Our School
Tree of Knowledge Learning Academy (TOKLA) welcomes all students to its doors with targeted efforts to recruit at-risk K – 12 students that face economic, environmental, emotional and/or academic challenges, including physical and mental health illnesses, social disadvantages, learning disabilities or other special needs. TOKLA provides students and their families with excellent education options based on flexible learning situations, individualized programming and curricula, and complete technology connections for home and hospital-based students to meet every child’s learning needs and maintain whole-school participation.
Tree of Knowledge Learning Academy provides individualized educational experiences for every student in a safe community environment characterized by adaptable, psycho-educational programming through advanced technology, small classes, and a focus on teaching and therapeutic excellence grounded in research-based practice.
Home & Hospital Based Education
The homebound/hospitalized instructional program has two main instructional delivery modes that complement each other to provide a wide range of curriculum opportunities to those students who are unable to attend school for disability and medical reasons: face-to-face instruction by qualified teachers and virtual instruction through telecommunications and 24/7 curriculum access.
For students in grades K-4, teachers provide direct, face-to-face instruction to students in their LRE (Least Restricted Environment) and will carry out the curriculum and hourly instructional provisions determined in each student’s IEP plan. This pertains to LEP and exceptional students in grades K-12 as well. Parents and guardians of home and hospital students will go through extensive preparations with school staff and are expected to oversee their child’s education to ensure success.
For students in grades 5-12, students will be educated through both teleconferencing and face-to-face instruction. Face-to-face instruction is crucial for the delivery of additional pedagogical approaches that students cannot get from computer-aided instruction alone. It’s also imperative for teachers and school directors to constantly monitor student progress, set expectations, and plan for any learning transitions that may be yet to come.
