Each day begins with Bible study, prayer, and a devotional time, setting a clear spiritual foundation for the rest of the day.

Throughout the day, students are not only learning academically, but are also being guided to think, respond, and live in light of Scripture.

From there, students follow a structured rhythm that includes:

Small group instruction in reading, writing, and math
Academic work blocks where students work toward their Specific Learning Goals
Independent work time with teacher support
Science and history throughout the week
Closing reflection, prayer, and worship

Students move between teacher-led instruction and guided work time throughout the day, building both understanding and independence.

Why this matters:
Your child is not sitting through long lectures or working alone all day. They are taught directly, supported throughout their work, and grounded daily in faith and truth.

Below is a detailed look at the daily schedule.

Students move between small group instruction (where new skills are taught) and work blocks (where students practice and apply what they’ve learned), with teacher support and clear expectations throughout the day.

Monday–Thursday

9:00 – Arrival & Morning Routine (10 min)
Students settle in and prepare for the day.

9:10 – Morning Meeting & Devotional (20 min)
Call-and-response prayer
Scripture (Truth78 curriculum)
Discussion and application

Academic Work Block 1 (9:30 – 10:30 | 60 min)

Students work on Specific Learning Goals and choose what to focus on.

Teacher Focus: Reading Small Groups (Direct Instruction)
3–5 students per group
Decoding, fluency, comprehension
1:1 support as needed

10:30 – Break (15 min)

Academic Work Block 2 (10:45 – 11:45 | 60 min)

Students continue working on goals.

Teacher Focus: Writing Small Groups (Direct Instruction)
3–5 students per group
Grammar
Composition
Structure

11:45 – Lunch & Outdoor Play (45 min)

Content Block (12:30 – 1:00 | 30 min)

Science or History (4x/week)
Discussion-based
Hands-on
Biblical worldview integration

• Monday: History

• Tuesday: History

• Wednesday: Science

• Thursday: Science

Independent Work Block (1:00 – 1:40 | 40 min)

Students continue working through goals across subjects.

Teacher Focus: Math Small Groups (Direct Instruction)
3–5 students per group
Visual models and hands-on support

1:40 – Closing (20 min)
Reflection
Prayer
Doxology

2:00 – Dismissal

Friday (Enrichment & Service Day)

9:00 – Arrival & Morning Routine (10 min)

9:10 – Prayer, Devotional & Weekly Reflection (20–25 min)
Prayer
Scripture
Reflection on completed and remaining work

Work Block (9:35 – 10:45 | 60–75 min)

Work Completion & Goal Conferences
Finish weekly goals
1:1 teacher meetings

10:45 – Break (15 min)

Flex Block (11:00 – 11:45 | 45 min)

Final opportunity to complete work

11:45 – Lunch & Outdoor Play (45 min)

12:30 – Read-Aloud / Book Study (15 min)

Enrichment & Service Block (12:45 – 1:45 | 1 hour)

Examples include:
Art
Music
Building projects
Service opportunities

1:45 – Closing (15 min)
Reflection
Prayer
Doxology

2:00 – Dismissal

Note for K–2 Students

Younger students rotate through short, focused tasks within each work block rather than working for long periods at a time.

This includes:

Hands-on activities
Small group instruction
Movement breaks

Students are guided closely throughout the block and are not expected to manage long stretches of independent work on their own.

Students are taught through small group instruction, skill-based lessons, and guided work time.

Each student has Specific Learning Goals based on their current level and needs. These goals are taught directly during small group instruction.

Small groups are subject-specific and focused.
Throughout the day, students meet with the teacher in small groups (3–5 students) for reading, writing, and math.

During these groups, students receive:

Direct instruction
Skill-based lessons
Practice aligned to their Specific Learning Goals

Example:
In a reading group, one group may work on phonics and fluency, while another focuses on comprehension and discussion.

Outside of small groups, students continue working on assignments connected to what they were taught, with teacher check-ins and support throughout the day.

Why this matters:
Your child is directly taught what they need to learn, not left to figure it out on their own. They receive focused instruction and then have time to practice and build confidence.

Independent work is when students apply what they have already been taught during small group instruction.

It is not new teaching time. It is guided practice connected to their Specific Learning Goals.

During this time, students may be:

Completing assigned work from a reading, writing, or math lesson
Practicing a skill they were just taught
Working through tasks connected to their goals

Students are not all working on the same subject at the same time. Instead, they choose what to work on based on their assigned goals.

This choice is intentional and guided. It helps students build:

Strong work habits
Independence
Decision-making skills

Example:
One student may choose to practice multiplication, another may work on a writing assignment, while another completes a reading task—all based on what they have been taught.

Why this matters:
Students are not just completing work—they are learning how to manage their time, make responsible choices, and take ownership of their learning while still receiving teacher support.

Acaciawood Academy focuses on Specific Learning Goals instead of relying only on traditional grades.

Each student works toward clear, measurable goals based on their current level and needs. These goals are similar to S.M.A.R.T. goals and are designed to support steady progress.

Examples:
A student may work on mastering multiplication facts to 12
Another may focus on writing a complete paragraph with proper punctuation
Another may work on improving reading fluency and comprehension

Progress is tracked through work samples, teacher observation, and regular check-ins.

Why this matters:
You can clearly see what your child is learning, how they are growing, and what they still need support with.

Faith is part of the daily rhythm, not just a separate subject.

Students participate in prayer, Scripture, devotional time, discussion, and real-life application.

Example: A teacher may ask, “How could you show love to your neighbor in this situation?” or “What would wisdom look like here?”

Why this matters: Students are formed in both knowledge and character.

Acaciawood Academy reflects many of the values families appreciate about homeschooling, including personalized instruction, flexibility, and strong family partnership.

Many of our families are drawn to these same values but are not able to provide that structure and instruction at home full-time.

Acaciawood Academy provides that support through a consistent school day, teacher-led instruction, and clear Specific Learning Goals for each student.

Why this matters:
Families don’t have to choose between individualized learning and a typical school environment. Your child can receive both.

Acaciawood Academy’s microschool serves K–8 students.

Students may work at different levels in different subjects. A child may be ahead in reading, still building confidence in writing, and working steadily in math.

Why this matters: Students are seen as individuals, not just as a grade level.

The microschool is intentionally small.

Acaciawood Academy is designed for 12–15 students, with a maximum of 15 students.

Example: Instead of one teacher trying to manage a large classroom, students receive small group instruction, individual check-ins, and clear expectations throughout the day.

Why this matters: Small size helps students stay known, supported, and accountable.

Microschool tuition is $6,500 per year.

Acaciawood Academy accepts Arizona ESA funding, which may fully cover tuition for eligible families.

Yes. Acaciawood Academy accepts Arizona ESA funding.

ESA is a state-funded scholarship program for private education, and most Arizona families are eligible.

Acaciawood Academy can help walk families through the application process.

At Acaciawood Academy, student progress is communicated through clear, consistent updates tied to each child’s Specific Learning Goals.

Parents can expect:

Work samples that show what their child is learning
Ongoing teacher observation and feedback
1:1 conversations about progress and growth
Updates based on completed and in-progress goals

Because students are working toward specific, measurable goals, communication is focused and easy to understand.

Example:
Instead of a general update, you may hear that your child has mastered multiplication facts to 12, is improving in paragraph writing, or is continuing to build reading fluency.

Why this matters:
You are not left guessing how your child is doing. You can clearly see their progress, understand their growth, and know where they are headed next.scription

Acaciawood Academy uses Truth78 for devotional and biblical instruction.

Students also practice Scripture memory, prayer, discussion, and applying biblical truth to everyday choices.

Why this matters: Faith formation is intentional, consistent, and connected to real life.

Discipline is firm, calm, and heart-focused.

The goal is not just outward behavior, but helping students grow in responsibility, respect, and self-control.

A teacher may use:

Redirection
Private conversation
Natural consequences
Parent communication when needed

Example: A teacher might say, “Let’s pause. Your words were disrespectful. We are going to try that again with honor.”

Why this matters: Students learn that their choices matter, and they are guided toward maturity.

Students who thrive at Acaciawood Academy are those who benefit from a structured, smaller learning environment with personalized instruction.

This is a strong fit for students who:

Benefit from more focused attention and support
Need to build confidence in their learning
Are ready to grow in independence and responsibility
Do better in a calm, structured setting
Want to be known, not overlooked

Students do not need to be ahead academically. Many students come in at different levels and grow steadily through Specific Learning Goals and small group instruction.

Example:
A student who may feel lost in a larger classroom often begins to engage more, participate in small groups, and build confidence as they experience consistent support and clear expectations.

Why this matters:
Students are not expected to fit a system. The environment is designed to meet them where they are and help them grow with clarity and confidence.