Frequently Asked Questions

No. We welcome and respect students of any faith or tradition, or none. Part of our continual efforts to express the fullness of the Orthodox Christian faith in everything we do at ASA is our commitment to welcome and respect all students, as a reflection of God's love for them, and in fulfillment of His commandments for us.

Please be aware that students will be expected to respectfully attend the Orthodox Liturgy, and to learn and memorize Scripture and prayers, and will be taught Orthodox Christian faith, doctrines, and worldview both explicitly and implicitly. 

If you have any questions about what that looks like or entails, please check out the rest of this FAQ, look over our programs, and take some time to learn about Orthodox Christianity through our page on the Orthodox faith and the resources it lists. We'd also love to hear from you and discuss any questions you may have!

Our non-Orthodox families have several reasons for choosing ASA. 

Some are looking for a high-quality education, where their students will learn real facts, real information, and to really think. 

Some are looking for a broad education, that will allow their students to build understanding and appreciation not only for often-neglected core subjects like history, science, and grammar, but also for things like art, music, PE, Latin, Greek, and logic.

Some want a school where they know their student will get the attention and support he or she needs to succeed, or to keep growing to his or her full potential.

Some are not Orthodox, but still want a school that they trust to operate with a traditional Christian worldview.

Some want a school where their children will be safe from the physical, mental, and spiritual abuse that is all too common in many places today.

If you have specific questions or concerns for your child and you're wondering if ASA is a good fit, we encourage you to contact us! 

Whatever your reason for choosing ASA, your child will be welcomed and loved.

A good place to start is our page on the Orthodox faith, which lists several resources for more information. 

We'd also love to discuss any questions you have--don't hesitate to contact us!

Yes, all the time! Any discussion of history, literature, science, etc. requires understanding a wide variety of beliefs and perspectives--some complementary and many conflicting. Our commitment to truth requires that those understandings be as fair and accurate as possible (in an age-appropriate way). 

Discussion and inquiry are strongly encouraged, in particular in order to see and evaluate that which is good, true, and beautiful in any perspective, and that which is not. But if our students are unable to give fair and accurate accounts of these perspectives, including those they and/or we ultimately disagree with vehemently, then we have failed in our pursuit of truth.

Your child will be welcomed, loved, and respected.

We are actually blessed to have a significant Ethiopian presence at our school, and have also had Coptic students, and others not in communion with the Eastern Orthodox Church.

We are, of course, an Eastern Orthodox school, and so we will teach the faith as it was defined at Chalcedon and subsequently. You should also be aware that the Liturgy we attend is at St. John the Baptist, a parish under the Greek Orthodox Archdiocese of America, so if your student is not in communion with the bishop of that parish, (Metropolitan Gerasimos of San Francisco), he or she will not receive the Eucharist at school Liturgies. 

That said, it is often noted by both Chalcedonian and non-Chalcedonian Orthodox Christians that the difference in faith and practice, even after ~1500 years of ruptured communion, is astonishingly small. Our non-Chalcedonian families have generally found this to be the case, and are more than happy to have their children educated in the Orthodox faith even if we are not in communion.

ASA will certainly not approach your tradition negatively or polemically--quite the opposite. Our teachers and students have loved the opportunity to learn and include Ethiopian practices and history (for example) when we can, and we look forward to the day when we are in communion once again.

Your child will be welcomed, loved, and respected.

Aside from all the other reasons to choose ASA, Catholic families will appreciate our love of Western civilization and the Christian Tradition, which for us will include an Eastern perspective and solid grounding in the Church Fathers that would be nearly impossible to find elsewhere.

We do not neglect Western history and tradition. Quite the opposite, in fact: we approach it with a respect and seriousness that may be difficult to find in many Catholic schools. 

Roman Rite Catholics may be surprised to learn that we teach traditional Latin prayers and hymns in our Latin classes--it's not well known, but Orthodoxy does have a Western Rite that uses the Roman Liturgy!

Eastern Rite Catholics will find an education in the Eastern Tradition and perspective that would not be available in another school.

As with all students who are not in communion with the Orthodox Church, be aware that your student will not receive the Eucharist at school Liturgies.

If you have any questions or concerns, please contact us!

Your child will be welcomed, loved, and respected.

Aside from all the other reasons to choose ASA, Protestant families will appreciate our love for Christ, Who is at the center of all we do, and for the Bible, which is at the center of Orthodox Tradition. Orthodox Christianity is joyfully traditional, holding firmly to the doctrines of the Nicene and Apostles' Creeds, and maintaining a Biblical perspective.

In addition, we provide a foundation in Church history and the Church Fathers that is almost impossible to find in Protestant circles, and which many Protestants find immensely valuable. 

Orthodox Christianity may look different from your tradition, and many Protestants are unfamiliar with it and find it hard to understand at first. If this describes you, we encourage you to spend a bit of time looking into Orthodox Christianity, and contact us with any questions you may have.

As with all students who are not in communion with the Orthodox Church, be aware that your student will not receive Communion at school church services. Communion is a very serious thing in the Orthodox Church, and it is not uncommon for even Orthodox Christians to abstain if they have not adequately prepared.

Your child will be welcomed, loved, and respected.

Whether you are a member of another faith, or no faith in particular, ASA will provide your student with a safe environment, individualized attention, and an excellent education. You may be looking for a thorough foundation in great literature, or maybe you want to make sure your student really learns math, or how to think and reason well. You might be trying to find a school where your student will not be lost in the cracks and will be supported and/or challenged. Or perhaps you just want to find a good alternative to dysfunctional or toxic environments you've seen or experienced in other schools. 

We are an Orthodox Christian school, and we do teach the Orthodox Christian faith. Your student will attend the Orthodox Liturgy, and learn prayers, Scripture, and Orthodox doctrines. If you are unfamiliar with Orthodoxy, we encourage you to learn a bit about it, and contact us with any questions or concerns you may have for your particular situation.

However, at ASA, no student is ever made to feel inadequate for not being Orthodox, and we always try to approach other perspectives in humility, love, and respect. Whatever your situation, we encourage you to contact us, schedule a visit, and see what ASA can do for you and your child.

Neither: we're located in Beaverton, OR, in the United States, so you could describe us as "American" or even "Oregonian" Orthodox.

It's a common misconception that "Greek" and "Russian" Orthodox labels refer to different "denominations" or churches in some way. In reality, it's the Orthodox Church, and the "Greek" or "Russian" part (there are also several others) just means the Orthodox Church as it is in Greece or Russia. 

Because Orthodoxy came to America largely through immigrant communities, and in part due to the hardship and tragedy that the Church suffered from the Russian Revolution and its consequences, the Orthodox Church in the United States in particular and the Western world generally has a complicated and unfortunate tangle of overlapping administrative jurisdictions that come from different traditionally Orthodox countries. This in no way implies a difference in faith, or that these are "different churches" in any way. At most, it means that a particular parish received the faith from Greek or Russian (or Ukrainian, or Romanian, or Serbian, etc.) people, is under that patricular administrative jurisdiction, and may have a more or less vigorous cultural connection to that place. (In past decades, in a similar way, it was not uncommon to find "Irish Catholic" or "Italian Catholic" parishes.)

ASA is not a line item on any parish budget, and is intentionally pan-Orthodox. Several parishes of different jurisdictions are represented among our families and staff, many of whom have no particular ethnic connection to Greece, Russia, or any other traditionally Orthodox country.

ASA is hosted by St. John the Baptist Greek Orthodox Church, which is under Metropolitan Gerasimos of San Francisco of the Greek Orthodox Archdiocese of America. The parish priest of St. John the Baptist, Fr. Matthew Swehla, is on ASA's board of directors.

St. John's itself is a lovely parish that is very friendly to inquirers, visitors, and converts. Services are conducted in English, and a large number of parishioners are just Americans with little or no ethnic connection to Greece, including some of our staff and students. They themselves are "Greek" Orthodox mostly in the sense described in the previous answer: they are an Orthodox parish church under an Orthodox bishop who is adminstratively within the Greek Orthodox Archdiocese of America. 

We are extremely grateful to St. John's for hosting ASA in their facilities, and for their continued support. We also attend our school Liturgies at St. John's. We are not, however, a ministry of St. John's in particular, and are not funded by the parish. ASA is intentionally pan-Orthodox, has students and staff from a variety of local Orthodox parishes, and welcomes the involvement of the clergy and communities of any and all Orthodox parishes.

Classical education is education that is grounded in the millennia-long tradition of education that dates back to the classical world, but has been thoroughly shaped, informed, and fulfilled by Christianity. Its most essential characteristic is that it is education with a purpose: truth, goodness, and beauty in the pursuit of Wisdom. Students are taught to think critically, deeply, and well, using real ideas and information, to arrive at real truth. They are trained to recognize, value, and produce authentic beauty. And, they are shaped in virtue to live for what is truly good. To be a classical school is above all to center these things in everything we do, and to always pursue them oriented toward our ultimate goal, Wisdom, Whom the Church recognizes as Christ. 

For more on our view of classical education, see our homepage, our page on classical education, our programs, and our blog.

Many schools who now call themselves classical are really more “neo-classical” in how they run. ASA strives to be ‘classical with a heart.’ This means that we have no interest in the neo-classical insistence on rigid levels, cookie cutter instruction, or limiting knowledge to a certain set of facts, processes, and desired outcomes. We do not have our children memorize in order to “show off,” but rather because it forms habits of good thinking. We do not focus on right answers, immediate achievement, and grades, but rather on building critical thinking skills, a questioning mind, and lifelong virtue.

At ASA, we believe that students should treasure living ideas, grow in curiosity, and become avid learners and seekers of knowledge. We use the classical stages of learning (e.g. grammar, dialectic, and rhetoric) as guidelines for growth (rather than rigidly delineated stages), realizing that all stages are contained within each stage. While a 7-year-old child leans toward memorization and learning facts, we do not deny that child their questions or their poetic expression. We see our students as persons, growing into increasing levels of knowledge and maturity, rather than as products. We believe that all of God’s truth, beauty and goodness is for every student, and not just those who fit into a particular mold. We employ the language arts and the mathematical arts with the goal of educating the entire person, both their body and their soul. 

We believe in studying the Great Books, great ideas, and God’s Truth, with an end-goal of forming students that are wise, virtuous, and able to join the “Great Conversation” of the best thinking over all of time. We believe in teaching students to “love what is beautiful.”—Socrates 380 B.C. (Republic 403c). We use Socratic questioning, encourage curiosity, and not only allow, but even solicit discussion and good argumentation. 

We believe in mimetic teaching (using models or paradigms of excellence) to allow students to mimic what is beautiful and true. The end goal being, of course, to mimic–to the best of our ability–Christ, the ultimate teacher. 

At ASA, we strive to provide an education that not only teaches Christ (Truth), but also teaches like Christ (who showed us the example of how to teach). And, we strongly believe that this education is based on love and care for every student. 

All of the classroom teachers in our K–8 program are faithful Orthodox Christians in good standing with their parishes, as are our school secretary, principal, and school board.

Yes: all of our teachers are both licensed and in possession of advanced degrees and certifications in education.

When run by a well-trained Montessori teacher, we believe that a Montessori preschool education blends very well with a classical education. A Montessori education shares the classical goals of creating deep-thinkers who ask good questions, develop a deep curiosity about the world, and become self-motivated, lifelong learners. Montessori also helps with organizational concepts for multi-age classrooms, which are useful in all of our classrooms up through middle school. 

Our school has 4 levels presently. Our Montessori preschool & kindergarten includes children ages 3-6 (with the 6-year-olds having been part of the program and wanting to complete it). 

Grammar 1 is from first through second grade. 

Grammar 2 is from third grade through fourth grade. 

Middle School is from fifth grade through eighth grade. 

We reserve the possibility that we may restructure these levels as needed based on enrollment and student needs. 

While some people worry about the multi-age groupings, and we are the first to admit to the challenges of such classrooms, we believe that the benefits of a multi-age classroom outweigh any negatives. Children can work at various levels comfortably. No one is required to stick just with their own grade level, but rather each child can work at the level best suited for that child. Children help each other. Peer relationships are broadened. The entire level of instruction is higher, and individuality is valued far more than in single-grade classrooms. 

Agia Sophia Academy is committed to providing a broad curriculum that will nourish students' whole being: mind, soul, heart, and body. We want students to grow to see and love Beauty as it is expressed in any and every subject.

Classical education does not see subjects as separate, compartmentalized things, but as interrelated threads in a grand tapestry. That said, the content of a child's education is critically important.

Subjects taught at ASA include math, grammar, literature, writing, logic, history, geography, science, faith, Latin, Greek, art, music, and PE.

We believe in setting standards that will stretch students of all abilities to reach their fullest potential-mind, body, and soul. At Agia Sophia Academy we strive to “set the bar high” in a way that is both accessible to the average student and challenging to the academically gifted student. 

Our students do take some standardized testing, but we do not use the results except to provide a data point for the teachers to use at their discretion. Our program and goals are much broader and deeper than any standardized test of which we are aware.

We strive to keep homework at a reasonable level. Our approach is to work hard on academics during the time each day we have the children, with the goal of minimal homework after school. We believe it is important that children have family time.

Students may be expected to read every night and practice memorization work.  In addition, any unfinished work from the school day may be sent home as homework. For more information, see our Homework Philosophy and Guidelines in the Student/Parent Handbook, and contact your student's (or prospective student's) teacher for his or her class policy.

We treat all our classes as TAG classes. Rather than restricting the best programs to only certain students, all students receive the enrichment of Great books, deep discussion, STEM, and interesting projects.

This means that we don’t limit students, rather we build supports to lift each child up to reach as high as he or she can. Each child deserves to have the enriched, interesting, high expectations of a TAG (Talented and Gifted) program. Each child is exposed to the Great Books, the important ideas, and in-depth activities. We try to do this by taking into account each child’s needs and without the enormous pressure that often accompanies gifted programs. Rather than lowering our expectations, we build “stairs” and “structural support” to help each child be the best he or she can be. No child is “cookie cutter,” so we don’t treat them that way. We treat all children as gifted. 

Some interpretations of classical education can be rather rigid, and do not make room for the child who is different, less mature, or struggling in various ways. However, this is where our Orthodox phronema (or worldview) matters! We believe that goodness, truth, and beauty are for everyone, so we believe a classical education is for everyone: fast learners, slow learners, struggling learners—as well as the extremely bright learners. We will continue to be a school that will welcome and honor students’ unique strengths and needs, while helping them grow to their full potential. We will be an Orthodox classical school: classical with a heart.

At ASA, we strongly believe that ALL children are important, loved, special creations of God. We teach every class as if it is full of gifted, intelligent children, because it is! Then, we work hard to give the support each child deserves to reach their full potential as the gift they are. 

That means that we don’t “dumb down” our curricula, rather we build supports to lift each child up to reach as high as he or she can. Each child deserves to have the enriched, interesting, high expectations of a TAG (Talented and Gifted) program. We try to do this by taking into account each child’s needs and without the enormous pressure that often accompanies such programs. Rather than lowering our expectations, we build “stairs” and “structural support” to help each child be the best he or she can be. No child is “cookie cutter,” so we don’t treat them that way. 

At ASA, we offer everyone the “smorgasbord,” then help each child fill up their plate with the appropriate amount of “food” for where he or she is.  In other words, your child will be welcomed and loved at ASA whether they are a top student or a struggling student. Our teachers take their mentoring role very seriously, and we will do our best to meet your child’s needs. 

It is possible that your child will be behind when they transfer into ASA. However, our goal is to meet each student where they are and to stand beside them to help them grow into who they can become. 

Our teachers take their mentoring role very seriously, and will come alongside your child to help them fill any holes and to grow as they need to. No one is left to flounder. 

And, isn’t it better to give your child the gift of more sooner rather than later? It is never too late to learn, and any change will mean some holes since schools cover things differently and use different curricula. What makes ASA different is that we acknowledge that there may be differences, but we will work with you and with your child to manage them well!

At ASA, we do not believe that grades are the most important part of an education. However, they are a necessary part as the child gets older. Montessori students are not graded. Children are very developmental in the preschool years, and they deserve the time to blossom at their own pace. 

In Grammar 1 and Grammar 2, grades are about growth. So, students often receive an M (meets expectations), a P (progressing appropriately on expectations), or an N (not yet there on expectations). The idea is that children are still developing. Still, there are standards that most children meet by certain grade levels. If a child is meeting those expectations, or progressing appropriately toward those expectations, then we do not have to worry. If a child is not meeting expectations, then we want to know why and what we can do as a team (school and parents) to see more growth. Perhaps the child has a physical need (e.g. glasses) or needs additional support. Perhaps they are simply maturing more slowly, or perhaps they have a learning difference. We want to help, because the bottom line is that we want each student to become the best that he or she can be. 

In Middle School, students do receive standard grades (A-F). The staff try very hard to neither over-inflate grades nor to be too hard in grading. We still believe that middle school students are children, and that they deserve the opportunity to grow at the pace best suited for them. On the other hand, we also recognize that high school is coming and so we want the students to become used to standard grades and how to manage them. 

The Montessori curriculum is organized into seven main areas: practical life, sensorial, mathematics, language, science, history/geography and art. The materials are available to children on low shelves with each subject area found in a different part of the room. Each work is designed to be used by hand and absorbed by the mind, providing a strong kinesthetic approach to learning from which all children benefit. Children are usually presented “lessons” individually or in small groups to maximize their learning potential and teach to each child’s readiness. An additional benefit is that this affords an opportunity for the teacher and child to cultivate a strong relationship.

These are a set of rules or code of conduct for the classroom that are based on respect and safety for all members of the environment. They are formulated to give children the best opportunity to succeed in the classroom. When a child breaks a ground rule, the teacher will respond immediately, with firm, but reasonable expectations and without condescension, so that child feels they are part of a collaborative environment but also experiences the necessary consequence to let them be successful in the future.

The balance between independence and structure in the environment is finely orchestrated by the classroom teacher. Children are encouraged to make responsible decisions and choose their own work. Research shows that when children (or adults) are allowed to choose to work on something, the quality, as well as length of time they spend on it is positively affected. All of the material available to the children has a specific developmental purpose, so no work being used properly is a waste of time. However, the use of the materials in the Montessori room is carefully monitored. Children are allowed to use work purposefully and safely, but if that ground rule is violated, the child will be redirected to another work or activity.

The Montessori classroom fosters respect for others and respect for the environment. Through this respect there is a great deal of structure that emerges as students relate to each other with the appropriate language and consideration.

Yes! Although each child will learn at their own pace, the majority of children will enter elementary school with advanced language and social skills, as well as an exceptional academic experience. Three to six year olds are at a crucial time for developing language skills and numerical awareness and this is capitalized on in the Montessori environment. The children are exposed to amazing amounts of knowledge and will absorb far more than often expected, allowing them to expand their learning to geography, history, math calculations, botany, biology, as well as language. The foundation they will receive in these areas will more then prepare them for elementary school. While appreciating the value of academic preparedness, children in the Montessori classroom will also benefit in even more important ways. They will be encouraged to develop their sense of order, coordination, concentration, and independence, love of learning, respect and self-discipline. These skills, in and of themselves, will prepare students to be successful learners in any school setting.

Parents are encouraged to enroll children for either five half-days or five full-days a week so that students have consistency in their environment. Older children are especially encouraged to attend full days so that they can receive additional one-on-one support in the afternoon as well as specialty classes in Greek and Music.

However, it is not uncommon for a younger student starting at half-time to beg to be allowed to stay the whole day at some point in the year. Don’t be dismayed by this, it doesn’t mean they don’t want to be at home too! It is a sign that your child has settled into the environment and is craving the benefit they receive from the work.

Parents are welcome to visit the classroom after scheduling an observation time with the lead teacher. The first half hour of the school day is our designated time for getting settled in the environment, so all observations will be scheduled for after 9:00 am. Please be aware that your child will most likely perform a little differently with a parent in the classroom. In order to maintain the classroom environment, we ask that you stay seated in the observation chair, unless your child asks you to do a work with him, and also to refrain from engaging with other children. The morning class time is crucial to the development and concentration of the children, and in the beginning of the year especially, they may be easily distracted from their work.

In the beginning of the year the most important emphasis will be on the children becoming functionally independent within the classroom and able to concentrate and focus on their work. The practical life work that is on the shelves offers the best opportunity for students to learn how to use basic apparatus and develop their natural sense of order. Since the curriculum builds on itself, other materials will quickly be introduced into the environment as children move through the material already available and by the end of the year there won’t be room for all the work the children can do!

Young children love the functional independence and orderliness of the Montessori environment. Some simple ways to encourage these attributes at home are to purchase some basic household equipment and place them where your child can have easy access, (a small broom and dust-pan in the kitchen etc.) Within about a month or two of school, your child will become familiar with pouring different materials from alternating containers. You might consider investing in a small pitcher (with a handle) and glass so that your child can pour their own milk or juice. When shown in simple steps how to use the child-size materials you provide, children will be able to properly use the materials on their own.

Children from ages 3-6 are especially interested in order and small things. They notice little details that often pass right by an adult. Besides ensuring that your home is as pleasant and orderly as possible, your child will love any games or materials (home-made is great) that give them an opportunity to sort, arrange, design or otherwise be used in a methodical way. (Make sure that the games/materials belong in a specific, child-accessible place and can be put away neatly.) Children may take longer to clean up after themselves, but schedule in the time and let them have the pleasure of arranging their materials back in order!

For more information, please visit our Tuition & Financial Aid page.

Agia Sophia strives to offer generous need-based tuition assistance to families. For more information, see our Tuition Policy and Tuition Assistance Policy.

Drop off is between 8:00 AM to 8:15 AM. Pick up is from 3:00 PM to 3:15 PM with after school care available on most days. 

Agia Sophia requires its students to wear prescribed uniforms: burgundy polo shirts with navy slacks (boys) and navy jumpers/skirts (girls). Detailed information about our dress code policy is available in our handbook.  We also have a uniform exchange cabinet with gently used uniform items.

ASA has a commitment to Love and Logic principles. This means that we believe that discipline is always intended to grow the child, help him or her to think through what is right, and to learn natural consequences whenever possible. We do not believe in discipline as punishment. Rather, we want to help children learn how to make good choices, and become good people. 

We strongly believe in building relationships, but also in teaching manners and respect. Discipline is never intended to be harsh, but based on love and what is best for the child and the classroom. We often look to Biblical principles of loving discipleship, honest dealings, and peaceful relationships. 

We do not lean either authoritarian (e.g. no questions, do it because I said so, teacher is always right), nor do we lean permissive (e.g. the child is always right, never say no, no consequences). Rather, we believe in assertive discipline, where the child may ask questions, is treated with respect, and is always treated with love, but yet knows there are boundaries and consequences, and learns to become a person of strong, moral character. 

Our expectations for parents are to be participants in their child’s education. We would love for parents to join PTP (the Parent-Teacher-Partnership), and be active participants. We look for parents to volunteer (when they can) as lunchtime aides and to help with fundraisers. We ask that parents help their children with school work, read to their children (and listen to them read), and attend parent-teacher conferences. We hope that parents will partner with us as teammates. 

Yes! ASA’s core philosophy is that we are an extension of the primary parental responsibility for the education of children. Our role is to reinforce the values parents are trying to impart at home. Therefore, we strongly encourage parental involvement in our school. Volunteer opportunities include lunch supervision, school projects, fundraising, Parent-Teacher partnership opportunities, etc. Check our volunteer sign up page for more.

Our Elementary and Middle Schoolers meet in the lunchroom together every day. Montessori students who stay all day eat in their classroom. Most children bring their own lunches, however the school does offer a hot meal service, where parents can order ahead weekly. 

Immunizations are required for attendance at all preschools, elementary, middle and high schools in Oregon, whether public, private, charter or alternative schools. However, if your child is not vaccinated, the law does allow for exemptions with proper documentation. Learn more at www.oregon.gov.

Additionally, Oregon State Law (Senate Bill 895) requires schools to share their immunization and exemption rates for each vaccine required for attendance. New rates are released each spring. Click here to view ASA’s rates. 

The school’s primary form of communication with families is through Brightwheel. This is an all-encompassing Learning Management System (LMS) where we can easily communicate with parents and parents with us. Brightwheel allows staff members to access important information about families and students (e.g. allergies, addresses, birthdates, etc.), but is very private and safe to use. 

Additionally, the school has a weekly newsletter, regular reminders, a Facebook page, and an Instagram account. Teachers regularly communicate with parents through newsletters, reminders, photos, and comments.