Submitted by Lynn Torres, Assistant Superintendent of Curriculum
Note: The information in this profile represents SY2012-13 unless otherwise indicated.
School Overview
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School Description
Lufkin High School (LHS) is located in east Texas, approximately 120 miles north of Houston. After realizing that a persistent group of students was failing courses, LHS recognized that it needed a solution to help students recover credits and bolster their skills. Beginning in the summer of 2011, LHS offered students who did not pass the spring 2011 TAKS Reading and Math test the chance to take Edgenuity courses during summer school. The program was so successful that it was expanded into the following school year.
Blended Learning Program
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Program Model
Program model: Flex
Model Description
LHS combines Edgenuity’s online core and elective courses with face-to-face instruction in brick-and-mortar computer labs. Each computer lab is supported by a highly qualified teacher who provides support on an as-needed basis through activities such as small-group instruction and individualized tutoring. During small-group instruction, teachers re-teach concepts introduced online and explicitly model the application of skills.
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?
During the academic year, students take Edgenuity courses at school five days a week for 90 minutes a day. During the summer, students utilize Edgenuity courses in computer labs Monday through Thursday from 8 a.m. to 1 p.m. for six weeks.
Briefly describe the offline components of this blended-learning program.
In the computer lab, teachers check course progress, answer questions and clarify content. Teachers regularly review students’ notes to check for understanding and ensure that students are actively engaged in their course work. Each week, teachers meet with students to provide interactive feedback and assess course progress. If several students are struggling with a particular concept, teachers review the topic and provide face-to-face small-group instruction.
How does this blended-learning program fit into the rest of the students’ school day?
LHS implements a flex model. While students receive instruction and content from Edgenuity core and elective courses, teachers provide tutoring or small-group instruction to support students’ work online.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
LHS employs four certified teachers to oversee Edgenuity courses. In the lab, teachers use Edgenuity’s learning management system to monitor student performance and advancement. When data indicates that students are struggling, teachers provide tutoring as needed. Once a quarter, teachers lead parent-teacher conferences. During that time, teachers communicate to parents the areas where students are excelling and make specific suggestions on how to improve students’ performance. Teachers also encourage parent involvement by mailing students’ progress reports.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
LHS employs several staff members who support the summer school and credit recovery programs. The Director of Counseling, Julie McManus, monitors the day-to-day operations of the credit recovery and summer school programs. She meets with teachers and administrators to identify eligible students, and she enroll students in the appropriate Edgenuity courses. In the lab, highly qualified paraprofessionals offer students directions and instructional support. Assistant Superintendent of Curriculum, Lynn Torres oversees teacher professional development and works closely with LHS department heads to ensure that the online courses meet district and state curriculum standards.
Briefly describe the set-up of physical space for this blended-learning program.
Edgenuity courses are offered in four computer labs. The labs are arranged in two ways: desktop computers are either situated along the perimeter of the room or are organized into circular computing stations that each seat four students. In each lab empty tables are set aside for students to work offline with a teacher or paraprofessional.
How are students grouped within this blended-learning program?
Typically, students are grouped by subject. Summer courses are offered in four computer labs–one for each content area. During the academic year, courses are provided in a single lab. Students taking a course in a given content area are scheduled at the same time.
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.
During the academic year, students spend at least 7 and half hours each week working on their Edgenuity courses. Courses are offered during a 90 minute school period over an 18 week semester. During summer school, students complete their courses within 6 weeks and spend a minimum of 16 hours a week on their Edgenuity courses. In both programs, students control their own pace. Each day, students use Edgenuity’s assignment calendar and dashboard to track their progress and manage their schedule. The color-coded dashboard visually alerts students as to whether they are exceeding, meeting, or lagging behind the school assigned benchmarks.
Describe the academic results of the program, using quantitative data where possible.
Spring 2012 data from the Texas Assessment of Knowledge and Skills (TAKS) Mathematics Test were obtained from 30 LHS Edgenuity tenth-grade students who did not pass the spring 2011 TAKS Math Test. Results revealed that the percentage of students passing the TAKS Math Test more than doubled from SY2011-12—from 33 percent proficient to 80 percent proficient.
Notably, SY2011–12 enrollment data revealed that none of the 45 at-risk tenth-grade students enrolled in Edgenuity courses withdrew. Further, 27 percent of the students who were repeating tenth grade in the 2011–2012 school year graduated on schedule in 2012.
Contact Information
Name: Lynn Torres
Title: Assistant Superintendent of Curriculum
Email: [email protected]
Website: www.lufkinisd.org