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Placement Information

Placement Process
One critical factor for restful learning is the proper placement of students. If you are unsure which level is the best fit for your student, reach out to the instructor you are considering. Once registered, anticipate contact regarding placement evaluations from instructors by May 15th and throughout the summer. Students must be registered to enter the placement process. Early placement exams may allow time for tutoring or additional review based on the outcomes. See more about placement evaluations in our Student-Parent Handbook.

Math Placement Process
For registered students, please anticipate contact regarding placement evaluations from instructors by May 15th and throughout the summer. Students must be registered in a math course to receive a placement assessment. Math classes have a detailed and specific placement process.
Read more about the math placement process here.

Watch the math placement process video with our department chair, Dr. Fransell Riley, here.

See the Math Scope and Sequence here.

The objective of the Pre-Algebra course is to continue the gradual transition from arithmetic to algebra. Students will build upon skills learned in arithmetic and master solving equations. Students will build on their fluency in rational numbers and expand their knowledge to roots and irrational numbers. They will develop fluency in the laws of exponents, and solving complex multistep equations and inequalities. They will take their first steps towards understanding relations and functions, domain and range, and systems of equations. Expanding on their geometry foundation, students will learn the Pythagorean Theorem and its uses as well as transformations, congruence, and similarity of shapes. They will develop 21st-century skills in analyzing data. Students will develop and practice problem-solving skills by working on challenging problems, including competition-level problems. Students will delve into the history of Algebra and participate in philosophical discussions of the course content. 

They will complete portfolio projects that deepen their understanding of the concepts, appreciate the role of mathematics in God’s creation, and lead them to explore real-world applications of mathematics. Throughout the course, students will be led to see mathematics as a tool to solve real-world problems. They will practice different problem-solving strategies: Solve an Easier Problem and Solve a Subproblem.

The teaching of a new concept opens with a brief review of previously covered content. This review connects the previous lesson to the current lesson. The premise of the current lesson is presented via a question or idea. The students now have a puzzle or idea that they want to explore. As we delve deeper into answering the question at hand, we begin to discover the new mathematical concept. We use our prior knowledge and intuition to uncover a new truth about mathematics. Once this truth has been uncovered, we begin to work examples; first as a class and then as individuals or in groups. As our understanding of the concept deepens, we extend our knowledge base to include specific cases or situations that lead to minor adjustments in the truth that we have uncovered – thus expanding the truth. We use a variety of methods to uncover new truths. The most frequent method is a Socratic-style discussion that the entire class participates in. A discussion takes place that reveals the relevance of this truth in our mathematical studies or our daily lives (real-life application). 

Each teacher has a unique presentation style in delivering the aforementioned experience. Sometimes the teacher leads the discussion using questions; following the example set by Socrates.. Sometimes a problem is presented and the students take the lead in finding a solution based on extending previous knowledge. Sometimes students participate in a hands-on activity to discover new truths. Sometimes a short lecture or presentation is required, however, we aim to minimize lecturing, especially before high school. 

Students continue to study the new truth and deepen their understanding of it via homework, classwork, projects, and assessments. Since our classes do not meet 5 days per week, students must spend time studying the concepts outside of class. This also helps students grow in their ability to think and work math concepts independently which is required for future math classes. For this reason, we ask that parents minimize the assistance that students are given on assignments. If a student receives an A on an assignment, it should be a true indication of their independent ability as the teacher interprets this A as independent mastery. 

Review assignments or classroom review activities are utilized to assist students with opportunities to retain or improve their mastery. Assessments are directly or indirectly cumulative and serve as an opportunity to deepen their learning. Assessments are not meant to be a regurgitation of previous homework assignments.

Students who are adequately prepared to take this course will have mastered (can work independently without prompting):

  • Can add, subtract, multiply, and divide negative numbers including negative fractions and decimals.
  • Solve percent problems (taxes, tips, interest, etc…)
  • Understands proportional relationships and can solve proportions
  • Solve 3-step equations; ex: 3(6x - 4) = 15
  • Calculate probability of simple and compound events
  • Classify Angles
  • Calculate Area of Polygons, Circles, and Composite Figures
  • Calculate Volume and Surface Area of 3D Figures
  • Translate multi-step verbal problems into expressions or equations

Required Materials:
Books and supplies are not included in the purchase of the course.

For Class with Fransell Riley

  • Digital Homework: ALEKS 
    • ALEKS delivers textbook practice problems to the students in a manner that promotes mastery and retention. Students work all problems on paper and turn them in for the instructor to review. Students are required to correct their work using ALEKS’ step-by-step solution; thus, they learn from their errors before trying another similar problem. 
    • Purchased via the instructor ($40) by 7/31. Info. will be sent via email in June.
  • Paper Textbook (Optional): Reveal Math Course 3 Vol 1 and Vol 2
    • The instructor does not teach from the book but uses it for example problems and structure. Thus, many students do not make use of the textbook. Therefore, its purchase is optional. Notwithstanding, this book has a superb organization of content with less arithmetic review, and a superb presentation of linear functions. 
  • Mathematics for the Nonmathematician Excerpts (used print or digital is ok)

    • This text will be used to learn some of the related history and philosophy of the concepts covered.
  • Digital tablet. Choose from: Wacom Intuos, Huion, XP-Pen, or other.
  • Three-ring notebook with five dividers or 5 subject spiral
  • Binder Pencil Pouch with multiple sharpened pencils, erasers
  • **Scientific Calculator Examples: **TI, Sharp, other
  • Notebook Paper and Graph paper
  • **Free web accounts: **, desmos.calculator,
    • Ziteboard is used often as a virtual classroom chalkboard, the others are used sparingly

Christina Royals began her journey as an educator in 2005 and holds a B.S in Middle Grades Education with certifications in ELA, Math, and Gifted as well as a Minor in Music. She has spent much of her career as a math instructor in a variety of instructional settings in Georgia. She is joining the Scholé Academy instructional team as a mathematics instructor and is excited to share her joy and passion for the content with young, eager learners. Christina feels it is a blessing and a “calling” to be allowed the opportunity to assist children with their academic progress. She enjoys showing even the most apprehensive students that math doesn’t have to be scary, and they CAN find success! When she isn’t engaged in math teaching, you can find her playing with her sprightly toddler, enjoying walks at parks, or reading in her hammock. She also loves crossword puzzles and math logic puzzles such as KenKen, Sudoku, and Suguru! (Expect to see those pop up during class sessions to challenge the students!) Christina was born, raised and continues to live in sunny Savannah, Georgia with her son and husband. Además, Christina habla español porque su marido es de la República Dominicana!

Dr. Fransell Riley, Chair of Math Department spent most of her career working as a quantitative analyst. She earned her PhD in mathematics from the University of Texas at Arlington with every intention of remaining in corporate America. Though she enjoyed her work, she ultimately responded to an internal call to pursue a passion for educating students, including her own children. Fransell has taught math and science to students of all ages from elementary school to college. While teaching, she noticed that her natural teaching style aligned almost perfectly with the concepts of classical education. She takes a holistic approach to teaching and involves her students in discussions aimed at developing a deeper understanding of the concept being taught with the desire that student learning extend beyond memorizing algorithms. Fransell has a passion for mathematics and seeks to share that passion with the next generation. Beyond math, Fransell enjoys spending time with her husband and 2 sons. They are all athletes and nature lovers; they enjoy participating in sports, hiking, exploring nature, and traveling. When they aren’t enjoying God’s creation, you can find them indoors reading or watching reruns from the Star Trek series.

Marv Retzer, Chemistry Instructor, began teaching in 1977. He holds a Bachelor of Science degree in Elementary Education from Grace College, a Master of Arts degree in Christian School Administration from Grace Theological Seminary and completed EdD (ABD) studies at Ball State University in Educational Leadership with a Curriculum cognate. Mr. Retzer began his undergrad studies in medical research before switching to Elementary Education and, with his extensive Math and Science background, has taught MS-HS Math and Science classes for over 20+ years in addition to work in administration. Mr. Retzer’s personal scientific “love” is for Chemistry and he was privileged to receive a summer Eisenhower Fellowship in the 1980’s to study Microscale Chemistry at MIT in Boston. “All things were made through Him, and without Him was not anything made that was made.” (John 1:3 ESV) Mr. Retzer’s goal is for all students to see the majesty and power of God in creation through the study of Science.

Amy Sherman is an experienced Secondary Math teacher. She has spent the past 16 years teaching grades 6-12 in public and private schools, and as a private tutor. She holds a B.S. in Organization Communication from Oklahoma Christian University, and holds Texas Educator Certifications in grades 4-8 and grades 8-12 Mathematics. As an educator she works to create opportunities for students to succeed and grow in confidence, as well as opportunities to struggle without being defeated. Her goal for her class is to have a learning environment that encourages contemplation and a genuine appreciation for the subject matter. She has a desire for her students to see the whole in every part, and to recognize the beauty and patterns in mathematics.

Amy lives in Houston with her husband and 3 children. They are active parishioners at St. Anthony the Great Orthodox Church, where Amy teaches Church School and serves on the Church School Leadership Committee. In her spare time, she enjoys cheering on her kids at their sporting events, and watching old movies with her family and their orange cat, Todd.

Quarter 1

  1. Laws of Exponents (include problems that require 4+ steps)
  2. Scientific Notation
  3. Operation with Scientific Notation (without converting to standard form)
  4. Terminating and Repeating Decimals
  5. Compare and Order Rational Numbers
  6. Roots
  7. Solve 3+ Step Equations and Advanced Equations (with fractions)
  • The order in which topics are presented may vary according to instructor and course section.

Quarter 2

  1. Identify and Compare Functions
  2. Properties of Functions (linear and nonlinear)
  3. Dimensional Analysis (Create Conversions Factors)
  4. Solve Systems of Equations (using substitution and graphing)
  5. Determine the number of solutions in a system of equations
  6. Factor algebraic expressions
  • The order in which topics are presented may vary according to instructor and course section.

Quarter 3

  1. Slope of a Line
  2. Direct Variation
  3. Slope Intercept Form
  4. Scatterplots
  5. Lines of Fit
  6. Two-way Tables
  7. Interpret qualitative graphs
  • The order in which topics are presented may vary according to instructor and course section.

Quarter 4

  1. Similar Triangles (using proportions NOT SAS, SSS, ASA, etc)
  2. Angle Relationships and Parallel Lines
  3. Pythagorean Theorem and Converse
  4. Distance and Midpoint Formula
  5. TransformationsCongruence and Silimarity
  6. Volume of Cylinders, Cones, and Spheres
  • The order in which topics are presented may vary according to instructor and course section.

Red checkmarkComputer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.

Red checkmarkHigh-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.

Red checkmarkWebcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)

Red checkmarkHeadset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm

Red checkmarkZoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. unnamed-e1455142229376 To download Zoom:

  1. Visit
  2. Click to download the first option listed, Zoom Client for Meetings.
  3. Open and run the installer on your computer.
  4. In August, students will be provided with instructions and a link for joining their particular class.

Red checkmarkScanner: In this class, students frequently submit homework assignments by scanning pages from their workbooks. Students and/or their parents should have easy access to a scanner and the ability to use it.


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Explore our courses!

First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.


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Read the Student-Parent Handbook.

Please take careful note of our teaching philosophy, our technology requirements, our school policies, the parent agreement, and the distinctions between our grade levels.

Double-check the course section dates and times.

Make sure they don't conflict with other activities in your schedule or other courses you are purchasing. Our system will not catch double-bookings!

You're ready to add course selections to your cart!

Our Assistant to the Principal will be in touch with you after your enrollment to help you with next steps, including any placement evaluations that may be required for your course selections.

This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.

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