About US

Children spend a significant portion of their lives in school—approximately 16,000 hours between the ages of 5 and 18. During this time, school becomes more than just a place for academic instruction; it becomes a central space where children form relationships, develop their identity, learn to regulate emotions, and make sense of the world around them. Because school plays such a powerful role in shaping a child’s development, it is essential that the educational experience nurtures the whole child, rather than focusing solely on academic performance. When students feel safe, supported, and valued for who they are, they are more engaged in learning and better equipped to thrive—not just in school, but in life.

GVGA recognizes that our students come from diverse backgrounds with unique challenges that require a whole-child approach. We strive to create an environment that meets students’ fundamental needs as the foundation for developing more advanced skills. We cultivate connection and belonging by fostering meaningful relationships and inclusion, while building self-respect and confidence through intentional recognition and encouragement. Additionally, we are committed to helping students achieve their full potential by nurturing creativity and personal growth. We believe that education should be centered on students’ needs, interests, and lived experiences, empowering them to grow not only academically, but also socially and emotionally. GVGA understands that educators and the institution as a whole have a responsibility to support students beyond academics, addressing their diverse and complex needs with care and intention.

In alignment with the Colorado Academic Standards, GVGA embeds social-emotional learning, movement, outdoor exploration, experiential learning, innovation, creativity, and inclusion into all aspects of education. We believe that learning is most effective when it is hands-on, meaningful, and relevant to students’ lives. Our approach emphasizes real-world problem-solving, active engagement, and the development of skills that students can carry with them beyond the classroom. Learning is not limited to the transmission of information—it grows through curiosity, exploration, and reflection. Our educators use standards as a flexible guide, adapting lessons to build on each student’s unique strengths, prior knowledge, and learning style.

By integrating movement, outdoor learning, and creative problem-solving, we foster critical thinking, adaptability, and a lifelong love of learning. Students are encouraged to explore, ask questions, and construct their own understanding through authentic experiences and interaction with their environment. This approach allows for deeper learning and helps students develop the confidence to take intellectual risks, collaborate, and express themselves in varied ways. Providing multiple forms of representation and expression ensures that every learner feels supported and seen. In doing so, GVGA creates a dynamic, inclusive, and student-centered environment where all students are equipped to succeed and contribute meaningfully to their communities. 

At Grand Valley Global Academy (GVGA), educators go beyond traditional teaching responsibilities to serve as academic guides, therapeutic supports, and champions of student growth. While traditional educators often focus on curriculum delivery, standardized assessments, and classroom management, GVGA educators are expected to design personalized, multisensory learning experiences that reflect the school’s whole-child philosophy. Instruction is guided by Colorado Academic Standards, but tailored to each learner’s developmental level, interests, and emotional needs—particularly for students who thrive outside of conventional education models, including those with autism or trauma histories.

GVGA teachers integrate academic instruction with behavioral support, emotional regulation strategies, and therapeutic engagement. They contribute to clinical assessments, collect behavioral data, and collaborate closely with families and interdisciplinary teams to support individualized learning plans. In contrast to the standardized approach common in traditional settings, GVGA educators are expected to understand learning psychology, neurodiversity, and behavior analysis, maintaining ethical standards in alignment with BACB guidelines. They model leadership, creativity, and curiosity—creating emotionally safe, inclusive environments where students are empowered to grow into themselves, not a mold.

To support a clearer understanding of the significance and potential impact of developing GVGA’s school, a comprehensive needs assessment was conducted. The results of the needs assessment provide an evidence-based understanding of the gaps, challenges, and unmet needs within the target community, helping to ensure that the proposed school is both relevant and responsive. By gathering data on student demographics, educational disparities, existing resources, and stakeholder perspectives, a needs assessment was used to inform strategic planning, guides the allocation of resources, and strengthens the case for funding and community support. It also helps identify the unique value GVGA will offer, ensuring that its mission, programs, and services are aligned with the real needs of the students and families it aims to serve. 

To view the full needs assessment, please click on the link below: