Enrollment at Georgia Cyber Academy
Georgia Cyber Academy is a tuition-free public, statewide virtual charter school that provides structured, teacher-led instruction for students across Georgia.
Enrollment Is Now Closed
Georgia Cyber Academy is no longer accepting new student applications for Semester 1 of the 2026–2027 school year.
Semester 2 enrollment opens November 2, 2026, for eligible students beginning classes in January 2027.
Please visit our enrollment page beginning November 2 to get started.
- What Learning Looks Like at Georgia Cyber Academy
- Is Georgia Cyber Academy the Right Fit for Your Family?
- Virtual School Done Right: Meet Our Families
- Still Deciding? Complete This Form and We'll Be in Touch
What Learning Looks Like at Georgia Cyber Academy
Students follow a structured daily schedule that includes live instruction, asynchronous and personalized learning, and targeted support. This structure helps students build consistency, accountability, and strong learning habits.
- The Role of the Learning Coach
- Primary Grades (K–2)
- Elementary Grades (3-5)
- Middle Grades (6-8)
- Secondary Grades (9-12)
The Role of the Learning Coach
A Learning Coach—typically a parent or guardian—is a critical partner in student success.
Teachers are responsible for instruction, assignment design, feedback, and progress monitoring. Learning Coaches support students by:
- Maintaining daily routines
- Monitoring assignment completion and progress
- Ensuring participation in scheduled instructional blocks
- Communicating with teachers and staff
Support is most hands-on in early grades and gradually shifts toward oversight as students become more independent.
Attendance, Engagement, and Expectations
Students are expected to:
- Attend scheduled live instruction
- Complete teacher-assigned work during asynchronous and personalized learning
- Meet deadlines and demonstrate progress
- Actively engage in their learning each day
Participation is measured through class participation, completed work, and academic progress.
Structured learning time is not optional and not unstructured free time.
Primary Grades (K–2)
Primary Grades (K-2)
Early learning at GCA focuses on building foundational skills through structured routines, live instruction, and close Learning Coach support.
The school day includes a consistent schedule with multiple instructional periods that combine live instruction, asynchronous learning, and personalized learning, targeted support, along with breaks and lunch.
Students at this level require active, hands-on Learning Coach support throughout the day to remain engaged, organized, and on track.
Sample Schedule
Primary Grades students follow a structured schedule that blends live teacher-led instruction, personalized learning, and targeted support throughout the school day. Strong Learning Coach involvement is essential in these early grades to help students stay engaged, organized, and on task.
PGB Sample Schedule
| Homeroom | 8:00 - 8:10 am | Homeroom |
| Period 1 | 8:15 - 9:15 am | Live Instruction and Asynchronous Learning |
| Period 2 | 9:15 - 9:30 am | Personalized Learning |
| Period 3 | 9:30 - 10:30 am | Live Instruction and Asynchronous Learning |
| Period 4 | 10:30 am - 12:00 pm | Personalized Learning |
| Lunch | 12:00 - 1:00 pm | Lunch |
| Period 5 | 1:00 - 2:00 pm | Targeted Support or Asynchronous Learning |
| Period 6 | 2:00 - 2:30 pm | Personalized Learning |
During the day, students participate in live instruction, complete teacher-assigned learning activities, and receive targeted support when needed. Personalized learning blocks allow teachers to assign activities aligned to each student’s strengths and skill development needs.
Definitions
Live Instruction
Live instruction is "teacher-led learning". These are focused, real-time sessions where the teacher guides the whole class through new concepts and skill mastery. They are designed to be engaging and fast-paced to help students stay on track and grow academically.
Asynchronous Learning
This is structured learning time when students complete teacher-assigned activities independently instead of attending a live class session. During this time, students may work through recorded lessons, guided practice, projects, or other assigned tasks.
Students are expected to complete assignments within the timeframe set by their teacher. Teachers monitor progress, review completed work, and provide feedback to help students stay on track and continue making academic progress.
Personalized Learning
Think of this as customized learning time. During these times, your student works on activities chosen by their teacher to match their individual strengths, needs, and skill level.
Much of this time is asynchronous, meaning students work independently through teacher-assigned lessons, activities, or practice. This allows students to focus on the specific skills they need to strengthen or master.
At times, personalized learning may also include synchronous support, where a teacher or staff member works directly with a student or a small group to provide additional guidance, clarification, enrichment, counseling, or support services.
Throughout this teacher-defined timeframe, teachers monitor progress, review completed work, and provide feedback to help students stay on track and continue making academic progress.
Targeted Support
Live, small-group support designed to provide focused clarification, intervention, or enrichment.
Teachers use student data to identify areas where students may need additional help or an extra challenge. They then work with small groups of students to provide focused instruction, practice, or enrichment.
PGB Learning Coach Expectations
Daily Support Is Essential
In the Primary Grades, student success depends on active, consistent Learning Coach involvement throughout the school day. Young learners require close supervision to participate in live classes, complete assignments, and develop foundational academic skills.
While certified teachers provide live instruction and academic guidance, they are not physically present with students. The Learning Coach serves as the primary day-to-day supervisor, helping students stay engaged, organized, and supported.
What Learning Coaches Do in K–2
Learning Coaches are expected to:
- Be physically present for most of the school day
- Support live class attendance and participation
- Monitor assignments, grades, and progress daily
- Enter attendance each school day
- Communicate regularly with teachers and school staff
This level of involvement is critical. Students who do not receive consistent adult support in K–2 often struggle to stay engaged and make academic progress.
Elementary Grades (3-5)
Elementary Grades (3-5)
Students continue to build foundational skills while developing increasing independence.
The school day follows a structured schedule that includes:
- Live instruction
- Asynchronous and personalized learniing
- Targeted support when needed
- A lunch period from 12:00 pm - 1:00 pm
Students benefit from consistent routines and ongoing learning Coach support while building responsibility and independence.
Sample Schedule
Elementary students continue to follow a structured schedule that balances teacher-led instruction, independent skill development, and targeted support opportunities.
EGB Sample Schedule
| Homeroom | 8:00 - 8:10 am | Homeroom |
| Period 1 | 8:15 - 9:15 am | Live Instruction and Asynchronous Learning |
| Period 2 | 9:15 - 9:30 am | Personalized Learning |
| Period 3 | 9:30 - 10:30 am | Live Instruction and Asynchronous Learning |
| Period 4 | 10:30 am - 12:00 pm | Personalized Learning |
| Lunch | 12:00 - 1:00 pm | Lunch |
| Period 5 | 1:00 - 2:00 pm | Targeted Support or Asynchronous Learning |
| Period 6 | 2:00 - 2:30 pm | Personalized Learning |
Students apply concepts introduced during live instruction by completing teacher-assigned tasks during personalized learning blocks. Teachers monitor progress and provide feedback to support continued growth.
Definitions
Live Instruction
Live instruction is "teacher-led learning". These are focused, real-time sessions where the teacher guides the whole class through new concepts and skill mastery. They are designed to be engaging and fast-paced to help students stay on track and grow academically.
Asynchronous Learning
This is structured learning time when students complete teacher-assigned activities independently instead of attending a live class session. During this time, students may work through recorded lessons, guided practice, projects, or other assigned tasks.
Students are expected to complete assignments within the timeframe set by their teacher. Teachers monitor progress, review completed work, and provide feedback to help students stay on track and continue making academic progress.
Personalized Learning
Think of this as customized learning time. During these times, your student works on activities chosen by their teacher to match their individual strengths, needs, and skill level.
Much of this time is asynchronous, meaning students work independently through teacher-assigned lessons, activities, or practice. This allows students to focus on the specific skills they need to strengthen or master.
At times, personalized learning may also include synchronous support, where a teacher or staff member works directly with a student or a small group to provide additional guidance, clarification, enrichment, counseling, or support services.
Throughout this teacher-defined timeframe, teachers monitor progress, review completed work, and provide feedback to help students stay on track and continue making academic progress.
Targeted Support
Live, small-group support designed to provide focused clarification, intervention, or enrichment.
Teachers use student data to identify areas where students may need additional help or an extra challenge. They then work with small groups of students to provide focused instruction, practice, or enrichment.
EGB Learning Coach Expectations
Guided Independence with Ongoing Oversight
As students enter grades 3–5, they begin developing greater independence, but consistent adult guidance remains necessary. Learning Coaches play a key role in helping students manage schedules, complete assignments, and maintain academic accountability.
Teachers provide live instruction and monitor progress, while Learning Coaches ensure that learning expectations are met at home.
What Learning Coaches Do in 3–5
Learning Coaches are expected to:
- Monitor daily attendance, assignments, and grades
- Support students in attending live classes on time
- Help students manage coursework and deadlines
- Maintain regular communication with teachers and staff
- Ensure accurate attendance and test integrity
Students in this grade band benefit from daily check-ins and structured routines to build strong academic habits.
Middle Grades (6-8)
Middle Grades (6-8)
Middle school students follow a structured daily schedule that supports increased independence and accountability.
Students participate in multiple instructional periods that include:
- Live instruction
- Asynchronous and personalized learning
- Targeted support and teacher guidance
Students are expected to take greater ownership of their learning while continuing to receive support from teachers and oversight from Learning Coaches.
Sample Schedule
Middle grades students follow a structured schedule with multiple instructional periods. These periods integrate live instruction, asynchronous learning activities, and targeted support opportunities.
| Homeroom | 8:05 - 8:15 am | Homeroom |
| Period 1 | 8:20 - 9:10 am |
Live Instruction and Asynchronous Learning or Targeted Support |
| Period 2 | 9:15 - 10:05 am |
Live Instruction and Asynchronous Learning or Targeted Support |
| Period 3 | 10:10 - 11:00 am |
Live Instruction and Asynchronous Learning or Targeted Support |
| Period 4 | 11:00 am - 12:00 pm | Personalized Learning |
| Lunch | 12:00 - 1:00 pm | Lunch |
| Period 5 | 1:05 - 1:50 pm |
Live Instruction and Asynchronous Learning or Targeted Support |
| Period 6 | 1:55 - 2:45 pm |
Live Instruction and Asynchronous Learning or Targeted Support |
| Period 7 | 2:45 - 3:05 pm | Personalized Learning |
Middle grades students begin developing greater independence while still receiving structured teacher guidance and clear academic expectations.
Definitions
Live Instruction
Live instruction is "teacher-led learning". These are focused, real-time sessions where the teacher guides the whole class through new concepts and skill mastery. They are designed to be engaging and fast-paced to help students stay on track and grow academically.
Asynchronous Learning
This is structured learning time when students complete teacher-assigned activities independently instead of attending a live class session. During this time, students may work through recorded lessons, guided practice, projects, or other assigned tasks.
Students are expected to complete assignments within the timeframe set by their teacher. Teachers monitor progress, review completed work, and provide feedback to help students stay on track and continue making academic progress.
Personalized Learning
Think of this as customized learning time. During these times, your student works on activities chosen by their teacher to match their individual strengths, needs, and skill level.
Much of this time is asynchronous, meaning students work independently through teacher-assigned lessons, activities, or practice. This allows students to focus on the specific skills they need to strengthen or master.
At times, personalized learning may also include synchronous support, where a teacher or staff member works directly with a student or a small group to provide additional guidance, clarification, enrichment, counseling, or support services.
Throughout this teacher-defined timeframe, teachers monitor progress, review completed work, and provide feedback to help students stay on track and continue making academic progress.
Targeted Support
Live, small-group support designed to provide focused clarification, intervention, or enrichment.
Teachers use student data to identify areas where students may need additional help or an extra challenge. They then work with small groups of students to provide focused instruction, practice, or enrichment.
MGB Learning Coach Expectations
Supporting Responsibility and Accountability
Middle school students are expected to take increasing responsibility for their learning, but they are not yet independent learners. Learning Coaches provide oversight and support to ensure students stay engaged, organized, and accountable.
Teachers deliver live instruction, assign coursework, and provide feedback, while Learning Coaches reinforce expectations at home.
What Learning Coaches Do in 6–8
Learning Coaches are expected to:
- Monitor academic progress and attendance regularly
- Ensure students attend and participate in live classes
- Support time management and organization
- Communicate with teachers as needed
- Address concerns early if a student begins to fall behind
Consistent oversight during the middle grades helps prevent academic gaps and supports long-term success.
Secondary Grades (9-12)
Secondary Grades (9-12)
High school students follow a structured course schedule designed to support graduation and postsecondary readiness.
The school day includes:
- Live, teacher-led classes
- Asynchronous and personalized learning
- Targeted support and academic guidance
Students are expected to manage their time, meet deadlines, and actively engage in their coursework while receiving ongoing support from teachers.
Enrollment availability for secondary grades may be limited based on capacity.
Sample Schedule
Secondary Grades 9-12 high school students follow a structured schedule that integrates live teacher-led instruction, personalized learning, and targeted academic support throughout the day.
SGB Sample Schedule
| Homeroom | 8:05 - 8:25 am | Homeroom |
| Period 1 | 8:30 - 9:35 am |
Live Instruction and Asynchronous Learning or Targeted Support |
| Period 2 | 9:40 - 10:45 am |
Live Instruction and Asynchronous Learning or Targeted Support |
| Period 3 | 10:45 am - 12:00 pm |
Personalized Learning |
| Period 4 | 12:00 - 1:00 pm | Lunch |
| Period 5 | 1:00 - 2:05 pm |
Live Instruction and Asynchronous Learning or Targeted Support |
| Period 6 | 2:10 - 3:15 pm |
Live Instruction and Asynchronous Learning or Targeted Support |
High school students manage a more independent schedule while maintaining consistent engagement with teachers and coursework. Teachers provide guidance, monitor progress, and offer targeted support to help students stay on track toward graduation.
Definitions
Live Instruction
Live instruction is "teacher-led learning". These are focused, real-time sessions where the teacher guides the whole class through new concepts and skill mastery. They are designed to be engaging and fast-paced to help students stay on track and grow academically.
Asynchronous Learning
This is structured learning time when students complete teacher-assigned activities independently instead of attending a live class session. During this time, students may work through recorded lessons, guided practice, projects, or other assigned tasks.
Students are expected to complete assignments within the timeframe set by their teacher. Teachers monitor progress, review completed work, and provide feedback to help students stay on track and continue making academic progress.
Personalized Learning
Think of this as customized learning time. During these times, your student works on activities chosen by their teacher to match their individual strengths, needs, and skill level.
Much of this time is asynchronous, meaning students work independently through teacher-assigned lessons, activities, or practice. This allows students to focus on the specific skills they need to strengthen or master.
At times, personalized learning may also include synchronous support, where a teacher or staff member works directly with a student or a small group to provide additional guidance, clarification, enrichment, counseling, or support services.
Throughout this teacher-defined timeframe, teachers monitor progress, review completed work, and provide feedback to help students stay on track and continue making academic progress.
Targeted Support
Live, small-group support designed to provide focused clarification, intervention, or enrichment.
Teachers use student data to identify areas where students may need additional help or an extra challenge. They then work with small groups of students to provide focused instruction, practice, or enrichment.
SGB Learning Coach Expectations
Oversight with Increasing Student Independence
High school students are expected to manage much of their learning independently; however, adult oversight remains essential in a virtual environment. Learning Coaches provide structure, accountability, and support while encouraging students to take ownership of their academic responsibilities.
Teachers guide instruction, assess progress, and support students toward graduation and postsecondary goals.
What Learning Coaches Do in 9–12
Learning Coaches are expected to:
- Monitor attendance, grades, and course progress
- Ensure students meet academic and graduation requirements
- Support communication between students and teachers when needed
- Reinforce accountability and time-management expectations
Even at the high school level, students who receive consistent adult oversight are more likely to remain engaged, motivated, and on track for graduation.
Is Georgia Cyber Academy the Right Fit for Your Family?
Georgia Cyber Academy (GCA) partners families and certified teachers to support student success within a structured virtual school environment. If you’re evaluating school options, this page will help you determine whether GCA is the right choice for your student’s academic goals and learning needs.
Structured Learning With Clear Expectations
At GCA, students participate in a structured instructional model that includes:
- Live, teacher-led instruction where teachers introduce new concepts and guide learning
- Asynchronous learning where students complete teacher-assigned lessons and coursework independently within set timeframes
- Personalized learning tailored to student needs, skills, and progress
- Targeted support through small-group instruction and additional guidance
All components work together within the school day to support mastery, application, and measurable academic progress.
How to Know if GCA Is Right for Your Student
GCA is most successful for families who value:
- Strong academic expectations and mastery-focused learning
- Active teacher involvement and clear instructional guidance
- Regular attendance and engagement in scheduled learning activities
- Parent or Learning Coach partnership in supporting routines and monitoring progress
Ask yourself:
- Does your student thrive with structure and clear academic expectations?
- Are you prepared to partner with teachers and stay engaged with your student's progress?
- Is a virtual learning environment appropriate for your family’s priorities?
If the answer is yes, GCA may be a strong fit — academically and culturally.
Structured Flexibility
GCA is designed to provide structure and accountability while also allowing for flexibility when appropriate.
Students participate in live instruction and complete teacher-assigned learning activities throughout the day. In some cases, students who demonstrate strong academic performance and the ability to manage their coursework independently may have access to increased flexibility while still meeting all academic expectations and deadlines.
Focused on Academic Achievement and Preparedness
Since 2007, GCA has been s committed to helping students build a strong academic foundation and prepare for future success.
Students are supported in pursing college, career pathways, and other postsecondary opportunities through a structured, standards-aligned instructional program.
Virtual School Done Right: Meet Our Families
Choosing the right educational path is an important decision. Hear directly from GCA families about their experiences and why they chose Georgia Cyber Academy for their students.
Primary Grades (K–2)
Meet Elai & Etai
Kindergarten students Elai and Etai love schooling with GCA and their mom, Elizabeth, has found it to be the right choice for them. Her young learners have thrived in virtual kindergarten while she has continued to work from home.
Meet Caleb
Caleb likes the variety of activities including quizzes, using his math manipulatives, and learning to tell time. He also enjoys chit-chat time in class and loves that he has time to visit the park.
Elementary Grades (3-5)
Meet Jack
As a 5th grade student, Jack has has learned self-discipline while also experiencing social growth and development. Live classes have been beneficial while building models and doing other extracurricular projects have enriched the online experience.
Meet Gabriel
As a 4th grade student, Gabriel has been appropriately challenged at GCA. Classes are fun and he enjoys begin on camera, using the microphone and chatting with his peers in class.
Middle Grades (6-8)
Secondary Grades (9-12)
Still Deciding? Complete This Form and We'll Be in Touch
Questions? We're Here to Help!
We're here to help you through the process. Visit our Enrollment FAQs or contact enrollment@georgiacyber.org or call (470) 400-7887.