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Using the data obtained from students’ work on an online learning program, teachers can customize their face-to-face instruction to better meet the needs of their students. An appropriate dose of personalized online instruction frees up the teacher “to become learning designers, mentors, facilitators, tutors, evaluators, and counselors to reach each student in ways never before possible” (Horn and Staker, 2015, p. 11). As suggested by Horn and Staker (2015), when some students are working with online programs, teachers can work with smaller groups of students and achieve the “ideal of a tutor-like experience for every child without added cost” (pp. 11-12). In short, blended learning enhances student outcomes by breaking out of the “factory-model schools” that standardize teaching and testing (Horn & Staker, 2015). Reading Horizons software employs a competency-based curriculum which allows students to progress only as they prove themselves competent to do so. In addition, the reporting system allows teachers to view student progress and use that data to customize their face-to-face instruction to attend to students’ areas of weakness. Reading Horizons is a powerful tool that accommodates student-centered learning. Teacher Mentoring Blended learning is more than simply using technology in the classroom. Furthermore, blended learning does not promote the use of online programs as a substitute for face-to-face instruction by a teacher. Vaughn, et al., (2013) promote the critical role of the teacher in a blended learning model when they suggest that “the teacher in a blended environment is collaboratively present in designing, facilitating, and directing the educational experience” (p. 3). Blended learning must be implemented well in order to be effective. The nature of online learning necessitates supportive student-teacher interaction since verbal and non-verbal cues are often lost in online learning environments (Cagiltay, K., et al., 2002). The role of the teacher in blended learning environments is not passive. Effective blended learning environments do not designate online programs to take sole responsibility for instructing students. Rather, the teacher sees his/her role as an opportunity to mentor, coach, and personalize instruction. 5

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