Submitted by Rebecca Coen, Head of School
Note: The information in this profile represents SY2012-13 unless otherwise indicated.

School/organization overview

Name Yeshiva High Tech
Type Independent or Private School: Faith-based: Jewish
Locale Urban
Headquarters Los Angeles, California
First year of operation SY2012-13
Grades served 9-12
Enrollment 54
Annual tuition $8,500
Annual expense per pupil $9,200

School/organization background

History and context
The Jewish day school tuition levels have already passed sustainable levels. A new paradigm needed to be implemented in order to ensure sustainability and continuity.

Blended-learning program

Name N/A
Focus General
Year launched 2012-13
Enrollment 54
Blended grades 9-12
Blended subjects Math, English Language Arts, History/Social Studies, Science, Electives
Content The Keystone School, AlephBeta Academy
SIS None
Independent LMS Blackboard, Moodle
Independent gradebook None
Independent assessment  None
Professional development None

Program model

Program model: Flex

Model description
Our school utilizes on-line curriculum delivery with a facilitator in the classroom who provides the support and assistance necessary for students to work through the on-line curriculum. The facilitator also encourages peer-to-peer collaboration, provides mini-lessons and group discussions, and monitors student progress.

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?
Our students are on campus from 7:45 am until 4:30 pm engaged in a dual-curriculum program (General and Judaic studies). Approximately 75% of their day is spent learning online or utilizing on-line resources for their curricular work.

Briefly describe the offline components of this blended-learning program.
Students are engaged in collaborative project-based work, fine arts, drama, music, and physical education programs when they are not working on their on-line resources.

How does this blended-learning program fit into the rest of the students’ school day?
Please see the answers above.

What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
Our classroom teachers function as educational facilitators. There is very little – if any – frontal teaching. The facilitators provide the individual support necessary for students to reach their academic goals.

What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
There is one career/college counselor on campus who provides guidance and assistance to students as they begin to plot their career paths and decide on colleges that might meet their academic/career goals.

Briefly describe the set-up of physical space for this blended-learning program.
Our brick-and-mortar school has four designated classrooms, one common area, one office, and access to gym space.

How are students grouped within this blended-learning program?
Students are grouped either by age-group and/or level. This means that students are able to work at their own levels regardless of their chronological ages.

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.

Describe the academic results of the program, using quantitative data where possible.
Since our school has only been in-session since August 29th, there is very little data to share at this time. However, our students are achieving excellent grades in their subject areas compared to other similar studnets engaged in the same on-line learning platform.

Describe any financial impact this blended-learning program has had on your cost of operations. Use numbers when possible.
Based on numbers available from other independent schools, we know that we are able to run our program for approximately 20% less per student than other similar programs in the Los Angeles area.

What have been the biggest obstacles in implementing this blended-learning program? What has needed adjustment along the way?
There is an on-going process of reflection and evaluation, data-collection and analysis that is required. But the greatest challenge in implementing this type of blended-learning program is getting stakeholder buy-in. Parents and students are reluctant to try something different and innovative – even when they believe that the traditional system is not meeting the needs of their students.

Contact information

Name: Rebecca Coen
Title: Head of School
Phone: 310-556-0663


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