Your Family Is Our Partner. Our Teachers Will Lead the Learning.

What you can expect

You can expect a clear weekly learning plan, information about live academic sessions and Advisory, straightforward ways to contact teachers, and guidance when your student needs help. Young learners will often need more at-home support than older students; the school will explain age-appropriate expectations and provide orientation.

Your weekly rhythm

Families can expect a published weekly learning plan identifying required short live lessons, Advisory, assignments, deadlines and optional teacher-help times. Live instruction and virtual daily labs primarily run Monday through Thursday. Friday remains a student asynchronous learning and catch-up day. Learning Partners help students manage routines and communicate needs; teachers remain responsible for instruction, assessment, intervention and grades.

See the weekly schedule

Daily opening for virtual learners

Families will receive an explanation of the planned daily Pledge opportunity and 60-second moment of silence at orientation. On days without a live opening, the staff-prepared activity will be available at the start of coursework in the learning platform, with an accessible alternative when needed. Students may choose whether to recite the Pledge. The moment of silence is neutral; staff will not prescribe what students think about during that time.

How quickly we respond

When you or your student contact the school through an approved channel, a staff member will acknowledge, answer or actively route the message within 24 hours counted across Monday–Friday school weekdays, excluding weekends, published holidays and official closures. In plain terms, the 24-hour clock runs only on school weekdays (Friday counts), so a message sent Friday at 3:00 p.m. receives a reply or a clear next step by 3:00 p.m. Monday—or by Tuesday at 3:00 p.m. if Monday is a school holiday. This is a response and ownership standard, not a promise that every complex issue will be completely resolved in that period. Routine grading or substantive feedback will ordinarily occur within one to three school days; complex projects may have published longer timelines.

Learning supports

Every K–5 student will be screened for reading needs, including state-required K–3 reading assessment, and teachers will provide differentiated plans and progress monitoring when needed. In middle school, early check-ins, math and English language arts interventions, and high-school transition planning help students stay on track. Students with disabilities and English learners receive appropriate required services and accommodations, with accessible lesson formats and specialist collaboration.

Attendance, makeups and flexibility

Required academic live lessons and Advisory have a published schedule, but the rest of the program is designed for appropriate family flexibility. When a student cannot attend a required session, the teacher may assign an approved equivalent activity or personal follow-up, ordinarily completed within two school days after it is provided, with accommodations or extra time when justified. Camera status alone is not a course grade.

Connectivity and temporary device loans

Reliable connectivity matters. Where a student faces a documented access barrier, the school will review available need-based assistance and alternatives. While that review is underway, the school may loan an available school-owned temporary hotspot or portable satellite internet kit when coverage, service, funding, location and equipment requirements make it suitable. Loaned equipment remains school property and must be returned. A temporary loan is not guaranteed at every address, is not a permanent internet subsidy and is never a condition of admission. These options are conditional—not a guaranteed device, universal internet stipend or particular vendor—and school staff will help plan appropriate learning access in the meantime.

Read the common questions