Serving Utah students in grades 6-12

Deo Confidimus

From the Latin meaning “In God We Trust”, a main premise of Capstone Classical Academy will be to understand our national motto and from whence it came. Studying the history of the United States within the framework of world history, scholars will put together a timeline that will help them to understand why we study history: “We study history to learn precisely where we came from, and where we have been, so that we can determine wisely where we are going."

Founded on the precepts of wisdom, service, and honor, Capstone Classical Academy is an effort by a group of committed educators, community members, and parents to bring the classical arts and sciences to the youth of northern Utah. The academy serves grades 6 – 12. Conceptualized by longtime educator Dr. Susan Goers, the school curriculum engages students in a rigorous public education in the classical tradition while remaining family and student focused. Following a democratic Finnish Model within a scholé environment, a solid understanding of the founding of the United States, as well as the critical elements of virtuous living is every scholar’s focus.

Small mentor/instructor to student ratios, differentiated instruction, ILPs (individual learning plans) designed by students/parents and the counseling team will ensure that every scholar leaving CCA will have a letter of acceptance to a university, or completion of a trade certification to allow him or her immediate access to the workforce. Based on the Finnish model, (matriculation exam) PSAT and ACT scores will help define the avenues for each scholar.

Embedded in the traditions of classical education, Latin, Logic and Rhetoric, Communications, as well as the The Bible in History and Literature will be required courses for all scholars.  All scholars will take courses in argumentation and speech and debate. Capstone development and execution requiring an internship with a local nonprofit or for profit organization will round out the high school experience.

Scholars will adhere to a code of honor instituted by the Board of Trustees. In following that model, the Board, Faculty, Staff, and Parents will also have a code of honor mirroring the vision and mission of the school.

Students who do not master their coursework will not be advanced onto higher course material. Based on the “not yet” learning theory, if a scholar hasn’t mastered a concept yet, he or she will not move on to more rigorous material until that concept or skill is mastered. Scholars learn at different paces, and will be allowed to challenge courses based on preset standards.