Student & Parent Handbook
Mission
The Well-Trained Mind Academy is based on the expert advice, carefully selected curricula, and classical model described by Susan Wise Bauer and Jessie Wise in The Well-Trained Mind: A Guide to Classical Education at Home. This bestselling guide to classical education and home schooling was first published in 1999 by W.W. Norton. It is now in its fourth (2016) edition, and has been used by over half a million parents worldwide, as well as by hundreds of co-ops, charter schools, and private schools. The Well-Trained Mind offers a step-by-step, grade-by-grade, subject-by-subject guide to the classical pattern of education, along with curricula recommendations, book lists, and more.
The Well-Trained Mind Academy was founded by Susan Wise Bauer to give parents additional help in carrying out the goals of classical education. Susan holds a BA, MDiv, MA and PhD, the last two from The College of William and Mary in Virginia. Susan has drawn on her academic training, extensive research, two decades of home schooling four children through high school, her own past as a home schooled student, and over fifteen years of college teaching experience to help shape the Academy classes into rigorous, flexible training for middle and high school students.
Classical education depends on a three-part process of training the mind. The early years of school are spent in absorbing facts, systematically laying the foundations for advanced study. In the middle grades, students learn to think through arguments. In the high school years, they learn to express themselves. This classical pattern is called the trivium.
The first years of schooling are called the Grammar Stage — not because you spend four years doing English, but because these are the years in which the building blocks for all other learning are laid, just as grammar is the foundation for language. In the elementary school years — what we commonly think of as grades one through four — the mind is ready to absorb information. Children at this age actually find memorization fun. So during this period, education involves not self-expression and self-discovery, but rather the learning of facts. Rules of phonics and spelling, rules of grammar, poems, the vocabulary of new languages, the stories of history and literature, descriptions of plants and animals and the human body, the facts of mathematics — the list goes on. This information makes up the “grammar,” or the basic building blocks, for the second stage of education.
By fifth grade, a child’s mind begins to think more analytically. Middle-school students are less interested in finding out facts than in asking “Why?” The second phase of the classical education, the Logic Stage, is a time when the child begins to pay attention to cause and effect, to the relationships between different fields of knowledge, to the way facts fit together into a logical framework.
A student is ready for the Logic Stage when the capacity for abstract thought begins to mature. During these years, the student begins algebra and the study of logic, and begins to apply logic to all academic subjects. The logic of writing, for example, includes paragraph construction and learning to support a thesis; the logic of reading involves the criticism and analysis of texts, not simple absorption of information; the logic of history demands that the student find out why the War of 1812 was fought, rather than simply reading its story; the logic of science requires that the child learn the scientific method.
The final phase of a classical education, the Rhetoric Stage, builds on the first two. At this point, the high school student learns to write and speak with force and originality. The student of rhetoric applies the rules of logic learned in middle school to the foundational information learned in the early grades and expresses their conclusions in clear, forceful, elegant language. Students also begin to specialize in whatever branch of knowledge attracts them; these are the years for art camps, college courses, travel, apprenticeships, and other forms of specialized training.
A classical education is more than simply a pattern of learning, though. In classical education learning is accomplished through words, written and spoken. A classical education, then, has two important aspects. It is language-focused. And it follows a specific three-part pattern: the mind must be first supplied with facts and images, then given the logical tools for organization of facts, and finally equipped to express conclusions.
But that isn’t all. To the classical mind, all knowledge is interrelated. Astronomy (for example) isn’t studied in isolation; it’s learned along with the history of scientific discovery, which leads into the church’s relationship to science and from there to the intricacies of medieval church history. The reading of the Odyssey leads the student into the consideration of Greek history, the nature of heroism, the development of the epic, and man’s understanding of the divine.
This is easier said than done. The world is full of knowledge, and finding the links between fields of study can be a mind-twisting task. A classical education meets this challenge by taking history as its organizing outline — beginning with the ancients and progressing forward to the moderns in history, science, literature, art and music.
We suggest that the twelve years of education consist of three repetitions of the same four-year pattern: Ancients, Middle Ages, Renaissance and Reformation, and Modern Times. The child studies these four time periods at varying levels — simple for grades 1-4, more difficult in grades 5-8 (when the student begins to read original sources), and taking an even more complex approach in grades 9-12, when the student works through these time periods using original sources (from Homer to Hitler) and also has the opportunity to pursue a particular interest (music, dance, technology, medicine, biology, creative writing) in depth.
The other subject areas of the curriculum are linked to history studies. Students working on ancient history will read Greek and Roman mythology, the tales of the Iliad and Odyssey, early medieval writings, Chinese and Japanese fairy tales, and (for older students) the classical texts of Plato, Herodutus, Virgil, and Aristotle. They’ll read Beowulf, Dante, Chaucer, and Shakespeare the following year, when they're studying medieval and early Renaissance history. When the eighteenth and nineteenth centuries are studied, they start with Swift (Gulliver’s Travels) and end with Dickens; finally, they read modern literature as they study modern history.
The sciences are studied in a four-year pattern that roughly corresponds to the periods of scientific discovery: biology, classification and the human body (subjects known to the ancients); earth science and basic astronomy (which flowered during the early Renaissance); chemistry (which came into its own during the early modern period); and then basic physics and computer science (very modern subjects).
This pattern lends coherence to the study of history, science, and literature — subjects that are too often fragmented and confusing when studied in isolation. The pattern widens and deepens as the student progresses in maturity and learning. For example, a first grader listens to you read the story of the Iliad from one of the picture book versions available at any public library. Four years later, the fifth grader reads one of the popular middle-grade adaptations — Olivia Coolidge’s The Trojan War, or Roger Lancelyn Greene’s Tales of Troy. Four more years go by, and the ninth grader — faced with the Iliad itself — plunges right in, undaunted.
Classical education is, above all, systematic — in direct contrast to the scattered, unorganized nature of so much secondary education. This systematic, rigorous study has two purposes.
Rigorous study develops virtue in the student. Aristotle defined virtue as the ability to act in accordance to what one knows to be right. The virtuous man (or woman) can force himself to do what he knows to be right, even when it runs against his inclinations. Classical education continually asks a student to work against his baser inclinations (laziness, or the desire to watch another half hour of TV) in order to reach a goal — mastery of a subject.
Systematic study also allows the student to join what Mortimer Adler calls the “Great Conversation” — the ongoing conversation of great minds down through the ages. Much modern education is so eclectic that the student has little opportunity to make connections between past events and the flood of current information. “The beauty of the classical curriculum,” writes classical schoolmaster David Hicks, “is that it dwells on one problem, one author, or one epoch long enough to allow even the youngest student a chance to exercise his mind in a scholarly way: to make connections and to trace developments, lines of reasoning, patterns of action, recurring symbolisms, plots, and motifs.”
Method
Classes at the Well-Trained Mind Academy hold to the classical pattern described in The Well-Trained Mind: A Guide to Classical Education at Home. Our distinctives include:
- Adherence to the pattern of the trivium. Classical education depends on a three-part classical pattern of training the mind, called the trivium (see “What Is Classical Education?” above for more). The early years of school are spent in absorbing facts, systematically laying the foundations for advanced study. In the middle grades, students learn to think through arguments. In the high school years, they learn to express themselves. Our middle school courses emphasize critical thinking, Socratic dialogue, and logical argumentation, while our high school classes focus on the formation of opinions and their written expression. Our upper level students actively engage the ideas of the past and present — not just reading about them, but evaluating them, tracing their development, and comparing them to other philosophies and opinions. Most upper level courses assign persuasive papers to teach students how to support a theory or trace historical developments that influence the field under study.
- Focus on written and spoken language. A classical education is more than simply a pattern of learning. Classical education at the middle and higher levels is language-focused; learning is accomplished primarily through words, written and spoken, rather than through images (pictures, videos, and television). Our classes use extensive reading and writing assignments as well as live classroom interaction to support this key principle of classical education.
- Content. Our instructors use texts and resources already recommended in The Well-Trained Mind. Additional reading assignments of primary sources provide historical context for subject matter discussed in each course. Literature courses are organized by historical periods to complement our history courses. Science courses include study of foundational great books.
Well-Trained Mind Academy instructors use several methods to provide feedback to both students and parents:
- Lecture: Well-Trained Mind Academy courses are centered on interactive and engaging discussion. Students receive real-time feedback on comments and ideas in class.
- Course, Assignment, and Test Design: Instructors at the Well-Trained Mind Academy use their course, assignment, and test design to guide students through their classes at a reasonable pace and fairly assess their progress.
- Assignment and Test Feedback: Assignments and tests vary from multiple choice quizzes to multiple-page research essays. Multiple choice and short answer tests have a faster assessment turnover rate than longer written assignments; no matter the course, all test material will be returned to the student with numerical and/or narrative feedback in a timely manner.
- Quarterly Progress Reports: Instructors provide a brief written report in the grade center describing student progress each quarter. The report includes a snapshot of the course grade as well as notes on student performance in the course.
- Email: Instructors will do their best to respond to emails within 24 hours during weekdays (but this is not guaranteed for emails submitted over the weekend). Email responses may be slightly delayed during midterms and finals, since our instructors are busy grading.
- Individual Appointments as Necessary: When needed, instructors will make individual appointments to work with students on assignment-based problems, on-going difficulties in the course, or for general help/discussion.
Course Options and Resources
The Delayed Lecture program offers students flexible lecture times while retaining the structure provided by assignment due dates and instructor/student interaction. All live lectures in a course will be recorded, and Delayed Lecture students may view the recorded lectures on the day they were recorded or the next day (students are responsible for making sure they watch the recording within 24 hours of the live lecture). Delayed Lecture students are required to turn in assignments according to the due dates listed on the class syllabus. Students will interact with their instructor via email, and will interact with their classmates via discussion boards. The Delayed Lecture program is particularly suited to meet the needs of international students, after school students, and students whose schedules conflict with times listed for live lectures.
Some Academy classes, particularly skill-based classes such as mathematics and writing, have listed prerequisites (Pre-Algebra before Algebra I, Expository Writing I before Expository Writing II, etc.). These are required in order to improve the student’s chance of success.
Prerequisites and/or self-assessed placement tests are listed in the description of each course on the Well-Trained Mind Academy website. Instructors will accept parent certification that a prerequisite has been met in the appropriate manner. If additional assistance is needed in placement, contact the school administration.
A note on writing classes: We recommend all students new to Academy writing classes complete our writing assessment, which will be evaluated by Academy writing instructors.
If a student is enrolled in a course for which they are not prepared, the instructor will reach out to both the parents and administration to suggest alternative course options.
Parents of students falling outside the age recommendations for a course should contact the Academy administration before enrollment for approval. If a parent of a student falling outside the age recommendation for a course enrolls the student without contacting the administration, they should expect to be contacted by the Academy.
Curriculum
When you’re planning your curriculum, it’s often difficult to know whether or not you’ve covered all of the important bases—particularly if you’re new to home schooling. What should you be focusing on? How do you know if you’re missing something important?
Subject Categories
Generally speaking, secondary school subjects are organized into nine subject areas. The core areas (every student must take them in order to graduate) are Language Arts, Mathematics, Social Sciences, Natural Sciences, World Languages, and Physical Education. The elective areas (they can count as credits, but aren't required) are Fine Arts, Practical Arts, and Business.
Most individual subjects fall into one of these core areas (and those that don’t can be classified as “Other” and considered electives). The following chart shows the most common groupings of subjects, although there is some flexibility in how subjects can be classified:
Core
Language Arts
- Reading
- Phonics
- Literature
- Writing
- Handwriting
- Composition
- Rhetoric
- Grammar
- Spelling
- Vocabulary
Mathematics
- Geometry
- Algebra
- Pre-calculus and Calculus
- Trigonometry
Social Sciences
- History
- Government
- “Social Studies”
Natural Sciences
- Biology
- Chemistry
- Physics
- Geology
- Environmental Science
- Labs (hands-on)
World Language
- Study of another language
Physical Education
- Instruction in sports
- General fitness
Elective
Fine Arts
- Music
- Art
Practical Arts
- Shop
- Driver’s Ed
Business
- Accounting
Other
- Computer programming
- Health
- Logic/thinking skills
- Debate
- Test preparation
In order to plan out your secondary schedule, you should begin with high school requirements and work backwards. Before ninth grade, there is no single curriculum or set of requirements for secondary students. Unless your student is transferring into a public or private high school, no one will ever ask to see those grades—and in most cases, schools prefer to see standardized test scores rather than home reports. So your goal in middle grades (5-8) is to give students the skills they will need to complete high school requirements.
To figure out your student's high school requirements, locate your particular state’s standards for home educators. Search for your state’s Department of Education home page, and then search that page for “home schooling” or “home education.” Each state has its standards posted online. Official high school requirements differ slightly from state to state (for example, some states require three years of lab science, while others may only require two). Consult your state’s Department of Education home page and search for “graduation requirements.”
The middle school curriculum should prepare students for the core high school level courses in language arts, mathematics, history, and science. For an in-depth explanation on how to homeschool your middle school students, see Part II, The Logic Stage: Fifth Grade through Eighth Grade of The Well-Trained Mind: A Guide to Classical Education at Home, 4th ed.
Before ninth grade, there is no single curriculum or set of requirements for all secondary students. However, middle grade students should have one math and one writing class as part of their curriculum each year.
- Students new to the Academy should complete the readiness test for a prospective math class before enrolling. Readiness tests for all math courses can be found in each course description in the course catalog.
- Students should complete the Academy’s writing assessment in order to find the best writing class for their ability.
Literature, Science, History, and World Languages can be added on as they fit a student’s academic ability and emotional maturity.
Math
Students can begin pre-algebra at any point during the middle school years, depending on readiness. Since a student must complete at least three years of high school math in order to graduate, ninth grade is the absolute latest that students should begin pre-algebra. Middle grade students can receive high school credit for algebra and geometry courses taken before ninth grade, but pre-algebra cannot be given a high school credit, no matter when it is taken.
Writing
Writing in the middle grades should focus on the development of expository (nonfiction) writing skills. Students should complete the Academy writing assessment so they are placed in the appropriate level writing class. Enthusiastic writers may add Creative Writing for the Logic Stage to their schedule, but it is not a substitute for expository writing.
Grammar
Middle grade students should study systematic grammar, starting with Grammar I. Click here for an explanation of our grammar curriculum, and sample course sequences.
Literature
The Academy offers three levels of reading courses for middle school students. Reading for the Logic Stage courses are meant to inspire a love of reading, introduce students to a range of texts, and touch on the foundations of literary analysis.
Science
Students should prepare for high school biology and chemistry with elementary biology and chemistry courses. We offer Biology, Chemistry, Physics and Astronomy for the Logic Stage.
History
The best preparation for high school history is the study of world history, beginning in ancient times and moving forward. The Academy offers middle-grade courses in Ancient, Medieval & Renaissance, Early Modern, and Modern history, making use of the best-selling Story of the World series, primary sources, timelines, and other logic-stage appropriate assignments. Middle school United States history is included within the global history approach used in the Story of the World Series; we do not offer a separate United States History course for middle school students.
World Languages
Students can begin studying a language, ancient or modern, during the middle school years for high school credit. Students may begin a language with level I (worth one high school credit) or level 1A (worth half of a high school credit). 1A and 1B courses move at half the pace of the high school level I course, and together equal one high school credit.
Electives and Clubs
We offer several middle school electives and clubs. These may be added on as they fit a student’s academic ability, emotional maturity, and schedule.
Math
Students coming into the Academy in 5th or 6th grade should start with Fundamentals of Mathematics or Fundamentals of Mathematics (AoPS) as long as they are able to pass the pretest. The recommended core math sequence to follow is:
Math |
Pre-Algebra Algebra I Algebra II Geometry Pre-Calculus Calculus |
| Middle school students will earn high school math credit for Algebra I and up. | |
Nota bene: |
Students planning to take the SAT should complete both Algebra I and Geometry before sitting for the exam. If necessary, the order of math classes may be adjusted so that Geometry follows Algebra I. |
Writing
Writing classes appropriate for the middle grades are:
Writing |
Preparation for Expository Writing Expository Writing I Expository Writing II Expository Writing III |
|
Students should complete the Academy writing assessment so they are placed in the appropriate level writing class. The Creative Writing for the Logic Stage elective may be taken at any time during the middle school years |
Grammar
Grammar classes should be taken in order. Students are encouraged to repeat a level if the concepts are not yet mastered. Students with no sentence diagramming experience should only enter the sequence at Grammar I.
Grammar |
Grammar I Grammar II Bridge to Grammar III (Optional - Summer Only) Grammar III Grammar IV |
Literature
We recommend taking our Reading for the Logic Stage courses in order, though students entering the Academy in 7th or 8th grade may jump around if desired.
Literature |
Reading for the Logic Stage I Reading for the Logic Stage II Reading for the Logic Stage III |
|
Students in 7th may start at level I or II, depending on their interest in the book list and their reading ability. Students in 8th grade may take level I, II, or III, depending on their interest in the book list and their reading ability. |
Science
Our logic stage science courses do not have to be taken in any particular order, though we have found great success in the following sequence:
Science |
Biology for the Logic Stage Chemistry for the Logic Stage Physics for the Logic Stage |
|
Students entering the Academy in 7th or 8th grade may take the science courses that most interest them. The Astronomy for the Logic Stage elective may be taken at any time during the middle school years. |
History
We recommend our history courses be taken in order, but for students entering in 6th grade this will not be possible before high school. Students entering the Academy in 7th or 8th grade are recommended to take Story of Early Modern Times or Story of the Modern Age.
History |
Story of Ancient Times (5th or 6th grade) Story of the Middle Ages (5th, 6th, or 7th grade) Story of Early Modern Times (7th or 8th grade) Story of the Modern Age (7th or 8th grade) |
|
The Geography for the Logic Stage elective may be taken at any time during the middle school years. |
World Languages
Students in 6th grade are recommended to start a language at level 1A. Students in 7th or 8th grade may start a language at level 1A or level I. Japanese I is only available to students starting in 8th grade.
World Languages |
Level 1A (6th, 7th or 8th grade) Level I (7th or 8th grade) Level 1B (7th, 8th or 9th grade) Level II (8th grade++) |
Nota bene: |
Generally speaking, students need to earn two years of world language credit in order to graduate from high school. World Languages taken in middle school DO count for high school credit. 1A and 1B courses together equal one high school credit. |
High School Requirements for College Admissions
The requirements listed below are those that a college admissions officer would generally look for on a reasonably competitive high school transcript. Each credit represents one year of work in a subject. Generally speaking, one year of work is equivalent to 160 45-minute class periods, or at least 120 full hours of study. Half credits may be awarded.
|
Subject |
Required Credits |
Area |
|
Language Arts |
3 |
Language Arts |
|
Mathematics |
3-4 |
Mathematics |
|
World Language |
2-4 |
World Language |
|
World History |
1 |
Social Science |
|
U.S. History |
1 |
Social Science |
|
U.S. Government and Economics |
1 |
Social Science |
|
Science |
3-4, at least 2 of which include lab work |
Natural Science |
|
Physical Education |
2 |
Physical Education |
|
Electives |
4-8 |
Any area |
Time spent reading, writing, and doing grammar can all count towards the Language Arts credit.
Algebra I, Geometry, Algebra II, and upper level mathematics can count towards the Mathematics credits. Pre-algebra cannot be counted for high school credit, even if taken in ninth grade.
World Language credits can be any modern or ancient language.
World History can be Ancient, Medieval, Renaissance, or Modern.
Science can be Biology, Chemistry, Physics, or any topics that are subsets of those. Generally speaking, Earth Science is not considered high school level, even when taken in ninth grade or later.
Physical Education credits can be awarded for 120 hours of purposeful physical activity, as long as the student logs those hours in a journal or diary.
Electives are made up of additional high school credits beyond those listed in the core areas. For example, if a high school student takes Expository Writing III and American Literature, the student would earn two Language Arts credits on the high school transcript. One credit would fulfill the Language Arts requirement for that year; the other would go towards the Elective credit.
Sample Ninth Grade Schedule
|
Course |
Credit |
Semester |
Area |
|
Ancient History |
1 |
Full-Year |
Social Science |
|
Ancient Literature |
1 |
Full-Year |
Language Arts |
|
Expository Writing III |
1 |
Full-Year |
Language Arts |
|
Biology |
1 |
Full-Year |
Non-Lab Science |
|
Biology Lab |
.5 |
Fall |
Natural Science Lab |
|
Biology Lab |
.5 |
Spring |
Natural Science Lab |
|
Algebra I |
1 |
Full-Year |
Math |
|
German I |
1 |
Full-Year |
World Language |
|
End of year totals: 7 credits |
1 Social Science |
|
2 Language Arts |
|
|
2 Laboratory Science Credits (Biology + 2 Semesters of Biology Lab) |
|
|
1 Mathematics |
|
|
1 World Language |
|
Sample Tenth Grade Schedule
|
Course |
Credit |
Semester |
Area |
|
Introduction to Piano |
.5 |
Summer |
Fine Arts |
|
Geometry |
1 |
Full-Year |
Math |
|
Chemistry |
1 |
Full-Year |
Non-Lab Science |
|
Chemistry Lab |
.5 |
Fall |
Natural Science Lab |
|
Chemistry Lab |
.5 |
Spring |
Natural Science Lab |
|
Medieval History |
1 |
Full-Year |
Social Science |
|
Rhetoric Writing I |
1 |
Full-Year |
Language Arts |
|
Spanish I |
1 |
Full-Year |
World Language |
|
Kinesiology & Nutrition |
.5 |
Spring |
Health/PE |
|
End of year totals: 7 credits |
1 Mathematics |
|
2 Laboratory Science Credits (Chemistry + 2 Semesters of Chemistry Lab) |
|
|
1 Social Science |
|
|
1 Language Arts |
|
|
1 World Language |
|
|
.5 Fine Arts |
|
|
.5 Health/PE |
11th and 12th grade schedules are highly customizable based on what outstanding requirements a student needs to complete in order to graduate and on a student's academic interests. See "Core Sequences for High School" below to get an idea of how you might plan four years of a particular subject for a student.
The following sequences should serve as examples. There are endless possible high school course sequences. If you need specialized curriculum advice, please consider scheduling a session with Well-Trained Mind Learning Services.
Sample Language Arts Sequences
Sample Language Arts Sequence 1:
|
Ninth grade |
Expository Writing III Grammar I Literature of the Ancient World |
|
Tenth grade |
Rhetoric I Grammar II Literature of the Med/Ren World |
|
Eleventh grade |
Rhetoric II Creative Writing for the Rhetoric Stage I Literature of the New World Grammar III |
|
Twelfth grade |
Rhetoric III Grammar IV |
|
End of sequence: |
9 Language Arts credits |
|
Note: |
This sequence reflects a student who excels in language arts and plans on a college major that is reading and writing intensive. |
Sample Language Arts Sequence 2:
|
Ninth grade |
Expository Writing II Grammar I |
|
Tenth grade |
Expository Writing III Grammar II |
|
Eleventh grade |
Rhetoric I Literature of the New World |
|
Twelfth grade |
Rhetoric II Literature of the Ancient World |
|
End of sequence: |
7 Language Arts credits |
|
Note: |
This sequence is appropriate for the student who writes competently but needs a little extra help and review. |
Sample Language Arts Sequence 3:
|
Ninth grade |
Expository Writing I Grammar I |
|
Tenth grade |
Expository Writing II |
|
Eleventh grade |
Expository Writing III Literature of the New World |
|
Twelfth grade |
Rhetoric I |
|
End of sequence: |
4.5 Language Arts credits |
|
Note: |
No high school credit was awarded for Expository Writing I. This sequence would be suitable for a student who struggles with writing and does not plan to major in a humanities subject in college. |
Sample Social Science Sequences
Sample Social Science Sequence 1:
|
Ninth grade |
History of the Ancient World |
|
Tenth grade |
History of the Medieval World |
|
Eleventh grade |
U. S. History |
|
Twelfth grade |
U. S. Government and Economics |
|
End of sequence: |
4 Social Science credits: 2 World History, 1 U.S. History, 1 U.S. Government and Economics |
Sample Social Science Sequence 2:
|
Ninth grade |
History of the Medieval World |
|
Tenth grade |
U. S. History |
|
Eleventh grade |
U. S. Government and Economics |
|
Twelfth grade |
History of the Renaissance and Early Modern World |
|
End of sequence: |
4 Social Science credits: 2 World History, 1 U.S. History, 1 U.S. Government and Economics |
Sample Social Science Sequence 3:
|
Ninth grade |
History of the Ancient World |
|
Tenth grade |
U.S. History |
|
Eleventh grade |
U.S. Government and Economics |
|
Twelfth grade |
(no class needed) |
|
End of sequence: |
3 Social Science credits: 1 World History, 1 U.S. History, 1 U.S. Government and Economics |
|
Note: |
This is the minimum for competitive college admissions, suitable for students who intend to pursue math and sciences. |
Sample Natural Science Sequences
Sample Natural Science Sequence 1:
|
Ninth grade |
Biology Biology Lab (Fall & Spring) |
|
Tenth grade |
Chemistry Chemistry Lab (Fall & Spring) |
|
Eleventh grade |
Anatomy and Physiology Anatomy and Physiology Lab (Fall & Spring) |
|
Twelfth grade |
Physics Physics Lab (Fall & Spring) |
|
End of sequence: |
8 Laboratory Science Credits |
|
Note: |
This is a suitable sequence for students who intend to major in science. |
Sample Natural Science Sequence 2:
|
Ninth grade |
Biology Biology Lab (Fall & Spring) |
|
Tenth grade |
Chemistry Chemistry Lab (Fall & Spring) |
|
Eleventh grade |
Physics |
|
Twelfth grade |
(no class needed) |
|
End of sequence: |
4 Laboratory Science Credits, One Non-Lab Science Credit |
|
Note: |
This is an excellent sequence for students who do not intend to pursue science at the college level but want to have a competitive high school transcript. |
Sample Mathematics Sequences
Sample Mathematics Sequence 1:
|
Ninth grade |
Algebra I |
|
Tenth grade |
Geometry |
|
Eleventh grade |
Algebra II |
|
Twelfth grade |
(no class needed) |
|
End of sequence: |
3 mathematics credits |
|
Note: |
This is the minimum sequence for high school but will not disadvantage students who plan on studying humanities in college. This schedule allows a student to complete Algebra I and Geometry before taking the SAT. |
Sample Mathematics Sequence 2:
|
Ninth grade |
Pre-Algebra |
|
Tenth grade |
Algebra I |
|
Eleventh grade |
Geometry |
|
Twelfth grade |
Algebra II |
|
End of sequence: |
3 mathematics credits |
|
Note: |
This is the minimum sequence for high school but will not disadvantage students who plan on studying humanities in college. Note that no high school credit is awarded for Pre-Algebra. This schedule allows a student to complete Algebra I and Geometry before taking the SAT. |
Sample Mathematics Sequence 3:
|
Ninth grade |
Algebra I |
|
Tenth grade |
Geometry |
|
Eleventh grade |
Algebra II |
|
Twelfth grade |
Pre-Calculus |
|
End of sequence: |
4 mathematics credits |
|
Note: |
This is a more competitive application for students who plan on studying the sciences in college. This schedule allows a student to complete Algebra I and Geometry before taking the SAT. While we recommend taking Algebra I and Algebra II sequentially, a student may take Geometry after Algebra I in order to be prepared for the SAT. Algebra II may be taken after Geometry. |
Sample Mathematics Sequence 4:
|
(Eighth grade) |
Algebra I |
|
Ninth grade |
Algebra II |
|
Tenth grade |
Geometry |
|
Eleventh grade |
Pre-Calculus |
|
Twelfth grade |
AP Calculus AB |
|
End of sequence: |
5 mathematics credits |
|
Note: |
This is a suitable schedule for students who hope to study university mathematics. Notice that a high school credit can be awarded for Algebra I, even if taken in eighth grade, because it is assumed to cover a standard set of information no matter when taken. |
Sample World Language Sequences
Sample World Language Sequence 1:
|
(Sixth grade) |
Spanish 1a |
|
(Seventh Grade) |
Spanish 1b |
|
(Eighth Grade) |
Spanish II |
|
Ninth grade |
Spanish III |
|
Tenth grade |
Spanish IV/V |
|
Eleventh grade |
Spanish IV/V |
|
Twelfth grade |
Independent literary and cultural studies; year abroad |
|
End of sequence: |
5 language credits |
|
This is a suitable schedule for students who hope to study a language at the university level. A student completing through the IV/V level of a language can expect to test into intermediate-level language and literature classes. This sequence will also benefit students who will pursue studies or a career where speaking additional languages is a plus. High school credit can be awarded for Spanish I, even if taken over two years in the middle school years, because it is assumed to cover a standard set of information no matter when taken. |
Sample World Language Sequence 2:
|
Ninth grade |
Japanese I |
|
Tenth grade |
Japanese II |
|
Eleventh grade |
Japanese III |
|
Twelfth grade |
(no class needed) |
|
End of sequence: |
3 language credits |
|
This sequence would be suitable for a student who wishes to continue studies at the college level, but the studies are not necessarily related to the language. |
Sample World Language Sequence 3:
|
Ninth grade |
German I |
|
Tenth grade |
German II |
|
Eleventh grade |
(no class needed) |
|
Twelfth grade |
(no class needed) |
|
End of sequence: |
2 language credits |
|
This sequence would be suitable for a student who needs to meet a world language requirement and does not wish to pursue world language learning after graduation. |
For Students
As a member of the Well-Trained Mind Academy, I pledge on my honor not to cheat, steal, lie or plagiarize. I understand that such acts violate the Honor Code and will result in punitive action at the discretion of my instructor and the Academy dean.
Academic integrity is a core value of the Well-Trained Mind Academy. Cheating, stealing, lying and/or plagiarism, which inhibit student learning and disrupt the trust between student and instructor, do not have a place in our school community. Instructors will not tolerate any violation of the Honor Code. If a student is found in violation of the Honor Code, they may receive a zero for the assignment in question, receive a failing grade in the course, or be asked to leave the Academy. Parents will be notified by the instructor if there is any violation of the Honor Code.
Students are expected to uphold the highest standards of conduct in order to ensure a respectful and safe learning environment for all members of the Well-Trained Mind community. These standards include:
- Academic honesty: students submit their own work without unauthorized assistance; students do not provide unauthorized assistance to others; students give credit to the ideas and writing of others through citation; students verify the sources of their research.
- Responsibility: students make their best effort to prepare and turn in their completed academic tasks on time; students work with their instructor via email or by making an individual appointment when faced with learning challenges; students acknowledge that late work may be penalized as outlined in course syllabi; students communicate clearly to their instructor when they are in need of additional help to overcome obstacles in their coursework.
- Respect: students use language that is appropriate for the middle and/or high school classroom; students listen to their instructor and classmates; students stay on topic in class discussion and allow other members of the class to share their ideas; students remember they are part of a welcoming and inclusive learning community.
Instructors will not tolerate any violation of the Student Code of Conduct. If a student is found in violation of the Code of Conduct, parents will be notified by the instructor and appropriate action will be taken.
Attend Your Scheduled Class Only
Blackboard provides the flexibility to both attend lectures and to view recordings from any other section of the same course taught by your instructor. We ask that you only attend your scheduled class. Exceptions: Please email your instructor at least 24 hours in advance of either an unexcused absence or a schedule conflict which requires absence from the class or attendance of another scheduled class. Please limit this to no more than 1-2 sessions per semester.
Classroom Etiquette
The WTMA encourages full and active participation in all of our classroom environments, including the live chat in class and the discussion boards available in most classes. Here are some helpful rules to keep in mind as you participate in online discussions.
Classroom Chat
- Keep your comments relevant to the topic at hand.
- If you are addressing someone directly, use their name.
- Keep your comment to between 3-5 lines of text.
- Wait at least a minute between comments, unless you are responding to someone.
- Be patient for your teacher to respond to any question you ask. If they do not respond within 2 minutes, repeat your comment if you still need an answer.
- Use emojis sparingly. They are meant to punctuate a comment, not take the place of your words.
- Be polite and respectful. Remember, you are not the only student in class.
- Remember to observe these rules before, during, and after class.
- If you are addressing another person in class, make sure you only write in a way that you would want someone to write to you.
- Avoid sending links unless they are on topic.
- Avoid using ALL CAPS. Remember, ALL CAPS is the internet equivalent of shouting.
- Do not ask about a person’s age, gender, or location.
- Remember, if you have any doubt about a comment, type only things you would be ok with your parents (or other people’s parents) reading.
- Apologize if you have made a mistake!
- Praise the good comments or observations of others.
Classroom Presence
- If you choose to use an avatar (profile picture) in Blackboard, please make sure it is appropriate for the classroom. All profile picture avatars are subject to the discretion of teachers and/or the administration of the Well-Trained Mind Academy. WTMA encourages respectful self-expression through the use of avatars, however, WTMA reserves the right at any time to require a student to change an avatar if in the sole discretion of WTMA it is not suitable for our learning community.
- Make sure the name you use in Blackboard is what you would like to be called, either your given name or a preferred nickname.
Discussion Board
- Participate actively! Frequently! Diligently! Enthusiastically!
- Keep your comments relevant to the topic at hand.
- If you are addressing someone directly, use their name.
- Use emojis sparingly. They are meant to punctuate a comment, not take the place of your words.
- Be polite and respectful. Remember, there are fellow students that are reading your posts!
- When replying to a post, make sure you only write in a way that you would want someone to write to you.
- Avoid sending links unless they are on topic.
- Avoid using ALL CAPS. Remember, ALL CAPS is the internet equivalent of shouting
- Do not ask about a person’s age, gender, or location.
- Remember, if you have any doubt about a comment, type only things you would be ok with your parents (or other people’s parents) reading.
- Apologize if you have made a mistake!
- Praise the good comments or observations of others.
Enrolled students are expected to attend class on a regular basis. A student who misses more than 25% of any course will not be eligible to complete a course. Within each course, instructors will make students aware of their own attendance requirements. Each instructor will have their own attendance and lateness policy listed on their course website and will explain clearly how absences or tardies will affect the overall course grade. Instructor policies will include how many times a student can substitute a delayed lecture with a live lecture per semester per course. Approved substitutions will not count towards the student's overall number of missed classes. Students are responsible for making up all missed work.
Students who plan to attend a mix of live and delayed sessions within a particular course should sign up for the live section they are able to attend partially. The administration should be informed of the student's intention, and permission from the instructor to attend a mix of live and delayed sessions must be received at the beginning of the course. Students attending both the live and delayed sections who miss more than 25% of the live sessions they are expected to attend will not be eligible to complete a course.
WTMA instructors enforce individual late work policies that best support the content of their courses; as such, expect late work policies to vary from instructor to instructor. As an Academy-wide policy, no credit will be earned for work turned in more than one week late in any Academy course. Exceptions can be made by instructors when there are clear extenuating circumstances, and these exceptions will be made on a case-by-case basis.
In the case that an instructor does allow work to be turned in late, the last day any work may be submitted for review in a course is the last day of exam week as noted on the WTMA academic calendar for the semester in question. No work will be accepted for a grade after this date. The only exception to this policy will be made by the dean of the Academy in consultation with a recommendation from the instructor and chair of the department in which the class is held.
The Well-Trained Mind Academy supports an assignment submission policy in which delayed students are held to the same submission schedule as their live-class peers. Individual instructors may modify this policy at their discretion.
There are several ways you can communicate with your instructor:
- In Class: Well-Trained Mind Academy courses are centered on interactive and engaging discussion. You will receive real-time feedback on your comments and ideas in class.
- Email: You can email your instructor at any time. Instructors will do their best to respond within two business days. Email responses may be slightly delayed during midterms and finals, since our instructors are busy grading.
- Individual Appointments: When necessary, instructors will make individual appointments to accommodate students and/or parents.
Please note: If you have any concerns or questions, please contact your instructor before reaching out to the administration.
Students are responsible for keeping an archive of all work completed for each course, including work posted to Blackboard. Students should download instructor feedback regularly throughout the year for their own records.
In select cases, students may join a class that is already in session at the start of the spring semester. Instructors will meet with transfer students at the start of the semester to help orient them to the class. See our Midyear Transfer Student Guide for more details. Please note: transfer student success is dependent upon the student’s familiarization with previous course material.
*Midyear transfer students who successfully complete the spring semester of a full-year high school course entered at midyear will earn half a credit.
For Parents
The best way for parents to communicate with Academy instructors is via email. Instructors will do their best to respond within two business days. Email responses may be slightly delayed during midterms and finals, since our instructors are busy grading. When necessary, instructors will make individual appointments to meet with concerned parents.
Please note: If you have any questions or concerns regarding a particular course or instructor, please contact the instructor before reaching out to the administration. You may copy the administration ([email protected]) on any email sent to an instructor.
For an overview of Parent Responsibilities, watch our short Parent Orientation Video. Parents are responsible for ensuring their student attends class and turns in all required work on time. Instant access to upcoming course assignments and grades are provided through Genius, our student information system. Simply click on a student’s course name in Genius and the parent will be logged into the Blackboard course site. Parents should plan to log in at least weekly to check on student progress for upcoming assignments and to monitor the current grade in each course.
While we encourage parents to monitor student work submission and course progress, we do believe it is important for students to work independently. Read our guide on how much help you should be giving your student for more information.
Unofficial WTMA Transcripts & Personal Transcripts
Unofficial transcripts are always available to view in Genius. Unofficial transcripts may be used for your own personal records, and as a reference guide for when you are creating a personalized transcript. WTMA unofficial transcripts do not show credits earned in high school courses. Unofficial transcripts may NOT be used for official purposes.
Parents who homeschool and use a variety of sources for their student’s education are responsible for creating the student’s high school transcript themselves. By placing the subject, grade level and year, credit awarded, and grade on the transcript form, you are certifying that the work has been completed. The transcript provided by the Academy will be used to verify your personal transcript. Admissions officers will compare your transcript with the student’s standardized test scores to see whether the levels of achievement are comparable.
Sample transcripts and transcript forms can be viewed on the following pages:
- http://nbhsasc.tripod.com/OfficialTranscriptpart1.jpg
- http://www.donnayoung.org/forms/planners/hs-transcript.htm
- http://www.oklahomahomeschool.com/trans1.html
- http://www.rainbowresource.com/product/sku/046833
If you need specialized transcript advice, consider scheduling a session with Well-Trained Mind Learning Services.
How to Request an Official Transcript
An official transcript provides a complete record of your student’s academic progress at the Academy. Credits will be added to the official transcript before it is printed, and must be confirmed as correct by the parent before the official transcript is sent. Please confirm all other information on the unofficial transcript is correct before requesting an official transcript. You may request an eTranscript ($5 per recipient) or a printed transcript ($10 per address). Email [email protected] to request an official transcript.
All Well-Trained Mind Academy instructors engage their students and expect active participation. Individual classes may be held in the lecture, seminar, or workshop style, and an instructor may incorporate all three styles during the course.
In a lecture-style class, the instructor presents course material to the students in a structured way meant to provide clarity and understanding on a particular topic. Discussion following lecture allows students to explore the material covered more deeply via critical inquiry. In a seminar-style class, the instructor presents the course material to the students and student questions and comments are used to fuel the main teaching points for the lesson. In a workshop-style class, students present their own work for review by the instructor and the other students in the course. Students receive real-time feedback on their work from both the instructor and their classmates. Workshops develop public speaking, presentation, and critical thinking skills in the students who are offering critiques, while the instructor provides final analysis for the student receiving the critiques.
Teaching styles apply to the live classroom environment and weekly homework/exercises. All instructors, regardless of their preferred teaching style, provide written feedback on major assignments.
Sample class videos are available on our website for most instructors. A description of each instructor’s teaching style is also available on the Instructors page.
The Individuals with Disabilities Education Act (IDEA) is a federal law that requires each state to ensure that a free appropriate public education (FAPE) is available to all eligible children with disabilities residing in that state. In this instance, “free” means no extra cost to families. “Appropriate” means that children who qualify are entitled to an Individualized Education Program (IEP). Students may also qualify for a 504 plan that gives equal access to learning—but does not necessarily entitle students to accommodations or modifications. “Public” education is supervised by a public school. “Education” can include special education and related services like speech therapy, specialized nursing care, or transportation.
The Well-Trained Mind Academy, as a privately owned learning services provider, is not a public or a private school. Children with disabilities who are enrolled by their parents in private schools are often referred to in IDEA as "parentally placed private school children" with disabilities. Whether home-schooled children with disabilities are considered parentally placed private school children with disabilities is determined under the state law where the child resides.
Parentally placed children with disabilities do not have an individual entitlement to services they would receive if they were enrolled in a public school. Your local educational agency (LEA)—your school district—is required to spend a proportionate amount of IDEA federal funds to provide equitable services to parentally placed private school children, but the Well-Trained Mind Academy does not contract with LEAs to provide those services.
The Well-Trained Mind Academy is not bound to follow accommodations listed in IEP guidelines. However, because we do care about our students here at WTMA, our teachers may choose to provide some accommodations to students with special education needs. To clarify these terms, an accommodation changes how a student learns the material. A modification changes what a student is taught or expected to learn. While we do provide accommodations when we are able, we do not modify our curriculum as the integrity of our instruction could be called into question.
Part of the Well-Trained Mind Academy’s accreditation from the Middle States Association rests on an educational program that is “delivered using documented curriculum guides that are current, functional, available to, and used by teachers.” If our teachers modified the curriculum for students, then our accreditation would be in jeopardy because the teachers would have compromised course integrity by not following the provided curriculum guides. Instead, when students need more special education services than we can provide, our accreditation depends on referring families to appropriate related services, or services that respond to the needs of identified students with special education needs.
What to do if your student has a learning difference: Guardians of students in need of accommodations are encouraged to contact their student’s instructors in the first week of class so appropriate arrangements can be made. These accommodations may range in scope but will not alter the content of the class. The goal of accommodation is that a student with learning differences is able to show what they know without being impeded by their difference. Examples of possible accommodations include untimed tests, extra time for major projects, use of a calculator or other assistive technology, etc.
Academy tutors are available for help with assignment-based work or on a regular basis for help through an entire course of study. See our tutoring page for more information.
First Steps
The first year of home schooling can be an overwhelming time. Follow these steps to make sure you have your bases covered.
- Check your local and state requirements for home educators.
- Home schooling is legal in all fifty states, but each state has different requirements for home educating parents. Some simply require that you file a notice of intent, while others require more supporting paperwork. You can usually find these requirements by going to your state’s Department of Education page and looking for the link that deals with home schooling. If you can’t find it, try searching the site for “home schooling” or “home education.”
- Do not be swayed by alarmist language into paying fees to organizations that promise to fight for your right to home school. You already have this right.
- The Academy encourages you to comply with all state regulations!
- Plan how to cover the required subjects.
- For an overview of the subjects required in middle school and high school, go to “Curriculum: Choosing the Right Courses.”
- During your first year of home education, it’s best to focus on the core skills (language arts, mathematics, history, and science) before adding in multiple electives. Don’t panic and overschedule your student during the first semester! Home education is a huge adjustment. Make sure that you’re able to cover the basics before adding additional courses. Remember, you have the freedom and ability to add subjects at any point during the year.
- Arrange for year-end standardized testing.
- Even if your state does not require standardized testing, test results can reassure you that you’re on the right track, or point out where you need to do additional work.
- You may order standardized tests from Seton Testing Service, administer them yourself at home, and send them back to Seton for scoring. The results will be sent to you and you alone. No one else will see them unless you choose to submit them yourself. Academic Excellence is another good option for standardized testing.
- Find support.
- Visit the Well-Trained Mind Community Forum to meet thousands of other home schooling parents. Ask questions about curricula, share problems, and find answers.
- If you need specialized curriculum advice, please consider scheduling a session with Well-Trained Mind Learning Services.
Technical Requirements
Blackboard is compatible with both Windows and Mac OS X operating systems. Most multimedia computers or laptops made within the last five years are capable of running our software.
Students must have a reliable internet connection in order to participate in class, view recordings, turn in assignments and complete tests.
The best browser for accessing online classes is Chrome, followed by Firefox, IE, Safari, and MS Edge.
Please make sure to disable all pop-up and website blockers. These will interfere with Blackboard and restrict access to the Blackboard classroom.
Students can access class on a mobile device by going to wtma.blackboard.com and signing in. Students should NOT access live class via the Blackboard app.
Students are required to have working sound and audio in order to participate in class.
Headsets/earbuds are highly recommended to prevent audio feedback through the speakers when using a microphone.
Classes are accessed by logging into our school Blackboard site, wtma.blackboard.com, or by clicking on a course name in Genius. Students will find all class materials in Blackboard Learn.
Blackboard Collaborate Ultra is the live classroom environment provided by Blackboard. We recommend using Collaborate Ultra in the Chrome browser. Students attending class on a mobile device should access class through Chrome or Safari, NOT the Blackboard app.
Please read through the instructions and tutorials on our help page before starting classes.
Updated: February 8, 2022