Educational Philosophy
Cyprus breaks the mold of the traditional educational structure by placing children in small classes
with peers of similar age, ability, and achievement levels.
with peers of similar age, ability, and achievement levels.
Cyprus Classical Academy’s mission is to provide a learning environment that is optimal for gifted learners, grounded in best practices in gifted education and a deep understanding of the social and emotional lives of gifted students. Every student receives a customized schedule so they can learn alongside peers who share both their intellectual abilities and their age, reducing the need for differentiation within the classroom.
When entering Cyprus you will not see a traditional elementary or middle school environment. It is structured more like a middle or high school, with 7 class periods and individualized schedules. During passing time, you might hear students using advanced vocabulary, laughing over inside jokes only Cyprus students understand, or engaging in animated debates. You will not hear profanity or see bullying, but you may occasionally encounter a spirited disagreement or a student reinforcing a rule - often about which side of the stairway to walk on. Sometimes the atmosphere is subdued and thoughtful; other times, it’s animated and intense. That is what a community of gifted learners looks like.
When you enter a Cyprus classroom, you will most likely not see a room full of conventional “high achievers.” Instead, you will see the beauty of how gifted students learn, question, reflect, and discover. Our classes allow for both structured and organic discussion, quiet work periods, and opportunities for deep focus. Classes balance structured lessons, organic discussion, individual and group work. There are clear objectives and expectations for behavior, but always with respect for each student’s developmental journey.
When entering Cyprus you will not see a traditional elementary or middle school environment. It is structured more like a middle or high school, with 7 class periods and individualized schedules. During passing time, you might hear students using advanced vocabulary, laughing over inside jokes only Cyprus students understand, or engaging in animated debates. You will not hear profanity or see bullying, but you may occasionally encounter a spirited disagreement or a student reinforcing a rule - often about which side of the stairway to walk on. Sometimes the atmosphere is subdued and thoughtful; other times, it’s animated and intense. That is what a community of gifted learners looks like.
When you enter a Cyprus classroom, you will most likely not see a room full of conventional “high achievers.” Instead, you will see the beauty of how gifted students learn, question, reflect, and discover. Our classes allow for both structured and organic discussion, quiet work periods, and opportunities for deep focus. Classes balance structured lessons, organic discussion, individual and group work. There are clear objectives and expectations for behavior, but always with respect for each student’s developmental journey.
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People often confuse high-achieving students with gifted students. If asked to identify the gifted children in a classroom, many will point to those who are disciplined, organized, compliant, hardworking, and consistently earning top grades. While some gifted students do fit this description, it does not represent most of them. Gifted learners have intense curiosity, asynchronous development, and complex thinking. They may derail a lesson with a tangential question sparked by their need to understand the bigger picture. They may correct their teacher because accuracy matters deeply to them. They have a strong sense of justice and are often quick to defend what they believe is right.
At Cyprus, we understand not only the intellectual differences but also the emotional and social ones. As SENG (Supporting Emotional Needs of the Gifted) describes, “Gifted children are often more intense, sensitive, and overexcitable than their age peers. Their emotional experiences can be deeper and more complex, and they may react strongly to seemingly small events.” We are set up to support students as they grow in social-emotional learning while honoring these differences. Our small class sizes allow teachers to know each student well. Our faculty are gifted themselves and trained specifically in how to teach and guide gifted learners. The curriculum is ability-based, challenging, and engaging, designed to spark curiosity, encourage meaningful discussion, and inspire independent research. |
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When you enter a Cyprus classroom, you will most likely not see a room full of conventional “high achievers.” Instead, you will see the beauty of how gifted students learn, question, reflect, and discover. Our classes allow for both structured and organic discussion, quiet work periods, and opportunities for deep focus. Classes balance structured lessons, organic discussion, individual and group work. There are clear objectives and expectations for behavior, but always with respect for each student’s developmental journey.
At times, you may see a student dealing with an overwhelming sense of injustice, an idea too important to postpone, or anxiety bubbling up unexpectedly. In those moments, you will also see a teacher present to help them navigate, reflect, and grow. We understand that gifted students are not perfect students. We work with them to build self-awareness, cope with challenges in healthy ways, and take responsibility for their actions.
We understand that gifted students are not perfect students, and we work with them to cope with their unique challenges in healthy and respectful ways and take responsibility for their actions. We hold clear standards for behavior and community and clear guidelines for behavior intervention.
Our approach has stood the test of time. Because of our unique approach, our students thrive. They develop a strong sense of self, confidence in their abilities, and the resilience to pursue their passions. In this environment, they are free to engage deeply with learning and grow as individuals. As a result, many of our students excel beyond the classroom by winning academic competitions, gaining admission to selective programs, contributing original ideas, and becoming leaders in their communities.
At Cyprus, we know that growth sometimes looks messy. That is not a flaw. It is evidence of authentic learning and development in an environment appropriate for gifted learners. Our purpose is not to create the appearance of perfection, but to nurture each student’s potential so they develop into capable, compassionate, and self-aware individuals - original thinkers who demonstrate kindness, respect, responsibility, inclusiveness, and a love of learning.
Our graduates consistently demonstrate what happens when a gifted children have the opportunity to learn in an environment where they are truly understood, challenged, and supported throughout their elementary and middle school years.
At times, you may see a student dealing with an overwhelming sense of injustice, an idea too important to postpone, or anxiety bubbling up unexpectedly. In those moments, you will also see a teacher present to help them navigate, reflect, and grow. We understand that gifted students are not perfect students. We work with them to build self-awareness, cope with challenges in healthy ways, and take responsibility for their actions.
We understand that gifted students are not perfect students, and we work with them to cope with their unique challenges in healthy and respectful ways and take responsibility for their actions. We hold clear standards for behavior and community and clear guidelines for behavior intervention.
Our approach has stood the test of time. Because of our unique approach, our students thrive. They develop a strong sense of self, confidence in their abilities, and the resilience to pursue their passions. In this environment, they are free to engage deeply with learning and grow as individuals. As a result, many of our students excel beyond the classroom by winning academic competitions, gaining admission to selective programs, contributing original ideas, and becoming leaders in their communities.
At Cyprus, we know that growth sometimes looks messy. That is not a flaw. It is evidence of authentic learning and development in an environment appropriate for gifted learners. Our purpose is not to create the appearance of perfection, but to nurture each student’s potential so they develop into capable, compassionate, and self-aware individuals - original thinkers who demonstrate kindness, respect, responsibility, inclusiveness, and a love of learning.
Our graduates consistently demonstrate what happens when a gifted children have the opportunity to learn in an environment where they are truly understood, challenged, and supported throughout their elementary and middle school years.
All Children have the Right to Learn at School
Traditional schools are set up to offer the same things to all children of the same age, regardless of ability. Even schools which claim to be "magnets" for gifted students only allow a minimum variation between students. This system leaves the students who already know the curriculum or need to learn at a faster pace with very little to challenge them.
- Cyprus has ability-based classes with no upper limit.
- Children take classes with similar aged peers. (When they are studying topics which are several years above grade-level, they study with other children who are also doing the same.)
- Cyprus has high level, ability-based, enriching curriculum throughout the entire day. We do not have pull-out programs. Our regular curriculum accommodates the academic abilities, pacing and needs of our students.
- Cyprus offers small class sizes and Individual Learning Plans for each student.
- Cyprus offers daily fluency track classes for Mandarin Chinese and Spanish.
Cyprus Classical Academy's Position on the Acceleration of Gifted Students
by Michelle Wallick, Founder & Director of Cyprus Schools
Cyprus Classical Academy holds the philosophy that acceleration of gifted students is the single most important educational intervention in determining the academic, emotional and social success of intellectually gifted children. Acceleration is a practice that allows students to progress through academic material, grades and/or subjects more rapidly than in a traditional school environment based on ability and motivation of the student. It is the most effective way to match a child's ability with curriculum. Much research has been done on acceleration, and the results are in. Acceleration works for gifted children socially, emotionally and academically. Cyprus provides, and its structure is set up for, unlimited acceleration through academic subjects. Matching a child's ability level with the curriculum is the most essential factor of a child's success, enthusiasm about school, and continued motivation. This means working with children from one to several years above grade level.
David Elkind, president emeritus of the National Association for the Education of Young Children, states in his article on acceleration, "Acceleration is really the wrong word here. If it were correct we would have to say that a (gifted) child who was retained (kept at grade level) was "decelerated." When an intellectually gifted child is promoted one or more grades, what has been accelerated? Surely not the child's level of intellectual development - that, after all, is the reason for his or her promotion! What has been accelerated is the child's progress through the school curriculum. But this can be looked at a different way, not so much as acceleration as tailoring. What promotion does for intellectually gifted children is to make a better fit between the child's level of intellectual development and the curriculum."
In the NAGC (National Association of Gifted Children) position statement on acceleration, it states, "Educational acceleration is one of the cornerstones of exemplary gifted education practices, with more research supporting this intervention than any other in the literature on gifted individuals." Students who are learning at a level and pace that is challenging to them retain the spark of interest and love of learning. Students who are unchallenged are typically frustrated and bored.
All of the research on acceleration shows that it is effective, but its success is seen each day at Cyprus, an environment where every child is working at their ability level in each individual subject. Two students were asked the question," What is your favorite thing to do in math?" The first student attended a local private school and was visiting Cyprus for a day. She was an exceptionally gifted but unchallenged 1st grade-aged student enrolled in second grade, but was able to learn at the fourth grade level. She commented, "Math is really boring. I already know everything. I can do really hard multiplication, but all of the other kids are still adding and subtracting, and it takes them forever! It is really boring." With a sigh, she said, " I just wait and wait and wait." The second child, a kindergarten-aged Cyprus student working on math at a 3rd grade level commented, "My favorite thing to learn in math class right now is about adding feet and inches like 59' 10" + 1' 3" = 61' 1! I also really like really hard multiplication problems! In Language, my favorite thing is doing worksheets with prepositional phrases and compound objects of prepositions on it!" The excitement seems to radiate from the challenged 6 year old; the light is dimming and frustration rising for the student left unchallenged.
The visiting student spent math class at Cyprus with intellectual peers and said she learned more in that day than she did all year at her school. She was very excited about the work we were doing, and asked for more after the class was finished. In fact, all of the students in that class asked for more work when the class was finished. Challenged students are content students. When placed appropriately, "the reduction of boredom and demotivation that was an almost inevitable result of being held to the pace and level of curricula designed for age peers of average ability leads to a reawakening of their early delight in learning" (Gross, 2005).
Gifted children, especially exceptionally and profoundly gifted students, often have a difficult time finding friends within their own age group due to the fact that most children their age do not function at the same level, and therefore cannot relate to the gifted student. Because Cyprus enrolls so many highly gifted students, this issue is answered by placing students with both similar-aged and similar-ability children, providing them with many opportunities for friendship with children their own age and size who are able to think at the same level: the perfect social solution.
Is Cyprus creating a false environment where children will be shocked by the "real world?" No - in fact it is quite the opposite. In a typical public or private school environment, gifted children usually feel they are the "best" and they do not need to work hard to see themselves rise to the top. Children who attend Cyprus have true competition, and learn to work hard to excel. They are placed in an environment that will reflect the rigor of the adult world if they choose to attend a difficult college or have an intellectually demanding career. Although these students will not easily find a comparable intellectually gifted child in a typical public or private school, once they go to college and enter the work force, they will find that there are many highly intelligent people and will be working with and competing with them in their adult life. Cyprus more accurately reflects "real life" for intelligent children and places them in a competitively strong position for their future.
The visiting student spent math class at Cyprus with intellectual peers and said she learned more in that day than she did all year at her school. She was very excited about the work we were doing, and asked for more after the class was finished. In fact, all of the students in that class asked for more work when the class was finished. Challenged students are content students. When placed appropriately, "the reduction of boredom and demotivation that was an almost inevitable result of being held to the pace and level of curricula designed for age peers of average ability leads to a reawakening of their early delight in learning" (Gross, 2005).
Gifted children, especially exceptionally and profoundly gifted students, often have a difficult time finding friends within their own age group due to the fact that most children their age do not function at the same level, and therefore cannot relate to the gifted student. Because Cyprus enrolls so many highly gifted students, this issue is answered by placing students with both similar-aged and similar-ability children, providing them with many opportunities for friendship with children their own age and size who are able to think at the same level: the perfect social solution.
Is Cyprus creating a false environment where children will be shocked by the "real world?" No - in fact it is quite the opposite. In a typical public or private school environment, gifted children usually feel they are the "best" and they do not need to work hard to see themselves rise to the top. Children who attend Cyprus have true competition, and learn to work hard to excel. They are placed in an environment that will reflect the rigor of the adult world if they choose to attend a difficult college or have an intellectually demanding career. Although these students will not easily find a comparable intellectually gifted child in a typical public or private school, once they go to college and enter the work force, they will find that there are many highly intelligent people and will be working with and competing with them in their adult life. Cyprus more accurately reflects "real life" for intelligent children and places them in a competitively strong position for their future.
David Elkind, president emeritus of the National Association for the Education of Young Children, states in his article on acceleration, "Acceleration is really the wrong word here. If it were correct we would have to say that a (gifted) child who was retained (kept at grade level) was "decelerated." When an intellectually gifted child is promoted one or more grades, what has been accelerated? Surely not the child's level of intellectual development - that, after all, is the reason for his or her promotion! What has been accelerated is the child's progress through the school curriculum. But this can be looked at a different way, not so much as acceleration as tailoring. What promotion does for intellectually gifted children is to make a better fit between the child's level of intellectual development and the curriculum."
In the NAGC (National Association of Gifted Children) position statement on acceleration, it states, "Educational acceleration is one of the cornerstones of exemplary gifted education practices, with more research supporting this intervention than any other in the literature on gifted individuals." Students who are learning at a level and pace that is challenging to them retain the spark of interest and love of learning. Students who are unchallenged are typically frustrated and bored.
All of the research on acceleration shows that it is effective, but its success is seen each day at Cyprus, an environment where every child is working at their ability level in each individual subject. Two students were asked the question," What is your favorite thing to do in math?" The first student attended a local private school and was visiting Cyprus for a day. She was an exceptionally gifted but unchallenged 1st grade-aged student enrolled in second grade, but was able to learn at the fourth grade level. She commented, "Math is really boring. I already know everything. I can do really hard multiplication, but all of the other kids are still adding and subtracting, and it takes them forever! It is really boring." With a sigh, she said, " I just wait and wait and wait." The second child, a kindergarten-aged Cyprus student working on math at a 3rd grade level commented, "My favorite thing to learn in math class right now is about adding feet and inches like 59' 10" + 1' 3" = 61' 1! I also really like really hard multiplication problems! In Language, my favorite thing is doing worksheets with prepositional phrases and compound objects of prepositions on it!" The excitement seems to radiate from the challenged 6 year old; the light is dimming and frustration rising for the student left unchallenged.
The visiting student spent math class at Cyprus with intellectual peers and said she learned more in that day than she did all year at her school. She was very excited about the work we were doing, and asked for more after the class was finished. In fact, all of the students in that class asked for more work when the class was finished. Challenged students are content students. When placed appropriately, "the reduction of boredom and demotivation that was an almost inevitable result of being held to the pace and level of curricula designed for age peers of average ability leads to a reawakening of their early delight in learning" (Gross, 2005).
Gifted children, especially exceptionally and profoundly gifted students, often have a difficult time finding friends within their own age group due to the fact that most children their age do not function at the same level, and therefore cannot relate to the gifted student. Because Cyprus enrolls so many highly gifted students, this issue is answered by placing students with both similar-aged and similar-ability children, providing them with many opportunities for friendship with children their own age and size who are able to think at the same level: the perfect social solution.
Is Cyprus creating a false environment where children will be shocked by the "real world?" No - in fact it is quite the opposite. In a typical public or private school environment, gifted children usually feel they are the "best" and they do not need to work hard to see themselves rise to the top. Children who attend Cyprus have true competition, and learn to work hard to excel. They are placed in an environment that will reflect the rigor of the adult world if they choose to attend a difficult college or have an intellectually demanding career. Although these students will not easily find a comparable intellectually gifted child in a typical public or private school, once they go to college and enter the work force, they will find that there are many highly intelligent people and will be working with and competing with them in their adult life. Cyprus more accurately reflects "real life" for intelligent children and places them in a competitively strong position for their future.
The visiting student spent math class at Cyprus with intellectual peers and said she learned more in that day than she did all year at her school. She was very excited about the work we were doing, and asked for more after the class was finished. In fact, all of the students in that class asked for more work when the class was finished. Challenged students are content students. When placed appropriately, "the reduction of boredom and demotivation that was an almost inevitable result of being held to the pace and level of curricula designed for age peers of average ability leads to a reawakening of their early delight in learning" (Gross, 2005).
Gifted children, especially exceptionally and profoundly gifted students, often have a difficult time finding friends within their own age group due to the fact that most children their age do not function at the same level, and therefore cannot relate to the gifted student. Because Cyprus enrolls so many highly gifted students, this issue is answered by placing students with both similar-aged and similar-ability children, providing them with many opportunities for friendship with children their own age and size who are able to think at the same level: the perfect social solution.
Is Cyprus creating a false environment where children will be shocked by the "real world?" No - in fact it is quite the opposite. In a typical public or private school environment, gifted children usually feel they are the "best" and they do not need to work hard to see themselves rise to the top. Children who attend Cyprus have true competition, and learn to work hard to excel. They are placed in an environment that will reflect the rigor of the adult world if they choose to attend a difficult college or have an intellectually demanding career. Although these students will not easily find a comparable intellectually gifted child in a typical public or private school, once they go to college and enter the work force, they will find that there are many highly intelligent people and will be working with and competing with them in their adult life. Cyprus more accurately reflects "real life" for intelligent children and places them in a competitively strong position for their future.
The following is a list of excellent articles and research findings on the practice of acceleration. A must read: From "the saddest sound" to the D Major chord: The gift of accelerated progression. by Miraca U.M. Gross, PhD http://www.hoagiesgifted.org/d_major_chord.htm
A Look Back at Educational Non-Acceleration: An International Tragedy by J.C. Stanleyhttp://www.davidsongifted.org/db/Articles_id_10195.aspx
A Nation Decieved: How schools hold back America's Brightest Studentshttp://www.accelerationinstitute.org/Nation_Deceived/ND_v1.pdf
The following article is a book chapter by Lynn Pollins. It discusses studies on acceleration as it relates to the student's social and emotional development. There has never been a study that showed a negative result of acceleration. By contrast, there may even be positive effects to the social and emotional development of accelerants:
The Effects of Acceleration on the Social and Emotional Development of Gifted Students by L. Pollinshttp://www.davidsongifted.org/db/Articles_id_10017.aspx
NAGC Position Statement: Acceleration http://www.nagc.org/index.aspx?id=383
Acceleration by Dr. David Elkind http://www.hoagiesgifted.org/elkind.htm
Gross, M. & Van Vliet, H. (Spring 2005). Radical acceleration and early entry to college: A review of the research. Gifted Child Quarterly, Vol. 49, No.2.
Elkind, David Phd. (May 1988). Acceleration. Young Children, volume 43 number 4.
A Look Back at Educational Non-Acceleration: An International Tragedy by J.C. Stanleyhttp://www.davidsongifted.org/db/Articles_id_10195.aspx
A Nation Decieved: How schools hold back America's Brightest Studentshttp://www.accelerationinstitute.org/Nation_Deceived/ND_v1.pdf
The following article is a book chapter by Lynn Pollins. It discusses studies on acceleration as it relates to the student's social and emotional development. There has never been a study that showed a negative result of acceleration. By contrast, there may even be positive effects to the social and emotional development of accelerants:
The Effects of Acceleration on the Social and Emotional Development of Gifted Students by L. Pollinshttp://www.davidsongifted.org/db/Articles_id_10017.aspx
NAGC Position Statement: Acceleration http://www.nagc.org/index.aspx?id=383
Acceleration by Dr. David Elkind http://www.hoagiesgifted.org/elkind.htm
Gross, M. & Van Vliet, H. (Spring 2005). Radical acceleration and early entry to college: A review of the research. Gifted Child Quarterly, Vol. 49, No.2.
Elkind, David Phd. (May 1988). Acceleration. Young Children, volume 43 number 4.