The Master's Academy

A Three-Day Elementary Program
Enrolling K-5 Students for September 2024


Join us on either February 28 at 2 p.m. or February 29 at 8:15 a.m. to learn about our exciting new three-day elementary program, The Master's Academy. Our Academy is enrolling students now for September 2024 and is a wonderful option for families looking for an alternative to our five-day Lower School program. This informational session will be held in our Dining Hall. All are welcome!
The Master’s Academy’s unique organization is designed to support learning both at school and at home. It is a three-day alternative to our traditional five-day Lower School program. On Mondays, Wednesdays, and Fridays from 8 a.m. through 2 p.m. learning happens on campus and is facilitated by content area experts. For a few hours on Tuesdays and Thursdays, academic lessons taught at school are reinforced at home by students’ first and most important teachers, their parents. This organization provides parents with larger expanses of time to guide faith and worldview development and to individually curate extracurricular experiences. 

The Master’s Academy features direct and explicit Reading, Writing, Math, and Science instruction along with artistic expression and outdoor exploration experiences.

Academy students will collaborate in project-based research and problem-based learning to solve complex problems with innovative solutions!

Academy Tuition

Grade Level Cost
Kindergarten - Grade 2 $10,495
Grade 3 - Grade 5 $11,995

Academy Family Grant

Take advantage of our Family Grant!

$500 for the 2nd student
$600 for the 3rd student
$700 for the 4th student and beyond

Academy Instructional Approaches

List of 4 items.

  • Direct and Explicit

    At The Master’s Academy, instruction is direct and explicit (includes explanations, demonstrations, and gradually faded guidance), systematic (logically ordered from simple to complex), cumulative (new teaching builds from previous learning), and responsively and precisely individualized (with data informed variations in duration, frequency, and intensity) to ensure a gap free education.
  • Gradual Release of Responsibility

    Lesson structure reflects a gradual release of responsibility model with patterns of whole group, small group, and individual learning experiences designed to intentionally shift the cognitive load first from the teacher to the teacher and learners, then to learners first in supported group and then individual practice, and finally to learners in independent application (Fisher & Frey, 2013).
  • Cognitively Complex

    Academy students are challenged to move beyond remembering and understanding to reproduce knowledge to using knowledge to apply, analyze, evaluate, and create.
  • Shepherds

    During reading and writing instruction, shepherds, or skilled co-teachers, guide students with immediate feedback during instruction to support Academy students to develop greater fluency, automaticity, deeper understanding, and a gap-free foundation.

Academy Curriculums

List of 5 items.

  • Reading Instruction

    Reading instruction is delivered using an Orton-Gillingham approach and explicit comprehension strategy instruction.
    Highly effective reading instruction at the Academy concurrently incorporates instruction to support the development of two interrelated sets of skills: foundational reading skills and reading-comprehension skills. Foundational reading skills include phonemic awareness, phonemic decoding skills, fluency in word recognition and text processing, oral language vocabulary and skills, and spelling and writing skills (Foorman et al., 2016; NRP, 2000). Comprehension skills are undergirded by foundational reading skills and include broad conceptual knowledge, text-comprehension skills, thinking and reasoning skills, and motivation and engagement (Shanahan et al., 2010).
  • Writing Instruction

    Writing instruction is delivered using the Institute for Excellence in Writing approach.

    The Institute for Excellence in Writing (IEW) approach incorporates the evidence-based instructional practices identified as necessary to support students to reach the instructional goal of writing effectively, authentically, and flexibly for any purpose (Graham, 2019, Graham, Harris, et al., 2016; Graham, Harris, et al., 2015; Graham, Hebert, et al., 2015; Graham, Liu, Aitken, et al., 2018; Graham, Liu, Bartlett, et al., 2018). Specifically, the approach supports the development of foundational writing skills including pencil grip, handwriting, spelling, sentence construction, grammar, and processes for planning, drafting, evaluating, and revising writing. Further, IEW connects writing, reading, and learning, and builds knowledge of the components of the writing process, writing process strategies, characteristics of good writing, vocabulary for writing, and familiarity with different types of writing. Finally, the method features intensive and gradually fading guidance, frequent and timely feedback, and extensive time to write for real and different purposes in a supportive and motivating environment.
  • Math Instruction

    Math instruction is delivered using the Singapore math method.
    The Singapore math method focuses on the development of mastery, numeracy, and mathematical confidence and requires students to be resourceful as they synthesize math concepts with innovation to solve novel problems. A distinctive of the method is that new concepts are first presented concretely (e.g. using manipulatives), then, students practice using new concepts supported by mediating tools (e.g., pictures), before students manipulate concepts abstractly. Other distinctives include number bonds, bar modeling, and mental math. Students supported to achieve numeracy during the elementary grades excel in more advanced math in successive grades.
  • Inquiry-based Science Instruction

    Using inquiry-based science, Academy students are supported to investigate questions scientifically to uncover evidence and explanations and present and justify newfound understandings and theories.
  • Problem-based Research and Learning

    Through project-based learning, Academy students collaborate for extended periods of time and synthesize knowledge and skills acquired in classroom settings to investigate and respond to authentic, engaging, and complex questions, problems, or challenges with innovation.
The Master’s School is an independent, college-preparatory, non-denominational Christian day school enrolling children in preschool through post-graduate in West Simsbury, CT.

The Master's School is fully accredited by New England Association of Schools and Colleges (NEASC).

The Master's School opens its doors to all qualified students regardless of race, color, national or ethnic origin, or religious affiliation. It does not discriminate on the basis of race, color, or national affiliation in the administration of its educational policies, admissions policies, financial aid, and other school-administered programs.