Golden View Classical Academy opened in 2015 as a K-12 classical charter school authorized by Jefferson County Public Schools. We are now authorized by the Charter School Institute (CSI). We employ 45 teachers, with 47% here for 5+ years, 44% here 1-4 years, and 9% new teachers. Our office staff has gained more structure with the employment of a Chief Financial Officer and office of Student Affairs. We have the same Principal as when we opened in 2015 and have the same Assistant Principal since …
2017. Our faculty structure includes a Grammar School Dean, an Upper School Dean, department chairs in Upper School (7-12), and subject leads for Science, Math, and Grammar in Grammar School (K-6). Our Student Services department partners with general education to implement the MTSS process across tiers, including IEPs, 504s, Reading interventions, Math interventions, and teacher support, and is headed by a Director of Student Services. Golden View Classical Academy?s mission is to train the minds and improve the hearts of young people through a classical, content-rich education in the liberal arts and sciences, with instruction in the principles of moral character and civic virtue in an orderly and disciplined environment. Our goal in this is to develop within our students the moral and intellectual skills, habits, and virtues upon which independent, responsible, and joyful lives are built, in the firm belief that such lives are the basis for a free and flourishing republic. Our school culture is defined by an emphasis on Aristotelian virtues and is driven by the argument that leisure (not ease or lack of work, but dedication to noble learning the fruit of which ripens over an entire life) is the basis of a flourishing human life. Our curriculum covers the classical areas of study with content-rich lessons, delivered Socratically, including history, literature, mathematics, science, art, music, and foreign language. In addition to CMAS testing, we use the survey version of the ITBS test in October and the National Latin Exam (NLE) and the Classical Learning Test (CLT) in the spring. All other assessment data is internal and we do not inflate grades. K-6 DIBELS and Frontline math screeners continue to be utilized. Programmatically, we have introduced a supplementary writing curriculum in grades 3-6 called The Write Tools, to address paragraph organization in a manner consistent with the specific expectations on the battery of state tests. Our culture and climate are calm, disciplined, and orderly. Students wear uniforms, teachers treat students respectfully. A high premium is placed on the simple, kitchen virtues of civility, kindness, directness, and self-awareness. We conduct a parent satisfaction survey through the SAC in the winter. We have had a Performance rating on our SPF for each year we have been in operation and have increased our overall score each year. This year we also received a Distinction rating from CSI as one of their top 20% of schools in terms of academics, organization, and management.
Accredited with Distinction - This is assigned to the highest performing districts. These districts are meeting or exceeding expectations on the majority of performance tasks.
Accredited - Districts with an overall rating of Accredited are meeting expectations on the majority of performance metrics.
Accredited with Improvement Plan - These districts are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Accredited with Priority Improvement Plan - These districts are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Turnaround Plan - These districts are identified as among the lowest performing districts in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Insufficient State Data - These districts are assigned this accreditation rating when the state does not have enough data to report publicly. To better understand why a district received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.
School Ratings
Performance Plan - Schools with a Performance Plan are meeting expectations on the majority of performance metrics.
Improvement Plan - These schools are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Priority Improvement Plan - These schools are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Turnaround Plan - These schools are identified as among the lowest performing schools in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Insufficient State Data - These schools are assigned this plan type when the state does not have enough data to report publicly. To better understand why a school received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.