• What are my goals after high school?
  • Are my daily efforts aligned with my goals?
  • Am I “College Ready”?


  • Am I montitoring my academic progress?
  • Am I earning a minimum of 2 credits/term?
  • Am I seeking help when I need it?
  • Am I meeting with my mentor teacher every week?


  • Am I present at school for 6.5 hours every day?
  • Am I attending my time-specific scheduled classes?
  • Do I access schoolwork while not at school?
  • Am I engaged in learning?
  • Are my breaks short and few?


Logan Innovations gives students the advantage of personalized learning while still giving students the academic, elective, and extracurricular choices of a large comprehensive high school.

Logan Innovations provides a personalized learning plan and environment for every student. Each student has the opportunity to dynamically customize their schedule, and a student may take anywhere from one to eight courses at a time.  We believe that managing four to five courses at a time creates opportunities for students to find immediate success in their courses.  A student may complete a course as quickly as they demonstrate competency, with the option to begin taking a new course immediately thereafter.  This approach allows students the capacity to focus more deeply on fewer subjects at a time if they choose, thus increasing their motivation, sense of accomplishment, and empowered self-paced learning.

Initially, the Innovations program will accommodate approximately 400 students in grades 9-12. We offer all the basic subjects in a self-paced setting – Mathematics, Science, Language Arts, Social Studies, and some electives. Students also have access to all courses offered at Logan High School, including special education classes and specialized courses such as Bridgerland, AP, and Concurrent classes.

Personalized Learning Design Elements

Student Agency

Flexible Pacing

Smaller Environment

Supporting Student Needs

Immediate Intervention and Supports

Mastery-based Curriculum

Differentiated Instruction

Quality Teaching

Goal Setting and Tracking

Frequent feedback

Anywhere, anytime learning

Formative Assessment

Performance-based summative assessments


When it comes to small children, we know that they will learn to crawl, walk, and talk at different rates. We encourage them when they make progress and we help them when they stumble. If a child learns quickly, we help them progress to the next stage and if a child is struggling we intervene and give them the support they need to be successful. We understand at this age that every child is unique and learns at their own pace. Ironically, secondary schools are typically build on the assumption that all children should be treated more or less alike and one size fits all. Students often report that they are bored in school, either because they are ahead and the class is moving too slow or they don’t understand the curriculum and have fallen behind. Personalized learning allows students to progress at their own pace with the support needed to be successful in a future that will require competencies unfamiliar to earlier generations.


In personalized learning, the teacher-student bond doesn’t matter less; it matters more. Each student is paired to work with a mentor teacher and remain with their mentor all four years. Teachers get to know students and their families. Students know that we know them, and more importantly that we care about them.

Personalized learning creates deeper teacher-student bonds because the teacher has to know the student to customize a program and offer advice. Mentor teachers may meet with other teachers and students daily to discuss student needs and to help students plan. We believe it is critical that each student has a caring adult to supervise, counsel, and interact with them frequently. This helps students feel more comfortable in school and builds a sense of security. Students are no longer just faces and identification numbers who sit in a class for a short time each day; instead, they are individuals with their own unique sets of concerns, problems, and attitudes.


It is not unusual for even very able students to struggle in certain classroom situations and with one or more school subjects. Adult tutors will be available on a daily basis to help any student throughout the day.  One of the key advantages of the turtoring program is that the tutor is able to give the student one-on-one attention, taking into account their abilities as an individual and their personal learning style.

Tutors are not only available for students who need remediation, but also for maintenance, support, test prep, and enrichment. Tutors can help students focus on building concrete skills, work on strategies to help students succeed, and help with understanding difficult concepts.


Competency-Based Blended Learning Model

The blended learning-flex model incorporates highly qualified teachers and a competency-based digital curriculum to deliver a personalized learning environment for each student.

This model is an efficient approach that allows us to meet the individual needs of each student. Instruction using this model is delivered through a classroom teacher using digital curriculum that is web-based in a face-to-face setting. Many different formats and schedules are possible, and teachers utilize whole class instruction, small-group instruction, and individual instruction.

Blended courses are:

  • not traditional "distance education" courses;
  • not entirely online;
  • not simply traditional classes with a website;
  • not just transferring information to the World Wide Web; and
  • not all alike.

Positive Support System Examples:

  • Monthly recognition assembly
  • Personal postcards sent home
  • One-on-one Mentoring
  • Grizz points/store


Technology is no longer a supplement. Most children today are technologically fluent and make daily use of laptops and mobile devices. In a blended learning environment that leverages our one-to-one technology, students are not bound by their classroom walls in terms of access to information, knowledge, and experts. A digitally-rich learning environment provides students with the context and relevancy for learning that they want and is important to the development of 21st century skills to ensure a successful academic and work life.

So, the keys to personalized learning are providing access to appropriate technology, for the teacher to provide appropriate support when it’s indicated, and to give students flexibility around physical space, learning time frames, and instructional pacing.

With this new paradigm of personalized instruction, instructors have an unprescedented opportunity to redefine their roles and scale personalized education like never before. “School” is no longer defined merely as a physical space, classrooms lined with rows of desks and a teacher who lectures at the front of the room – nor does a student’s required curriculum have to involve a one-size-fits-all model that uses a single textbook. Anytime, anywhere learning that bridges formal and informal learning experiences is connected through the effective use of advanced technologies. Digital learning modalities combined with competency-based progressions prove fundamental to modernizing education systems that meet each student’s unique needs.


  • An understanding that tapping into unique interests, individual styles and specific needs can make work and learning meaningful and authentic:
  • Asking each student, “What is best for you?”
  • About relationships, knowing each individual student based on their academic and personal interests;
  • Students accessing a curriculum that meets their individual needs, reflects their zone of proximal development, and gives them the opportunity to access resources to progress at their personal rate of learning;
  • Engaging students with personal learning plans, where contributions from students, parents, support staff and teacher provide a path for ubiquitous learning to address students’ individual needs, interests and learning styles;
  • Every student learning at his/her own pace using the tools that help them learn and augment their strengths; and
  • Meeting the learner where they are, determining where they need to be and finding and scaffolding the right zone of proximal development to get them there.


The innovations program is available for any student! Some students may work at a faster pace and graduate with an Associates degree or a Bridgerland certificate. Students who may be struggling can receive the extra help they need. Students are expected to maintain a minimum pace of 2 credits per term, but may move faster!


Registration forms can be submitted online at here. When the program is full, students will be placed on a waiting list. Out of boundary permits are also accepted.


Students can start or continue earning credits in the summer! An optional summer term is offered for any student, grades 9-12. Students enjoy a flexible summer schedule and meet important learning goals. Course options may vary, and we maintain the same commitment to academic excellence and comprehensive content year-round.