MVA meets Wisconsin’s private school requirements, thereby satisfying compulsory attendance laws for full-time Wisconsin students. Parents of prospective full-time students who reside in other states should verify that their states’ compulsory attendance laws are satisfied by attending MVA.

Typically, full-time Wisconsin students must complete at least 875 hours of attendance before credit can be given for the year’s work. The Learning Coach/Mentor is responsible for logging attendance.

  1. When can attendance be logged? Attendance can be logged from the first day of school until the last day of school (Dates).  
  2. What constitutes earned attendance hours? Attendance hours are hours that are spent in student preparation for the daily lessons, student “seat time,” and learning coach teaching time. Many other attendance hours can be accumulated using supplemental hours (Consult Handbook)
  3. Where can attendance be logged, and how often should it be logged? Student attendance hours can be logged in the attendance screen on the OLS and should be entered on the day they are earned.
  4. Can supplemental hours be added after the day on which they are earned? It is possible to add hours “after the fact.” If hours have already been entered for the day, and the “Submit” button has been clicked, the child’s teacher may need to add the hours.
  5. How many hours should a child log if enrolled after the start of school? Hours are prorated based on a student’s start date. Contact the child’s teacher to determine the exact hours that should be logged.  

Students who are taking selected MVA courses while enrolled in other schools are accountable for the attendance requirements of their schools of record. These students must demonstrate mastery of the course content and must complete the course during the semester in which they are enrolled but do not need to account for their daily attendance unless instructed to do so by their MVA teacher(s).

What Counts for Supplemental Hours?

  1. Teachable moments (whenever teaching a child a skill for the first time):
    • Working in the garden – learning to weed, plant, fertilize
    • Cooking – learning to read a recipe, follow directions, measure
    • Setting the table – learning one-to-one correspondence, following directions
    • Sorting laundry – learning the skill
    • Bedtime stories
    • Helping a parent complete a project, such as building a birdhouse

    Repetitive tasks are not countable:

    • Working in the garden every day
    • Cooking dinner every night
    • Setting the table after it is mastered
  2. Music, sports, or health activities beyond the curriculum:

    • Music lessons
    • Sports teams
    • Safety or first-aid classes
  3. Learning activities shared by siblings – all involved in activities meant for one:

    • Reading stories
    • Art projects
    • Science experiments
    • Reading history screens

    Activities in which no new skills are mastered are not countable:

    • Seventh grader sitting in on first grade literature lesson
    • Repeating mastered lessons with a younger sibling
    • Rolling coins for a paper route each week
  4. Games which support skill development, provide new knowledge, or higher-level thinking skills:
    • Monopoly Jr. – money skills
    • Sim Ant – life science knowledge
    • BrainQuest
    • Cranium

    Games that do not provide sound educational outcomes, or only utilize skills already fully mastered are not countable:

    •  Card games such as “War” or “Snap” after basic matching skills are mastered.