Coliseum of Rome
“The mission of Fortis Academy is to “[p]artner with families to classically educate and disciple our sons and daughters to lead and serve others for the glory of God… Fortis Academy provides a classical, college preparatory education to students, grades [Pre]K-12, while satisfying those whose core values demand greater parental involvement in the child-rearing process.”
“But seek ye first the kingdom of God, and His righteousness; and all these things shall be added unto you.” Matt 6:33
Historically, scientifically, and morally our intent is to present truths as recognized by the Bible. God’s word will be our standard against which all academy objectives will be measured.
Our leadership conduct is to be that of one seeking to please Christ our Lord, knowing it is to Him that we will ultimately answer. We expect our students to reflect a Christian attitude as well, that should be demonstrated in everything that they do from personal academic excellence to sportsmanship to modest attire.
As an organization founded on biblical beliefs, all board, faculty, staff, and student families profess faith in the Bible as God’s holy, authoritative, inerrant word.
FA’s Statement of Doctrinal Beliefs
We believe the Bible in its original conveyance to be the only inspired, infallible, authoritative, inerrant Word of God (2 Timothy 3:15; 2 Peter 1:21), and we adhere to its orthodox interpretation regarding all matters, including but not limited to the sanctity of life beginning at conception, the sanctity of marriage between one man and one woman, the imperative nature of salvation in Jesus Christ alone, et al.
We believe there is only one God, eternally existing in three persons—Father, Son, and Holy Spirit (Genesis 1:1; Matthew 28:19; John 10:30)
The school has chosen to adopt a classical approach to education. It is a rigorous, language-focused, methodical way of learning that insists all knowledge is interrelated and should be presented accordingly.
The directive of a classical education involves the trivium approach. Around the turn of the fifth century, educators began to notice three key milestones in a child’s development that made a systematic appeal to learning opportune. The first stage, known as the Grammar Stage, involves the mastering of the basics through fact absorption and repetition. By sixth grade, adolescents graduate to the Dialectic or Logic Stage where they have the intellectual capacity and natural tendency to wrestle with the various facts that they have acquired. Lastly, and building on the first two phases, the Rhetorical Stage comprises the high school years. Here, students express themselves in their endeavors by formulating original and eloquent arguments and defenses.
The “classics” themselves refer to the contributions of “great thinkers” including influential societies throughout history. They are necessary studies that serve as building blocks for the advancement of mankind and enable generations to participate in the “great conversation”. A few examples include the likes of Latin, Newton, Aristotelian Logic, and Shakespeare.
All Fortis Academy faculty and co-teachers share a common understanding of classical education as explicated in An Introduction to Classical Education, Perrin, Chris, Classical Academy Press. Please enjoy reading the pdf.
Parents as Co-teachers
We concur with the Scriptural mandate set forth in Deuteronomy 6:6-9:
“These words, which I am commanding you today, shall be on your heart. You shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up. You shall bind them as a sign on your hand and they shall be as frontals on your forehead. You shall write them on the doorposts of your house and on your gates.”
In context, Moses writes of the commands given to Israel—that in following and teaching God’s word His people would prosper. The same can be said of the discipleship of our children; in following and teaching God’s word and ways to our children, we fulfill our biblical obligation and foster continued blessing from generation to generation.
In this process of biblical discipleship, there is no more important role than that of the parent. From spiritual life to social skills, from intellectual awareness to self-identity, the parent is the most influential person in a student’s life; this reality is the cornerstone of our educational philosophy. While parents may properly delegate portions of their child’s training to others (as was the case with young Jewish children taught in the Temple), ultimately they are accountable to God for the whole of that training.
Consequently, at Fortis Academy we take seriously the delegated responsibility placed upon us by parents—to provide students with a Bible-based, character-focused education that will prepare them not only for college but also promote a healthy relationship with Jesus Christ. Still, we cannot do this without parents taking an active role in the discipleship of their children. Whether it’s working with a younger child at home when not in school, or closely monitoring an older child to ensure his or her success, Fortis Academy works best when parents understand and accept the role given to them by God.
Working together, it is our hope to glorify the Lord, encourage the parent, edify the student, and jointly produce future leaders with servants’ hearts.
Parents at Fortis Academy serve as co-teachers, supervising their children on off-campus days to complete their assignments. As a general rule, for every class hour attended, one additional hour of homework should be expected.
For a complete list of parental roles, click here.
We accomplish this approach with the support of The National Association of University Model School. The following two professionally produced videos, narrated by Pat Summerall, will provide an interesting introduction to the University Model.
Strength through Balance
Fortis Academy refuses to teach to a test. Our testing will only be conducted every other year so as to limit the amount of interference that will occur. We will not spend our year preparing for it. Instead, we will spend our year preparing for life and let the results fall where they may. As we are not dependent upon adequate test results for school funding as are the public schools, the results will merely be used to help identify any weaknesses within our program and weighed with other determining factors.
In 2006, the average American elementary student spent 78 minutes completing their homework every evening. That is in addition to spending the entire day at school, for five days of the week. Recent studies have shown that excess homework not only fails to produce better test results, but damages children’s interest in learning. At Fortis Academy, students will attend school at a maximum of three days per week. Their at home assignments can be easily completed on off-campus week days freeing their evenings for family and serendipity.