Commonly Asked Questions
Is parent involvement necessary?
The use of a college attendance schedule for grades K-12 must naturally recognize that minors are involved. As a result, supervision is an added factor that must be addressed and can sometimes be a challenge for single-parent households or when both parents work full-time outside of the home. But it does not always have to be the child’s parent (or legal guardian) providing the supervision. Instead, a parent-representative (grandparent, aunt, close trusted friend, etc.) can assist that parent. However, there must always be a parent or legal guardian who serves as the primary contact between the school and the home (the parent-of-record). This ensures that the parent is continually included and is regularly aware of their child’s progress in a College-Simulated K12 School.
What if a parent does not feel qualified to be involved?
Simply being willing to devote the time to be engaged in their child’s education is the primary parental qualification for a College-Simulated K12 School. With that qualification met, the school then helps guide all parents through the various opportunities and roles they will experience as their child moves from one grade to the next. The school will also help provide parents with the tools needed to be effective. And as their child’s independent learning skills develop, less direct time and involvement will be needed by the parent.
Will College-Simulated Learning work for children with learning disabilities?
Yes! As in any public school, children with learning disabilities will receive the needed services outlined in their Individual Education Plan (IEP). But in a College-Simulated K12 School, they have the added benefit of an involved parent strategically included as part of that plan. An issue for some disabilities might be the pace of College-Simulated Learning, but most obstacles can usually be addressed and overcome as part of the IEP.
Can parents be involved if they do not speak English?
It’s important that parents of all nationalities remain engaged with their children throughout their educational journey in a CSL School. Thanks to the many advances in technology, communication between the classroom teacher and the parent at home can now be quickly translated into many different languages. The same is also the case when an online curriculum is used as part of the teaching and communication process.
How are parents “equipped” to help their children in a CSL School?
Training parents for success involves an essential program in a CSL School that is commonly referred to as the Parent-Equipping Program (PEP). Notably, this program will look different in each CSL School since it should be tailored to meet the various needs of the families directly involved. But common aspects of the program are generally divided into three categories: (1) Academic Education Training where parents are equipped to help guide their children with their academic work throughout the school year. (2) Character Education Training where parents have a key role in fostering the vital character traits and values needed to support their children’s academic success. And (3) Partnering with Parents where the PEP typically focuses on social activities designed to help build relationships between parents, students, and teachers at convenient opportunities. All of these “equipping” opportunities are held to help strengthen the school-family partnership that is foundational in a CSL School.
Isn’t more time in school the solution, not less?
While more time in school (and the added costs involved) seems to be the preferred direction by many in K12 education, it can be counterproductive to student success. There are three important points worth considering. (1) The first involves the rapid advancement fostered by a student working in a one-on-one environment. Such an environment, especially for younger students, is far more effective and efficient. In a CSL school, every student has a professional teacher providing focused instruction on campus, and every student also has one-on-one learning opportunities at home. (2) The second is the importance of developing a long-term learning mentality. This should be a goal of every school across the country. As a result, it is important to minimize student burnout and provide a dynamic, diverse environment for learning. (3) A successful learning method must also focus on the End Goal. Whether it’s college, trade school, or the ever-evolving workplace – values, character, and independent learning skills matter! This is why the right balance between group instruction on campus and one-on-one instruction at home is far more effective.
How can CSL address important issues beyond education?
It is in the home where parents can best provide the time, capture the opportunities, and employ the tools needed to intentionally emphasize and elevate a child’s character to a position of importance. As a result, the home environment is naturally the place where a profound impact can be made on the mental and social well-being of a child. When a CSL school gives learning time back to the home, foundational changes that reach far beyond education can be addressed that influence many of today’s social issues. A partial list would include substance abuse, depression, bullying in school, juvenile crime, teen suicide, gender confusion, pornography addiction, and more. Parents must understand that these issues are primarily their responsibility, not the school’s, and it is their relationship with their children that is Key!
How can CSL public schools help nearby traditional five-day schools?
There are two primary avenues whereby a CSL campus can benefit nearby traditional schools. (1) Since a CSL campus can serve more students and at a lower cost, the financial savings can be shared to help benefit other schools within the same school district. (2) In addition, some aspects of the Parent-Equipping Program (PEP) can be used as a community resource, or District hub, open to parents with children at nearby traditional schools. In particular, the PEP’s Character Education Training can be very beneficial to any parent who wants to play a key role in fostering the vital character traits and values needed to support their children’s academic success – at whatever school they attend.
What is the difference between Synchronous and Asynchronous Learning?
Synchronous Learning occurs when the classroom students and their teacher meet remotely online for their scheduled class. Though in different locations, they are in sync with each other as a normal class would meet. This method was commonly used during the COVID period but with questionable results. In contrast, Asynchronous Learning is when each student studies independently of the teacher at a time and place that is best for them (similar to a college student). This method has been very successful in helping K-12 students develop their independent learning skills, though guidance and supervision (generally from a parent) are needed based on the student’s age and ability.
Are there any innovative public school alternatives similar to CSL?
Some public hybrid schools have opened, so there are a few unique, innovative examples. (1) The most notable CSL public school is a charter hybrid school in San Diego, California, called The Learning Choice Academy. They offer a CSL program where students in grades K-12 attend classes on campus three days each week and work asynchronously at home the remaining days. (2) The Dallas ISD has another innovative example. It’s called Dallas Hybrid Preparatory School (DHPS). At DHPS, students in grades 3-8 attend classes on campus two days each week, learn at home two days using synchronous instruction, and one day at home using asynchronous instruction. Although a step in the right direction, their level of synchronous instruction can limit each student’s academic potential. (3) Another example is a charter school called UME Preparatory Academy that serves students in grades K-12 at several campus locations in the Dallas, Texas area. UME Prep’s campuses utilize the traditional five-day model but with shortened school days. This allows their students to go home early each day to complete a significant level of asynchronous work that their on-campus professional teachers have assigned. These campuses are also a step in the right direction. However, going to and from a school campus five days each week significantly reduces asynchronous learning time at home, thus reducing academic potential.
What are some examples of private schools that fall under the CSL umbrella?
There are many nationally accredited CSL private schools currently operating throughout America. (a) The most notable group are members of University-Model Schools International. This is a name-trademarked association where every member uses the CSL model and is nationally accredited through a reputable source or is in the process of accreditation. (b) There are also hundreds of accredited CSL private schools operating independently around the country, and they will often vary in the hybrid terminology they use to describe themselves. An example of an independent CSL private school would be the International Community School in Winter Park, Florida. Another example would be Lucas Christian Academy in Lucas, Texas.
How Does CSL Differ from Blended Learning and Hybrid Learning?
Blended Learning and Hybrid Learning are normally synonymous with each other, and both always involve a combination of 2 delivery methods: in-person instruction and some form of online instruction. College-Simulated Learning focuses instead on a successful college experience that is modified to be a K12 school alternative. In addition, online curriculums are not required in a CSL school. Blended & Hybrid Learning also have broad applications (models) directed primarily at the upper grades, while CSL is narrowly defined based on a traditional college experience that involves all grades K-12. With Blended and Hybrid Learning, some models are 100% on campus where students simply rotate between online work and face-to-face instruction, and some models extend off campus where students simply observe classroom teachers via their computer. CSL, however, can never be accomplished 100% on campus since a significant timeframe must involve independent study off campus, as in college. To expand online curriculum options, Blended and Hybrid models frequently have designs that avoid or minimize parental involvement. CSL Schools always require parental involvement, and the level and type of involvement will differ appropriately for each grade level. And since parents are recognized as key factors in their children’s success, equipping parents is viewed as an essential role in a CSL School.