This academic portion of our program is my least favorite, because in some ways, it is somewhat a relic of the old traditional educational model. I was compelled to design this portion of our program to address to the vestiges of fear based thinking harbored by those of us parents, raised up in the old model, still a little afraid to let go completely of the failing paradigm. While we fully, deeply and intellectually understand how the standardization of education failed us and even more so, our children, we still cling to the fear that somehow our child might "miss something" or "fall behind".

This academic portion of our program allows parents and educators to closely monitor academic progress to ensure our learners do not fall behind State Standards in core subjects such as Math, English and History.
However our approach to these traditional core subjects has been customized to address the needs of gifted learners.

This is how:

All studies are paced at the appropriate grade level regardless of age, allowing for each learner to work at the appropriate grade level as needed.

Baywood Learning Center curriculum is formed and determined by the needs of the students we serve. Grade skips of several grades can easily be accommodated within our program.

Learners engage as equal partners with parents and our educators in planning academic goals. It turns out, gifted children do not want to fall behind either!

When gifted learners are allowed to become active participants in their program, they are better motivated and invested learners.

Rather than large, age-based classes, core studies are done in small groups or as individuals supervised by Mentors. Mentors track learner's daily progress in weekly reports available for review by parents.
The learning Team meets every six weeks to discuss progress and make any adjustments needed to the learner's program.