ASA classes are one of the primary ways that ASA fulfills its mission and vision. Classes are held on one day once a week, with most classes lasting for two hours. Students may choose to take as many or as few classes as they wish.
Classes are usually mentored by Parent Members. Students register for classes during Fall and Winter registration.
ASA classes that take place at the same time are considered a block of classes and are called Blocks. The class schedule is usually as follows:
8:15 - 9:10 Block 0 (includes Student Council)
9:15 - 9:35 Core
9:45 - 11:40 Block 1
11:40 - 12:25 Lunch
12:30 - 2:25 Block 2
2:30 - 4:30 Block 3
Block 1 and 2 are usually reserved for academic and leveled classes. Block 3 is usually classes that are All Levels.
The Class Schedule for each year is created by the Schedule Committee, which has historically been composed of all members of the Board.
The Board will send out a survey to Parent Members in January or February to find out which classes students are interested in taking and Parent Members are interested in teaching the next year. Parent Members may also recommend classes they would be interested in seeing provided by another mentor or classes they would be interested in creating.
The Board determines which classes will be offered the next year and invites Parent Members to mentor a specific class. The Board then puts together a tentative draft which is presented at the Spring Meeting. Parent Members can give feedback on the schedule, but all decisions regarding the schedule are finalized by the Board.
The schedule is finalized prior to Fall Registration. The final schedule is also posted on the website.
For more information regarding the schedule making process, see Section 9.2.7.3.
ASA operates on a two year rotation, so that each student has the opportunity to stay at the same class level for multiple years to explore learning in different ways, and can move to a new level as they are ready. There are approximately five classes each hour and students usually have at least two classes each hour that would be appropriate for them. Each student has the opportunity to stay at the same class level for multiple years to explore learning in different ways, and can move to a new level as they are ready.
ASA Humanities classes are interdisciplinary in nature. Every class has an English and History component. In general, we rotate the focus of the English classes between focus on the style of writing (grammar, sentence formation, paragraphs, style of essays and research papers) and focus on learning through writing (tackling and expressing your ideas through writing and other formats). We also generally rotate the history components of the class between world and American history.
The following is an example of how classes can rotate. However, variation occurs each year as the Board assesses the needs of students and resources available as they create the schedule.
Red Year (Odd year start)
Apprentice Level (12-14)
Fun with Math
America's Foundations -Interdisciplinary Study of the formation of the United States (including History, Constitution Study, Reading, and Writing focusing on personal expression and content rather than style).
Humanities or writing class
Fun w/Biology or Animal science
Journeyman Level
Expanding Horizons - Interdisciplinary study of American history from 1800 through World War I, including study of history as a series of patterns and cycle and using writing as a key tool to think critically. (Geared towards 14/15 year olds with age range 14-18)
World Traveler - Geography
Master Level
Age of Empires - Interdisciplinary study of great medieval empires, including arts and history inspired writing assignments, and creative projects from the technology, architecture, fine arts, or literary arts.
(Geared towards 14/15 year olds with age range 14-18)
One or two high-school level science classes
America's Promise - Capstone Class - Interdisciplinary study of Modern United States 1920- present (History, Humanities, English, reading and writing a full-length, college-level paper)
Gold Year (Even year start)
Apprentice Level (12-14)
Ignite (Introductory scholarship through unit studies)
Words Alive - Interdisciplinary Study of World history through the Middle Ages (English - focus on early grammar and sentence and paragraph formation, History, Humanities)
Humanities or writing class
Fun w/Physical Science
Journeyman Level
Mighty Pen - Interdisciplinary Study of world history middle ages to early 1900s (History, Humanities, and English - focus on five paragraph essay)
Pillars - Interdisplinary study of Reasoning and Truth (Science, Philosophy, Mathematics, English and your own spiritual study)
Master Level
Literary Analysis - Read and Analyze age appropriate novels. (Geared towards 14/15 year olds with age range 14-18)
One or two high-school level science classes
Current Events/Civics - Capstone Class - (Interdisciplinary study of History, Humanities, Reading, and Writing - focus on college Level presentation of deep level thinking)
ASA divides classes into different “levels” to help distinguish the level of critical thinking, maturity and homework required to successfully participate in the class. Although classes are not strictly divided by age level or grade, in general it can be helpful to think of the levels as follows:
Apprentice - 12-14 yrs old
Journeyman - 13-16 yrs old
Master - 14-18 yrs old
Capstone - 16-18 yrs old
While there are exceptions, we have found that students do best if they don’t rush to the next level but instead strive to get more out of classes that match their age. They also benefit socially from staying with their peers.
However, each student should choose their own level of scholarship, based on how much they are willing to commit and the level of interest that they have.
Prior to Apprentice-level classes, students have had a wide variety of experiences with studying on a regular basis. Some have done little formal education and others come from public school, as well as everything in between. Apprentice classes introduce students to a more formal academic setting and give them the opportunity to practice academic and social skills, both in the classroom and at home. Many students who are ready for Apprentice level classes indicate that they feel too old for “children’s” activities and begin to express a desire to be with other teens.
Students in Apprentice-level classes are invited to do class homework and are often motivated with awards, incentives, and passing off certifications. Students are also introduced to a more structured setting for learning, including beginning homework.
At this level, students usually (but not always):
Express a willingness and desire to engage in a more structured learning environment with mentors, peers, and assignments.
Are willing and committed to completing about 1-2 hours homework a week per class.
Can read fairly fluently at a middle-grade level but may just be beginning to write.
Parents can help an Apprentice-level student by teaching them how to manage their time and guiding them as they plan what homework they need to do. It can be helpful for a parent to check in with their student on a daily basis.
Students are never forced to do their school work but encouraged with reminders and support. Some students at this level also choose to not do any homework.
At the Journeyman Level, students begin to take greater initiative for their studies. They also show commitment and persistence when classes become difficult or are no longer "fun."
Students begin to or are already studying regularly and submitting to a mentor. They are learning more complex study skills and how to study for longer periods of time. They usually are consistent in fulfilling their commitment to complete assignments.
As they move through this level, students usually (but not always):
Choose to work and diligently study without necessarily receiving an external incentive.
Complete assignments and show commitment to consistent study (2-3 hours a week per class).
Engage a personal writing mentor (highly recommended, but not required).
Parents can help by continuing to teach Journeyman-level students how to manage time. At the beginning of Journeyman stage, parents may still need to check in daily. As students mature through this level, parents often move to checking in weekly.
Many students at this level choose to do some or all of their homework, but some still do not. Mentors continue to inspire but never force.
At the Master Level, students have acquired the skills needed in different scholarly areas and are now ready to actively participate in their own education and apply it in ways that make the world a better place.
Students at this level can be actively studying from 6-12 hours a day, 5-6 days a week, on their own because they want to. They actively take personal responsibility for their own education.
At this level, students usually (but not always):
Have successfully shown previous scholarly commitment by consistently studying and completing assignments.
Choose to study and participate fully in each of their classes (3-5 hours a week per class).
Engage a personal writing mentor (as needed).
Parents can support students at this level by reading papers, attending presentations, and discussing ideas, as well as helping students plan and stay on track with their scholarly goals. Students usually do most or all of their homework, although some may still choose not to.
Capstone classes, synthesize high level concepts and are reserved for Junior and Senior Level Masters students.
Students are expected to attend the classes they are registered for. If a student is visibly sick, they should not attend class. If they are not able to attend, it is respectful to let the mentors know but not required. Students should not wander the halls or attend classes that they are not registered for.
A student who is sick should stay home from class out of respect for their fellow students and mentors. Many individuals at ASA are immunocompromised, and this helps everyone stay safe. See Section 13.5 for our full illness policy.
Occasionally, a student or parent will ask if they can bring a friend or extended family member to class. While this can seem like a good idea, experience has shown this is often disruptive to both the student making the request and the other students in the class.
As a general rule, it is best to not allow a non-registered student to participate in a class unless their parent is present. Mentors make the final decision. A non-registered student is not allowed to come to class more than twice in a school year.
Waitlisted students and their parents are welcome to come and observe ASA to see if it will be a good fit for their family. This visit is overseen by a member of the FSC.
In order to visit, a parent should contact the FSC. A member of the FSC coordinates with the parent to arrange a time when the parent and potential student(s) want to observe. The family may observe for all or part of the day.
Once the observation day is confirmed, the FSC member contacts the mentors of each class the student(s) could observe so that the mentors can give permission and plan accordingly. The FSC member has the student(s) observe the classes that most closely match their age. A parent may observe as many classes as they wish.
A member of the FSC should arrange to meet with the family at the building before they begin their observation to answer any questions, show them around the building, and introduce them to the mentors whose class they will visit first.
The mentors make every effort to welcome the observing family and allow the student(s) to fully participate. A parent needs to be in the building with a potential student(s) at all times. However, the FSC member does not need to stay the whole day with the observing family.
Observing families should not participate in classes that are going on field trips or leaving the building. Younger siblings who are not ASA age may not come observe with an observing parent.
The Core class brings the entire ASA student body together each week. The Core class is held during the first 15 minutes of Block 1, which is 15 minutes longer than other blocks. All students are strongly encouraged to attend Core Gathering.
Core Gathering meets the following key needs at ASA:
Create community between students of all ages as all ages meet together.
Easily make school-wide announcements.
Provide time for school-wide training on topics that relate to everyone (ASA culture, Code of Conduct, etc)
Provide a buffer for students who are running a few minutes so they are still on time for Block 1 classes.
Core Gathering can include an opening prayer, announcements, and a short topic-based activity or discussion.
Core Gathering is overseen by the Activities Committee and run by the Student Council.
MAC (Mentor Assistance Class) is provided for mentors who need someone to take care of their younger children while they are teaching. MAC is not a class that includes assignments, homework, or incentives. MAC is also not considered babysitting or childcare.
Children who participate in MAC should be excited to come each week to play with their friends and participate in engaging activities. Many of these children are future ASA students, and MAC is an opportunity for them to build friendships that will continue during their scholar years.
MAC is offered during Blocks 1, 2, and 3 if there are mentors who need help. MAC is overseen by a member of the Mentor Support Committee.
The ASA two-deep leadership policy applies to MAC, and MAC mentors are responsible for getting a sub if they cannot be in class. (See Section 8.9.3)
MAC mentors focus on the needs of the children and make the time meaningful. MAC mentors can plan engaging games, crafts, books, and a snack each week. MAC mentors should use the time to interact with the children versus just chatting with each other.
MAC Mentors should try to arrive about 15 minutes before class starts so class mentors can drop their children off before class starts.
MAC Mentors are also encouraged to take the children outside except in cases of extreme weather. Parents are encouraged to have their children dress for inclement weather. MAC should never travel more than a 10-minute walking distance from the building.
Snacks are usually served during each MAC block. Snacks should be simple and fresh whenever possible. MAC mentors should check with parents regarding food allergies. All snacks must be served in non-carpeted areas or outside to respect the building rules. (See Section 10.2)
If screen entertainment is shown, MAC mentors may use the portable tv by signing up in the Info Center on the website if a mentor for a scholar class does not need it.
Some MAC supplies are stored in the ASA closet, but MAC mentors also plan and bring activities each week. Each MAC class has a budget based on the tuition for MAC that mentors can use to purchase supplies and activities.
If mentors leave ASA during their class because of a field trip, they need to inform the MAC leaders that they will not be available in case an issue arises.