University-Schedule
Children are with a trained, professional teacher in a classroom setting for 2-3 days a week, depending on grade. On alternating days, students are given detailed assignments from their teachers which are to be completed at-home under the guidance of their parents. Education is both individualized and classroom oriented. Students receive the benefits of a one-on-one tutor and communal classroom learning. There is one joint curriculum between school and home.
Sample Weekly Schedule
Sample Weekly Schedule
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
On campus school day, PreK-12th 8:00am-3:30pm |
At home school day K-12th (PreK optional) |
On campus school day, PreK-12th 8:00am-3:30pm |
At home school day, K-5th (PreK optional) On campus school day (6th-12th) |
Lighter academic day, interest-led learning day (K-5th) At home school day (6th-12th) *Students in 9th-12th will also attend approximately 6-8 lab sessions a year on select Fridays. |
On-campus days are structured and organized to get the very most out of the traditional school setting, making homework unnecessary in the evening. For the younger students, grades K-5th, Fridays are used as a flex day with light academic work from teachers, and for stretching out schoolwork, enrichment activities, music lessons, additional interest led learning, service opportunities, field trips, or simply spending time with family.
As the academic load increases by grade, Fridays will be a regular at-home school day as well for students in grades 6-8. However, due to the flexibility of the home days during the week, most of our logic school students (6th-9th) are able to use their time wisely during the school week and thus have a lighter day on Fridays.
The university-schedule provides education that is life-giving and reviving, instead of life-taking and draining. Parents and students can complete at-home school work at any time interval they choose, as long as work is completed by the next campus day or by the date requested from the teacher. This allows for breaks in the home days for music lessons and sports practice without overextending families during the evening hours.
Traditional Classroom Hours
In a traditional 5-day a week classroom setting, a child spends 35-40 hours a week at school beginning in Kindergarten until graduation. However, the university-schedule provides a gradual transition to independent learning. Students educated in this setting have already experienced a college simulated work environment through their high school career and therefore make a seamless transition to college. University-schedule students gradually become more independent and self-motivated learners long before they leave their K-12 education. Whether students leave their K-12 education and go on to college, entrepreneurial business, or the work force, they are well equipped to handle all that life has to offer wherever God chooses to use them.
As the academic load increases by grade, Fridays will be a regular at-home school day as well for students in grades 6-8. However, due to the flexibility of the home days during the week, most of our logic school students (6th-9th) are able to use their time wisely during the school week and thus have a lighter day on Fridays.
The university-schedule provides education that is life-giving and reviving, instead of life-taking and draining. Parents and students can complete at-home school work at any time interval they choose, as long as work is completed by the next campus day or by the date requested from the teacher. This allows for breaks in the home days for music lessons and sports practice without overextending families during the evening hours.
Traditional Classroom Hours
In a traditional 5-day a week classroom setting, a child spends 35-40 hours a week at school beginning in Kindergarten until graduation. However, the university-schedule provides a gradual transition to independent learning. Students educated in this setting have already experienced a college simulated work environment through their high school career and therefore make a seamless transition to college. University-schedule students gradually become more independent and self-motivated learners long before they leave their K-12 education. Whether students leave their K-12 education and go on to college, entrepreneurial business, or the work force, they are well equipped to handle all that life has to offer wherever God chooses to use them.
Teacher & Co-teacher (parent) Roles
Teachers
Nearly all schools utilizing this approach have been founded by like-minded educators and families desiring this model of education for their children. There are now over 200 registered schools across the nation that utilize this model, with new schools developing each year. Other names for this school concept include collaborative, hybrid model or blended model. The Classical Academy is a member of the Association of Classical Christian Schools (ACCS) through which they will pursue accreditation.
Results
University-schedule, collaborative schools have consistently produced National Merit Semi-Finalists, National Merit Finalists, and graduates who succeed at the most rigorous and selective universities. Graduates from these schools have attended top colleges and graduate schools across the country, including the U.S. Air Force Academy, the U.S. Military Academy, Texas A&M University, the University of Texas, Wheaton College, New York University, Georgia Institute of Technology, Rice University, Baylor University, Northwestern University, Tulane University, Rhodes College, Savannah College of Art & Design, Kings College, and many others.
Teachers
- The teachers are in charge of all direct instruction and main content teaching in the central classroom.
- Teachers assign the lessons, independent practice, and detailed assignments sheets to be completed on the home days.
- Teachers provide consistent feedback to students and parents regarding the progress in each class.
- Teachers keep track of and record schoolwork, giving students semester report cards.
- Parents serve as paraprofessionals by teaching lessons assigned by the teacher, providing enrichment, tutoring, organization, and study skills instruction. Parents do not need prior teaching experience.
- Parents teach some of the lessons (provided by teachers) and provide oversight responsibility of their children’s coursework during the school days at home.
- Parent involvement progresses as follows:
- Grades PreK- 4th: private tutor
- Grades 5th-8th: guide
- Grades 9th-12th: course mentor
- Academic progress is reviewed by a professional educator as well as the parent.
- This model of education gives students and families the gift of time! With the university-schedule students can pursue hobbies, music lessons, sports, other interests, and part-time jobs, while families can enjoy more travel, more community and faith activities, and less chaotic school evenings. Parents have more hours to disciple their children as well as closely track their academic development.
- Students are accountable to a professional teacher who is competent and passionate about the subject matter.
- Parents can enjoy the at-home academic days without the stress of curriculum and lesson planning, as well as having to keep track of everything.
- Students are given opportunities for leadership, group projects, and interaction with other children.
- Parents have the freedom to focus on a child’s individual needs and interests.
- Students get to spend more of their waking hours with family and other activities, but still get to enjoy all the fun, school community aspects such as class holiday parties, art shows, and Christmas and spring programs!
- This model is cost effective, making tuition rates accessible to more families.
- Students are encouraged and equipped to take responsibility for their own education over time, becoming more and more academically and personally independent, long before graduating 12th grade.
Nearly all schools utilizing this approach have been founded by like-minded educators and families desiring this model of education for their children. There are now over 200 registered schools across the nation that utilize this model, with new schools developing each year. Other names for this school concept include collaborative, hybrid model or blended model. The Classical Academy is a member of the Association of Classical Christian Schools (ACCS) through which they will pursue accreditation.
Results
University-schedule, collaborative schools have consistently produced National Merit Semi-Finalists, National Merit Finalists, and graduates who succeed at the most rigorous and selective universities. Graduates from these schools have attended top colleges and graduate schools across the country, including the U.S. Air Force Academy, the U.S. Military Academy, Texas A&M University, the University of Texas, Wheaton College, New York University, Georgia Institute of Technology, Rice University, Baylor University, Northwestern University, Tulane University, Rhodes College, Savannah College of Art & Design, Kings College, and many others.
