Curriculum & instruction
How instruction actually works
Every subject runs on the same repeating cycle: teach the high-level concept to everyone, then work with each student individually at their real level, then reconvene and demonstrate. Roughly every hour.
Instructional model
The Whole–Part–Whole cycle
This is the mechanism that lets one classroom hold a first-grader and an eleventh-grader without shortchanging either. Nobody is held back to the group's pace, and nobody is left behind by it.
- WHOLE
Group Concept Introduction
All cohort members receive instruction on a high-level concept simultaneously. No concept is withheld from younger or earlier-stage students.
Purpose: Establishes a shared high standard, exposes all students to aspirational content, and activates curiosity and forward orientation.
- PART
Individual Micro-Instruction
The instructor works with each student individually on the specific skill components within the concept that are at their current mastery level.
Purpose: Ensures every student receives instruction matched to their actual ability, filling gaps without removing the student from the group environment.
- WHOLE
Group Reconvene & Demonstration
Students reconvene approximately every hour to demonstrate progress, apply the concept in context, and witness their peers' demonstrations.
Purpose: Reinforces learning through demonstration, builds a community of mutual respect, and allows the instructor to assess progress and recalibrate.
Cohort structure
Four groups, placed by readiness rather than birthday
Kindergarten – Grade 4
Early
Foundational literacy, numeracy, behavioral skills, and introduction to all discipline areas.
Grades 5 – 8
Middle
Expanding knowledge across all content areas; developing independent learning habits and pivotal behaviors.
Grades 9 – 12
Upper
Advanced academics through the highest achievable level in each subject; college and career preparation; Taekwondo mastery.
Post-diploma, ages 16–18
Higher Institute
Career field immersion, credentialing, advanced academic pursuit, and capstone completion.
Scope of instruction
What is taught
All subject areas required for a comprehensive K–12 education, delivered to the highest level each student can reach.
Core academic subjects
| Subject | Scope |
|---|---|
| Mathematics | Arithmetic through advanced mathematics — algebra, geometry, pre-calculus, calculus, statistics. |
| Science | Life science, earth science, physical science, biology, chemistry, physics. |
| English Language Arts | Reading, writing, grammar, composition, literature, rhetoric. |
| Social Studies | History (U.S. and world), geography, civics, economics. |
Enrichment & applied subjects
Required and assessed, not offered at the margins.
| Subject | Scope |
|---|---|
| Computer Science & Coding | Programming fundamentals, software development, AI concepts, robotics. |
| Leadership Development | Communication, decision-making, team leadership, ethical reasoning. |
| Taekwondo | Physical conditioning, discipline framework, self-defense, rank progression. |
| Clinical Mental Health Literacy | Emotional regulation, mental wellness, self-advocacy — embedded through the ABA pivotal behavior curriculum. |
Curriculum resources
What we teach from
K12/Stride Curriculum Platform
Cognia-accredited, providing structured course content, assessments, and materials across all core subject areas. Currently accessed through the school's public partnership; transitioning to direct private school licensing upon accreditation.
ABA Instructional Design
All instruction is task-analyzed, sequenced, and delivered using Applied Behavior Analysis methodology. The school's behavioral curriculum framework was designed by the Head of School, who holds advanced credentials in ABA.
Traditional Taekwondo Curriculum
Instruction follows the traditional Taekwondo curriculum as structured by the school's master-level program. Belt progression serves as a formal assessment and advancement system.
Assessment
We do not lead with letter grades
A letter grade compresses a semester of uneven progress into one character. Mastery records say what a student can actually do, and when they proved it.
- Students demonstrate mastery of skills through performance — written, oral, and applied demonstration.
- Mastery of a complex task is accepted as evidence of mastery of all simpler constituent skills embedded within it (hierarchical competency assessment).
- Group demonstrations provide naturalistic evidence of skill generalization across the peer environment.
- Individual task analyses document each student's precise position within any given skill sequence.
- Academic records include skill mastery logs, task analysis completion records, and behavioral progress documentation.
Ready to raise the bar?
Enrollment is open. Start with the application, then meet with the Head of School — we will tell you honestly whether this is the right fit for your student.