View a Day in the Life of a GCA Family

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.

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)

Students continue to build foundational skills while developing increasing independence.

The school day follows a structured schedule that includes:

• Live instruction
• Asynchronous and personalized learning
• 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.

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 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.

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)

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.

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.

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.

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.

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

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.

Elementary students continue to follow a structured schedule that balances teacher-led instruction, independent skill development, and targeted support opportunities.

EGB Sample Schedule

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.

Middle grades students follow a structured schedule with multiple instructional periods. These periods integrate live instruction, asynchronous learning activities, and targeted support opportunities.

Middle grades students begin developing greater independence while still receiving structured teacher guidance and clear academic expectations.

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

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.