Academic excellence

Official Youth Academy of Villarreal CF

Accredited by the Indiana department of education


  1. A student or parent may inquire through the website or contact the school directly at +1 (574) 402-0100
  2. Director Hunt or Principal Griffey will schedule a tour of school; for international students, this may vary
  3. The parent/guardian will then fill out our enrollment and financial aid forms
  4. ISAA will then request transcripts to determine class placement 


Parents/Guardians from Indiana must apply for the Indiana School Choice Scholarship to qualify for the following scholarships:

  1. ISAA uses a sliding scale of 10% of annual household income to determine tuition
  2. ISAA may offer additional scholarships in addition to said sliding scale
  3. ISAA’s tuition prior to the sliding scale is $29,900


Ethan Hunt Founder, Executive Director

Masters in Sport Management, Johan Cruyff Institute & the Autonomous University of Barcelona; BA Sport Management, Bethel University, cum laude.

Director Hunt has obtained his National Coaching Diploma from United Soccer Coaches, has completed Sports Management Worldwide’s “Soccer Management and Scouting” & “Soccer Analytics” courses, and is CPR certified. Ethan was Bethel University’s Kinesiology Student of the Year in 2017-18 and Bethel University’s Servant-Leader of the Year in 2018-19. Director Hunt was awarded St. Joseph County Citizen of the Year 2021.

MRS. Krista Griffey Principal

Mrs. Krista Griffey joined ISAA in January 2022. She started off in organizational management at ISAA, rapidly promoting to administration, and now principal. Krista led ISAA’s successful petition for accreditation to the Indiana Board of Education, is lead administrator on academic and behavioral matters, and assists in ISAA event planning. Krista is married to her wonderful husband, Scoby, and resides in Mishawaka, IN.

Mrs. Sandra Ponce de Leon Director of Student development, spanish/art instructor

Mrs. Sandra Ponce de Leon joined ISAA in August 2021 (founding). She has her associate’s degree in Graphic Communication from Universitad Autonoma Metropolitana (Metropolitan Autonomous University) in Mexico City, Mexico. Sandra has over 25 years of Spanish teaching experience. At ISAA, Sandra also helps in a multitude of other areas, including yearbook and admissions. Sandra is married to her wonderful husband, David, and resides in Granger, IN. 

Teaching Staff

Mr. Neil bakshi Mathematics & Social Studies Instructor

Neil is a Senior Education major at IUSB, with a focus in History, Economics, Geography, & Government. Neil is also a math tutor at Mathnasium.

In his spare time, Neil enjoys watching history documentaries and football games, in equal measure.

MRS. JANET FARIAS SAT, ACT, and college & Careers instructor

MS Counseling & BS Education, Indiana University 

Founder of JEMA Academics; over 25 years of academic advising experience

Mr. Santiago Retzloff Science & Statistics Instructor

Santiago graduated from Purdue University with his degree in Entomology.
Mr. Retzloff will be teaching science at ISAA, and is passionate about showing kids the wonders of the natural world.

Mr. Kalet Ponce De Leon English & Weight Lifting Instructor

University of Arizona, College of Humanities Bachelor of Interdisciplinary Studies
• Major: Emphasis: Arts, Media and Entertainment // Minor: Psychology // GPA: 3.721
• Honors: Magna Cum Laude, Dean’s List w/Distinction 2020-2023, Academic Year Academic
Distinction 2021-2022

Sample Student Schedule


9:30-10:20 – SAT/ACT/College & Careers

10:30-11:20 – Spanish

11:30-12:20 – Environmental Science

12:30-1:20 – Lunch

1:30-2:20 – Probability & Statistics

2:30-3:30 – Study Hall

3:30-4:20 – Computer Science


9:30-10:50 – English

11:00-12:20 – Art

12:30-1:20 – Lunch

1:30-2:50 – U.S. History

3:00-4:20 – Weight Lifting

Diplomas offered are the Indiana Core 40 and the Indiana Core 40 with Honors


ISAA 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 based upon race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs, per the Revenue Procedure 75-50, 1975-2 C.B. 587, as modified by Revenue Procedure 2019-22, I.R.B. 1260.


Students will be treated with dignity and respect and student behavior will be promoted and taught by all teachers and staff. The school will use prevention, positive behavior intervention
and support, and conflict de-escalation to eliminate and minimize the need for seclusion, chemical restraint, mechanical restraint, physical restraint.

A student will not be subject to seclusion or restraint unless the student’s behavior poses an imminent risk of injury to the student or others. It will be used as a last resort safety procedure, employed only after another, less restrictive procedure has been implemented without success; and will only be used only for a short time period, or until the imminent risk of injury has passed. Staff will follow protocol consistent with any students who have an IEP or behavior intervention plan.

As soon as possible after any use of seclusion or restraint, the student’s parent or guardian will be informed and provided with a detailed account of the incident, including the circumstances that led to the use of seclusion or restraint along with a copy of the incident report. However, significant violations of the law, including assaults on students and staff, will be reported to the police by the principal. All incidences will be put into a report and documented in the school’s SIS program, Jupiter to keep on file. This will then be printed and added to the student file.

Staff will follow their yearly trainings and will take a proactive approach to discipline by utilizing warnings, calling parent/guardian, and or referring the student to the principal. This will include the use of alternatives to physical restraint and seclusion, including positive behavioral intervention and support and conflict de-escalation. Training will also include the safe use of physical restraint and seclusion in incidents where serious harm could occur with another student, staff member, or others.

The restraint and seclusion plan will be posted on the school’s website for parents and public reference. Any incidences of restraint and seclusion will be updated in the school’s yearly performance report. ISAA will accept and review all reports from the public and make recommendations to the department of any suggested actions that may need to be taken.

These steps are used as a framework for positive behavior support. Depending upon the particular circumstance, teachers and staff may invoke one or more of these steps, without having first invoked the prior steps.

Ultimately, it is the Principal’s responsibility to keep things orderly. In all cases, the school shall attempt to make discipline prompt and equitable and to have the consequences match the severity of the incident.

The International Soccer Academy of America follows all legal standards listed below:

IC 20-20-40-14Adoption of restraint and seclusion plan; submission of plans

Sec. 14. (a) A school corporation or state accredited nonpublic school shall adopt a restraint and seclusion plan that incorporates, at a minimum, the elements of the model plan developed under section 13 of this chapter. The school corporation’s or state accredited nonpublic school’s plan must become effective not later than July 1, 2014.

(b) The department has the authority to require schools to submit plans developed in accordance with section 13 of this chapter.
As added by P.L.122-2013, SEC.1. Amended by P.L.227-2017, SEC.5; P.L.92-2020, SEC.23.

2019 Indiana Code 20-20-40-13 Duties of commission

(a) The commission has the following duties:

  • (1) To adopt rules concerning the following:

  • (A) The use of restraint and seclusion in a school corporation or an accredited nonpublic school, with an

    emphasis on eliminating or minimizing the use of restraint and seclusion.

  • (B) The prevention of the use of types of restraint or seclusion that may harm a student, a school employee,

    a school volunteer, or the educational environment of the school.

  • (C) Requirements for notifying parents.

  • (D) Training regarding the use of restraint and seclusion, including the frequency of training and what

    employees must be trained.

  • (E) The distribution of the seclusion and restraint policy to parents and the public.

  • (F) Requirements for the reporting of incidents of restraint and seclusion in the annual school performance

    report, including incidents of restraint and seclusion involving school resource officers (as defined in IC


  • (G) Circumstances that may require more timely incident reporting and the requirements for such


  • (2) To develop, maintain, and revise a model restraint and seclusion plan for schools that includes the

    following elements:

  • (A) A statement on how students will be treated with dignity and respect and how appropriate student

    behavior will be promoted and taught.

  • (B) A statement ensuring that the school will use prevention, positive behavior intervention and support,

    and conflict deescalation to eliminate or minimize the need for use of any of the following:

  • (i) Seclusion.

  • (ii) Chemical restraint.

  • (iii) Mechanical restraint.

  • (iv) Physical restraint.

  • (C) A statement ensuring that any behavioral intervention used will be consistent with the student’s most

    current behavioral intervention plan, or individualized education program, if applicable.

  • (D) Definitions for restraint and seclusion, as defined in this chapter.

  • (E) A statement ensuring that if a procedure listed in clause (B) is used, the procedure will be used:

  • (i) as a last resort safety procedure, employed only after another, less restrictive procedure has been implemented without success; and

  • (ii) in a situation in which there is an imminent risk of injury to the student, other students, school employees, or visitors to the school.

  • (F) An indication that restraint or seclusion may be used only for a short time period, or until the imminent risk of injury has passed.

  • (G) A documentation and recording requirement governing instances in which procedures listed in clause (B) are used, including:

  • (i) how every incident will be documented and debriefed;

  • (ii) how responsibilities will be assigned to designated employees for evaluation and oversight; and

  • (iii) designation of a school employee to be the keeper of such documents.

  • (H) A requirement that the student’s parent must be notified as soon as possible when an incident involving

    the student occurs that includes use of procedures listed in clause (B).

  • (I) A requirement that a copy of an incident report must be sent to the student’s parent after the student is

    subject to a procedure listed in clause (B).

  • (J) Required recurrent training for appropriate school employees on the appropriate use of effective

    alternatives to physical restraint and seclusion, including the use of positive behavioral intervention and support and conflict deescalation. The training must include the safe use of physical restraint and seclusion in incidents involving imminent danger or serious harm to the student, school employees, or others. Consideration must be given to available school resources and the time commitments of school employees.

  • (3) To accept and review reports from the public and make nonbinding recommendations to the department of any suggested action to be taken.

    (b) The model policy developed by the commission must take into consideration that implementation and reporting requirements for accredited nonpublic schools may vary, and the model plan must provide accredited nonpublic schools flexibility with regards to accountability under and implementation of the plan adopted by an accredited nonpublic school under section 14 [IC 20-20-40-14] of this chapter.

    IC 20-26-18.2-1

    School resource officer”
    Sec. 1. (a) As used in this chapter, “school resource officer” means an individual who:
    (1) has completed the training described in subsection (b); and (2) is employed by or assigned to one (1) or more school corporations or charter schools to:
    (A) assist the school safety specialist with the development and implementation of the school safety plan as provided in section 2 of this chapter; and
    (B) carry out any additional responsibilities assigned to the school resource officer under the employment engagement, contract, or memorandum of understanding and to:
    (i) protect against outside threats to the physical safety of students;
    (ii) prevent unauthorized access to school property; and (iii) secure schools against violence and natural disasters. (b) Before being appointed as a school resource officer, an individual must have:
    (1) successfully completed the minimum training requirements established for law enforcement officers under IC 5- 2-1-9; and (2) received at least forty (40) hours of certified school resource officer training through:
    (A) the Indiana law enforcement training board established by IC 5-2-1-3;
    (B) the National Association of School Resource Officers; (C) a certified school resource officer instructor; or
    (D) another organization that offers certified instruction to
    school resource officers.
    (c) Certified training described in subsection (b)(2) must include
    instruction regarding skills, tactics, and strategies necessary to address the special nature of:
    (1) school campuses; and
    (2) school building security needs and characteristics.