Submitted by Elaine Manicke, Principal
Note: The information in this profile represents SY2011-12 unless otherwise indicated.
School Overview
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School Description
Founded in 2005, Rio Rancho Cyber Academy is an accredited, diploma-granting school that provides blended learning to approximately 180 students in grades 6–12. The school employs eight teachers, a principal, three administrative support staff, and a full-time educational technology specialist who also serves as the district’s digital learning coordinator. A social worker, site specialist, and nurse also work part time.
Blended Learning Program
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Program Model
Program model: Enriched Virtual
Model description
Students engage in online learning from home and attend school two days a week. Students complete Edgenuity math, social studies, science, language arts, and elective courses on their personal computers. At school, students engage in small-group instruction, assessments, and teacher-led project-based activities.
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?
Students attend school twice a week from 9:00 a.m. to 4:00 p.m. and spend a minimum of five hours a week working on each of their Edgenuity core and elective courses.
Briefly describe the offline components of this blended-learning program.
At school, teachers provide instruction in a computer lab. Students begin the day reviewing math material with their teacher for 90 minutes. During this time, the teacher answers questions and clarifies complex concepts and skills. After the morning math period, teachers provide small-group instruction to help students refine note-taking, writing, critical thinking, and presentation skills. Instructors motivate students by incorporating digital arts, animation, and technology into student-led research projects. Teachers also lead students in project-based activities designed to support individualized intervention and enrichment. Formative assessment and consistent interactive feedback are important components of the school day and support work done online.
How does this blended-learning program fit into the rest of the students’ school day?
RRCA implements an enriched virtual model. Students divide their time between remote digital learning and attendance in a brick-and-mortar school.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
RRCA employs eight highly qualified, full-time teachers. Every teacher is responsible for mentoring, monitoring, and motivating 25 students. Teachers regularly provide tutoring and academic counseling in person and via email. At school, instructors evaluate student performance prior to each unit assessment by reviewing students’ notes and homework for clarity, content, and completion. While students work remotely, teachers use Edgenuity’s learning management system to create calendars, monitor student progress, and create flex groups based on students’ mastery level.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
Elaine Manicke and Heidi Parnell, the principal and digital learning program manager, create strategies for intervention and improvement. They continuously reevaluate and redevelop instructional procedures. At the start of the school year Ms. Manicke and Ms. Parnell formulate an annual agenda and objectives to improve student learning, professional development, and school operations. Teachers, administrators, and staff meet weekly to collaborate and recommend strategies for improvement. Ms. Manicke and Ms. Parnell regularly work with other districts to collaborate and share best practices.
Briefly describe the set-up of physical space for this blended-learning program.
RRCA is located in a 12,000 square foot school house. At the center of the school, is a large computer lab that is utilized as a classroom, lunch room, and testing area. Several adjacent conference rooms are used for project-based activities in computing, robotics, civic, and STEM (science technology and math).
How are students grouped within this blended-learning program?
Monday through Friday, three grade levels of students attend school. After the morning math period, teachers provide small-group instruction to help students refine their note-taking, writing, critical thinking, and analytical skills. Students are divided into groups based on their progress and performance in Edgenuity courses.
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.
Students spend a minimum of five hours a week in each course and complete a course within an 18-week semester. However, students have control over when they take classes and at what pace they complete courses. Students regularly use Edgenuity’s dashboard to track their progress against the school-assigned goal. Color-coded flags notify students if they are behind the ideal pace. A red flag signals that a student is falling behind. A blue flag indicates that the pace of work is on target. A green flag indicates that a student is excelling beyond course goals.
Describe the academic results of the program, using quantitative data where possible.
New Mexico Standards Based Assessment (NMSBA) Reading and Math Test data were obtained from 115 students in grades 6, 7, 8, 10 and 11 who used the program during the 2011–2012 school year. Results revealed that RRCA middle and high school students demonstrated higher pass rates on the 2012 NMSBA Mathematics and Reading Tests than their peers in the state.
For example:
-60 percent of sixth-grade RRCA students passed the NMSBA Reading Test, compared with 48 percent statewide. 40 percent of sixth-grade RRCA students passed the NMSBA Math Test, compared with 37 percent statewide.
-75 percent of seventh-grade RRCA students passed the NMSBA Reading Test, compared with 50 percent statewide. 95 percent of seventh-grade RRCA students passed the NMSBA Math Test, compared with 42 percent statewide.
-78 percent of eighth-grade RRCA students passed the NMSBA Reading Test, compared with 54 percent statewide. 52 percent of eighth-grade RRCA students passed the NMSBA Math Test, compared with 42 percent statewide.
-71 percent of tenth-grade RRCA students passed the NMSBA Reading Test, compared with 34 percent statewide. 61 percent of tenth-grade RRCA students passed the NMSBA Math Test, compared with 29 percent statewide.
-83 percent of eleventh-grade RRCA students passed the NMSBA Reading Test, compared with 45 percent statewide. 72 percent of eleventh-grade RRCA students passed the NMSBA Math Test, compared with 39 percent statewide.
What have been the biggest obstacles in implementing this blended-learning program? What has needed adjustment along the way?
RRCA began in a 32,000 square foot building that could house all of its students at once. In summer 2008, RRCA had to vacate its original location and move to a 12,000 square foot school house. After the move to the new building, the principal and digital learning program manager had to quickly redesign the program to adapt to the new space.
Contact Information
Name: Elaine Manicke
Title: Principal
Phone: (505) 892-7222
Email: [email protected]
Website: cyberacademy.rrps.net
Name: Heidi Parnell
Title: Digital Learning Program Manager
Email: [email protected]