IDMANN Cooperative Parents' Alliance
Individualized Learning Within a Parent-Organized Cohort
The Cooperative Parents’ Alliance (CPA) enables families to establish a dedicated class at a participating IDMANN STEP Partner School.
Under CPA, parents assemble a complete cohort of fifteen students who are seeking instruction at a compatible academic level and with shared developmental interests.
Each student is evaluated individually. The approved cohort is then taught through a structured program supported by the IDMANN Method, IDMANN instructional resources and the educational capabilities of the participating partner school. The offering is designed to meet the academic and developmental aspirations of the parents for THEIR children WITHIN the cohort.
CPA provides a more economical alternative to the Private Tutor Program because the participating families share the fixed cost of maintaining a complete instructional offering. The reduction in cost comes from cooperative participation and shared responsibility—not from a reduction in instructional standards or an institutional subsidy.
One Cooperative. Fifteen Students.
A CPA class requires a complete cohort of fifteen enrolled students.
The participating families are responsible for assembling the proposed cohort. IDMANN Academy and its partner schools do not undertake to recruit additional students, advertise vacant seats or open a provisional class while parents continue searching for members.
The fifteen students must be sufficiently compatible for instruction within one class. Age alone does not establish compatibility. Previous school placement, demonstrated competence, learning needs, tutorial and developmental goals, and the results of the required evaluations will all be considered.
The proposed group becomes an approved CPA cohort only after the partner school confirms that the students can be served effectively within one coordinated instructional program.
Individual Evaluation Remains Essential
Every proposed CPA student must complete the prescribed admission and competency evaluations.
These evaluations help the instructional team to:
• Determine each student’s actual level of competence;
• Identify important learning gaps;
• Establish appropriate instructional starting points;
• Determine whether the proposed students form a viable cohort;
• Identify students who may require more intensive individual intervention; and
• Define the learning objectives against which progress will be measured.
CPA supports individualized learning, but it does not convert one classroom into fifteen simultaneous private tutorials. Instruction is designed around the needs of the approved cohort, while each student’s participation and progress are monitored individually.
A student whose needs cannot be served appropriately within the proposed cohort may be referred to the Private Tutor Program or another suitable intervention.
Forming The Cooperative
Submitting a list of interested students does NOT activate a CPA class.
Before a class can begin:
1. A complete group of fifteen prospective students must be identified;
2. Every student must complete the required evaluation;
3. The partner school must approve each student and the instructional compatibility of the proposed cohort;
4. Every participating family must complete the required enrollment documentation;
5. All applicable fees must be paid by the stated deadline; and
6. The partner school must confirm that the necessary instructional capacity and facilities are available.
Expressions of interest, verbal assurances and promises of later participation do not reserve places and are not counted toward the required cohort.
The class opens only when all conditions have been satisfied.
Maintaining The Cooperative
CPA depends upon the continued participation and cooperation of the families who establish it.
Participating families agree to:
• Maintain timely payment of all applicable fees;
• Ensure regular and punctual student attendance;
• Support the common timetable established for the cohort;
• Respect the instructional, assessment and conduct policies of the partner school;
• Provide requested information concerning the student’s learning history and needs;
• Participate in scheduled progress reviews when required; and
• Communicate promptly when circumstances may affect continued enrollment.
A parent liaison may be selected to assist with routine communication among participating families. However, each student remains individually enrolled with the partner school, and each family retains its own contractual and financial responsibilities.
The cooperative does not determine curriculum, instructional placement, staffing, assessment standards or disciplinary decisions. Those remain the responsibility of the partner school and the relevant IDMANN instructional authorities.
Changes in Membership
CPA viability is reviewed before each instructional cycle.
If the proposed cohort falls below fifteen students before activation, the class will not begin under CPA terms. If enrollment falls below the required number before renewal, the remaining families may:
• Identify eligible replacement students, subject to evaluation and approval;
• Wait until a complete cohort can be re-established;
• Apply for another available instructional arrangement; or
• Request consideration under the Private Tutor Program.
A departing student may not be replaced automatically. Every proposed replacement must complete the same evaluation and admission process and must be instructionally compatible with the existing cohort.
Withdrawals, refunds and transfers during an active instructional cycle remain subject to the published policies of the participating partner school. In most cases, none of those are permissible.
What the Partner School Provides
Subject to the approved program and local arrangements, the IDMANN STEP Partner School provides:
• An appropriate learning environment;
• Qualified instructional and tutorial personnel;
• A defined timetable;
• IDMANN-supported instructional materials and delivery procedures;
• Ongoing assessment and progress monitoring;
• Access to relevant practical, digital or vocational resources; and
• Periodic communication concerning student participation and progress.
The precise combination of services may vary according to the age, level, location and instructional objectives of the cohort.
CPA and the Private Tutor Program
CPA and the Private Tutor Program are separate offerings.
The Private Tutor Program is designed around the needs of an individual learner or family and does not require a parent-organized cohort. It may therefore begin once the learner has been evaluated, accepted and the applicable arrangements have been completed.
CPA distributes instructional costs across fifteen participating families. It can offer a lower per-student cost, but it cannot begin until the complete eligible cohort has been assembled and approved.
Families who require immediate or more intensive individualized intervention should consider the Private Tutor Program rather than wait for a CPA cohort to form.
How to Propose a CPA Cohort
Families interested in CPA should first identify a complete prospective group of fifteen students seeking placement at the same general instructional level.
The families may then contact the participating IDMANN STEP Partner School with:
• The proposed class or instructional level;
• The names and ages of the fifteen prospective students;
• Their current or most recent school placements;
• A brief description of the families’ shared instructional objectives; and
• The preferred location and proposed starting period.
The partner school will explain the evaluation process, applicable fees, available capacity and the conditions that must be satisfied before the class can be approved.
A Shared Commitment to Learning
CPA gives committed families a practical way to establish a structured, individualized learning environment at a participating IDMANN STEP Partner School.
IDMANN provides the instructional architecture. The partner school provides the approved delivery environment. The parents assemble and sustain the cooperative.
Together, they create the conditions in which a dedicated class can operate effectively.
Fifteen students. Fifteen individual learners. One cooperative commitment.
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