The things families ask us most.

No. Cupertino Academy is a specialized literacy intervention program offered through a homeschool partnership. Our teachers provide daily intervention and complete English language arts instruction, while families oversee the remaining homeschool subjects.

No. Families can explore Cupertino whether they already homeschool or are considering it for the first time. Students participate through a homeschool arrangement while enrolled, with Cupertino providing their complete ELA instruction and families overseeing the rest of their education. Learn more about Georgia homeschool requirements here.

No. Cupertino can serve as a temporary bridge for families whose goal is to transition into or return to a public or private school setting. The length of enrollment depends on your child's needs, progress, and your family's goals. Families who choose to continue homeschooling can also benefit from our specialized instruction.

We understand that this can be one of the biggest concerns for families considering homeschooling. Cupertino handles your child's complete ELA curriculum, and we offer curriculum suggestions for math, science, history, and other subjects. You remain responsible for those subjects, but you can reach out with questions as you consider your options.

No. Cupertino provides your child's complete ELA curriculum, including reading, spelling, handwriting, vocabulary, grammar, comprehension, and writing. Families oversee the other homeschool subjects.

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.

Cupertino Academy serves elementary and middle school students. Every student is part of our Foundations program, which offers three ELA groupings for the second hour of the daily block — Early Elementary, Upper Elementary, and Middle School. Placement considers both WADE assessment results and the student’s current grade level, and every pod keeps a 1:4 student-to-teacher ratio.

All three pods provide foundational reading and spelling intervention through the Orton-Gillingham approach. The distinction is the ELA focus during the second hour: Early Elementary, Upper Elementary, or Middle School. This allows students to receive specialized reading instruction alongside broader ELA content suited to their stage of learning.

We consider your child’s WADE assessment results and current grade level together when recommending a Foundations pod. Both factors help us identify a placement that supports their literacy needs and provides an appropriate ELA experience during the second hour. The Early Elementary, Upper Elementary, and Middle School labels describe the ELA groupings within our Foundations program. They do not represent a student’s assessed reading grade level or a required sequence of intervention stages.

No. Foundations describes the focus on essential literacy skills. Our Middle School option pairs foundational reading and spelling intervention with age-appropriate ELA content, discussion, and writing instruction.

The three names describe ELA groupings within the Foundations program. They are not a required sequence of intervention levels. We discuss your child’s learning needs during the admissions process to help determine the appropriate fit.

Yes. The two-hour program includes both specialized literacy intervention and broader English language arts instruction. Cupertino covers reading, spelling, handwriting, vocabulary, grammar, comprehension, and writing. Families oversee the remaining homeschool subjects, with curriculum suggestions available from our team.

We use Structured Literacy rooted in Orton-Gillingham principles 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.