Portrait of a Learner: Virtual Scholars Academy for the Gifted
( Every Learner is Unique | Every Success is Celebrated)
Who Are Our Learners?
At Virtual Scholars Academy for the Gifted, our scholars are extraordinary individuals navigating their unique learning journeys. From Kindergarten through 12th grade, these neurodiverse learners bring with them a rich tapestry of strengths, perspectives, and challenges. Their exceptionalities include:
Exceptionality | Approximate Percentage of Students |
Autism Spectrum Disorder (ASD) | 36% |
ADHD | 64% |
Gifted or Profoundly Gifted | 80% |
Developmentally Delayed | 3% |
High Anxiety/Perfectionism | 57% |
Dyslexia | 10% |
Learning Disabilities | 43% |
Our scholars’ exceptionalities include:
- Gifted, Exceptionally Gifted, and Profoundly Gifted
- Perfectionism
- Learning Disabilities
- Dyslexia and Dysgraphia
- ADHD
- Anxiety
- Autism Spectrum Disorder
- Other challenges that impact their classroom experience
Additional Insight: Approximately 70% of our students have an active IEP or are in the process of IEP referral for evaluation, ensuring individualized educational support.
Scholarship Support
84% of our scholars receive scholarship funds through a combination of school-provided and state-funded financial aid. During the 23-24 academic year, the Board of Directors of Scholars Academy approved and awarded $236,393 in school-provided financial assistance to support the enrollment of our students. This commitment ensures that exceptional education is accessible to all families, regardless of financial circumstances.
Overcoming Trauma
Many of our scholars have experienced trauma in previous school settings, including:
- Exclusion and Isolation: Feeling left out or unsupported in traditional classrooms.
- Ill-Equipped Staff: Educators unintentionally triggering dysregulation due to a lack of understanding or training.
- Misunderstanding Lens: Being viewed as “problematic” or as exhibiting “problem behavior.”
- Severe Bullying: Enduring emotional or physical harm from peers.
- Overlooked, unnoticed, ignored, or not at all pushed to reach their full potential.
- Lack of opportunities for acceleration through curriculum and/or to work above grade level.
We aim to break this cycle and push the boundaries of the educational system to create a safe, inclusive, and empowering space for every child.
At Virtual Scholars Academy, we believe in a holistic, collaborative approach to supporting neurodiverse learners. This includes:
- Partnerships with Families and Therapists: Working closely to build individualized learning and support plans for each child.
- Expert Teachers and Specialists: Collaborating with professionals trained in ABA, special education, and child psychology.
- Action-Research-Based Programs: Implementing solution-based strategies tailored to each scholar’s unique needs.
- Community Partnerships:
- Connections with local and national resources to enhance learning and social-emotional development.
Our teachers hold degrees in education, psychology, and special education, as well as licensure in K-12 AIG (Academically and Intellectually Gifted), K-12 Reading Specialist, and various STEM fields.
Our
Approach
Achievement and Growth
This graph visually compares growth metrics in Mathematics and Reading, highlighting how Virtual Scholars Academy scholars perform in relation to local, state, and national averages.
Our 23-24 end-of-year testing data demonstrated high achievement and high growth across our school during the 23-24 academic year. Highlights include:
- Mathematics: Average achievement at the 77th percentile compared to peers nationwide, with 90% of students scoring at or above grade level.
- Reading: Average achievement at the 79th percentile, with 97% of students scoring at or above grade level.
- Growth Metrics: Percentage of projected growth met across all grades:
- Mathematics: 150%
- Reading: 191%
This graph illustrates proficiency metrics in Mathematics and Reading, showing the percentage of students scoring at or above grade level compared to local, state, and national averages.
Relationships First, Teaching Second
We believe:
- Teaching starts with trust. Relationships are the cornerstone of our work.
- We teach children, not just “complex children,” although many are complex.
- All children are doing the best they can at any given moment. Dysregulation is communication—a signal of an unmet need.
- It is our responsibility to decipher that need and provide the support necessary for the child to gain increased functionality in the classroom environment.
Our Learning Environment
- Individualized Attention: Lessons are taught 1:1 or in small groups, ensuring personalized instruction.
- Flexible Scheduling: Meeting physical and sensory needs with frequent breaks and tailored scheduling at the individual level.
- Positive Lens: Viewing every scholar’s potential with optimism and steadfast commitment.
- Inclusive Mindset: We are responsible for ensuring every child learns and grows—no exceptions.
Kindness, Love, and Acceptance
At Virtual Scholars Academy, we have a zero-tolerance policy for bullying. Instead, we actively teach:
- Kindness
- Love
- Acceptance
Our scholars, faculty, and families are held to the highest standard of always being kind. This foundational expectation fosters a community of support, empathy, and connection where everyone feels safe and valued.
Our Mission
To ensure every child is:
- Validated for exactly who they are
- Empowered to succeed both in and out of the classroom
- Equipped with the tools and confidence to navigate the world authentically
Success Beyond the Classroom
At Virtual Scholars Academy for the Gifted, every step forward is celebrated, every effort is acknowledged, and every scholar is supported in achieving their potential. Together, we build a foundation for lifelong success—one smile, one lesson, and one moment at a time.