About Virtual High Schools


Who We Are

  • RMDA is a public contract school authorized by the Colorado Digital BOCES.
  • Colorado blended school/virtual high school, operating out of 20+ Education Zones around the State of Colorado.

School Mission

Rocky Mountain Digital Academy’s mission is to ensure that all students will graduate with the academic, technological, and life skills to excel in post-secondary institutions and the competitive world beyond. Rocky Mountain Digital Academy’s founders and administrative staff are fully committed to doing whatever is necessary to best serve all students, including working student high school options and hybrid learning school choices.

School Vision

Rocky Mountain Digital Academy provides a high-tech quality education, utilizing a customized, flexible, and supportive learning environment, engaging online, blended, and face-to-face instruction. Encouraging all students to dually enroll in high school and college simultaneously, bridging the gap between high school graduation and postsecondary enrollment.

About Rocky Mountain Digital Academy:

  • Public contract school authorized by the Colorado Digital BOCES.
  • Statewide Blended/Online Public School, operating out of 20+ Education Zones around the State of Colorado.

Rocky Mountain Digital Academy (RMDA) is dedicated to providing an outstanding college preparatory education, with a focus on blended learning and concurrent enrollment to a diverse student population statewide. Our program is designed to ensure that all students will graduate with the academic, technology and life skills to excel in post-secondary institutions and the competitive world beyond.

  • High Expectations: All students are required to complete a rigorous college – preparatory plan of study. Our requirements are aligned to the Colorado’s higher education entrance requirements.
  • High-Accountability School Culture: RMDA has created a high-accountability culture where doing your best in your classes is expected and concurrent enrollment is encouraged.
  • Blended Learning: RMDA employs technology to transform teaching and learning in the following ways:
  • A blended model where students can work at their own pace or visit Education Zones for one on one learning.
  • The use of technology throughout school-wide assessment practices to efficiently analyze and act on data.
Gril with Book

FONTAN RELATIONAL EDUCATION

School Mission

OVERVIEW OF THE FONTAN RELATIONAL EDUCATION
Parents/Guardians are constantly looking for a solution for their children that are not advancing in the traditional system. With Fontan Relational Education, each student is assessed on their knowledge, interests and abilities and given a personalized learning plan based on that assessment, allowing them to work according to their own unique learning rhythm. The individualized plan and relational learning method engage students, who find meaning in their education and do not drop out of school. Students must achieve excellence on every topic, thus no student fails the year. Fontan Relational Education creates an environment that allows students to work with their educator one-on-one. Our experience demonstrates that students finish their entire grade curriculum 10% quicker while maintaining the excellence level.
Fontan Relational Education has excellence as its constant, and time the variable, thus sustaining better outcomes. The question arises: “How long do you allow a student to work on one topic?” Our experience demonstrates that students rarely stray from pacing charts, and in fact, finish their entire curriculum in an average of nine months. For instance, Santa Maria del Rio, a public school in the Cundinamarca region of Colombia, was a bottom underperforming school. After adopting the Fontan Relational Education, within 12 months they were a mid-performing school, and today it is the top performing school in its region, increasing enrollment from 100 to 700, with students on the waiting list.
Fontan Relational Education allows learners who are having challenges in the traditional education system to perform, as it:
 Creates a one-on-one relationship between each student and educator;
 Offers each student a personalized workstation in a workshop, adhering to class size amendment requirements;
 Assesses each student on their knowledge, interests and abilities and are given an individualized learning plan based on that assessment;
 Provides each student with an individualized Student Learning Plan that is supported on a technology platform, the Qino Platform, that utilizes cloud computing, so that students, parents, and educators can access, collaborate, communicate and manage the student’s learning plans and projects anytime anywhere;
 Equips each workshop with the students’ educators. The workshop is managed by a counselor called a Learning Coach who works with students on their pacing and task management;
 Empowers students by allowing them to be participants in planning their daily, weekly and yearly learning activities. Students understand their strengths and weaknesses, and work on augmenting their strengths, improving their weaknesses, generating self-esteem, freedom, autonomy, and the ability to thrive well beyond the academic arena;
 Requires students to develop a final project and demonstrate to their educators that they have mastered the content and can “relate” that content to their own realities. Traditional Education testing is limited to those required by State and federal laws.
Fontan Relational Education has won numerous awards for its innovative pedagogy model. A few of the top awards.
2011: Top Three Most Innovative Schools worldwide, by Microsoft Corporation’s Partners in Learning Program;
2010: ICT Maturity Level 5 (highest), by the European Software Institute;
2009: Microsoft Mentor School;
1999: Orden a la Democracia en Grado de Comendador (Democracy Order in the Degree of Commander) from the Colombian House of Representatives. This award was given for the outstanding results achieved in its application in the traditional formal education system and environments of adverse poverty and violence (neighborhoods with sicario [paid assassin] gangs or urban guerrilla);
1994: Recommended by the Colombian Science, Education and Development Mission for the Future of Colombia;
1985: First Education Innovation Initiative approved in Colombia.