitted by Melanie Laber, School Leader
Note: The information in this profile represents SY2012-13 unless otherwise indicated.

School/organization overview

Name FlexTech High School
Type Charter School
Locale Suburban
Headquarters Brighton, Michigan
First year of operation SY2011-12
Grades served 9-12
Enrollment 260
% FRL 25% (SY2011-12)
% Black or Hispanic 1% (SY2011-12)
Per-pupil funding $6,995 (SY2011-12)

School/organization background

History and context
We studied a variety of programs throughout the United States (that all incorporated the advisory model and project-based learning). We wanted a model that was able to address individual needs while also providing flexibility for our students.

Blended-learning program

Name  N/A
Focus General, Credit Recovery, Dropout Prevention/Recovery, Gifted and Talented , Special Education
Year launched SY2011-12
Outside investments/grants $500,000
Enrollment 260
Blended grades 9-12
Blended subjects Math, English Language Arts, History/Social Studies, Science, Electives
Content Schoology, PLATO Learning, Project Foundry
SIS Self-developed
Independent LMS None
Independent gradebook None
Independent assessment  MAP (NWEA)
Professional development Marzano, BIE, Project Foundry

Program model

Program model: Enriched Virtual

Model description
We offer a flexible learning environment that includes project-based and online learning. We incorporate the “anytime, any place, any way, any pace” philosophy.

Program description

How much time do students spend on campus in this blended-learning program? How much of this time do students spend learning online or with educational software?
This varies based on the individual student. Each student is put on an individual learning plan which varies based on the times, days, style of learning, interests, and needs.

Briefly describe the offline components of this blended-learning program.
For our offline components, teachers provide seminar instruction to students, however, very little direct instruction takes place. Teachers provide access to learning through Schoology and Project Foundry sites.

How does this blended-learning program fit into the rest of the students’ school day?
The program is the majority of the student day. The student’s day consists of advisory, project block, and elective. All of these incorporate the blended-learning model.

What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
The teacher acts as a mentor, coach, project manager, and advisor. They work with students to help them create their own projects, guide them through the project process, maintain tools, content, and subject areas guides within Schoology for students to gain access to their content, and they are also required to grade all work in their highly qualified area of certification.

What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
We have paraprofessionals to help students receive additional 1:1 help. Additionally we have a counselor and social worker. We fully believe in developing strong relationships with all students and in doing so we help them emotionally and socially.

Briefly describe the set-up of physical space for this blended-learning program.
We have an open learning environment. Students are separated into advisories (1:13 ratio), and typically multiple advisories occur within the same classroom which allows for multiple teaching certifications to be in the same area.

How are students grouped within this blended-learning program?
Students are grouped mainly by grade level in their advisory classes and their project block classes. Electives are random based on student needs and interests.

Do students have some element of control over the pacing of their learning? Are students tied to a semester-based course schedule or can they complete courses at any time? Briefly describe any requirements or benchmarks in place to ensure student progress.
All students have control over the pace of their learning. Each student must demonstrate mastery in their learning and they do not move on until at least 70% mastery is shown. Students can also work on different subject areas at different times, incorporating them together into various projects.

Describe the academic results of the program, using quantitative data where possible.
We do not have enough data yet as we are in our 2nd year of operation.

What have been the biggest obstacles in implementing this blended-learning program? What has needed adjustment along the way?
The biggest obstacle is students adjusting from a traditional, factory model of learning to a more independent approach.

Contact information

Name: Melanie Laber
Title: School Leader
Phone: 810-844-3366


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