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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 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.

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.