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About L.V.E.A.

Formerly known as
West Charleston
Enrichment Academy 


The LVEA enrichment program begins with character education. We have high expectations for behavior and problem solving that start with our “Super 16”  principles. Our students are placed into one of our four houses or groups. Each house has  a set of principles that are exhibited and taught to everyone at the school. Students are finding their new path in education and in life.


 Enrichment is prevalent in our everyday routine as we organize engaging activities  designed to get kids involved and learning, spark their imagination, and inspire them to  reach for new heights.  Students have a variety of subjects as well as special classes.  The do get some choice in their learning material. Additional time is provided for activities specifically tailored to enrich  the already jam packed curriculum!  We even have park days, business days, field trips, art, music, karate, yoga, and special elective choices in the afternoons.


Our philosophy is simple – children are best educated based on their ability and readiness rather than their age. LVEA honors this simple fact. We strive to meet the social, emotional, academic, and spiritual needs needs of all children including the gifted and the profoundly gifted.  Students are taught at a level appropriate to their abilities while meeting their social-emotional needs.
We know each child learns at a different rate and in different way. Some children need to be constantly challenged, moving quickly through material far ahead of their same-aged peers. Others require more time and practice to master concepts. Most children are a blend of the two, moving quickly through some material and slowly through others.
In order to meet the needs of each child individually rather than teach to a group, teachers have small classes and time to get to know their students. Classrooms are organized around learning, not around age. They have a
blend of students of all skill levels and abilities in order to generate more and deeper learning compared to classrooms rigidly segregated by grade level or by perceived intellectual prowess.

 “Instead of concentrating on what I couldn’t do they concentrated on what I could do.”

— Cassandra,     



We address the standard topics of learning, but we look to students' readiness for particular kinds of growth to determine specific activities of the classroom. In paying attention to individuals, we develop an appreciation for each student's positive qualities. We are seen as being able to adapt the learning process for their interests and abilities as opposed to a rigid learning program.​


We aim to offer a comprehensive, student-centered education for the whole child that involves emotional growth, intellectual development, and spiritual enrichment.


LVEA admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students at the school.  It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship programs, and other school-administered programs.​


 “The teachers at WCEA taught my daughter confidence in herself and her abilities. They taught her that she can do hard things and that she can do more than she thought she could.  She went from ‘I hate math! I can’t learn math!!!’ to ‘I like doing equations.’ She failed math 7 and six weeks later was ready to start math 9.”  

   Allison F., Parent


At LVEA, the curriculum is simply the basis for constructing an individualized program of education. Children are taught based on their ability and readiness, rather than their age.  The pace of the curriculum can be adjusted as students complete a curriculum designed for their instructional levelNo one should fall short of their potential; genius is not denied.

Our classrooms are labeled as:    


Explorations -    (usually K-2nd) for students to learn 

                                   the basics or reading(phonics), beginning math,

                                   and writing sentences.                                                          


Foundations-      (usually 3rd-5th)) for students to grasp 

                                   the foundations of multiplication, division, fractions, and

                                   decimals; further reading comprehension, and writing

                                    paragraphs and simple essays.


Expansions-        (usually 6th-8th)) for students to                                                                                       expand on what they already know to be prepared for 

                                   high school learning with divergent thinking abilities,

                                   advanced writing and speaking skills, and the                                                                 capability to really synthesize reading topics.


Horizons-             (high school) for students to discover their

                                    career goals and be ready for further educational and

                                    life experiences.


We use Abeka math for its spiraling curriculum.  Teachers supplement with other materials in ways that they feel are appropriate for their entire class or any individual student.

We do not strictly follow the Common Core State Standards in our curriculum. We exceed them because of our focus on an individualized education for our students.

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