Trinity Classical School
Elementary Handbook
TABLE OF CONTENTS
MISSION STATEMENT ...... 7
PURPOSE ...... 7
VISION ...... 7
CORE VALUES ...... 7
Family ...... 7
Truth ...... 7
Godly Character ...... 7
Authority of Scripture ...... 8
Excellence ...... 8
Leadership ...... 8
Faith ...... 8
STATEMENT OF FAITH ...... 9
TRINITY CLASSICAL SCHOOL GOALS ...... 11 CHRIST-CENTERED ...... 11 CLASSICAL ...... 11 COVENANTAL ...... 11 DEFINITIONS ...... 11
EDUCATIONAL PHILOSOPHY ...... 12
EDUCATIONAL METHODS ...... 13
Charlotte Mason ...... 13 Living Books ...... 14 Narration ...... 14
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Short Lessons ...... 14 History ...... 14 Copywork ...... 14 Dictation...... 15 Geography ...... 15 Nature Study ...... 15 Grammar ...... 15 Math ...... 15 Bible ...... 16 Poetry ...... 16 Recitation ...... 16 Shakespeare...... 16 Picture Study ...... 16 Music Study ...... 16 Hymn Study ...... 17 Handicrafts ...... 17
Classical Education ...... 17 Lost Tools of Learning Chart ...... 19
PARENT INVOLVEMENT ...... 20
STUDENT HEALTH RECORDS ...... 21
EMERGENCY CONTACT INFORMATION ...... 21
SCHOOL ALMA MATER ...... 22
Trinity Hymn of Faith words and music by Lisa Smith ...... 22
ADMISSIONS ...... 23
Admission Procedures ...... 23
Admission Requirements for the Student ...... 23
Admission Requirements for the Parents ...... 23
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ELEMENTARY CURRICULUM GOALS ...... 24
BIBLE: ...... 24
ENGLISH: ...... 24
READING ...... 25
LATIN ...... 25
MATHEMATICS ...... 26
HISTORY/GEOGRAPHY ...... 26
SCIENCE ...... 26
ART ...... 27
MUSIC: ...... 27
LATIN ...... 28
Reasons to study Latin ...... 28
Basic objectives for the elementary Latin program ...... 29
HOMEWORK PHILOSOPHY AND GUIDE LINES ...... 29
Philosophy ...... 29
Guidelines for assigning homework ...... 30
SECONDARY DOCTRINE POLICY ...... 31
LEARNING DISABILITIES POLICY ...... 31
Severe Learning Disability ...... 31
Learning Disability ...... 31
Guidelines ...... 31
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HONORS & AWARDS...... 32
PROMOTION POLICY ...... 32
DISCIPLINE ...... 34
SCHOOL RULES ...... 34
ETIQUETTE GUIDELINES ...... 34
CODE OF STUDENT CITIZENSHIP ...... 35
DISCIPLINE POLICY ...... 36
DEMERITS, DISCIPLINE OF MINOR INFRACTIONS ...... 36
OFFENCES OF A MORE SERIOUS NATURE ...... 37 Office Visits ...... 37 Expulsion ...... 38 Serious Misconduct ...... 38 Re-admittance ...... 38
CORPORAL PUNISHMENT ...... 39
ELEMENTARY UNIFORM GUIDELINES AND DRESS CODE POLICY 39
CALENDAR ...... 40
ATTENDANCE REQUIREMENTS ...... 40
Maximum Absences ...... 41
GRIEVANCE POLICY ...... 41
General Guidelines ...... 41
Students/parents to teachers: ...... 42
Parents/patrons to administrator: ...... 43
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Volunteers to Staff/Administration: ...... 43
THE ASSOCIATION OF CLASSICAL AND CHRISTIAN SCHOOLS (ACCS) ...... 43
Requirements for all member schools: ...... 43
BOARD GOVERNANCE...... 44
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Mission Statement
The Mission of Trinity Classical School is to covenant with Christian parents and educate children through the Christian Classical model. The school's foundation is the infallible Word of God, with excellence as a minimum standard and the cultivation of leadership as the ultimate goal.
Purpose
The purpose of Trinity Classical School is to glorify God.
Vision
The Vision of Trinity Classical School is to educate the whole child by providing a distinctly Christ- centered education that instills a passion for knowledge and Truth.
Core values
Family “These commandments that I give you today are to be upon your hearts. Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up.” Deuteronomy 6:6, 7
We seek to promote the Covenantal Christian family. We revere parental authority and the blessing of stewardship to educate the child. We view our involvement as a partnership with parents.
Truth "Love the Lord your God with all your heart and with all your soul and with all your mind.” Matthew 22:37 (emphasis added)
”Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God's will is—his good, pleasing and perfect will.” Romans 12:2
We believe in education through a Christian worldview which is to say Jesus is the Lord of every area of life. All Truth comes from, belongs to and points toward God and is interrelated. We believe that to foster a love of learning and promote independent thought is to endow students with the means to arrive at, internalize, and apply Truth. Ultimately, we seek to gain a greater understanding of God through a life-long pursuit and passion for Truth and thus bring Him glory.
Godly Character “So then, you will know them by their fruits.” Matthew 7:20
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“But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, self-control; against such things there is no law.” Galatians 5:21-23
A great evidence of the Holy Spirit’s presence in our lives is godly character. In addition to the fruits of the Spirit, integrity and humility are paramount. As we seek to educate the minds of children, we feel it is vitally important to always couple knowledge with humility. We believe in accountability and Biblical discipline within the Body of Christ as a means of cultivating Godly character. Although we do not seek to isolate ourselves, I Corinthians 15:33 warns us that bad company corrupts good character and that children should be brought up in an environment where they are encouraged to develop godly character.
Authority of Scripture “All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the man of God may be thoroughly equipped for every good work.” II Timothy 3:16, 17
We believe that the Bible is the inerrant Word of God and that we are under its authority. We are dedicated to understanding, upholding and defending scripture and to helping others do the same.
Excellence “Whatever you do, work at it with all your heart, as working for the Lord, not for men, since you know that you will receive an inheritance from the Lord as a reward. It is the Lord Christ you are serving.” Colossians 3:23, 24
We set the bar at excellence and believe that everyone involved in Trinity should strive toward it in all we do. Our promotion of academic rigor and hard work are a result of this value. We believe that although excellence is not always being the best, it is doing the best with what we are given.
Leadership “You then, my son, be strong in the grace that is in Christ Jesus. And the things you have heard me say in the presence of many witnesses entrust to reliable men who will also be qualified to teach others.” II Timothy 1, 2
Leadership is a quality that we want to permeate all facets of Trinity Classical School. From the faculty, to the family, to our relationship with the community, we encourage godly leadership. A godly leader embodies the qualities of faithfulness, self-discipline and direction, personal convictions and a strong moral compass. We want to be led by God alone and do not want to be overly influenced by others. We seek to send Godly leaders into the world to be change agents for Christ.
Faith “And without faith it is impossible to please God, because anyone who comes to him must believe that he exists and that he rewards those who earnestly seek him.” Hebrews 11:6
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"What is impossible with men is possible with God." Luke 18:27
We know that the Lord will not withhold his blessing from our endeavors carried out within His sovereign will. From Him, we can expect full provision for His Will to be met in His timing. This applies to all aspects of Trinity, both tangible and intangible. We believe that faith gives us hope and saves us from the despair of a fallen world. We have faith in God’s provision and goodness for the school and all the lives that will be affected by it.
Statement of Faith
The foundational beliefs, on which Trinity Classical School (TCS) is based, are also the key elements of Protestant Christianity, which are unapologetically taught in various ways through all grade levels. The substance of these statements is considered primary doctrine at TCS. Secondary or divisive doctrines and issues will not be presented as primary doctrine. When these types of doctrine or issues arise, they will be referred back to the family and church for final authority (see Secondary Doctrine Policy).
Trinity Classical School follows a discipleship (covenantal) model of education rather than evangelical. The school intends to admit students from families that profess the historic Christian faith. The following statement of faith describes the minimum understanding of and subscription to Christian belief required of parents enrolling students in the school.
The statement of faith adopted by TCS is limited to primary Christian doctrine, which is considered central to all Christian denominations, and sets Protestant Christianity apart from other faiths.
“A Christian is one who has heard the word of truth" (Col. 1:5) ".... and who has responded to that message in genuine repentance and faith. He confesses with His mouth and believes in his heart that Jesus is Lord, that He died for our sins and that God raised Him from the dead" (Rom.10:9,10)
A. We affirm that the sixty-six books of the Old and New Testaments are alone the perfect, inspired, infallible, and authoritative Word of God; therefore they must be rightly interpreted. The Bible is the final authority for faith and practice.
B. We affirm that there is only one God, eternally existent in three Persons: Father, Son and Holy Spirit, who is infinite, eternal, and unchangeable in His being, wisdom, power, holiness, justice, goodness, and truth. He alone is sovereign over all things, ordaining whatsoever comes to pass.
C. We affirm that God created all things out of nothing. He did so for His own glory and good pleasure and for the display of His eternal power, wisdom, and goodness, having created all things, God created man in His image, male and female, perfect, sinless, and immortal. He charged mankind with the governance of the created world to cultivate it for His glory.
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D. We affirm the historicity of Adam and Eve, our first parents; we believe that although they were created sinless, they did not remain in that perfect state, but willfully and consciously disobeyed their Creator’s command. Consequently, the guilt of Adam’s sin and his fallen nature are covenantally transferred to all mankind.
E. We affirm that God created and gifted men and women differently for different roles, and those differences should be recognized, encouraged, and enjoyed, not minimized in anyway.
F. We affirm the deity and humanity of our Lord Jesus Christ; His virgin birth during the reign of Caesar Augustus; His sinless life; His miracles; His vicarious and sin-atoning death on a cross by the shedding of His blood; His bodily resurrection from the dead; His ascension to the right hand of the Father; and His personal return in power and glory yet to come.
G. We affirm that, for the salvation of lost and sinful men, regeneration by the Holy Spirit is absolutely necessary; salvation is a gift of God, received by grace alone, through faith alone, in Christ alone, for the glory of God alone.
H. We affirm that faith without works is dead.
I. We affirm the present ministry of the Holy Spirit, by whose indwelling Christians are enabled to live godly lives.
J. We affirm the resurrection of both the saved and the lost – the saved to the resurrection of life and the lost to the resurrection of damnation.
K. We affirm the spiritual unity of all believers in our Lord Jesus Christ.
L. We affirm that the chief end of man is to glorify God and enjoy Him forever.
M. We affirm that parents are responsible for educating their children and for bringing them up in the nurture and admonition of the Lord.
N. As a non-denominational school, TCS Statement of Faith contains those essential tenets to which all professing Christians believe in and embrace.
It is important that teachers, staff, school board members, parents, and students not promote denominational differences that are better taught at church and at home.
We wish to focus on the unity of the saints and not the dissension caused by doctrinal differences; however, we will not refrain from discussing such topics should they be brought up in pertinent class discussions.
As a member of the Association of Classical and Christian Schools (ACCS), TCS also subscribes to the ACCS Statement of Faith, which is found in that association’s by-laws (essentially the first two chapters of the Westminster Confession of Faith).
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Trinity Classical School Goals
A Covenantal, Classical and Christ-centered Education
CHRIST-CENTERED In all its levels, programs, and teaching, Trinity Classical School seeks to:
1. Teach all subjects as parts of an integrated whole with the Scriptures at the center (II Timothy 3:16-17) 2. Provide a clear model of the biblical Christian life through our staff and board (Matthew 22:37-40) 3. Encourage every student to begin and develop his relationship with God the Father through Jesus Christ (Matthew 28:18-20, Matthew 19:13-15)
CLASSICAL In all its levels, programs, and teaching, Trinity Classical School seeks to:
1. Emphasize grammar, logic, and rhetoric in all subjects (see definitions below) 2. Encourage every student to develop a love for learning and live up to his academic potential 3. Provide an orderly atmosphere conducive to the attainment of the above goals
COVENANTAL
In all its levels, programs, and teaching, Trinity Classical School seeks to:
1. Reinforce and help Christian parents in their obligation before the Lord to raise their children in a way that is pleasing to Him 2. Enroll only students having at least one parent or guardian professing faith in Christ. 3. Employ educators holding themselves to standards of professionalism, personal commitment to Christ, and ability to convey their passion of learning to their students
DEFINITIONS 1. Grammar is the foundation of a subject—the collection of its parts and the mechanics of how they work 2. Logic is the organization of these parts into a whole and an understanding of the relationships among the arts 3. Rhetoric is the ability to apply the foundational knowledge and logical understanding of a subject purposefully and creatively to solve a problem, express an opinion with clarity, or create something new
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Educational Philosophy
Trinity Classical School exists to assist Christian parents in their duty to train their children by providing academic instruction that is distinctly Christ centered, classical and covenantal.
Although most Christian schools agree on certain fundamentals, it is imperative that parents scrutinize the foundational beliefs of any school they consider. Therefore, below are the most important philosophical elements that we at TCS believe distinguish our approach to education.
A. We believe that the Bible clearly instructs parents, not the Church or State, to "bring children up in the discipline and instruction of the Lord." The Church’s commission is essentially to spread the Gospel and train believers (Matt.28:18-20). The State has been directed to enforce God’s laws and protect the innocent (Romans 13). The Church trains parents and the State protects families. The family rears and educates their children (Eph.6:1-4). Therefore, under the delegation of the family, we seek to teach and discipline in a manner consistent with the Bible and a godly home environment.
B. We believe God reveals Himself not only in His Word, but also in every facet of His creation. All knowledge is interrelated and teaches us about God’s character, wisdom and power. Reality exists only in Him and truth can be understood only as it relates to Him as the Sovereign Lord of all. The Scriptures teach that the fear of the Lord is the beginning of wisdom and knowledge. We believe that every aspect of our children’s education needs to be intentionally grounded in our historic Christian faith. God wants us to love Him with our minds, as well as with our hearts, souls, and strength (Matt. 22:37). Therefore, we seek to individually challenge children at all levels and teach them how to learn, by using the centuries-old, proven classical method (see following explanation), which incorporates instruction in Latin.
C. We want to help parents teach their children that all they do should be done "heartily, as unto the Lord." Therefore, we seek to encourage quality academic work and maintain high standards of conduct. This necessarily includes biblical discipline principles.
D. We have a full K-12 program because we believe that as long as a child is under the parent’s authority and undergoing formal education, children should be trained biblically (Deut. 6:6,7; Prov. 22:6).
E. We believe students should be provided a historically substantive and rigorous liberal arts education that draws deeply from the history and culture of Western Civilization. We employ proven methods and curriculum in an approach to instruction in which the tools of learning are imparted to students in stages that correspond with their natural pattern of cognitive development (grammar-knowledge; logic-reasoning; rhetoric-communication).
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The goal of TCS is to educate students to think thoroughly, maturely, and biblically that which know and love that which is good, true and beautiful. The tools of learning in combination with an active and biblically guided exploration of the events, ideas, and people of the past will equip students to think clearly, reason persuasively, and speak precisely; to evaluate all human knowledge and experience in the light and experience in the light of God’s truth and to do so with grace, humility and wisdom.
Above all, parents can be confident that their student, at every stage of development, will be loved with Christ's love at TCS.
Educational Methods
Charlotte Mason In the lower elementary grades (1st to 4th), the Charlotte Mason educational method is used. Grades 5 and 6 students transition from Charlotte Mason into classical. Charlotte Mason’s methods are gentle, simple, yet amazingly effective and they blend well with classical education. Below is a list of her wonderful methods of teaching for each subject. Detailed descriptions are given following the chart.
Subjects Methods Basic Principles for Short lessons; the habits of attention and perfect execution; varied order of All Subjects subjects
History Living Books; Narration; Book of Centuries
Geography Living Books; Narration; map study and map drills Read aloud; Narration (discussion for older students); memorize and recite
Bible regularly
Math Manipulatives; a firm understanding of why Science Nature Study and notebook; Living Books; Narration
Foreign Languages Hear and speak, then read and write Writing Copywork for handwriting; oral and written Narration for composition Spelling Prepared Dictation
Grammar Gentle introduction to grammar – First Language Lessons Picture Study for art appreciation; Handicrafts; nature notebooks for drawing Art and painting Music Music Study for music appreciation; any instrumental instruction; singing Literature Living Books; Narration Read aloud and enjoy frequently; memorize and recite occasionally (include
Poetry Shakespeare)
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Living Books Probably the most well known of Charlotte’s methods is her use of living books instead of dry, factual textbooks. Living books are usually written by one person who has a passion for the subject and writes in conversational or narrative style. The books pull you into the subject and involve your emotions, so it’s easy to remember the events and facts. Living books make the subject “come alive.”
Narration When students narrate, the teacher is asking them to tell back in their own words what they just saw, heard, or read. The narration can be oral or written or drawn. Because the students must think through the information and determine how to present it, mixed with their own opinion and impressions, this method of evaluation requires a much higher thinking level than mere fill-in-the- blank or answer-the-posed-question-with-a-fact methods. When requesting students to narrate, word the question in an open, essay-type form, such as “Tell all you know about _____” or “Describe _____.” If a book being used gives a list of Discussion Questions, first, students are asked to tell all they know about what was just read, then use only selected questions to cover any information omitted.
Short Lessons Charlotte advocated short lessons for younger children: fifteen or twenty minutes at the most. These short lessons are part of training children in the habit of attention. Children can get a lot accomplished in fifteen minutes of complete attention (so can adults). Along with the short lessons should come a large variety of subjects, alternating the quieter, concentration-intense subjects with the louder, less-concentration-intense subjects and those that allow for physical movement and exercise. As children grow older, the lesson time should lengthen to thirty or forty-five minutes.
History In Charlotte’s philosophy of education, history is the study of people’s lives, not just dates and events. Read a “living” biography or two about a key person in the time period you are studying. Whenever possible, primary sources such as diaries, journals, letters, or speeches that the person wrote are used. The process is repeated with other key people and students will gain a firm grasp of that time period in history. Reference books are used to fill gaps, but living biographies are the key books at TCS. People’s names and events are entered into a timeline.
Copywork Copywork is the method Charlotte used to teach and give practice in handwriting skills. As students carefully copy a noble poem, a Scripture passage, an inspirational quotation, or the lyrics to a hymn, they also absorb grammar and punctuation rules. Copywork lessons should be short with an emphasis on the students giving their best effort rather than hurrying to fill the paper with words. Copywork is kept in a dedicated notebook, journal, or table, which shows how much each students’ handwriting improves over time with short, concentrated effort every day or so.
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Dictation Dictation is the method Charlotte Mason used to teach spelling and reinforce grammar and composition skills to her students. For a dictation exercise, students are given a copy of a selected passage and instructed to study the passage until they are sure of the spelling of all the words and know of all the capitalization and punctuation. When students are ready, dictate the passage one line or sentence at a time, saying each line or sentence only once and pausing while students write. Be on the alert to catch any misspelling and correct it immediately. Start with short passages for younger students and progress to paragraphs and pages for older students.
Geography Just as history is the study of people in time, geography is the study of people in places. Charlotte advocated learning about people in their surroundings, not just dry facts about locations, exports, and weather descriptions. Many living books teach geography and maps or globes are used to locate the geographical setting of any of the living books students are reading. In addition, Charlotte planned for a ten-minute map drill session once per week.
Nature Study Charlotte took her students on the original “field trips” by spending one afternoon per week outside in the fields, meadows, and woodlands. This time outdoors provides the setting for nature study. Encourage students to look carefully at various aspects of nature around them and to enter their observations in their individual nature notebooks. Their entries can include pencil sketches, descriptions, watercolor paintings, or chalk drawings. Instruct them to draw what they see, not what they think something should look like. Be sure they label each entry with its name, location, and date observed. Use field guides to help identify children’s findings. Nature study lays the foundation on which future science lessons will build. The complexity of the child’s nature notebook entries can develop with the child.
Grammar Gentle, introductory exercises, such as those found in First Language Lessons are used before age ten. Once formal grammar study is begun, it doesn’t take long for the finite rules of grammar to be learned.
Math Charlotte emphasized the importance of students understanding math concepts before ever doing paper and pencil equations. They should be encouraged to use manipulatives and to think through the whys and wherefores of solving word problems—in other words, how math applies to life situations.
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Bible Children should hear or read the Bible every day. Credit is given for being able to understand passages directly from Scripture and portions of Scripture is selected to be memorized and recited each school year.
Poetry Poetry is read and recited aloud frequently, so students can enjoy the poem together. Poems about nature, the seasons, holidays, and life events can be read and at times the class can focus on the poems of one poet for a few weeks, reading a biography about that poet sometime during those weeks. A poem for dictation or recitation may occasionally be assigned.
Recitation Occasionally a poem or a passage from a classic book is assigned to be memorized and recited. Charlotte believed that “all children have it in them to recite; it is an imprisoned gift waiting to be delivered” (Home Education, p. 223). The poem or passage is read in class once or twice a day, and the most students will probably have it memorized after a few days. Students can be given printed copy of the poem to use for copywork and/or dictation. Because recitation is the training ground for public speaking, coach students to speak beautiful thoughts beautifully — with clear enunciation and expression.
Shakespeare Charlotte advocated the use of Shakespeare in all grade levels. When studying a Shakespeare play, we read together the narrative in a book like Tales from Shakespeare or Beautiful Stories from Shakespeare in order to get a good idea of the plot and characters. After that introduction, various students can read or dramatize by playing the roles in the play.
Picture Study Art appreciation was one part of Charlotte’s “spreading the feast” before her students; and her method, as always, was gentle and inviting. A picture is displayed and the artist who created it is mentioned. Students look at the picture until they can see it clearly in their minds’ eye. When all students are ready, the picture is turned over or the book is closed and students are asked to describe the picture. When their narration is finished, display the picture again and notice together any new aspects. Accompanying information is summarized any if desired, but not to interfere with each child’s forming his own relationship with the artist’s work. This study is not a lesson in art criticism. Works by the same artist may be studied for several weeks so that students become familiar with that artist’s style.
Music Study Music appreciation is done in much the same way as art appreciation. Simply listen to the music of one composer at various times throughout the week. Students are told which composer they are listening to. Several pieces by the same composer may be listened to for several weeks so that the students become familiar with that composer’s style.
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Hymn Study One hymn is selected to sing together until all students have learned every stanza. If possible, sometime during the learning of the hymn, its history is read together in class. Students may also use the lyrics of the hymn for copywork, dictation, or recitation.
Handicrafts Charlotte thought that lessons should be completed in the mornings, leaving the afternoons free for outdoor exploration, exercise, and handicrafts. Handicrafts are products that students can build or produce with their hands.
What children [students] want is to be brought into touch with living thought of the best, and their intellectual life feeds upon it with little meddling on our part.
Classical Education
In the 1947, the British author, Dorothy Sayers, wrote an essay entitled “The Lost Tools of Learning.” In it she calls for a return to the application of the seven liberal arts of ancient education, the first three being the Trivium. The Trivium includes three stages, grammar, logic, and rhetoric. Sayers associates the “Poll-parrot” with the grammar stage, “Pert” with the logic stage, and “Poetic” with the rhetoric stage (see chart below). At TCS, the founding board members were intrigued with this idea of applying a classical education in a Christian context. Doug Wilson who is one of the founders of Logos School in Moscow, Idaho, explained the classical method further in his book, Recovering the Lost Tools of Learning. Trinity has been committed to implementing this form of education since the school’s inception.
An excerpt from Doug Wilson’s book, Recovering the Lost Tools of Learning:
The structure of our curriculum is traditional with a strong emphasis on “the basics.” We understand the basics to be subjects such as mathematics, history, and language studies. Not only are these subjects covered, they are covered in a particular way. For example, in history class the students will not only read their text, they will also read from primary sources. Grammar, logic, and rhetoric will be emphasized in all subjects. By grammar, we mean the fundamental rules of each subject (again, we do not limit grammar to language studies), as well as the basic data that exhibit those rules. In English, a singular noun does not take a plural verb. In logic, A does not equal not A. In history, time is linear, not cyclic. Each subject has its own grammar, which we require the students to learn. This enables the student to learn the subject from the inside out.
The logic of each subject refers to the ordered relationship of that subject’s particulars (grammar). What is the relationship between the Reformation and the colonization of America? What is the relationship between the subject and the object of a sentence? As the
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students learn the underlying rules or principles of a subject (grammar) along with how the particulars of that subject relate to one another (logic), they are learning to think. They are not simply memorizing fragmented pieces of knowledge.
The last emphasis is rhetoric. We want our students to be able to express clearly everything they learn. An essay in history must be written as clearly as if it were an English paper. An oral presentation in science should be as coherent as possible. It is not enough that the history or science be correct. It must also be expressed well.
See Lost Tools of Learning chart on the next page for an overview.
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Lost Tools of Learning Chart The following material is drawn from the essay “The Lost Tools of Learning” by Dorothy Sayers.
BEGINNING GRAMMAR LOGIC RHETORIC GRAMMAR(Pre-Polly) (Poll-Parrot) (Pert) (Poetic) Grades K-2 Grades 3-6 Grades 7-9 Grades 10-12 Approx. ages 4-8 Approx. ages 9-11 Approx. ages 12-14 Approx. ages 15-18 Student Student Student Student Characteristics: Characteristics: Characteristics: Characteristics:
1.Obviously excited 1. Excited about new, 1. Still excitable, but 1. Concerned with about learning interesting facts needs challenges present events, 2. Enjoys games, 2. Likes to explain, 2. Judges, critiques, especially in own life stories, songs, figure out, talk debates, critical 2. Interested in justice, projects 3. Wants to relate own 3. Likes to organize fairness 3. Short attention span experiences to topic, items, others 3. Moving toward special 4. Wants to touch or just to tell a story 4. Shows off knowledge interests, topics ,taste, feel, smell, see 4. Likes collections, 5. Wants to know 4. Can take on 5. Imaginative, creative organizing items "behind the scenes" responsibility, 5. Likes chants, clever, facts independent work repetitious word 6. Curious about Why? 5. Can do synthesis sounds (e.g. Dr. for most things 6. Desires to express Seuss) 7. Thinks, acts as feelings, own ideas 6. Easily memorizes though more 7. Generally idealistic 7. Can assimilate knowledgeable than another language well adults
Teaching Methods: Teaching Methods: Teaching Methods: Teaching Methods:
1. Guide discovering 1. Lots of hands-on 1. Time lines, charts, 1. Drama, oral 2. Explore, find things work, projects maps (visual presentations 3. Use lots of tactile 2. Field trips, drama materials) 2. Guide research in items to illustrate 3. Make collections, 2. Debates, persuasive major areas with goal point displays, models reports of synthesis of ideas 4. Sing, play games, 4. Integrate subjects 3. Drama, reenactments, 3. Many papers, chant, recite, color, through above means role-playing speeches, debates draw, paint, build 5. Categorize, classify 4. Evaluate, critique 4. Give responsibilities, 5. Use body movements 6. Recitations, (with guidelines) e.g. working with 6. Short, creative memorizations, 5. Formal logic younger students, projects catechisms 6. Research projects organize activities 7. Show and Tell, drama, 7. Drills, games 7. Oral/written 5. In-depth field trips, hear/read/tell stories 8. Oral/written presentations even overnight 8. Field trips presentations 8. Guest speakers, trips 6. World view discussion/written papers
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Parent Involvement
"Fathers, do not provoke your children to anger, but bring them up in the discipline and instruction of the Lord." Eph. 6:4
As a support and extension of the family unit, TCS considers the family to be of first importance to a child. God, through His Word, the Bible, indicates that the family is the most important human institution. He compares it to the relationship believers have with Christ and the Father; therefore, we are continually seeking ways to actively involve the parents, siblings, and grandparents of our students in the programs at TCS.
Below are just a few of the more common ways we do this. Please feel free to ask if you would like to try additional ideas.
Visit the school/class at any time. (Simply call ahead out of courtesy to the teacher.) Assist in the classroom, regularly or infrequently. (Again, arrangements should be made with the teacher concerned.)
Act as chaperone on field trips and/or library visits. Serve as a story-reader, song-leader (in K-3), guest artist or offer your special talents.
With permission and arrangements with the teacher, present your vocation to the class or invite them to your place of business.
Share your experiences, trips, vacations, as they may relate to an area of study in a class.
Volunteer your help in the preparations for the annual fundraiser.
Help host class parties at home or in the classroom. Attend all Parent-Teacher Conferences scheduled by the school. Informal conferences may be held any time at the parent's request.
Closely monitor and praise your child's progress by reading all teacher notes and student papers sent home!
Offer specific assistance to serve on board-appointed committees, or the board itself.
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Student Health Records
1. All students attending TCS must have on record with the school office either a current immunization record or an exemption statement before entering school in the fall. A. Standard immunization: Record forms may be obtained from your family doctor and a copy given to the school office.
B. Exemption statement: GA requires no official state form. A written exemption from immunization for religious reasons must be notarized and be placed in your student’s school records.
2. Also required is the Health History Form which describes the basic health history of each student. This alerts the school to allergies or other health issues that may be a hazard to the student.
3. Before the school will issue any medication to a student, we must receive written parental permission. In order to facilitate the general dispensing of non-prescription medicine (e.g. Tylenol & Tums), we have a form available for parents to grant a year's general permission to the school to issue non-prescription medicines to their student(s). This form will be kept in the student's file. No prescription medicines will be dispensed without written parental permission for each prescription.
Emergency Contact Information
Emergency Contact Form: Parents should fill this form out at the time of admission and it should be updated any time the information changes. The form lists the emergency contact names and phones numbers of people who may need notification in a medical emergency and includes a signed waiver in order to facilitate medical intervention if needed.
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SCHOOL ALMA MATER
Trinity Hymn of Faith words and music by Lisa Smith
1. God our Father, Faithful One, Author of mankind; Our Defender, Our Provider, Lead us into truth.
2. Christ our Savior, Our Redeemer, Sovereign King and Friend; Everlasting, True and Holy, Teach us love and grace.
Refrain: Hail to Thee Oh Three in One, Our allegiance strong and true, Standing firm by grace alone, in love and unity. Sanctify us Holy One, Keep our vision true, To glorify and give our praise, Oh blessed Trinity.
3. Holy Spirit, Comforter, Counselor and Guide; All Sufficient, Intercessor, Fill us with Thy pow’r.
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ADMISSIONS
Admission Procedures A. Upon return of a completed application, if an interview with the family has not already been held, one will be arranged with the headmaster. B. After the interview and after reviewing all other required materials (as stated on the application form), the headmaster will make the decision whether or not to admit the student(s). Entrance exams are administered to new students in 1st – 6th grades. C. The headmaster will then notify the parents in writing with the decision regarding acceptance. If accepted, the parents will receive an acceptance letter and a Transfer of Records form, if the student attended another school previously. D. All financial arrangements between the family and the school must be understood before an admission is considered final.
Admission Requirements for the Student A. If a child has successfully completed the previous school year and the child’s school work and behavior compare favorably to the grade at TCS for which the child is applying, the child will likely be placed in the grade. However, if through the administration of the entrance exam or other evidence, it is determined that the child may not be adequately prepared for the next sequential grade level, it may be necessary to repeat the previous grade. B. In general practice, if the student and parents comply with the requirements outlined here, TCS will admit students of any race to all rights, privileges, programs, and activities generally made available to all students. Trinity does not discriminate on the basis of race, sex, color, or national origin in the administration of its policies, admissions, scholarships, athletic, and other school-directed programs.
Admission Requirements for the Parents A. Even though at least one parent is required to be Christian, the parents of students in TCS should have a clear understanding of the biblical philosophy and purpose of TCS This understanding includes a willingness to have their child exposed to the clear teaching (not forced indoctrination) of the school's Statement of Faith in various and frequent ways within the school's program. B. The parents should be willing to cooperate with all the written policies of TCS. This is most important in the area of discipline (see Discipline Guidelines and School Rules) and school work standards, as well as active communication with the respective teacher(s) and administration.
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ELEMENTARY CURRICULUM GOALS
In keeping with our understanding and practice of the Grammar stage methodology (see School Goals) and its approximate correlation to the elementary years, we have divided each area below into Goals and Memory sections. The Goals are those basic principles we seek to achieve throughout the elementary years. The Memory section contains an abbreviated list of material for student mastery during the elementary years. BIBLE: Goals: We seek to: 1. Have the students read the actual text for themselves vs. only prescribed verses 2. Encourage the students to understand the verses in context, along with other good interpretation principles 3. Let the scriptures speak for themselves with clarifications and illustrations by the teacher 4. Show the students the richness and requirements of the Bible 5. Teach the biblical pattern of salvation; Law before Grace 6. Encourage each student to come to the Father, through the Son, and grow in their knowledge and love of Him
Memory: The students will recall: 1. The major attributes of God, i.e. Loving, Just, Omnipresent, Omniscient, Creator, etc. 2. The names and significance of Adam, Abraham, Moses, David, Paul, Peter, etc. 3. The major acts and themes of the Gospels: Jesus’ birth, miracles, crucifixion, resurrection 4. The Ten Commandments
ENGLISH: Goals: We seek to: 1. Equip every student with the skills necessary for good writing, including correct spelling and grammar, pleasing style, clarity of focus, proof-reading, and self-correcting 2. Put a major emphasis on good writing by requiring the students to write often and correctly in each subject area 3. Encourage clear thinking by the students through requiring clear, focused writing. 4. Introduce the students to many styles of writing using the Bible and other high quality literature
Memory: The students will recall: 1. The names and functions of the eight parts of speech and the parts of a sentence 2. Basic spelling rules 3. Correct punctuation marking and capitalization rules 4. Four types of a sentence
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READING Goals: We seek to: 1. Use phonics as the primary building blocks for teaching students to read. 2. Encourage the students to read correctly as soon as possible (normally in kindergarten or first grade). 3. Introduce the students to high-quality children’s literature as soon as possible through our literature program. 4. Monitor the students reading abilities carefully to ensure they are at a reasonable level, that they comprehend adequately and that they can read fluently, both orally and silently. 5. Integrate, wherever possible, other subjects into reading, such as history and science. 6. Introduce students to the characteristics of literature 7. Foster a life-long love of reading by reading high quality literature.
Memory: The students will recall: 1. The vowels and their sounds 2. The consonants and their sounds 3. The definitions of plot, character, fiction, non-fiction, biography, etc. 4. Oral reading skills 5. Their favorite authors
LATIN Goals: We seek to: 1. Instruct the students in the vocabulary and grammar of Latin to better their fundamental understanding of English, the history and writings of Western Civilization, and the understanding of Romance languages. 2. Reinforce the students’ understanding of the reasons for, and the use of, the parts of speech being taught in our traditional English grammar class work, e.g. plurals, nouns, verbs, prepositions, direct objects, tenses, etc. 3. Cultivate study and logical thinking which are inherent in the study of Latin.
Memory: The students will recall: 1. The vocabulary introduced and used 2. Learn the most common noun declensions 3. Begin learning the conjugations for active verbs 4. Subject-verb agreement 5. Noun-adjective agreement 6. Forming questions and commands 7. Parsing, labeling, and translating Latin words and/or sentences
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MATHEMATICS Goals: We seek to: 1. Ensure that the students have a thorough mastery of basic mathematical functions and tables. 2. Put an emphasis on conceptual, as well as practical, understanding of math through the frequent use of story problems. 3. Illustrate God's unchanging character through the timeless, logical mathematical systems He gave to man through His gift of reason.
Memory: The students will recall: 1. The four basic mathematics properties; i.e. addition, subtraction, multiplication, division, and their uses 2. Multiplication facts to 12 3. Addition and subtraction facts to 20 4. All aspects of telling time, reading thermometers, and identifying dates 5. All cardinal directions and basic geometric shapes
HISTORY/GEOGRAPHY Goals: We seek to: 1. Teach the students that God is in control of history and He will determine its ultimate outcome. 2. Enable the students to see God's hand in the history of the world and the United States, specifically by illustrating the effect His people have had on history. 3. Broaden the students' understanding of history and geography as the students mature, specifically by deepening the level of exposure and research into various topics 4. Make history and geography "come alive" for the students through the use of a unit approach to history and its related areas and by using many forms of information and research, e.g. biographies, illustrations, field trips, guest speakers, music, art, foods, architecture, etc.
Memory: The students will recall: 1. The names and capitals of all fifty United States. 2. The names of most major countries of the world. 3. Key figures in history; e.g. Homer, Martin Luther, George Washington, etc. 4. Key dates and their significance in history; e.g. Fall of Rome, 1492, 1620, 1776, etc. 5. Preambles to the Declaration of Independence and the U.S. Constitution.
SCIENCE Goals: We seek to: 1. Teach that the biblical creation account is true and that the theory of evolution is false. 2. Teach the students the basic elements of both accounts and that both systems are based on either sound or unsound faith.
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3. Show the students that, because God made the universe, it has inherent order which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify, and categorize elements of Creation. This is particularly practiced with local plant and animal life.
Memory: The students will recall: 1. Local flora and fauna studied in each grade. 2. The work of each of the six days of Creation. 3. The basic anatomy of the human body. 4. The major classifications and fields of science. 5. The basic steps to the scientific method.
ART Goals: We seek to: 1. Train the eye to keenly observe the surrounding environment and reproduce it through art using the dry brush technique 2. Teach all our students the basic fundamentals of drawing to enable them to create adequate renderings. 3. Encourage the students to appreciate and imitate the beauty of the creation in their own works. 4. Introduce the students to masters' works of the Western culture.
Memory: The students will recall: 1. The primary and secondary colors. 2. The use of perspective in drawing. 3. The basic techniques for shading. 4. At least four famous artists.
MUSIC: Goals: We seek to: 1. Study at least two composers a year 2. Train the students to sing knowledgeably, joyfully, and skillfully to the Lord on a regular basis. 3. Systematically instruct the students in the fundamentals of vocal and instrumental music. 4. Enrich the teaching of scripture through the teaching of many classic, meaningful hymns. 5. Encourage (through a variety of options) the students to select some area of music, vocal or instrumental, to pursue on their own.
Memory: The students will recall: 1. The timing of whole, half, and quarter notes. 2. The difference between the base and treble clefs. 3. The major instrument groups in a band and orchestra.
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LATIN
Considering the sheer number of years and number of quality schools wherein the teaching of Latin was an integral part of any good academic training, the instruction in Latin at TCS should need no explanation or defense. However, like many traditional particulars of good education lost in the name of "modern" or "progressive" education, Latin's advantages have been neglected and forgotten by several generations. Latin was regularly taught in American high schools as late as the 1960s. It was considered necessary to a fundamental understanding of English, the history and writings of Western Civilization, and the understanding of Romance languages.
Reasons to study Latin Until recent years, most people considered Latin a necessary staple of a good education. Latin was a common course amongst elementary and secondary schools alike, oftentimes a requirement for graduation. However, times have changed and it seems necessary to defend the virtues of Latin….Below are listed the five most common reasons for the teaching of Latin in classical schools, which have been adapted from an article, “Why Latin,” by Karen Moore
The most commonly regarded benefit is the great improvement in the understanding of the English language. We derive approximately 60 percent of our English words, and 90 percent of those words consisting of more than two syllables, from Latin. It is not only English vocabulary which benefits from the study of Latin but also English grammar as well. English grammar, like its vocabulary, can be quite complex in all its variances and exceptions. Latin grammar is much clearer and more organized. Many students find it easier to learn more complex grammatical concepts in Lain and then apply them to English. As a bumper sticker once read, “If your English is in ruins, take Latin!”
1. If Latin is so helpful to students’ understanding of English, classified as a Germanic language, it only stands to reason that it would be of even greater help to those languages directly derived from Latin. There are five modern languages that call Lain their parent language. These Romance languages are Spanish, French, Italian, Romanian, and Portuguese. These languages derive more than 80 percent of the words which make up their vocabulary from Latin. Their grammatical structure is also much more similar to Latin than English. 2. Latin significantly increases verbal scores on tests such as the SAT and even GRE exams. Analytical and problem solving scores, often associated closely with math skills, also increase significantly among Latin students. Because Latin does not depend nearly so much on word order as it does on agreement amongst word endings, students must carefully analyze the grammatical components of each word in order to determine the way it is used in each sentence. 3. Latin is not merely a means of communication, but a key to unlock the past. Through the writings of Cicero, Caesar, Livy and others we learn so much about the world of ancient Rome and Greece; a world which has greatly affected our own. The list of Greco-Roman influences on modern America could go on ad infinitum, but must include art, architecture,
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music, and literature along with government and politics. The ancient past is not far removed from our modern lives, but instead is quite close and relevant. To quote the great orator Cicero, “Whoever is ignorant of the past remains forever a child.” 4. Perhaps the greatest benefit that Latin affords is the great door it opens into the world of Literature. To be able to read great works of literature in their original language is to realize fully the imagery and beauty which these words possess and which are often lost in translation. A goal of classical education is the ability to take part in the “Great Conversation”. To read these primary works in their original language is an attainment that has been lost in modern education, but may be recaptured through a return to a truly classical education.
Basic objectives for the elementary Latin program
1. 1st-3rd grades - Vocabulary acquisition, songs and games
2. 4th Grade - More vocabulary, beginning grammar work, basic verbs, simple sentences, declensions, conjugations, and tenses
3. 5th Grade - More sentences, vocabulary, basic translation work, phrases, grammar
4. 6th Grade - More sentences, vocabulary, basic translation work, phrases, grammar
HOMEWORK PHILOSOPHY and GUIDE LINES
Philosophy Below are the primary reasons for homework being assigned.
A. Students often need some amount of extra practice in specific, new concepts, skills, or facts. In certain subjects (e.g. math or languages), there is not enough time in a school day to do as much practice as may be necessary for mastery. Therefore, after reasonable in-class time is spent on the material, the teacher may assign homework to allow for the necessary practice. B. Repeated, short periods of practice or study of new information is often a better way to learn than one long period of study. C. Since TCS recognizes that parental involvement is critical to a child's education, homework can be used as an opportunity for parents to actively assist their child in his studies. This will also keep the parents informed as to the current topics of study in the class.
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D. Homework may also be assigned to students who, having been given adequate time to complete an assignment in class, did not use the time wisely. The homework, in this situation, serves as a corrective, as well as practical purpose.
Guidelines for assigning homework A. Since homework, by its nature, takes time at home, it is not to be assigned due to the teacher's poor planning or in place of an assignment which could have been completed in school. B. The necessity for doing homework will vary from grade to grade and even from student to student. The guide below should be regarded as maximum times for written homework assignments, not as required minimum times, and then only if homework is assigned. C. All students do not work at the same pace, so the maximum time may vary from one student to another. D. These times may not include time to read or to study things such as spelling and math facts.
MAXIMUM GRADE HOMEWORK(average per night)
K 10 minutes (infrequently)
1st – 2nd 15 minutes
3rd – 4th 30 minutes
5th 45 minutes
6th 60 minutes
Notes:
a) Normally, homework will not be assigned over the weekend, over holidays or vacations. b) Students who are new to the TCS and/or are “catching up” in their studies may need to invest more time as they transition into the school. c) Trinity Classical does not promise any parent that his child will get straight “A’s” if they study for the average amount of time. Parents who want to invest herculean amounts of time in order to achieve unreasonably high grades oftentimes do their child a disservice.
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SECONDARY DOCTRINE POLICY Secondary doctrine is defined as doctrinal issues which are not addressed in the TCS Statement of Faith. All teaches at TCS understand this definition and will abide by the guidelines below.
Guidelines
A. Classroom discussion of secondary doctrine should be on an informative, non-partisan level. B. Teachers must be careful not to speak to the students in a manner that would cause offense to the parents. C. Presentation of all sides of an issue is encouraged. D. The teacher should encourage the students to follow up any questions they have with their parents and pastor.
LEARNING DISABILITIES POLICY This policy applies to all students and teachers in all the classrooms of TCS.
Definitions
Severe Learning Disability is defined as any condition in a potential student which would require a separate classroom, separate program(s), and extra staff in order to provide the educational services desired by the parents, e.g., Down's syndrome, deaf/mute, blind, etc.
Learning Disability is defined as any condition in a potential student or student which does not require a separate classroom, separate program(s) or extra staff in order to provide the education services desired by the parents, e.g., Hyperactivity, Attention Deficit Syndrome, dyslexia, etc. For the purposes of this policy, it is not important whether or not the condition was accurately diagnosed and is a genuine learning disability.
Guidelines 1. Children with a severe learning disability will not be admitted to TCS because of the lack of adequate staff, funding, and facilities. 2. Children who have been diagnosed as having a learning disability will be required to meet the same academic standards as all the other children in their grade level. 3. Children who have been diagnosed as having a learning disability will be given as much individual instruction and encouragement as their classmates.
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HONORS & AWARDS Trinity Classical School maintains a system of formal honors and awards for several reasons:
1. The recognition of good work is endorsed in the Scriptures from the writings of Solomon (Proverbs) to those of Paul (Romans, Ephesians, I Timothy, etc.). Therefore, we seek to publicly recognize those students accomplishing the necessary prerequisites to receive the applicable award/honor.
2. We hope to encourage and motivate students to do good work by demonstrating to them that such work is not overlooked or taken for granted, but rather it is noticed and commended.
3. We want to draw public attention to the high-quality of work being done by our students to the glory of God and their parents.
ACCOMPLISHMENTS AND CORRELATING HONORS/AWARDS BESTOWED
(Other awards/honors may be recognized as appropriate)
All year placement on Honor Roll A Certificate received at Awards Assembly
All year placement on the A-B Merit Roll Certificate received at Awards Assembly
Most Academically Improved Certificate received at Awards Assembly
Most exemplifies the Christian character Certificate received at Awards Assembly
TCS student of the year Certificate received at Awards Assembly
100% attendance in school year Certificate received at Awards Assembly
PROMOTION POLICY Elementary students currently at TCS must meet all the following basic criteria for promotion to the next successive grade:
A. Pass at least three quarters of reading, math, grammar (1st - 6th grades), and composition (3rd - 6th grades), and have at least a 70 percent average for the entire year. B. Pass at least three quarters each of history (geography), and science. C. Failure to pass at least two quarters each of Latin, Bible, spelling, art, music, or PE will necessitate some make-up work in summer school, at the recommendation of the teacher and headmaster.
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In addition, when considering promotion of students currently enrolled, special emphasis should be given to the appropriate level of mastery of the following skills/subjects in the grades noted:
Kindergarten to First Grade: Behavioral maturity Reading readiness for first grade First Grade to Second Grade: Ability to read silently and orally with adequate speed, correct use of phonetic skills, and fundamental comprehension Ability to write complete sentences with neat lettering Ability to add and subtract single digit numbers with at least 70 percent accuracy Second Grade to Third Grade: Cumulative mastery of above requirements, plus: Ability to read fluently and independently, using books of a second grade level Ability to write neatly and correctly identify the basic parts of a sentence Ability to spell correctly with at least 70 percent proficiency. Ability to add and subtract two digit numbers with at least 70 percent accuracy. Third Grade to Fourth Grade: Cumulative mastery of above requirements, plus: Satisfactory (70 percent) completion of curriculum objectives for this grade level. Fourth to Fifth Grade: Cumulative mastery of above requirements, plus: Satisfactory (70 percent) completion of curriculum objectives for this grade level. Fifth to Sixth Grade: Cumulative mastery of above requirements, plus: Satisfactory (70 percent) completion of curriculum objectives for this grade level. Sixth to Seventh Grade: Cumulative mastery of above requirements, plus: Satisfactory (70 percent) completion of curriculum objectives for this grade level.
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Discipline
SCHOOL RULES The following list of school rules are those essential policies that we require all our students to be aware of and to adhere.
A. Students are expected to cooperate with basic Christian standards of behavior and conversation. B. There should be no talking back or arguing with teachers or staff. Prompt and cheerful obedience is expected. Requests from the teacher should not have to be repeated. C. No chewing gum, electronic music devices, games, guns, or knives are allowed on the school grounds. D. No cell phone usage from 8am – 3:30 pm. A student may use the office telephone to call parents. E. It is our strong belief that the elementary school is not the place in which romantic relationships between students should be cultivated or initiated. Public displays of affection are unacceptable and completely discordant with the goals of the school. F. Students are expected to treat all of the school's materials or facilities with respect and care. This includes all books distributed to the students. (Students will be charged for lost or damaged books.) G. Cheating is widespread in academia today. We believe that teaching students to do their own work and keep their eyes on their own papers should begin in the elementary years. Cheating is unacceptable at TCS and is defined as... 1. copying an answer 2. working together on an assignment that was intended to be completed individually 3. looking on another student’s paper during a test 4. claiming another’s work and using as one’s own is a form of cheating called plagiarism
ETIQUETTE GUIDELINES 1. Boys hold doors for girls. 2. Girls get in line first. 3. Lines must be straight and silent. 4. Stand when an adult enters the class. 5. Speak clearly and politely to the teacher, other adults and each other. 6. In 2nd - 6th grades raise their hand and be recognized by the teacher or stand to speak in the classroom Lunchroom etiquette: 1. Enter lunchroom silently. 2. Girls are seated. 3. Boys are seated. 4. Calm quiet talk after prayer. 5. Eat politely. 6. Remain in seats until dismissed.
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CODE OF STUDENT CITIZENSHIP We believe that biblical discipline is a critical and necessary part of education. This includes the encouragement of an obedient child and the correction of a disobedient child. Under no circumstances will the misbehavior of one child be permitted continually to hinder the education of other children.
Trinity Classical School has developed a Code of Student Citizenship based on the ethical and moral principles in Scripture to promote an environment conducive to achieving the school’s goals, which includes the expectation for an atmosphere of mutual respect, love and encouragement among students, faculty and staff. All students are expected to abide by the Code of Student Citizenship. Students will be required to sign the code at the beginning of each school year. Students who do not follow the code will be subject to disciplinary action.
A. Since God is holy and his name is to be revered, students will be expected to treat worship, prayer and class discussion with proper reverence. Jokes, songs, conversation or behavior that treat the Lord’s name or character with triviality are not permitted. B. Since appropriate response to authority is biblically mandated and critical to the shaping of a child’s life, students must obey their parents, follow TCS’s policies and instructions from staff and faculty promptly, willingly, completely and cheerfully. Talking back, arguing and defiance will not be tolerated. An atmosphere of mutual respect and courtesy will be maintained between staff and students. C. Since fidelity to the truth is commanded by God and is the core of all meaningful relationships, students will demonstrate honesty in all their dealings with one another and the staff. Students will respect the property and belongings of others. Trinity is not responsible for lost, stolen or broken items. D. Since whatever we do, we are to do heartily unto the Lord, and not unto men, students will work diligently on all their school work, striving to do their best at all times. E. Since working with others involves self-discipline and gratitude, students will be prompt in their arrival to class and school activities. Students will refrain from actions that distract others from their academic pursuits and refrain from harmful and rough physical contact with other students such as hitting, punching, tripping, wrestling, etc. F. Since Scripture tells us that the human body is a temple, the possession and use of drugs, alcohol, tobacco of any sort is strictly forbidden on school grounds and at school functions, on and off campus. G. Since words have a power of their own and since God expects man to be stewards of thoughts and expressions, students will refrain from language and actions which are vulgar, inappropriate and demeaning to either God or mankind. Teasing, criticizing, put downs, insults and name calling are not permitted. H. Since cheating of any type is a form of dishonesty, students expected to refrain from any type of academic dishonesty (i.e. plagiarism, copying from another student, allowing a parent or another student to complete an assignment, etc.
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I. Since our physical facilities and school materials exist as God’s provisions, students are expected to treat all school materials and facilities with respect and care. Students are expected to be aware of and avoid the off limits areas of the buildings and grounds. Students are expected to keep the school’s campus neat and clean. Chewing gum is prohibited on school grounds. J. Since some forms of recreation can distract students from their educational pursuits, personal electronic musical devices, games, toys, roller skates, skateboards, and the like are not permitted on school grounds. K. Since students are to conduct themselves in a manner consistent with biblical principles of purity and holiness they will refrain from all forms of inappropriate behavior. Public displays of affection in the context of boy-girl relationships are not permitted at school or at any school function, on or off the campus. L. Since spiritual disciplines (e.g. prayer, worship, Bible study and fellowship) are essential to Christian growth and discipleship, all students will strive to maintain a faithful daily walk with Christ and be active in a local evangelical church. M. Since our students serve as ambassadors for Christ and representatives of the school, it is expected that students will conduct themselves accordingly, at all times, whether they are at school or away from school.
DISCIPLINE POLICY Love and forgiveness will be an integral part of the discipline of a student.
The majority of discipline problems are dealt with at the classroom level.
The type and amount of discipline will be determined by the teachers, and if necessary the headmaster. The discipline is administered in the light of the student's behavior and attitude. All discipline is based on biblical principles (e.g. confession, repentance, reconciliation, restitution, forgiveness, apologies, (public and private), restoration of fellowship, no lingering attitudes, etc.) Misbehavior is viewed from a spiritual and Scriptural perspective with the goal of shepherding the child’s heart toward a God pleasing life. It is also understood that parents are ultimately responsible for their child’s behavior even while the child is at school.
DEMERITS, DISCIPLINE OF MINOR INFRACTIONS The goal of TCS is to train students to become effective Christian leaders. In the formative years, positive or negative character traits develop that affect our children in achieving maturity or a lack thereof. Some of the positive traits are accountability, responsibility, preparedness, time management skills, balance and moderation, respect for authority, respect for peers and self- control. We use a demerit system as described below for these reasons:
1. It will create an orderly atmosphere conducive to learning. 2. The student will be responsible for the consequences of his or her choices (reality). 3. It is an objective system which supports our goals, our vision and promotes the goals we are working toward.
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Each semester a student will begin with 100 points. For each infraction, demerits are subtracted from their total. Once a student is down to 50 points, they will be given sentences to write (a punitive exercise). If a student should choose not to write the sentences or loses all 100 demerits in a semester, the Board will be notified and the student will be considered for expulsion. Students will not have an opportunity to buy back demerit points.
Not following dress code 5
Gum chewing 5
Disruption of class (per infraction) (talking out loud, making noises, constantly, getting up, etc.) 10
*Tardy 10*
Not coming to class prepared (this includes pencil, paper and textbooks) 10
Assignments not completed (this includes reading assignments) 15
Disrespect 25
**Cheating 25
*Tardy policy: The school day begins at 8:00am. Attendance is taken by the teacher in the first hour class. Students are given three occasions a semester to call in if they are running late, after that, demerits begin. Parents who drive their children to school must accept complete responsibility for getting to school on time.
**Cheating is defined as seeking gain (a good grade) by deception; or plagiarism, which is attempting to pass off the work and property of another as one’s own work or parents or another student doing an assignment for a student
It is vital for parents and students to realize that maintaining an orderly atmosphere in school and the classroom is critical to the learning process; therefore, these policies must be adhered to.
OFFENCES OF A MORE SERIOUS NATURE
Office Visits There are five basic behaviors that will automatically necessitate discipline from the headmaster (versus the teacher). Those behaviors are:
1. Disrespect shown to any staff member. The staff member will be the judge of whether or not disrespect has been shown.
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2. Dishonesty in any situation while at school, including lying, cheating, and stealing.
3. Rebellion, i.e. outright disobedience in response to instructions.
4. Fighting, i.e. striking in anger with the intention to harm the other student(s).
5. Obscene, vulgar or profane language, as well as taking the name of the Lord in vain.
During the visit with the headmaster, the headmaster will determine the nature of the discipline. The headmaster may require restitution, janitorial work, parental attendance during the school day with their student, or other measures consistent with biblical guidelines which may be appropriate.
If for any of the above or other reasons, a student receives discipline from the headmaster, the following accounting will be observed.
1. The first two times a student is sent to the headmaster for discipline the student's parents will be contacted immediately afterward and given the details of the visit. The parents' assistance and support in averting further problems will be sought. 2. The third office visit will be followed by a meeting with the student's parents and headmaster, 3. Should the student require a fourth office visit, a two-day suspension will be imposed on the student. 4. If a fifth office visit is required, the student will be expelled from the school.
Expulsion The TCS Board realizes that expelling a student from school is a very serious matter and should always be carefully dealt with on a case-by-case basis. Forgiveness and restitution are fundamental to our total discipline policy. However, should a student and his parents not be able to eliminate behavioral problems before a fifth office visit, the student will be expelled.
Serious Misconduct Should a student commit an act with such serious consequences that the headmaster deems it necessary, the office-visit process may be bypassed and suspension or expulsion imposed immediately. Examples of such serious misconduct could include: acts endangering the lives of other students or staff members, gross violence/vandalism to the school facilities, violations of civil law, or any act in clear contradiction of scriptural commands. Students may be subject to school discipline for serious misconduct which occurs after school hours.
Re-admittance Should the expelled student desire to be readmitted to TCS at a later date, the school board, or its delegated committee, will make a decision based on the student's attitude and circumstances at the time of re-application.
TCS Elementary Handbook Rev. 6/25/10 Page 38
CORPORAL PUNISHMENT Keeping with the TCS Covenantal agreement, students will not be subject to corporal punishment at TCS. When the severity of offence requires a means of discipline beyond the limits TCS has set for itself, we encourage parents to discipline as they see fit.
Elementary Uniform Guidelines and Dress Code Policy Trinity endorses a dress code based on Biblical principal.
A. Being overly concerned with clothing and outward appearances is contrary to God’s will for us as revealed in Scripture (1 am 16:7; Matt 6:19-21; James 4:4, 1 John 2:15-17).
B. Clothing should be modest and not draw attention to the individual (I Timothy 2:9).
Our children are serving as ambassadors and witnesses both for the Lord Jesus Christ and for TCS. Student appearance is a reflection of both. Students’ dress must be modest and tidy at all times.
We believe uniforms to be a positive discipline in the school because it signals to the student that it is time for studious activity and it prevents problems with the subjective interpretation of a dress code policy. Uniforms tend to cost less than “school clothes” thus demonstrating good stewardship.
Uniforms will consist of
Boys
1. Pants & Shorts khaki, or navy blue (to be ordered from Lands End)
Dress Shorts khaki or navy blue may be worn August – November and March - May. Chino style pants & shorts are preferred. Cargo style pants & shorts are not allowed. Pants & Shorts must be on the waist.
2. Polo shirts with the TCS logo (to be ordered from Lands End)
3. Sweaters or sweat shirts (to be ordered from Lands End)
Beginning 2010 – 2011 school year, only Trinity Classical School sweaters and sweat shirts will be worn in school.
4. Belts Boys must wear belts.
5. Shoes must be practical for walking. Ask yourself, can my child walk a mile in these shoes? (no flip flops or raggedy, ripped, tattered and torn foot wear)
TCS Elementary Handbook Rev. 6/25/10 Page 39
Girls
1. Jumpers, Skirts or Skorts (to be ordered from Lands End)
Hemline must be worn at the knee or below. K-4 should wear shorts under the jumpers and skirts.
2. Pants & Shorts khaki or navy blue (to be ordered from Lands End)
Dress Shorts khaki or navy blue may be worn September – November and March - May. Chino style pants & shorts are preferred. Cargo style pants & shorts are not allowed. Pants & Shorts must be on the waist.
3. Polo shirts with the TCS logo (to be ordered from Lands End)
4. Sweaters or sweat shirts (to be ordered from Lands End)
Beginning 2010 – 2011 school year, only TCS sweaters and sweat shirts will be worn in school.
5. Shoes must be practical for walking. Ask yourself, can my child walk a mile in these shoes? (no flip flops or raggedy, ripped, tattered and torn foot wear)
The Headmaster and school faculty will enforce the dress code. Parents are required to monitor their child’s dress before entering the school campus. Students not complying with the dress code will be required to rectify their appearance immediately. Students who violate the dress code continuously will be subject to disciplinary action.
CALENDAR Calendars will be provided monthly by the administration. In addition there will be an updated calendar posted on the Trinity Classical School website found at http://www.trinityclassical.org/
ATTENDANCE REQUIREMENTS Regular attendance and promptness to class are necessary to assure the continuity of the educational program. Time lost from class is irretrievable, and absences tend to disrupt the continuity of the instructional program. Time on task is essential if students are to succeed in their educational efforts. Most teaching is done in an orderly sequence of building concepts and practices based on classroom activities and previous academic experiences. If this pattern is broken by poor attendance, neither the student nor the school can expect satisfactory progress. School attendance is ultimately the responsibility of students and families. Students should remain out of school ONLY WHEN ABSOLUTELY NECESSARY.
TCS Elementary Handbook Rev. 6/25/10 Page 40
Maximum Absences Absences will be considered either excused or unexcused. IN ORDER TO RECEIVE CREDIT, students in grades K-6 will be allowed not more than a total of fifteen absences per year including excused and unexcused absences.
In the event the total number of planned (that is, parent-approved) 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 headmaster (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 his 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.”
Upon a written request from parents, the school board is authorized to waive requirements set by other provisions of this policy. In doing so, it shall take into account the student's mastery in all subjects, attitude toward work and study, and disciplinary record at school.
GRIEVANCE POLICY These guidelines are provided for situations in which there is a dispute or grievance concerning any aspect of TCS operations. This includes students, parents, staff, volunteers, administration, and board.
General Guidelines It is understood that if any disputes arise which are not covered by this policy, the board will decide what procedures to follow based on a parity of reasoning from those procedures established by this policy.
It is also understood that the following principles guide us especially during attempts to resolve our concerns and grievances.
Matthew 18:15 & 16 if your brother sins against you
15 "If your brother sins against you go and tell him his fault, between you and him alone. If he listens to you, you have gained your brother. 16But if he does not listen, take one or two others along with you, that every charge may be established by the evidence of two or three witnesses.
TCS Elementary Handbook Rev. 6/25/10 Page 41
James 3:5-12 Concerning the Tongue
How great a forest is set ablaze by such a small fire! 6And the tongue is a fire, a world of unrighteousness. The tongue is set among our members, staining the whole body, setting on fire the entire course of life, and set on fire by hell. 7For every kind of beast and bird, of reptile and sea creature, can be tamed and has been tamed by mankind, 8but no human being can tame the tongue. It is a restless evil, full of deadly poison. 9With it we bless our Lord and Father, and with it we curse people who are made in the likeness of God. 10From the same mouth comes blessing and cursing. My brothers, these things ought not to be so. 11Does a spring pour forth from the same opening both fresh and salt water? 12Can a fig tree, my brothers, bear olives, or a grapevine produce figs? Neither can a salt pond yield fresh water.
Galatians 6:1 Doing Good to All
1Brothers, if someone is caught in a sin, you who are spiritual should restore him gently. But watch yourself, or you also may be tempted.
Matthew 7:1-5 Judging Others
1"Do not judge, or you too will be judged. 2For in the same way you judge others, you will be judged, and with the measure you use, it will be measured to you.
3"Why do you look at the speck of sawdust in your brother's eye and pay no attention to the plank in your own eye? 4How can you say to your brother, 'Let me take the speck out of your eye,' when all the time there is a plank in your own eye? 5You hypocrite, first take the plank out of your own eye, and then you will see clearly to remove the speck from your brother's eye.
Students/parents to teachers: All concerns about the classroom must first be presented to the teacher by the parents, or if the student is mature enough, by the student. A respectful demeanor is required at all times.
If the problem is not resolved, the parents or student may bring the concern to the appropriate administrator. If the student brings the concern, he or she must have permission from his or her parents to do so.
If the problem is still not resolved, the parents should appeal the decision to the headmaster.
If there is no resolution, they should request a hearing from the TCS Board.
TCS Elementary Handbook Rev. 6/25/10 Page 42
Parents/patrons to administrator: If parents or patrons have a grievance or dispute about the general operation of the school (apart from the operation of the classrooms), they should bring their concerns to the appropriate school director.
If the situation is not resolved, they should present their concerns to the Headmaster.
If there is no resolution, they should request a hearing from the TCS Board.
This procedure applies to board members who are acting in their capacity as parents/patrons, and not as representatives of the Board.
Volunteers to Staff/Administration: If any volunteer has a concern about the volunteer work, he or she will present that concern to the staff member responsible for his or her oversight (teacher, athletic director, development director, etc.). If the problem is not resolved, then the concern should be presented in writing to the Headmaster, followed by a meeting with him to discuss the concern. If the problem is still not resolved, the volunteer may request a hearing from the board in writing. The request will be passed through the Headmaster. The Headmaster is required to pass the request on to the board.
THE ASSOCIATION OF CLASSICAL AND CHRISTIAN SCHOOLS (ACCS) ACCS is a new association of Christian schools designed to serve the needs of new or established schools who are seeking to return to the educational heritage of the West. Neither reactionary nor progressive, we seek a return to our cultural roots so that we may resume the process of cultural growth, as God gives the increase.
Requirements for all member schools: 1. A representative of the school must subscribe to the first two chapters of the Westminster Confession of Faith.
2. The school must be in basic agreement with the vision for education as set out in Recovering the Lost Tools of Learning.
3. The school must be current in its membership dues.
TCS Elementary Handbook Rev. 6/25/10 Page 43
Board Governance Trinity Classical School is a private educational endeavor managed by the Board of Directors and its appointed operations head, referred to as “Headmaster”. The Board of Directors operates according to a policy document. The policy document provides guidelines and directives from the Board to the Headmaster about general policies, operations, and guiding philosophy of the school. It also sets forth certain policies and procedures to guide the interaction and communication between the Headmaster and Board; and policies, directives and guidelines for the Board and its members to follow individually and collectively. This document contains critical information for implementing management plans and operations essential to meeting and upholding the school objectives and adhering to the By-laws
TCS Elementary Handbook Rev. 6/25/10 Page 44