The things families ask us most.

Yes. Students enrolled at Cupertino Academy must be registered as homeschool students in the State of Georgia while attending the academy. You continue guiding math, science, history, and electives at home, while Cupertino Academy provides the daily, evidence-based literacy instruction. Families remain responsible for meeting Georgia homeschool requirements outside of our daily programming. Learn more about Georgia homeschool requirements here.

Families come to us in two ways. Some homeschool long-term and use us for literacy support. Others enroll for a focused season of intervention and then transition their child back into public or private school — using Cupertino Academy as a bridge. In both cases, children are registered as Georgia homeschool students while enrolled.

Yes. That's exactly what our bridge program is built for. Many children attend for a period of intensive instruction and then return to a traditional classroom with stronger skills, more confidence, and greater independence.

A formal diagnosis is helpful but not required to start a conversation with us. Reach out and we'll help you understand your child's needs and whether we're the right fit.

We serve grades 1 through 6, grouped into three small classes (1:4 ratio): Primary (grades 1–2), Intermediate (grades 3–4), and Upper Elementary (grades 5–6).

We use an evidence-based literacy curriculum rooted in the Orton-Gillingham approach and aligned with the Science of Reading — explicit, sequential, multisensory instruction in reading, spelling, writing, language, and comprehension.

A daily two-hour block of focused instruction in a small class of no more than four children (a 1:4 ratio): a warm welcome, explicit multisensory lessons, and guided practice.

With consistent, evidence-based instruction, children with dyslexia make real, cumulative progress. We can't promise a timeline for any individual child, but the right approach — delivered daily — is exactly what makes lasting growth possible.

Yes. Dyslexia affects how a child learns to read — not their intelligence or their potential. Many bright, capable children simply need to be taught in the way their brains learn best.