Giving you more time with your children.
Our mission is to partner with parents in the education and spiritual formation of their children by providing a collaborative education taught from a Biblical worldview.
Our Education Model
ECA is Collaborative
The HOW of education. A school where teachers partner with parents (the co-teachers) to provide an education that both allows students to be deeply influenced and formed by discipleship in the home and also equips them with life skills that are primarily developed within the classroom/group education setting.
ECA is Curricular
The WHAT of education. ECA is a curricular school, meaning we provide the curriculum and academic direction for both students and parent co-teachers. Our Curriculum Team, made up of experienced educators and ECA parents, thoughtfully selects curriculum for each subject and grade level, choosing resources that cultivate wisdom and virtue while engaging students with rich texts, enduring ideas, and meaningful learning.
ECA is Christian
The WHY or TO WHAT END of education. As an intentionally Christian school, we integrate faith and academics, teaching students from a biblical worldview that emphasizes God's truth in every subject. Our approach seeks to develop both the mind and character of students, encouraging spiritual growth alongside academic excellence. This model fosters a Christ-centered environment where biblical principles guide learning, relationships, and moral development.
Our School Values
The Gospel is central in all we do. The message that salvation is found in Jesus alone really does change everything (Colossians 1:15). As such, we seek to embed the message of the gospel in every aspect of what we do so that our education isn’t just about information, but about formation of the young hearts and minds entrusted to us.
Relationships matter because people matter. We believe in building strong relationships between parents (co-teachers), teachers and students so that every aspect of a student’s education is relational in nature. To this end, we maintain small class sizes and encourage a collaborative learning environment within the central classroom and the home classroom. We also believe that it is good for families to be together, which is why our model exists in the first place; we want parents and kids, as well as siblings, to develop deep and bonding relationships with one another.
Screen-free education that allows students to engage with each other and their teachers in a more meaningful way; when technology is utilized for a unique learning experience, it is always governed by a teacher and strategic for learning (never for entertainment). As students enter middle school, technology may be used to teach essential skills like typing, research, written communication, and more, but is always for learning purposes and overseen by an educator. The school will, at all grade levels, be a phone free zone.
Cultivating curiosity so as to develop life-long learners. This means we seek to include (in these early stages) as much exploration and play-based learning as possible. We desire to implement classical education elements for enrichment at each level to train kids to seek what is good, true, and beautiful as they grow to be disciples of Christ who walk in wisdom.
Discipleship begins in the home, and we want to come alongside parents in this, their primary calling. We believe that parents (not the school) are the primary discipleship force in a child’s life, but we want to support parents as they lead their kids in the Lord.
Local church involvement is essential for families to grow in the Lord, which is why we require our families to be involved in a local church. The school can never replace the church in terms of providing Christian community, discipleship, teaching, and more, and we expect that our families will serve and grow in the context of the local church first, and at ECA in a secondary way.
Developing resilience in students who are critical thinkers and who know they can do hard things. We want to breed independence and grit through giving students increasing responsibility and autonomy as they grow. We will partner with parents first as co-teachers (elementary), then as tutors (middle school), and finally as supervisors (high school) of their children’s education; with increasing maturity will come increased responsibility and freedom for students.
At-Home Days
Tuesdays, Wednesdays, and Thursdays are on-campus school days for all students. Lessons will be taught in the home on Mondays and Fridays. For all home education days, parents (co-teachers) are responsible for the delivery of new material, overseeing the completion of assignments or worksheets, and grading any assignments.
Parental Roles
We believe that as students grow and mature, they are able to be given increased responsibility for their education. Because of this, parents will take on different roles in their students’ education as their student progresses. Of course, parents know their students best and should engage with their students in the way they see to be most effective, but our hope is to see parents progress from being co-teachers, to tutors, to supervisors.
The kindergarten through fifth grade years provide a foundation for academic success. The student will learn to read fluently with comprehension and master basic math facts in the beginning years and will then start applying that knowledge in more difficult scenarios that will still need guidance. Responsibilities are divided between the classroom teacher and the co-teacher at home.
Co-teacher: Elementary
Courses involving this role are made successful because each student has a private tutor, the parent, willing and ready to assist. Parents will receive instructions from the classroom teacher on a regular basis outlining homework assignments, follow-up study over covered material, and any preparation or review needed for their next class.
Tutor: Middle School
Students at a high school level should be capable of managing their assignments and lessons with increased independence. This means that the parent takes on the role of supervising their education, empowering them to complete assignments and lessons as assigned by the classroom teacher. They should check in with their student, as a good supervisor would, on their student’s assignments and progress.
Supervisor: High School
Scope and Sequence
Our Scope & Sequence gives families a big-picture view of what students will learn at each grade level and how our curriculum builds from year to year. This chart outlines the core resources and areas of study for Kindergarten through 4th grade, including phonics and spelling, reading, grammar, handwriting, writing, literature, math, history, and science. As students progress through ECA, each year builds intentionally on the last—strengthening foundational skills while gradually introducing greater depth, independence, and complexity.
Collaborative Academics
“At-Home Work” is not busy work. Meaningful assignments offer preparation, practice and extension at home on a schedule that accommodates the demands of each family. Well-planned assignments have three purposes:
to preview and develop a basic understanding of material before it is presented in class (science and history)
to practice new concepts, skills or vocabulary (math, spelling, grammar)
to show achievement (preparing book reports, working on individual or group projects, and studying for tests)
ECA sets high academic standards for its students. Success in a collaborative- style school requires significant and consistent effort by both students and their parents to complete assignments outside of class. For that reason “At-Home Work” is an integral part of academic success at Evergreen, and should be understood as different from traditional homework.
Homework vs. “At-Home-Work”
ECA does not assign evening homework as would be assigned in traditional schools. We believe that between the central classroom studies and home classroom studies, students will be adequately equipped. Some of their at- home-work can be done independently and during the home classroom time as the parent sees fit, but on school days no assignments will be given for students to complete after the school day has concluded.
Co-Teacher Training
Every co-teacher is required to attend a 1-day co-teacher training event in August before the school year begins. This training day will cover various topics in order to ensure that all our families are successful in the unique collaborative model of schooling. The date for this training event will be announced in the spring and parents should plan ahead to ensure that at least one of them (the parent primarily tasked with their child’s homeschool days) is able to attend for the full day. Both parents are welcome.
Thoughtful Education, Clearly Explained
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At Evergreen Christian Academy, curriculum selections are thoughtfully made by a qualified team of educators with experience across a variety of educational settings, including public schools, private and Christian schools, and homeschool education. Our Curriculum Team includes ECA teachers and parents who bring diverse experience and perspectives to the selection process. Together, the team researches and evaluates curriculum options and makes recommendations for board approval, ensuring that the resources we use support ECA’s mission, educational philosophy, and commitment to a Biblical worldview.
Have a question about the curriculum we use at ECA? We’d be happy to help! Please reach out to learn more about our curriculum selections and the resources used in our classrooms.
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At ECA, we carefully select high-quality curriculum for each subject, choosing resources that align with our educational philosophy and support strong academic foundations. Our current curriculum includes:
Phonics: Read Bright, which aligns with the Science of Reading and core principles of the Orton-Gillingham approach
Grammar: Shurley Grammar
Spelling: Memoria Press
Math: Singapore Math
History: Beautiful Feet Books
Science: Apologia
Writing: Integrated with history and science using the Institute for Excellence in Writing (IEW) framework
Rather than adopting a single curriculum publisher across every subject, our Curriculum Team evaluates each subject individually and selects resources we believe best serve our students and ECA’s educational goals. Curriculum selections are reviewed as needed and are subject to board approval.
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Our teachers thoughtfully schedule each subject across the academic year so that learning flows seamlessly between on-campus and at-home days. Each week, teachers create Home Education Guides for parents and co-teachers to use at home on Mondays and Fridays. These guides include the assignments, lessons, and activities students need to complete to stay connected to what they are learning in the classroom.
Home Education Guides are posted in Google Classroom each Tuesday, giving families plenty of time to prepare for Friday’s home education day and the following Monday. This allows our teachers and parents to work together as partners in each student’s education while providing consistency throughout the week.
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While ECA is not exclusively a classical school, we do incorporate classical curriculum and methods where we believe they best serve our students. Rather than selecting curriculum based on a single educational model or publisher, our Curriculum Team evaluates each subject and grade level individually, seeking to choose the strongest resources for our students and our program. Sometimes those selections are classical, and sometimes they draw from other proven educational approaches.
Parents are always welcome to reach out with questions about the specific curriculum or methods being used in their child’s grade level.
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At ECA, a Biblical worldview isn’t limited to a specific Bible or theology class—it is woven throughout the school day. Our teachers are encouraged and equipped to teach every subject through the lens of Scripture, helping students understand how what they are learning connects to God, His world, and the truth of the gospel.
This looks different across classrooms and grade levels. Some teachers begin the day with a short Scripture devotion, all of our students regularly memorize Scripture, and our teachers consistently point students back to God’s Word as they teach, answer questions, and help students make sense of the world around them. Our goal is for students to see that their faith is not one subject among many, but shapes the way they understand everything they learn.
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While ECA is not equipped to adequately serve students with significant learning differences, we recognize that many students benefit from additional support or challenge throughout their education. Our interventionist serves students across all grade levels, working alongside classroom teachers to provide targeted support when needed. This may include supplementing lesson plans, providing one-on-one or small-group instruction, reinforcing skills, or helping adapt learning to better meet an individual student’s needs.
Our goal is to know our students well and provide appropriate support within the scope of ECA’s educational model.
This looks different across classrooms and grade levels. Some teachers begin the day with a short Scripture devotion, all of our students regularly memorize Scripture, and our teachers consistently point students back to God’s Word as they teach, answer questions, and help students make sense of the world around them. Our goal is for students to see that their faith is not one subject among many, but shapes the way they understand everything they learn.
