Veritas Classical Academy

                             Secondary School Parent/Student Handbook

 

 

 

Thank you for choosing to partner with Veritas in educating students. In this Handbook, you will find information that will help you know how to function best in the framework of the school. If at any time you have questions about anything contained in this Handbook, please do not hesitate to contact a teacher, principal, staff member, or board member.

 

Please keep this Handbook as a reference during the school year.

 

ABOUT VERITAS

 

Veritas Classical Academy was founded by a group of parents passionate about Christian classical education. We believe children flourish in a joyful community dedicated both to a common Christian vision and to academic excellence. The Veritas faculty and staff are composed of experienced and enthusiastic individuals who are dedicated to this vision.

 

Our approach to education is distinctive because it is multi-directional. It looks to the past and the present to prepare students for the future. On the one hand, we employ what Dorothy Sayers calls "the lost tools of learning." This includes providing our students with a firm foundation in grammar, logic, and rhetoric. In providing these skills, we equip students with the very best tools to think clearly and creatively.

 

Moreover, we believe that education has an unmistakable moral and spiritual component. We want our students not only to learn grammar, logic, and rhetoric, but also to be lovers of what is good. We do this by teaching them about the virtues and vices, as explored throughout Scripture and exhibited by the great figures of Christianity.

 

In uniting the best of the past and present tools of learning, Veritas Classical Academy prepares its students for a future in which they are faithful stewards of God's world and equipped to serve Him and man in His kingdom.

 

 

MISSION STATEMENT

 

The mission of Veritas Classical Academy is to teach covenant children through classical means, in partnership with their parents, to love and pursue Knowledge, Wisdom, Goodness, and Beauty, in accordance with Biblical Truth for the glory of God.

 

 

STATEMENT OF FAITH

 

The theological life of Veritas Classical Academy centers on three key concepts: (1) We are Trinitarian; (2) We embrace the Creation, Fall, Redemption, Consummation understanding of the Bible and its content; and (3) We are Trans-denominational.

 

Veritas is a school committed to the historic Christian faith — a faith that affirms that God is a trinity of three persons: Father, Son, and Holy Spirit. This faith informs all of what we teach and do. The ability to learn about God's creation — and to delight in such learning — is among the greatest blessings God has bestowed on us. Our goal is to produce students who view learning in this way.

 

Veritas Classical Academy finds its unity in the beliefs articulated in the Nicene Creed. This rule of faith, concerning the doctrine of the Trinity, is a confession common to all historic Christian traditions. The creed is translated as follows:

 

We believe in one God, the Father Almighty, Maker of heaven and earth, of all things visible and invisible.

 

And in one Lord Jesus Christ, the only-begotten Son of God, begotten of his Father before all worlds, God of God, Light of Light, very God of very God, begotten, not made, being of one substance with the Father, by whom all things were made; who for us and for our salvation came down from heaven, and was incarnate by the Holy Spirit of the virgin Mary, and was made man; and was crucified also for us under Pontius Pilate; he suffered and was buried; and the third day he rose again according to the Scriptures, and ascended into heaven, and is seated at the right hand of the Father; and he shall come again, with glory, to judge both the living and the dead; whose kingdom shall have no end.

 

And we believe in the Holy Spirit, the Lord and giver of life, who proceeds from the Father and the Son; who with the Father and the Son together is worshiped and glorified; who spoke by the prophets; and we believe in one holy catholic and apostolic church; we acknowledge one baptism for the remission of sins; and we look for the resurrection of the dead, and the life of the world to come. Amen.

 

In addition to the teachings concerning the Holy Trinity, creation, the incarnation and virgin birth of our Lord Jesus Christ, and bodily resurrection confessed in the above creed, we also affirm those truths believed by Christians throughout time. Among these, we mention specifically the following:

 

·       The Bible tells one unfolding story of Creation, Fall, Redemption, and Consummation in which Jesus is the central figure (Genesis 1-2; Luke 24:27; Revelation 21-22). This biblical story of Creation (where we come from and who we are), Fall (what went wrong with the world), Redemption (what God is doing in Christ and His people to fix the world), and Consummation (the end of history and the restoration of the whole of God’s creation) encompasses all of reality. It begins with the creation of all things and ends with the renewal of all things. This suggests that creation is good and part of God’s redemptive plan in Christ (Rom. 8:19-22). There is no sacred versus secular distinction; all things are essentially religious.

 

·         There is no salvation apart from this Jesus who said, "I am the way, the truth, and the life. No one comes to the Father except through me" (John 14:6). At God’s initiative, Christ alone secured salvation for believers by his substitutionary atonement on the cross and by his righteous life imputed to them (cf. 2 Cor. 5:21; Gal. 3:13; 1 Peter 2:24). God accepts us as righteous, not because of anything we do, but only by grace through faith, and that alone.

 

·         The 39 books of the Old Testament and the 27 books of the New Testament comprise God’s written Word, the Bible. They are free from error in the original text and are completely trustworthy. We submit to their authority, acknowledging them to be inspired by God and carrying the full weight of His authority.

 

As an educational institution, Veritas Classical Academy is trans-denominational. That is to say, we are not a part of, nor do we represent, any one particular church or denomination. We seek to provide an environment where children can celebrate the commonalities of the Christian faith, as well as provide a place where we – students, staff, and parents – are able to learn from each other. This is not to downplay the role of individual churches in the education of children. To the contrary, a child’s involvement in his or her congregation, and a congregation’s involvement in the child’s life, is vital to his or her educational success.

 

Whereas differences with respect to belief and practice do exist among Christians, we believe that beliefs specific to particular Christian denominations are most appropriately taught in the homes and the churches of students. When diverging beliefs and practices are appropriately discussed in the course of usual academic study, our teachers do not promote the views of any one tradition over another. Rather, our teachers aim to cultivate among our students an understanding and appreciation of both the variations within and the fundamental unity of the Christian faith rooted in the beliefs stated above.

 

 

 

EDUCATIONAL PHILOSOPHY

 

We believe that no educational institution, whether homeschool or day school, should be merely a vendor of useful information and marketable skills.  We believe that education is much more than imparting information to students to the end that they recite that information back on tests in hopes that this will prepare them to find a place in the “global workforce.” This is because as humans, we don’t live our lives by information. Rather, we live our lives in relation to God and in relation to others. Once this is understood and education is pursued in this context, students will truly be prepared to follow whatever calling God places on their lives, whether that involves college studies, military service, domestic duties, or any other legitimate calling.

 

Our Goal

 

We understand that “subjects” such as Math, History, Literature, etc., are not isolated from each other. Rather, they all inter-relate in many fundamental ways. The biblical story of creation, fall, redemption, and consummation ties all things together and gives them meaning and purpose.

 

Our desire for students of Veritas Classical Academy is that they develop and learn to articulate a distinctly Christian worldview. A Christian worldview is simply “the comprehensive framework of one’s basic beliefs about things” (Albert M. Wolters, Creation Regained, p.2). This worldview – rooted in the biblical story of creation, fall, redemption, and consummation – gives shape to how students believe, how they think, and how they act so that they truly become good Christian citizens in the world.

 

A unique characteristic of Veritas Classical Academy is the use of a blended model of schooling, whereby children attend school two days a week in grammar school (currently Tuesday and Thursday) and two and a half days per week in upper school (currently Tuesday, Thursday, and Friday morning). The other days the students work at home with the assistance of parents.

 

What is Classical Education?

 

At Veritas Classical Academy, we believe that a classical education is one of the best ways to cultivate a student's God-given desire to learn. A classical education consists of two components – methodology (how we teach) and content (what we teach).

 

Methodology. Veritas Classical Academy recognizes that there are three basic developmental stages that students go through from childhood to maturity. Veritas Classical Academy seeks to match the way children naturally learn with the way we educate them. This method of education is called the Trivium (Latin for “the three ways”), and is the first part of the so-called Seven Liberal Arts. At each stage of the Trivium, the student's natural inclination to pursue knowledge is celebrated and guided in appropriate and highly effective ways.

 

In the Grammar stage (grades preK-5), students' abounding curiosity equips them to absorb and be able to recall astounding amounts of information. Through chants, songs, stories, recitations, oral presentations, and hands-on inquiry, they discover the truths about the world around them. Grammar students learn the rules of phonics, spelling, English and Latin grammar; how to compose a paragraph; the stories and events of the Bible, history, and classic literature; math facts and reasoning; descriptions of plants, animals, human beings, and the earth, to name a few.

 

In the Logic stage (grades 6-9), students' natural inclination to challenge is directed toward productive and good ends. Through such things as the Socratic method, debate, and the study of logic, students are taught to discern truth. Logic students continue their study of Latin and begin the study of modern foreign language. They learn how to write essays; construct and evaluate arguments; compare and contrast events in the Bible and history or works of literature; employ mathematical reasoning; recognize the relations of cause and effect; and think scientifically.

 

Finally, in the Rhetoric stage (grades 10-12), students' natural desire for self-expression is directed in an even deeper way toward those things that are noble, right, pure, and lovely. Ample opportunities for essay writing and oratory help students learn not just to express themselves, but to express themselves well. Interaction with the finest and most beautiful of thought leads them not only to discern but also to desire truth. Rhetoric students read many of the great books often reserved for college-level students; discuss theology, politics, and ethics; write and defend theses; develop higher-level mathematical reasoning; and design and report the findings of some of their own scientific experiments.

 

This methodology is not new, but is one that has enjoyed a long existence, only beginning to disappear with the advent of novel approaches to education in the late 19th century. It is suitably summarized in Dorothy Sayers’ essay, “The Lost Tools of Learning,” and further explained in Doug Wilson’s book, Recovering the Lost Tools of Learning.

 

Content. At Veritas Classical Academy, we pass on to students the great heritage of Western Civilization. This is neither to idolize Western culture, nor to isolate it from other cultures of the world. It is to understand that the identity of any people is wrapped up in its history, and our identity as a people and nation is rooted in this tradition. That is to say, who we are and what we do as a people is not considered in a historical and cultural vacuum. Certain ideas and events influenced our cultural existence and development. We seek to understand these ideas and events and consider them in light of Scriptural teaching.

 

Veritas Classical Academy will be a place where all ideas and events are considered but in the context of a biblical worldview. Because we believe the Bible to be true, we are not afraid to consider all ideas and events in its light. Furthermore, because we do not believe in the distinction between the sacred and the secular — as noted already, we believe that everything has an inherently spiritual implication, as all things in creation are from God and for God — we are not afraid to encounter and examine works of art, literature, science, and so on, written by non-Christians. Rather, we strive to develop in our students the ability to discern what is good, beautiful, and true in such works, as well as what is not good, beautiful, and true. Through age-appropriate instruction and guidance, Veritas Classical Academy gives students the skills and tools to become life-long learners who are able to engage with and change culture. In this way, we are participating in the redemption of a fallen world that groans in eager expectation of its restoration and healing. In other words, we are building the kingdom of God.

Admission

 

Admission Philosophy

Veritas Classical Academy admits students from families who profess Christian belief, desire a rigorous classical Christian education, support the VCA approach, and agree to abide by VCA policies as outlined in this Handbook. Students in grades 8 and up are required to sign a statement indicating they agree to abide by the policies laid out in this Handbook. Students may enroll in all or some of the courses for their grade.

 

Non-Discrimination Policy

Veritas Classical Academy admits students of any race, color, and national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at our school. Veritas Classical Academy does not discriminate on the basis of race, color, or national or ethnic origin in the administration of our educational policies, admission policies, scholarship and loan programs, and athletic and other school-administered programs.

 

Admission Testing

All Upper School applicants, whether full- or part-time, are required to submit a writing sample and take subject tests for the classes in which they desire to enroll before being considered for admittance to the school. Applicants must demonstrate at least 70% mastery on relevant tests before being eligible to enroll in the desired classes.

 

Although VCA seeks to enroll students with varied academic abilities, the school is not an appropriate placement for those who are below average academically. Children with severe disabilities who require a separate classroom or special services will not be admitted to the school due to the lack of adequate staff, funding, and facilities.

 

Grade Placement

Placement will be assessed based on test scores, previous schoolwork, references by previous teachers, and parental consultation. VCA reserves the right to approve students to enroll in the courses in which it deems them most likely to succeed and to refuse admission or re-enrollment for reasons it deems sufficient.

 

Mid-Year Enrollment

Given the demanding and sequential nature of VCA’s curriculum, students applying for admission during a semester in progress are handled on an individual basis. Qualified candidates may enter after the start of the school year only with the Principal’s approval. Late applicants must pay the application fee and complete the admission process in a timely manner.

 

Tuition and Fees

A current tuition and fee schedule is available on the school website under the Admission tab. Because tuition must fully fund classroom instruction and basic school administration, a modest increase in tuition and fees can be expected each year.

 

Tuition Assistance

Some funds are available for need-based tuition assistance. For more information contact the school office.

 

Withdrawal

VCA, like other schools, contracts for its facilities, faculty, and staff on an annualized basis. In some cases, VCA may reserve a seat for one student over another capable student because of limited capacity. After an enrollment agreement is signed by parents and given to the school office, parents are responsible to honor the agreement and pay tuition for the entire school year, even if a student withdraws prior to the beginning of the school year.

 

 

Student Expectations

 

Attendance

Students enrolled in VCA are expected to be present and on time every day school is in session. A school calendar may be viewed on the school website. School days for upper school students (grades 6-12) are Tuesday and Thursday, from 8:15 a.m. to 3:15 p.m., and Friday from 8:15 a.m. to 12:20 p.m.

 

Due to the limited number of in-class days, it is vital that students attend each day and period. Personal appointments and activities should be scheduled on days when class is not in session. Excessive absences may hinder a student’s ability to master necessary content. Course credit for students with excessive absences will be at the Principal’s and School Board’s discretion.

 

In the case of an unplanned absence, parents should contact the school office as soon as possible on the day the student misses. In the case of a planned absence, parents should notify teachers as much in advance as possible. Parents are responsible for obtaining any missed assignments from teachers and should bear the burden of the responsibility in ensuring their children get caught up on concepts and work missed. Parents should realize teachers might not be able to prepare assignments and tests earlier than usual in order to accommodate their particular circumstances.

 

Code of Conduct

VCA students are expected to be aware of and adhere to the following:

 

  1. Students are expected to cooperate with basic Christian standards of behavior and conversation. Students should:
  2. Students are asked not to chew gum while on school property to help with maintenance issues. Cell phones, ipods, and other electronic devices must be turned off and put away during school hours. All such devices will be confiscated by staff if they appear in the hands of students during school hours, from drop-off through dismissal. Students who ask to use the restroom in order to text or make phone calls in secret will lose restroom privileges. VCA is not responsible for stolen property.
  3. Students are expected to be aware of and avoid the off-limits areas of the building or grounds.
  4. Students are expected to treat all school materials and facilities with respect and care. Students may be charged for any damage to the school’s property that is attributable to their actions.
  5. Students should refrain from any romantic, physical displays of affection with fellow students while at school. Students who desire a relationship that is more than friendship with another student are encouraged to discuss this issue with their parents to establish appropriate guidelines outside of school.
  6. Students should not have guns, knives, or any other weapons on school property. Any weapon on school property will be immediately confiscated by school staff. The offending student will be taken to the school office, where the Principal will contact the student’s parents and determine appropriate consequences. Likewise, written notes or verbal communications that are of a threatening, sexual, defamatory, or coercive nature will not be tolerated. The School Board reserves the right to suspend or expel any student it deems to be a threat to the safety of other students, faculty, or staff at the school.

 

Academic Integrity

Essential to the success of Veritas Classical Academy is a commitment to the principles of academic integrity, which derive from God's law as encapsulated in the Ten Commandments and summarized by the commands to love the Lord and to love other people. Activities that have the effect or intention of interfering with the education or fair evaluation of any student's performance are prohibited. Examples of such activities include but are not limited to the following:

 

A. Cheating: using or attempting to use unauthorized assistance, material, or study aids in examinations or other academic work. Example: using a cheat sheet in a quiz or exam, altering a graded exam and resubmitting it for a better grade, using another student's or sibling's previous tests to study for current tests.

B. Plagiarism: using the ideas or language of another person without specific or proper acknowledgment. Example: copying another person's work (regardless of source) and submitting it for an assignment, cloning someone else's ideas without attribution, failing to use quotation marks where appropriate.

C. Multiple submission: submitting for one course, without prior permission, any work submitted to fulfill the requirements of another course.

D. Facilitating academic dishonesty: knowingly helping or attempting to help another person violate any provision of these principles. Example: working together on a take-home exam.

E. Unfair advantage: attempting to gain unauthorized advantage over fellow students in an academic exercise. Example: gaining or providing unauthorized access to examination materials, obstructing or interfering with another student's efforts in an academic exercise, misrepresenting the need for an extension for an assignment, exam, paper, etc.


If a parent/student is unsure whether an action constitutes a violation of these principles, then it is that parent's/student's responsibility to consult with the instructor to clarify any ambiguities. In these matters, our goal should be to honor God and promote His glory.

 

 

Dress Code and Uniforms

VCA is a workplace for students as well as teachers. Therefore, students should dress in a way that demonstrates their respect for the school and its learning environment. This entails that students:

 

  1. Dress neatly.   All shirts should be tucked in, shoes should be tied, there should be no holes/tears in clothes, and clothing should be appropriately sized for the wearer.
  2. Be well groomed. Hair and body should be clean and presentable.
  3. Be modest.   Avoid excessive, distracting, or otherwise inappropriate appearance.

 

VCA requires that school uniforms be worn by all VCA students. In general, the uniform is meant to be somewhat traditional while still being comfortable. The school asks that parents comply with the specifics of the outlined dress code so school officials do not have to take school time to monitor the appropriateness of student dress.

 

All upper-body components should be embroidered with the Veritas logo. All uniform components are available through Land’s End and must be purchased from there. Please see the detailed list below.

 

2009 – 2010 Uniform Components

 

Upper-Body Components - Must be purchased from Land’s End

ALL must have Veritas LOGO

Logo#:  0446673K

Preferred School Number:  900094681

 

POLOS:

            Cobalt, Maize, or White

§     Interlock or Mesh

§     Short-Sleeve or Long-Sleeve

§     Traditional or Feminine fit

 

BLOUSES: (Girls) – all blouses must be tucked in; no exceptions

            Blue or White; (NO ‘True Blue’ please); light blue only

§     Peter-Pan Knit: Ruffle or Plain; Long or Short Sleeve; Polo or Button-up

§     Oxford:  (Secondary School Only - French Blue is acceptable) Long, short, or Three-Quarter Sleeve

§     Peter-Pan Woven: (Upper School Only) Ruffle or Plain; Long or Short Sleeve; or Long-Sleeve No-iron Pinpoint     

 

SHIRTS:  (Boys)

            Blue, White or French Blue

§         Oxford: (Secondary School Only) Long, Short Sleeve, or No-iron Pinpoint

 

SWEATERS:

            Maize ONLY (Plain knit only – no cable)

§         Cardigans:  Long-Sleeve; Ruffle-Front; Fine-Gauge; Zip or Button-Front

§         Pullovers:  Crew-Neck; V-Neck; Vest

 

FLEECE:            

            Cobalt ONLY

§         Vest (zippered front)

§         Jacket (zippered front)

§         Microfleece Pullover (zippered neck)

 

BLAZER:  (Secondary School Boys Only) Deep Navy ONLY, with logo

 

Lower-Body Components – Must be purchased at Land’s End

ALL must be KHAKI

 

PANTS:

§         Plain-front or Pleated, Stain-Resistant Chinos (NO LOW RISE)

§         Pull-on (elastic waist) for Pre-K through 2nd grade

§         Zipper-front (always worn with a belt)

§         Ankle-length (no capris or crops)

 

SKORTS:  Not allowed in secondary school.

SHORTS:

§         Plain-front or Pleated, Stain-Resistant or Blended Chinos (NO LOW RISE)

§         (Secondary School Boys ONLY) Stain-Resistant Cargo Shorts

§         Knee-length required

 

SKIRTS: (Girls)

§         Just-Below-The-Knee Stretch Chino Skirt (NO LOW RISE)

§         Knee-Length A-line Skirt (NO LOW RISE)

§         Knee-Length Pleated Skirt (NO LOW RISE)

 

Layering Components:

FOR UNDER POLOS, SHIRTS, TOPS, SWEATERS AND VESTS:

§         Plain white long-sleeve shirts for warmth

 

Additional Info:

 

Girls: 

Boys:

 

Students in violation of the dress code will first receive a reminder note from teacher or staff. Repeated noncompliance may result in a parent being asked to bring a change of clothes for the student. Adherence to the dress code is greatly appreciated so teachers and staff can give their attention to other matters.

 

Home Day Work

The amount of time spent doing homework on any given home day will vary from day to day and from student to student. Older Upper School students are generally expected to spend a little more time per subject per day than younger Upper School students. Some students will always require more time, especially those with slower reading or computation skills; other students will generally require less time. In general, the average full-time 6th grade student can expect to spend approximately 12 hours on homework per week; the average full-time 8th grade student 16 hours per week, etc.

 

Homework on Holidays and Breaks

Homework will generally be kept to a minimum during holiday breaks, Parent-Teacher Conference days, and standardized testing days. Reading assignments and review work may be assigned. Regular amounts of homework may be assigned for the Monday following a holiday or break.

Parent Responsibilities

 

Legal Issues Regarding Homeschooling

Families who are part of VCA are considered homeschool families. Though the State of Oklahoma provides extensive liberty to homeschool families, VCA parents are responsible to be familiar and act in accordance with the laws of the State, including but not limited to attendance records, state graduation requirements, etc.

 

Computers

For the blended school model to work effectively, all parents should have available at home an up-to-date computer with adequate software and Internet access. Parents should plan to check for email communications from teachers or the school at least every home day during the week. Much valuable information may be found on the VCA website (veritasnorman.org) as well. Teachers and staff will assume that email is a reliable form of communication to all parents unless told otherwise. The school strongly encourages the use of filtering software (NetMop, NetNanny, etc.) and consistent parental supervision when students are online.

 

Teacher Ease

All parents of Upper School students will have access to student assignments and grades through an online program called Teacher Ease. Parents should plan to check Teacher Ease for assignments and parent notes at least every home day during the week. More information about the program will be given at Parent Orientation in the fall.

 

Parental Involvement

VCA considers the family to be of first importance to a child. The Bible indicates the family is an important human institution that God designed, which He compares to the relationship believers have with Christ and the Father. Due to the nature of our parent-partnering model, VCA requires a level of parental involvement that goes beyond that in most traditional schools.

 

All parents should oversee student work on home days. Teachers rely heavily on parental involvement to partner with them by closely supervising the home component of the program. Parents also are asked to grade homework for those assignments for which they have grading keys. Specific parental responsibilities for each class will be outlined at Parent Orientation. In addition, parents may volunteer to help with office or other school-related needs by talking with the school administrative assistant.

 

The Parent Partnership Association is another avenue for helping with school-related activities. Parent coordinators will give details in the fall regarding ways to get involved.

 

Parent Grievances

If classroom concerns arise, the principles found in Scripture, especially in Matthew 18, are to be followed by everyone involved. Difficult situations are compounded when they are shared among people who are not part of the solution. Self-examination of motives and attitudes should precede attempts to correct a problem. A spirit of gentleness is expected when approaching people with concerns. In the event of a classroom concern, parents should use the following guidelines:

 

1. Meet privately with the classroom teacher to discuss the problem. If resolution is not achieved, proceed to Step 2.

2. Meet with the Principal to discuss the concern. If resolution is not achieved, proceed to Step 3.

3. Write a letter to the School Board, including a clear statement of the grievance, the current status, and the settlement desired. The School Board will discuss the problem and then contact the parties involved regarding resolution.

 

If a parent has a concern with another student or parent, that parent should approach the other parents involved to discuss the concern. If resolution is not reached regarding school-related issues, the concerned parents may contact the classroom teacher or Principal to set up a meeting.

 

For general school concerns, parents may express questions or concerns to the school administrative assistant.

 

 

Academics

 

Academic Advancement

Students must pass a course with at least a 60% average at the end of 2nd semester to be able to enroll in the next level course in that subject. Subject-specific remediation or tutoring will be encouraged for classes in which students earn less than a 70%.

 

Grading Policies

Parents are asked to remember that grades are only one indication of how much a student is learning and one aspect of student abilities. Parents are encouraged to remind their students their sense of worth does not come from grades but rather from their status as children of God and they should be proud of doing their best and working hard regardless of the specific grade earned in any given subject. However, objective standards will be held for subjects. Any courses taken before 9th grade that students wish to apply toward graduation requirements also will count toward their grade point average.

 

Tests are generally given in class to provide a standardized environment for all students and to assess mastery of concepts covered. For grades 6 through 12, tests and quizzes will account for 70% of a student’s semester grade, and homework will account for 30%. In some subjects, half-credit may be earned back for corrected homework assignments.

 

Report Cards

Students in grades 6-12 will receive letter grades on their report cards corresponding to the following scale. Grades on report cards are cumulative by semester.

 

A+ 98-100

A 93-97

A- 90-92

B+ 87-89

B 83-86

B- 80-82

C+ 77-79

C 73-76

C- 70-72

D+ 67-69

D 63-66

D- 60-62

F Below 60

                       

Progress reports for upper school students will be distributed at the end of each quarter. These grades will be figured cumulatively on a semester basis. Progress reports will be sent home in the middle of each quarter only for those students about whom teachers have concerns. Parents may check student progress through Teacher Ease at any time.

 

School Supplies

In order to facilitate classroom instruction, each student should have his or her own in-class supplies and books. This includes siblings who are in the same classroom. Books or materials used at home may be shared by siblings. Teachers will indicate in-class materials on their supply lists at Parent Orientation in the fall.

 

Students also should have the same edition of books on the book list so specific page numbers may be referenced for in-class reading and homework assignments. To ensure the proper version, parents may match the ISBN number on the book list with the ISBN number of the book.

 

Late Homework Policy

For the blended school model to work well, parents must be actively involved in the learning process. In this setting, the role of homework holds great importance. For teachers and parents to maintain an accurate picture of student understanding and for students adequately to practice concepts before being tested on them, it is vital that homework be consistently turned in on time.

 

If a student does not turn in homework at the beginning of the class period on the day in which it is due, it will be considered late and 10% will be taken off the total points earned for the assignment for each class day it is late. If it has not been turned in within two weeks of the original due date, a score of zero will be recorded for the assignment. At the end of a grading period, it is all the more important that work be turned in on time so grades may be computed accurately. Students with late work at the end of a grading period may receive a grade of Incomplete for that subject/course. Incomplete grades will be refigured after work is handed in, as long as it is within the stated two-week time frame.

 

Parents will be able to see if their student is missing an assignment by checking regularly on Teacher Ease. It is ultimately the responsibility of the student to be aware of any late assignments. Parents or students should let teachers know if there were extenuating circumstances that affected their ability to complete homework on time.

 

 
Athletics

VCA recognizes the benefits of physical education and athletics. Students in grades PreK-6 participate in PE class. Students interested in participating in competitive sports (e.g., football and basketball) will be put in contact with community homeschool sports leagues or with private schools open to homeschool student participation, until more such athletic options are made available through VCA.

 

 

Student Protection Program

In an effort to protect VCA students and staff, the following principles have been established:

 

1. We check references for all paid staff who have contact with students.

2. We check references of all volunteers who will work with students.

3. We conduct criminal background checks of all paid staff and volunteers who work with students.

4. We train all volunteers and paid staff who work with students to understand the nature of child abuse and methods of abuse prevention.

5. We train all volunteers and paid staff who work with students in how to carry out our policies to prevent child abuse.

6. Our paid staff and volunteers are informed of state law requirements regarding child abuse and our responsibility for reporting incidents.

7. We have a reporting procedure for a suspected incident of child abuse that follows the requirements of our state law.

8. We have insurance coverage available in case a child abuse complaint occurs.

9. We have a defined response plan to be implemented in case an allegation of child abuse is made against someone in our organization.

10. We take our policies to prevent child abuse seriously, and we are committed to their enforcement for the safety and security of all of our children.

 

 

School-Day Guidelines

 

Designated Authorities

Classroom teachers are designated to make first-level and routine decisions for the welfare of their students. The Principal and school Administrative Assistant also are available if a teacher should require assistance.

 

Discipline

The Word of God as found in the Scriptures of the Old and New Testaments (especially the Ten Commandments) will be the standard used to evaluate conduct. However, because none of us can keep God’s law perfectly except for Christ, grace and forgiveness will be an integral part of the discipline of a student, as will biblical principles such as restitution, public and private apologies, and restoration of fellowship.

 

The majority of discipline issues will be dealt with by the teacher in the classroom. However, students who are not responsive to teacher correction will be asked to go to the school office where a parent will be contacted. The parent will be given the opportunity to talk to the child on the phone, and the child will then be given the opportunity to return to class and act appropriately. If the child continues to be a disruption to the class, he or she will again be asked to go to the office, where a parent will be contacted to pick up the child. Students will be immediately sent to the office for serious offenses.

 

Students who commit acts with particularly serious consequences may be suspended or expelled from school immediately at the discretion of the School Board. Examples of such serious misconduct include the following: acts endangering the lives of other students or staff members, large-scale vandalism to school facilities, and other violations of civil law.

 

Parents will be notified of discipline issues as well as any actions taken.

 

Lunches

Students will eat lunch at school. Students will not have access to refrigeration or microwave facilities. Parents and students are asked to monitor the sugar content of sack lunches so that learning ability is not negatively affected later in the day. Specific lunch times will be given at Parent Orientation in the fall.

 

Student Illness

 

Student Drop-off and Pick-up

Students may arrive between 8 a.m. and 8:15 a.m. At 8:15 a.m. upper school students will be dismissed to go to their homeroom classes for a morning devotion and prayer. On Fridays at 8:15 a.m., upper school students will remain in the gym for announcements and prayer before being dismissed to go to their classrooms.

 

If a student arrives after 8:30 a.m., he or she should go directly to the school office to get a tardy slip before going to class.

 

Pick-up is between 3:15 p.m. and 3:30 p.m. on Tuesdays and Thursdays and between 12:25 p.m. and 12:40 p.m. on Fridays. Parents should make every effort to pick up students on time. If a parent will be late, he or she should call the school phone number to communicate the expected arrival time or make other arrangements. If another parent or adult will be picking up a student, the student’s parent should notify the student’s teacher or school office.

 

School Closing Procedures

In the event of inclement weather, VCA will follow the Moore Public School’s schedule for closing. A notice also will be posted on the Veritas website if possible. If travel conditions seem hazardous, the school encourages families to stay home. Students will not be penalized academically for missing school when travel is deemed unsafe. After the first canceled school day, school days will be added to the spring semester if additional days are missed.