Veritas Classical AcademyParent/Student Handbook

2013-2014

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, administrator, 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 classical Christian 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.

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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

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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 GoalWe 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,

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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 6-8), 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 9-12), 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 also 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. ADMISSIONSAdmission PhilosophyVeritas 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 6 and up are required to sign a statement indicating they agree to

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abide by the policies laid out in this Handbook. Students may enroll in all or some of the courses for their grade.

Non-Discrimination PolicyVeritas 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 TestingGrammar School applicants are required to take an admission test as part of the application process. For students entering grades 1 through 5, scores from the Survey Battery of the Iowa Test of Basic Skills or comparable achievement test are required. Students must receive national stanine composite scores at or above the 50th percentile for their grade level to be admitted. Kindergarten students are assessed using the Missouri Test (KIDS). Applicants for Pre-Kindergarten do not require a test but must meet the age requirement and be fully potty-trained.

Upper School applicants are also required to take an admission test as part of the application process. For students entering grades 6 through 12, scores from the Survey Battery of the Iowa Test of Basic Skills, or comparable achievement test, or subject specific tests provided by Veritas are required. For standardized tests, students must receive national stanine composite scores at or above the 50th percentile for their grade level to be admitted. Students must score a 70% on a subject test to be admitted to a particular course if enrolling as a part-time Upper School student. Applicants will also be asked to submit a writing sample.

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 PlacementApplicants for Pre-Kindergarten and Kindergarten should have their fourth and fifth birthdays, respectively, before September 1 of the year for which they are applying. Because of the rigorous nature of the school, especially in later grades, parents of students whose birthdays fall between May 1 and September 1 are strongly encouraged to err on the side of having their children be older rather than younger for their grades in order to allow for more developmental maturity. Corresponding age guidelines will be used to determine grade placement for students entering VCA in other grades.

Applicants for Pre-Kindergarten and Kindergarten will be assessed for classroom readiness based on a screening test, references by previous teachers or caregivers, and parental consultation. Social maturity will be assessed in addition to academic ability.

For students in grades 1 through 12, placement will be assessed based on standardized test scores, previous schoolwork, references by previous teachers or caregivers, and parental consultation. VCA reserves the right to recommend students for the grade levels at which it deems them most likely to succeed and to refuse admission or re-enrollment for reasons it deems sufficient.

Late EnrollmentGiven 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

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the school year only with the respective principal’s approval. Late applicants must pay the application fee and complete the admission process in a timely manner.

Tuition and FeesA current tuition and fee schedule is available on the school website. Because tuition must fully fund classroom instruction and basic school administration, an increase in tuition and fees can be expected each year.

Tuition AssistanceScholarship funding changes from year to year. For more information, please contact the Admissions Coordinator or visit the Admissions Tab of the school website.

WithdrawalVCA, 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.

ACADEMICS

Grade AdvancementGrade advancement is only final after the completion of the current school year and the student’s grades reflect at least a 70% mastery of all subjects. Grade advancement will be discussed on a case-by-case basis depending on the overall final report card grades. Academic ProbationStudents who fail to maintain an average of 70% in Language Arts and Math subjects after 2nd quarter for Grammar and after 1st semester for Upper, may be placed on academic probation. A student's progress while on academic probation will be monitored, with the first goal being to remove the probationary status and, secondarily, to evaluate the student's eligibility for advancement to the next grade level.

Upper students must pass a course with a cumulative 70% average at the end of 2nd semester (average of 1st and 2nd semester final grades) 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%.

Grade RetentionHaving a student repeat a grade is an important and serious decision. If a teacher feels that a student should not advance to the next grade for academic or maturity reasons, the teacher will notify both the respective principal and the student’s parents by the 3rd quarter. The teacher and parents should agree on goals for the student to show improvement if advancement is to occur. These situations will be handled on a case-by case basis. The school will not advance a student who they feel will suffer academically or socially by such a move. However, parents may appeal the decision to the Head of School and/or the Board.

Grading PoliciesParents 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.

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Tests are generally given in class to provide a standardized environment for all students and to assess mastery of concepts covered.

Tests, quizzes and homework for Grammar students will be weighted accordingly: For grades Pre-K-1, grades of E (Excellent), S (Satisfactory) and N (Needs Improvement) will be

given. For 2nd and 3rd grades, tests and quizzes will count 70% and homework will count 30%, with full

homework credit being given for corrected homework assignments. For 4th and 5th grades, tests and quizzes will count 70% and homework will count 30%, with half-

credit being given for corrected homework assignments.

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.

Late Homework PolicyFor 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, grade 2-12, 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 RenWeb/ParentsWeb. 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.

If a student has late work due to an excused absence (e.g., illness), the student has the number of days absent, plus one, to complete assignments to avoid late penalties.

Report CardsGrades for Grammar students are recorded by quarter with no cumulative final grade given. Grades for Upper students are recorded by semester with a 1st and 2nd semester grade given on report cards. For grades 9-12, a cumulative final grade and GPA is determined by averaging semester grades and these will be recorded on the student’s transcript.

Students in grades Pre-K-1st are graded on the following scale;E = (90 – 100)S+ = (85 – 89)S = (80 – 84)S- = (70 – 79)N = (0 – 69)

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Students in grades 2-12 will receive letter grades on their report cards corresponding to the following scale. A+ 98-100A 93-97A- 90-92B+ 87-89B 83-86B- 80-82C+ 77-79C 73-76C- 70-72D+ 67-69D 63-66D- 60-62F Below 60

Progress reports for Upper students will be sent home at the end of each quarter or for students about whom teachers have concerns. Parent/Teacher conferences are scheduled after the end of the 1 st Quarter to discuss student progress.

Transcripts and Honors CoursesVeritas will keep updated transcripts on file for all 9th thru 12th graders. All Rhetoric classes with the exception of a few are designated as Honors courses. When determining GPA, the following scales will be used:

Honors Courses:A+ 5.33A 5.0A- 4.67B+ 4.33B 4.0B- 3.67C+ 3.33C 3.0C- 2.67D+ 2.33D 2.0D- 1.67F 0

Non-Honors courses:A 4.0A- 3.75B+ 3.5B 3.0B- 2.75C+ 2.5C 2.0C- 1.75D+ 1.5D 1.0D- .75F 0

Graduation Requirements and ExpectanciesTo graduate and receive a diploma from Veritas Classical Academy, a student must attend VCA as a full-time student for a period of at least two full academic years in grades 11 and 12 and meet or exceed these VCA Graduation Requirements. A full-time student is defined by taking at least six courses per semester, although a senior may meet this requirement with fewer classes at the discretion of the Head of School when needing fewer than six classes to complete or exceed graduation requirements. A student entering VCA in the senior year may apply for a waiver of the two-year requirement with evaluation based on the equivalence of previous education.

VCA’s primary mission is the development of a biblical worldview in each graduate. Therefore, VCA is reluctant to accept outside sources whether taken in the home, at another secondary school or at a post-

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secondary institution without the prior approval of the high school principal. Application must be made in writing. Preferably, these courses satisfy requirements for electives and only occasionally would they serve as acceptable substitutes for core classes. Courses taken by a student transferring from another high school will be evaluated during the admissions process. VCA reserves the right to make wise exceptions and substitutions at its own discretion. The Veritas Classical Academy transcript will only include courses taken at VCA. Transfer students may have courses added to the transcript with previous approval.

Required Courses for GraduationEnglish (5 Units)Honors English I Honors English IIHonors English IIIHonors RhetoricHonors English IV (including Capstone) Mathematics (4 Units)From:Algebra I (8th grade)Honors Algebra IIHonors GeometryHonors TrigonometryHonors Calculus

Non-Laboratory Science (1 Unit)Physical Science

Laboratory Science (3 Units)Honors BiologyHonors ChemistryHonors Physics

History (5.5 Units)Oklahoma History (12th grade)Honors Western Civilization IHonors Western Civilization IIHonors Western Civilization IIIHonors American HistoryHonors Government and Economics

Foreign Language (2 Units)Honors Spanish IHonors Spanish IIHonors Spanish III

Fine Arts (1 Unit)Each course is 1 credit, to be taken from:Aesthetics (required for VCA diploma)*Drama *Yearbook

*These are considered extra-curricular courses and must be paid for separately. (Other Fine Arts courses will alter from year to year based on staffing and resources. Credit may be given after prior approval for Fine Arts programs outside of Veritas.)

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Liberal Arts (3 Units)Honors LogicHonors Systems of ThoughtHonors Comparative Religion

Total: 24.5

School SuppliesBackpacks, lunchboxes, and other supplies should not have any cartoons, TV or movie characters on them as they easily lead to distraction in the classroom.

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. Siblings may share books or materials used at home. 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.

ATHLETICS- THE GRIFFINSVCA recognizes the benefits of physical education and athletics. Students in grades PreK-6 participate in PE class. We now have an athletic program that consists of a Grammar Cross Country Team, and a Logic/Rhetoric Cross Country Team, and Track in the spring. The expansion of other sports is planned for future years. Students interested in participating in other competitive sports (e.g., football and basketball) will be put in contact with other community homeschool sports leagues or with private schools open to homeschool student participation, until more such athletic options are made available through VCA.

VCA SPONSORED EXTRA-CURRICULAR ACTIVITIESExtra-curricular activities will be determined each year based on student interest and staffing. Participation in these clubs and groups are optional. Grades and transcript credit for certain activities will be given for grades 9th thru 12th.

STUDENT EXPECTATIONS

AttendanceStudents 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.

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.

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.

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The following guidelines will be followed to determine course credit in the event of excessive absences.

In the event the total number of planned absences for one quarter is equal to or exceeds five days in one quarter or ten days for the semester, the student will not receive credit for that time period.

In the event a student is absent from a class, or from school, for more than ten days during one quarter (for any reason), the student’s parents will meet with the Principal (and teacher/s if necessary) to determine whether the student will receive a letter grade, or a grade of P (pass) or F (fail) on the report card.

In the event the total number of absences, whether planned or unplanned, is equal to or exceeds fifteen days in one semester, the student will not receive credit for that semester.

For Upper School students who may take courses that only meet once a week, such as Drama or Aesthetics, excessive absences and loss of course credit will be determined on a case-by-case basis using the about guidelines. Teachers will make necessary recommendations based on missed work and missed class time with the final decision being made my the principal.

Upon a written request from parents, the Head of School is authorized to waive requirements set by other provisions of this policy. In doing so, the Head of School shall take into account the student’s mastery in all subjects, attitude toward work and study, and disciplinary record at school.

Code of ConductVCA 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:

Be respectful and polite to staff and to one another. Talking back to or arguing with teachers is not appropriate.

Promptly and cheerfully obey. Follow requests from the teacher after the first request.

2. Students are asked not to chew gum while on school property to help with maintenance issues. Cell phones, mp3 players, and other electronic devices must be turned off and put away during school hours. Staff will confiscate all such devices 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. School staff will immediately confiscate any weapon on school property. 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.

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Academic IntegrityEssential 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 submissions: 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.

Home Day WorkThe amount of time for doing homework on any given home day will vary from day to day and from student to student. Some students will always require more time; others will require less time. The guide below should be regarded as approximate times only. Parents may determine how to distribute homework over the weekend (Friday/Monday or Thursday/Friday, respectively by campus).

Grade                           Approximate Time on Home Day Work Per WeekPre-K                            approximately 2-2.5 hours/home day (4-5 hours/week) K                                   approximately 2-2.5 hours/home day (4-5 hours/week)1st                                  approximately 2.5-3 hours/home day (5-6 hours/week)2nd                                 approximately 3.5-4 hours/home day (7-8 hours/week)3rd                                  approximately 4.5-5 hours/home day (9-10 hours/week)4th                                  approximately 5-5.5 hours/home day (10-11 hours/week)5th                                  approximately 6-6.5 hours/home day (12-13 hours/week)

----------------------------------------------------6th-12th* approximately 6.5-8 hours/home day (13-16 hours/week)

*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.

Homework on Holidays and Breaks

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Homework will generally be kept to a minimum during Parent/Teacher Conferences, Fall Break, Thanksgiving, and Spring Break (minimum defined as one home day workload, which includes reviewing for a test). There will be NO homework assigned over Labor Day (Central Campus only) and Christmas, and there will be no tests assigned during our standardized testing week (Grammar and Logic Schools).

Parent/Teacher ConferencesMinimum workload is defined as one home day’s worth, which includes reviewing for a test. Both campuses have normal home days and this isn’t a holiday per se, as conferences fall on what would be a normal school day.

Fall Break/Winter BreakIn the Grammar School, homework should not be assigned for those days that are off, but work can be assigned to be due for the day before and the day after. Tests are permissible on the day before, but not on the day after the break.

In the Upper School, for courses that are Tuesday/Thursday only, teachers will have an entire week off from seeing students. Although classes won't meet on Friday, it is quite reasonable to have teachers assign a normal WEDNESDAY home day workload for that course to give something to lead into/discuss on the following Thursday. In this way, if students actually did the work on Wednesday (and Thursday, since they will be off for conferences), they would be prepped for Friday and still have nothing for the following Monday or Tuesday).

This school-imposed break is established as a time to allow families to have some down time from the school routine. Our goal is to strategically take a day off (Monday at North Campus; Tuesday at Central Campus) for the sake of an extended break, but still respect our teachers' needs to complete the course of study we've all asked them to provide. Our hope is that this compromise strikes a balance between time off and staying on track as we try to consider all participants involved (students, parents, and teachers, who are appreciative of a fall break as well).

Labor Day and Christmas BreaksLabor Day (Central Campus only) and Christmas are periods during which most (but not all) parents are able to be home and not working. To honor family time during these holidays, NO homework will be assigned.

Standardized Testing WeekReading assignments and review work may be assigned, but there will be no tests on the day(s) of testing. Dress CodeVCA 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.

All VCA students are required to wear the school uniform. 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. Uniform Components

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For your convenience, and to make sure that you are purchasing approved uniform components, please login to the Land’s End site via the Veritas website (www.veritasclassical.com).

All Upper-body components must be purchased from Land’s End and have a Veritas Logo. Additional Uniform Information for Grammar Students

Footwear for Grammar School should be all white athletic shoes only. Shoes with wheels and sandals are not allowed for safety reasons. Rain/snow boots can be worn to/from school in bad weather but students must change into school shoes once they arrive at school.

All accessories such as hair bows, headbands, socks, and jewelry should be color coordinated with the school colors.

All clothing with belt loops should be worn with a black, brown, or khaki belt. (Exception is made for Pre-K to 1st grade students to help with bathroom issues).

Layering components may be worn under a shirt, but must be white only. White footed tights may be worn for girls. Leggings are not allowed. For boys and girls, Land’s End Polar Tec vests, jackets, or pullovers in cobalt blue (with Veritas

logo) may be worn in class for warmth. Non-uniform outerwear may be worn to and from school and during outside recess but should not be worn in class.

Additional Uniform Information for Upper Students Upper School can wear all white, all black, or all brown close-toed, close-heeled shoes. These

can be in an athletic or dress style.o Boots are acceptable, but must be black or brown and only worn under pant legs.o Shoes/Boots should be monochrome in color; for example, two-tone brown loafers are

not acceptable.o Metallic, glitter, or jeweled shoes/boots or embellishments are not permitted.o Shoes with wheels are not allowed for safety reasons.o Rain boots may be worn to and from school, but appropriate school shoes must be worn

during school hours. All clothing with belt loops should be worn with a black, brown, or khaki belt. Layering components may be worn for warmth but must be white only. Footed tights or hose are acceptable in nude or white only. Leggings are not permitted. All accessories such as hair bows, headbands, socks, and jewelry must be color coordinated with

school colors. For boys and girls, Land’s End Polar Tec vests, jackets, or pullovers in cobalt blue (with Veritas

logo) may be worn in class for warmth. Non-uniform outerwear may be worn to and from school and during outside recess but should not be worn in class.

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.

SCHOOL-DAY GUIDELINES

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Designated AuthoritiesClassroom 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.

DisciplineThe 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.

Whoever loves discipline loves knowledge, but he who hates reproof is stupid.—Proverbs 12:1 For the moment all discipline seems painful rather than pleasant, but later it yields the peaceful fruit of righteousness to those who have been trained by it.—Hebrews 12:11

All discipline must be restorative and redemptive.  We must avoid easy behaviorism.  We must have our focus the spiritual growth and maturity of students in the gospel.  We must exercise discipline in love and as those who image Christ to them.  Though perhaps painful to the student, the parents, and us at the time, we must model discipline as producing joy and peace, restoring relationships with God, neighbor, and self as a redeeming, sanctifying work.

Our focus must not be on the rules (law) as rules or on conformity to the rules as the end but only as a means of love.

Our focus, then, must be that of Christ:

And one of them, a lawyer, asked him a question to test him.  “Teacher, which is the great commandment in the Law?”  And he said to him, “You shall love the Lord your God with all your heart and with all your soul and with all your mind.  This is the great and first commandment.  And a second is like it: You shall love your neighbor as yourself.  On these two commandments depend all the Law and the Prophets.”—Matthew 22:35-40

So our framework will be:Love GodLove NeighborLove Self

Loving God:  All offenses are ultimately against God and express a lack of trust in His goodness and grace as sufficient, including both avoiding what we ought not do and not doing what we ought.  All discussions of discipline must begin in the light of God’s love and end with the goal loving God in expressions of trusting obedience. 

Loving Neighbor:  God calls His people into His community and desires His community to show forth His character as a gracious, compassionate, loving, pursuing God.  So students should act to both avoid harming other students physically, emotionally, spiritually, in word or deed and protect other students from those harms.

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Loving Self:  The Law commands us to “love [our] neighbor as [ourselves],” so a proper self-love is necessary to loving neighbor and loving God.  Self-denigration, self-contempt, self-destruction are all expressions not of contrition or a heart of gentleness but one of rebellion and a self-negation of God’s love and the love of others towards us.  Loving self involves a proper understanding and acceptance of oneself as created in God’s image and redeemed in Christ’s image.

The pattern of discipline must include:RecognitionRepentance Restoration

Recognition:  The student needs to be brought to understand his or her offense, it’s nature, and it’s extent in not loving self and/or neighbor and ultimately not loving God.

Repentance:  The student needs to repent of his or her offense, confessing what is sin in the light of God’s gracious love that pursues sinners and seeks their redemption.

Restoration:  The student needs to seek reconciliation and restored relationship with the one (or ones) wronged, confessing and asking forgiveness and receiving forgiveness extended.

The teacher in the classroom will deal with the majority of discipline issues. 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.

Classroom CelebrationsDue to the very limited number of in-class days with the blended school model, holiday celebrations during class time will be reserved for Christmas and Easter. Decorations and activities should have their focus on God rather than purely cultural symbols (such as Santa Claus and the Easter Bunny). Celebrations are limited to Grammar classes.

Birthday PartiesGrammar parents are welcome to coordinate a special treat to celebrate a student’s birthday with the classroom teacher. This treat will be given to the class during lunch. No extra time will be taken out of class time to celebrate birthdays. Upper parents should consult the Upper Principal before bringing special snacks to a class.

Festivals and Special EventsAll Grammar classes will participate in a festival during the school year. These events require help from parent volunteers and are usually coordinated in conjunction with the class homeroom parent and teacher. Upper classes do not have specific festivals but will from time to time have special school related outings, retreats, or subject specific events.

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LunchesStudents 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 All students who are ill must be kept home in order to prevent the infection of others. If a student

becomes ill during school hours, a parent or other designated person listed in Emergency Contacts on RenWeb will be notified and expected to come for the student.

Communicable Childhood Diseases/Fever: Upon having the following diseases, a student should have written consent from either a physician or the Health Department to be readmitted to school. Communicable childhood diseases include the following: chicken pox, measles, mumps, pneumonia, whooping cough, pinworms, scabies, ringworm, impetigo, head lice, fifth disease, and others. In the case of fever, students are not to return to school until they are free of fever for at least 24 hours.

Medication: No medication (including OTC products like aspirin, Tylenol, Advil) may be given to a student without permission and exact instructions from a parent. School office personnel should administer all medication. Students are not to take medication on their own.

Medical Emergency Procedures: Each school year, all parents are asked to fill out and/or update the Student Medical Form and Emergency Contact Forms on RenWeb. It is the responsibility of the parents to keep this information updated throughout the school year. In case of serious illness or injury, the school will use the information found on these forms in RenWeb (located under Family Information/Web Forms/Family Demographic Form) to make decisions regarding the care of the student.

Immunizations: A current copy of each student’s immunizations records should be given to the office each year. Students must be vaccinated as required by the State of Oklahoma or obtain the proper exemptions.

Student Drop-off and Pick-upParents and students will be advised of specific drop-off and pick-up locations and times prior to the start of school. Drop-off is generally 8:00-8:15am and pick-up is generally from 3:15-3:30, but may change at the discretion of the campus principal.

School Closing ProceduresIn the event of inclement weather, VCA will announce closing information on local news channels, the Veritas website (if possible) and email. If VCA is in session but travel conditions are hazardous in certain areas, 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 day, school days will be added to the spring semester if additional days are missed.

PARENT RESPONSIBILITIES

Legal Issues Regarding HomeschoolingFamilies 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.

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Parental InvolvementVCA 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 during the WISE Conferences. In addition, parents may volunteer to help with office or other school-related needs by talking with the school administrative assistant.

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

Relational Covenant and GrievancesVeritas seeks to function by way of our Relational Covenant: 1) We believe the best in one another; 2) We stand should to shoulder with one another; and 3) We talk to and not about each other.

When concerns arise, the principles found in Scripture, especially in Matthew 18, as well as the 3 points of the Relational Covenant 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 concerns/questions regarding curriculum, the Academic Dean should be consulted after the course teacher is given an opportunity to address the concern/question.

ComputersFor the blended school model to work effectively, all parents should have available at home an up-to-date computer and printer 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. Valuable information may also be found on the VCA website (veritasclassical.com) and through RenWeb, as well. Teachers and staff will assume that email is a reliable form of communication to all parents unless told

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otherwise. The school strongly encourages the use of filtering software (Net Mop, Net Nanny, etc.) and consistent parental supervision when students are online. RenWebRenWeb is the administrative and grade book software used by the school. Every parent is expected to utilize this software to update their family demographics, emergency contacts, or any other changes to their records. Assignments and home day work, as well as grades, are posted through this program. Announcements from the school and individual teachers are also communicated here. Parents should plan to check RenWeb several times a week.

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

1. We check references for all paid staff that have contact with students.2. We check references of all regular volunteers who will work with students.3. We conduct criminal background checks of all paid staff and regular volunteers who work with

students.4. We train all regular volunteers and paid staff that work with students to understand the nature of child

abuse and methods of abuse prevention. 5. We train all regular volunteers and paid staff that work with students in how to carry out our policies to

prevent child abuse.6. Our paid staff and regular 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.

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