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Christian Boarding School For Girls | Private Girls Boarding School | Evangelhouse Therapeutic Boarding Academy
Spiritual Development & Experiential Education | Lifeleaf: Spiritual
Therapeutic Boarding High School | Private Therapeutic Schools | Lifeleaf: Therapeutic
Academic Private High Schools | Girls Boarding Prep School for Academics | Louisiana Alternative School | Lifleaf: Academic
Teen Leadership Training | Life Management Skills for Teens | Lifeleaf: Social
Adventure Education & Athletic Activities for Teen Girls | Lifeleaf: Physical
Stages of Change Model | the Lifeleaf Model at Evangelhouse | Structured Eductation & Adolescent Stages of Development
Evangelhouse Christian Academy Services | The Lifeleaf Approach to Assisting Your Troubled Teen
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Parenting Adolescents & Teenage Girls | Professional Help for Parents
staff - backstory - our Christian Home and School for Girls
Reviews and Testimonials | Evangel House Christian Academy Saint Martinville LA
Established 1995 
admission assessment 
academic curriculum 

Curriculum and instruction

The primary curriculum at our therapeutic boarding school is the Accelerated Christian Education (ACE) curriculum. Accelerated Christian Education (ACE) has a long distance school option called Lighthouse Christian Academy. Lighthouse Christian Academy with the ACE curriculum has earned full accreditation. ECA has adapted the ACE curriculum and created a classroom that promotes education in our therapeutic boarding school. ACE has taken the conventional textbook style and divided it into bite-sized, achievable work texts called PACEs. Each PACE is more or less equivalent to a chapter in a textbook. Each grade level consists of twelve PACEs in each subject. ECA has added licensed teachers who tutor, instruct, and guide.  

ECA has also adapted the ACE curriculum in individual curricular development. The teaching staff meets for a detailed analysis of each individual student and her curriculum-based action plan. The teachers discuss how well the plan is working for each student along with new ideas and methodologies to lead the student in her educational curriculum. Teachers present their observations and interventions to a multidisciplinary team that meets weekly to review each student's overall progress. Each team member has an opportunity to hear the individual, curriculum-based plan of action for each student. Discussion involves each staff member's expert ideas to implement the plan the following week. This information is communicated to the students. It is also sent to parents by e-mail to report decisions made by the team.

The ACE curriculum fulfills the philosophy of the school because it is a Christian-oriented curriculum that integrates scripture, biblical concepts, and Christian principles. The ECA philosophy is a trademark, whole life education approach that addresses each of the LifeleafTM areas of growth: spiritual, emotional, academic, social, and physical. The curriculum allows for a flexible classroom structure in which a multidisciplinary team can incorporate instruction in all five realms throughout the classroom day. The ACE curriculum is flexible to the behavioral needs and disorders of students by allowing individualized goal-setting, teaching a student to break information into smaller, obtainable goals. Our classroom setting encourages students to deal with their emotional problems in a safe and positive environment and helps them to compartmentalize their needs so learning can take place.  Students are taught to "check their problems at the door" and focus on task completion. They are encouraged to learn the skills it takes to function with their presenting problems. Through the mastering of their academic work, students learn to continue and succeed through attaining small achievable yet important steps.

Methods of instruction

ECA's ability to set itself apart from traditional education emanates from the backbone of our curriculum: a self-paced mastery based curriculum. ACE has taken the conventional textbook style and divided it into smaller, achievable work texts called PACEs. Each PACE is more or less equivalent to a chapter in a textbook. Each grade level consists of 12 PACEs in each subject. We have added licensed teachers that tutor, instruct and guide students throughout the school day. The delivery of instruction mainly takes place through the text medium of the PACE. Through this methodology, a small amount of group instruction is required due to the individual nature of this text instruction.

Our Christian boarding school academy differs from the traditional, large class setting of students moving to the instructor's teaching speed. Instead, we offer an individualized system allowing students to work at their own speed to attain an 80% or higher score. This minimum score of 80% must be achieved on each check-up (quiz), self-test (at the end of each Pace), and the final PACE test. If this score is not achieved, then the student must retake the PACE. This means, if a student reaches the first check-up and is unable to score an 80% or higher, she will not continue the PACE but will restart a brand new PACE. This eliminates the accumulation of skill gaps unlike the traditional school model which allows students to make a D or F grade and then move on with the instructor and the rest of the class without mastering the subject. Diagnostic testing helps in helping to find students' skill gaps when they enter our Christian boarding school, which can then be obtained through lower-level review PACEs. The diagnostic testing used for individualized prescriptive teaching is provided by the curriculum. On arrival, each student is tested for academic placement. Since the curriculum is unique, the diagnostic testing detects learning gaps. Through evaluation of the tests, it is possible to formulate an accurate academic prescription. ECA evaluates these diagnostic tests along with psycho-educational tests, and then we form an Individualized Educational Plan (IEP) for each student. This plan notes the student's strengths, weaknesses, and skill gaps to guide goal planning for the length of enrollment in our school. Parents, teachers, and students sign this document to confirm clear understanding of individual education goals.

Our therapeutic boarding school also differs from the traditional model by the way therapeutic elements of the school are integrated into the class schedule. Examples of this include life skills curriculum in the second hour of the school day twice weekly, group therapy in the seventh hour of the school day once weekly, and horseback riding one afternoon per week. By doing this, our trademark LifeleafTM methodology of whole-life education is met. Likewise the structure of the school deviates from the confines of a traditional setting in its ability to manage disruptive behavior. The complex behavior problems presented by students require individual behavior management strategies. For students, this means allowing them to use campus facilities and resources outside of the classroom to manage their moods. Other students may be allowed to take a break and write in their journal to deal with their feelings, while some students are given strategies by the therapist (such as breathing exercises to manage anxiety). Some students benefit from the high level of accountability, structure, and discipline--especially those with forms of oppositional-defiant behavior. In each student's case, education goals are structured to allow for these behavior management strategies. Such accommodations are not given within a traditional classroom setting. 

The methods of instruction at EvangelhouseSM Christian Academy specialize in individualization. Our schedule is designed to keep the student accountable to meet the Carnegie unit requirements, but individual goals allow the student to master each area at her own speed before moving ahead. Students are able to assess their own progress and work at their own pace each day. More than once per day, students are given the opportunity to be tested on their current subject material. Through the scores they achieve, students are able to continually decide which area they need to seek instruction from their teachers and which are the areas they can move ahead. Both options are available to students in their self-paced academic progress. Students are required to master each area before they can move on, which maintains that a high standard is upheld through student self-pacing. Daily and weekly goals are set for each student by the teaching staff in each subject to monitor the progress of each student. This allows students to have an opportunity to work above the goals that have been set. Goal-setting makes it is easy to monitor students who are not meeting their quotient of work and reassess their needs accordingly. This is the benefit of monitored self-paced continuous learning.

Carnegie units

ECA schedules time-blocks for subjects to allow flexible individual attention to each student based on her needs in a subject. While several students are working on these subjects in the allotted time, each student works on her specific grade level. Goals are set to ensure a student does not ignore one of the subjects and can move forward in completing the work necessary to earn the Carnegie unit. When broken down, the schedule allows 4 hours per week in math, 4 hours per week in science, 3.5 hours per week in word building, 4 hours per week in English, and the class schedule allows 7.5 hours a week to work on social studies and all electives. Since we have students in grades 6-12 are within one classroom, blocks of time are given to work on social studies and all electives. In addition, P.E., social skills development, therapeutic activities, and emotional coping skills curriculum are integrated into each week. Enrichment activities include: music, etiquette, Aikido, and the equestrian program. Due to the nature of our Christian boarding school setting, students benefit from an extended school day which allows for such extracurricular activities.

ECA exceeds the Carnegie unit time of 120 hours a school year for each subject with the daily class schedule because we have a twelve-month school year. A student can enter our school any month of the year and has a full year to complete school work for the grade level from her enrollment date. 

A student must be enrolled in a high school grade level in order to receive high school credit. A student cannot earn high school credit if she is below the 9th grade level. ECA does not offer a test-out option on any curriculum to earn a Carnegie unit. However, if a student chooses to work ahead and complete a subject and pass all of the tests with 80% or higher tests scores, she does not have to meet the 120 hours normally allotted to the subject. This is a hard task and few accomplish it. A student can finish two grade levels, or come very close to completing them, over a course of 12 months or they can take a full 12 months to complete one grade level. As a result, our curriculum adjusts to advanced students as well as students who are not advanced and require more time.  

General equivalency diploma (GED) option

As stated under curriculum content, if a student is over two years behind in high school credits and seventeen years of age or older, ECA may recommend the GED course of preparation. Students are encouraged and helped to obtain the knowledge necessary to pass the GED if warranted. The student follows the same schedule as other students, but teachers are available to help them with specific needs and subject deficiencies.

The Accelerated Education Diagnostic Tests are used to find students' learning gaps, and PACEs are used to fill in these gaps in math and English. We also evaluate which subjects have been taken and suggest the appropriate high school courses within our curriculum that support preparation.

Working within our academic curriculum, students who need to obtain the General Education Diploma (GED) in lieu of the traditional high school diploma can be accommodated. We incorporate materials provided by Steck-Vaughn for test preparation. The GED usually takes at least a full academic year to obtain.When the student has demonstrated sufficient knowledge to pass the exam, we transition the student to the processes defined by the St. Martin Parish or Lafayette Parish adult learning center depending on testing availability.

Grading and reporting

ECA has developed a unique reporting and grading system that keeps the student and parents informed weekly. Upon enrollment, each student receives an academic projection that lists the course credits the student has earned, the course credits the student is currently taking, and the course credits required for graduation that need to be taken in the next grade or grade levels. Every week, parents are informed through a written report of each PACE completed by a student in all subjects. Both the student and parents are always able to check the PACE chart to measure the progress being made in school.

A student's progress is also monitored by the number of PACEs completed every week. If ECA learns a student has not completed any PACEs for two weeks, teachers are notified to intervene. The student is either choosing to not do her work or she is struggling and adjustments are made to meet educational goals. Each of the five levels in the level system (level system is explained in section 4) has a predetermined number of PACEs that a student must complete in order to advance to the next level. This system ensures that equal emphasis is placed on academics or on other behavioral aspects of the program. 

            Required PACE completion

Stage 1

4 paces

Stage 2

16 paces

Stage 3

20 paces

Stage 4

28 paces

Stage 5

remaining PACEs to complete education plan

Our grading system keeps the student and parents informed. A student is told her test score as soon as it is graded, and she is not allowed to start the next PACE until the previous PACE test score is 80% or higher. If the test score is lower than 80%, the student repeats that PACE. A student cannot earn credit for a whole subject if the work and tests are not completed. A student can earn a half credit in a subject for completing 6 PACEs and have passed each test with an 80% or higher. 

Grading scale







Not Accepted


Our grading system, reporting system, and measuring system work to ensure each student is making forward progress and to alert teachers to be able to intervene and adjust educational goals. Parental involvement is also a key factor to our structure. Parents are involved in weekly progress reports and participate in goal setting at every LifeleafTM stage. (This is within the context of the academic assessments completed on enrollment.) Weekly reports give parents detailed classroom behavior, the number of PACEs completed, and the number of goal cards (which keeps them involved in a collaborative process). The information is used by parents to measure their child's progress toward stated goals. 

click on each Lifeleaf to learn more 













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Evangelhouse Christian Academy is OPEN and was unaffected by hurricane Laura.  Evangelhouse continues to safely accept admissions and operate within CDC guidelines for the prevention of COVID-19.  

    We welcome your questions and feedback regarding the qualtiy of care and safety for the students we serve.  Contact us anytime at:

    office: (800) 924-4012    email:     mail:  P.O. Box 139 Saint Martinville, Louisiana 70582 map

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