Enrollment and Placement
To help ensure that students enroll in the correct course levels, Scholé Academy requires many students to complete placement evaluations. Placement evaluations are only provided to students after the corresponding course registration has been completed. A placement assessment will be required in the following situations:
- if the student falls outside of the stated age/grade range for the class.
- if the student needs to demonstrate a certain level of skill and proficiency for the course.
- if the student has completed prerequisite requirements somewhere other than Scholé Academy (e.g., at home or with another school). In this case, our instructors will need to verify that the student has adequately fulfilled the prerequisite requirements.
- if a placement assessment has been recommended by a Scholé Academy instructor.
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. Parents are encouraged to connect with the Scholé Academy Principal and/or with the course instructor to make the best enrollment decision for their student.
Registration is not finalized until the student’s placement assessment has been returned by the course instructor with placement confirmation.
There is a $75 deposit built into the cost of each course.
- Withdrawals requested before May 1 are granted a full refund, including the full $75 deposit.
- On May 1 and before July 31 withdrawals are granted a full tuition refund less the $75 deposit.
- On August 1 and before the drop/add deadline, withdrawals are granted a ½ tuition refund
View our full assessment policies and enrollment and withdrawal policies in the 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.
- Scholarship Skills and Prerequisites
- Course Materials
- About the Instructor
- Technical Requirements
While the first six books of Euclid’s Elements serve as the skeleton for the course, another element of the course will be spent synchronizing Euclid with what students taking the ACT and SAT can expect to face regarding Geometry. That material will be taught in conjunction with Euclid’s Elements throughout the course. The third strand of the course will entail a historical/Theological look at the material: students will learn the story of math as it developed in the ancient Greek world as well reflect on what Geometry teaches us concerning God and His creation.
In this way, students will reason their way through the first six books of Euclid’s beautiful and timeless work and see how modern people have adapted (and often reduced) his study. Students will also reflect on the historical development of Geometry while pondering its theological implications.
The objective of this Geometry course is to serve as a study of Geometry from both a classical and modern perspective, exploring parallels and contrasts between the two. The course will follow the path set by Euclid of studying definitions, postulates, and theorems. They will develop logical and spatial reasoning as they work on writing proofs weekly. This study will serve as a backdrop as we utilize the theorems to solve modern geometric problems. Students will study angles, lines, triangles, polygons, circles, area and volume, coordinate geometry, and trigonometry. Students will explore connections between math and everyday applications through problem-solving and hands-on activities. They will study Greek Geometry, Euclid and Descartes, the history of geometry and what led to its merger with Algebra. Thus, they will understand geometry from a classical view- point and both modern viewpoints (proof-driven versus Algebra-driven).
Placement: Please read about our new process above.
To do well in the course, students coming should have a few prerequisites. Make sure each of these things is true of you. If you are unsure, let’s talk about it, and we can decide together whether or not the class will be a good fit for you. Ideally, every student who displays the following characteristics should be able to do well in the class.
- Has taken and understood the content of an Algebra I course.
- Is comfortable thinking abstractly.
- Displays academic tenacity and enjoys the challenge of working through problems.
- Is able to take notes and keep an organized binder or notebook.
- Keeps track of when assignments are due and do not fall behind in coursework.
- Possesses basic computing skills: accessing assignments, scanning documents, emailing, and managing files without significant help from parents.
High School Credit: This course is the equivalent of one high school credit in mathematics.
Sections 2 & 3
For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.
- With Parent Support: Skills that most lower school students will need help with.
- Developing: Skills that the instructor will help develop and emphasize throughout the year.
- Mastered: Prerequisite skills that the instructor is expecting students to possess.
- All prerequisite skills for Algebra 1
- Rational Exponents
- Simplifying and Operations with Radical Expressions
- Solve Multi Step Equations including those with Absolute Value
- Identify Functions, Domain, and Range from Multiple Representations
- Identify Properties of Graphs
- Writing Equations of Lines
- Arithmetic and Geometric Sequences
- Solve Two-Step, Multi-Step, Compound, and Absolute Value Inequalities
- Solve Systems of Equations and Inequalities
- Exponential Equations and Functions
- Adding, Subtracting, Multiplying Polynomials
- Factoring Binomials and Trinomials
- Graphing and Transforming the Quadratic Equation
- Identifying and Solving Quadratic Functions
- Measures of Spread: Variance, Standard Deviation
- Distribution of Data
- Compare and Summarize Data
- Be able to manage Schoology assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Schoology notifications for the class, view class notifications when posted, etc.).
- Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to respectfully and wisely engage with other students and the instructor on Schoology discussion boards.
- Be able to respectfully, wisely and formally engage with instructor through private Schoology messaging.
- Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
- Be able to hand-write answers in complete sentences.
- Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
- Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.
- Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
- Be able to build a logical, well-reasoned argument through a written essay providing sound reasoning (i.e. true premises, valid arguments, sound conclusions).
- Be able to request a family or peer to edit submissions, but understands these requests should be for the purposes of raising important questions for the student to consider and suggesting minor edits. The student understands that family or peer editors should not be reworking of sentences, redefining terms, building new concepts, building arguments or writing passages for the student.
- Be able to build and use alphanumeric outlines as part of the writing process.
- Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
- Be able to self-edit written submissions for grammar and spelling mistakes.
- Be able to read material independently and identify the information which might be relevant to course discussions and objectives (even if the student doesn’t fully understand all of what’s being read).
- Be able to mark, underline or highlight important words, definitions or concepts within a text being read both while reading independently and reading corporately as a class.
- Be able to identify key terms in a passage, and follow the author’s argument.
- Be able to read material independently and identify questions which require clarification or further explanation from the instructor.
- Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.
- Be able to type short answers in complete sentences.
- Be able to type paragraph essays (short essays, and 5 or more page essays).
- Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
- Be able to employ MLA citations for (for quoted material and referenced material) through the use of footnotes or endnotes, bibliography, work-cited page. Student should have a concept of what plagiarism is and know how to avoid it.
- Follow along with instructor-led note-taking and record notes during class.
- Follow along with instructor-led workbook completion and record answers during class.
- Be prepared to thoughtfully answer questions when called on in a group setting, during class.
- Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.
- Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
- Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
- Be responsible to study at home for quizzes, tests and other assessments.
- Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.
- Be able to schedule and manage multiple projects from multiple instructors and courses.
- Be able to schedule time outside of class to complete independent review of materials.
- Be able to determine the best places and ways to study at home (i.e. quiet, undistracted, utilizing various methods of review (auditory, written, visual, practice tests, flashcards, etc.).
1. Euclid Elements, Heath Translation (choose one option below)
- Free web version: Clark University, org
- Free PDF: Wilbour Hall, Univ Texas with Greek
- Purchase Print Book: Amazon (this should not be necessary unless it is your preference)
- This book will provide our classical viewpoint of geometry, including writing proofs. We will discuss Euclid’s proofs, compare them to modern textbook proofs, and write our own
2. Digital Textbook: Reveal Geometry with ALEKS
- The instructor does not teach from the book but uses it for example problems, class work problems, student reference, and course structure. The book represents the mod- ern viewpoint of geometry; solving geometric problems using algebra, which students need to learn to prepare for future courses, real world applications, and future exams. Notwithstanding, this book also covers logical reasoning and writing
- ALEKS delivers practice problems to students in a manner that promotes mastery and retention. Students work problems on paper and turn them in to the instructor for re- view. Students are required to correct their work using ALEKS’ step-by-step solution; thus, they learn from their errors before trying another similar problem. This provides students the opportunity to learn to solve geometry on paper and digitally, which is a 21st century
- Purchased via instructor ($40) by 5/31. Info. will be sent via email in
3. Mathematics for the Nonmathematician (used print or digital is ok)
- This text will be used to learn some of the related history and philosophy of the con- cepts covered. Provides students with interesting and challenging
- 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, protractor, and a drawing com- pass or bullseye compass, square patty paper (we do not need this much patty paper, so you can opt to use typing paper or similar) — these are examples only, less expensive items are acceptable
- Scientific Calculator Examples: TI, Sharp, other
- Notebook Paper and Graph paper
- Free web accounts: desmos.com, ziteboard.com, desmos.calculator,
- Ziteboard is used often as a virtual classroom chalkboard, the others are used sparingly
In addition, the instructor will provide pdf files or problems from various sources.
- Paper versions of the digital textbook (this would be in addition to the digital text, not instead of): Textbook Vol 1 and Textbook Vol 2. Used from Amazon: Textbook Volume 1 and Textbook Volume 2
*Required materials are not included in the purchase of the course.
Dr. Fransell Riley 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 two 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. email@example.com
Sherry Joslin earned her BS in Electrical Engineering from the University of Arkansas and holds a MA in Science and Religion from Biola University. She and her husband Brian live just south of Forth Worth in Burleson, Tx.
With over 12 years of experience in the classroom and as a homeschool mom, she has taught every grade K through 12th. Her classroom experience includes Logic, AP Physics, Honors Geometry, Algebra, Singapore Math and more. Prior to teaching, Sherry worked in Mission Control as a NASA engineer. When asked why she left, she explains that children are far more complicated than space shuttles, and that her greatest accomplishment has been in the role of mentoring and educating her three children who are living for Christ as young adults.
Sherry is passionate about showing students how the relationship between faith and science is not one of conflict but of qualified agreement; and before attending university, students should be confident that the Christian worldview provides a coherent understanding of both reality and their place in it as children of God.
Computer: 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.
High-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.
Headset: 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
Zoom: 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. To download Zoom:
- Visit zoom.us/download.
- Click to download the first option listed, Zoom Client for Meetings.
- Open and run the installer on your computer.
- In August, students will be provided with instructions and a link for joining their particular class.
Digital Tablet: Using a digital tablet in class allows students to more fully engage the course content by working out math problems on the digital whiteboard. We recommend using a Wacom Intuos tablet like this one, though similar products may be used.
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.
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.