AYE 2027 Rivendell Handbook

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THE MISSION............................................................................................................................................4 Our Deep Hope..................................................................................................................................... 4 PHILOSOPHY OF EDUCATION...........................................................................................................4 Philosophy of Humanities.....................................................................................................................5 Philosophy of Language........................................................................................................................ 5 Philosophy of Bible................................................................................................................................ 6 Quadrivium............................................................................................................................................6 Philosophy of Art...................................................................................................................................7 Philosophy of Music.............................................................................................................................. 7 CULTURAL ISSUES..................................................................................................................................7 On Gender, Marriage, & Sexuality........................................................................................................7 On Sanctity of Human Life...................................................................................................................8 STATEMENT OF FAITH..........................................................................................................................9 The Solas................................................................................................................................................ 9 Affirmation & Agreeance.................................................................................................................... 11 Cultural Issues......................................................................................................................................12 Overarching Culture............................................................................................................................12 Secondary Doctrine............................................................................................................................. 12 UNIFORM POLICY................................................................................................................................ 15 Dress Up Days.....................................................................................................................................................15

DISCIPLINE POLICY............................................................................................................................. 15 Discipline Policy...................................................................................................................................15 OUR PROGRAM.................................................................................................................................... 21 Enrollment.......................................................................................................................................................... 21

On Curriculum....................................................................................................................................21 Grading Policy......................................................................................................................................21 Assessment & Grading Protocol......................................................................................................... 23 Parent Communication.......................................................................................................................24 Expected Homework Load..................................................................................................................24 Holiday Homework............................................................................................................................................24

Individual Grades.................................................................................................................................25 Group Project Grades..........................................................................................................................25 Mathematical Grading Policy.............................................................................................................. 25 Science Grading Policy.........................................................................................................................26 Latin Grading Policy............................................................................................................................26 2

Humanities Grading Policy................................................................................................................. 26 Failing & Retakes................................................................................................................................. 26 SECONDARY PROGRAM....................................................................................................................................27 The Rivendell Academy Secondary Program.................................................................................................... 27 Honors Diploma.................................................................................................................................................29 Diploma.............................................................................................................................................................. 30 Certificate............................................................................................................................................................31 Dual Enrollment................................................................................................................................................. 31

PARENT COMMUNICATION & INVOLVEMENT....................................................................... 31 Internet Use & Social Media............................................................................................................... 32 Computer Use in Class.......................................................................................................................................32

HEALTH & WELLNESS......................................................................................................................... 34 Lunch................................................................................................................................................... 34 Snacks................................................................................................................................................... 34 Health Records.................................................................................................................................... 34 Administration of Medicines.............................................................................................................. 34 Illness Policy......................................................................................................................................... 35 Government Agency Requests............................................................................................................35 ACADEMIC SCHEDULE...................................................................................................................... 35 Calendar............................................................................................................................................... 35 Daily Schedule......................................................................................................................................35 Arrival and Dismissal........................................................................................................................... 36 Attendance........................................................................................................................................... 36 Makeup Work..................................................................................................................................................... 36

Tardies.................................................................................................................................................. 37 ENROLLMENT POLICY.......................................................................................................................38 Special Needs........................................................................................................................................38 Anti-Discrimination & ADA Statement............................................................................................ 38 Enrollment Process.............................................................................................................................. 38 TUITION.................................................................................................................................................. 39 Tuition Assistance............................................................................................................................... 39 EVALUATIONS........................................................................................................................................39

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THE MISSION Rivendell Academy’s mission is to train students, in the liberal arts, to recognize and uphold that which is true, good, and beautiful through joyful learning that equips students to interact with the world through godly discernment.

That which is true: God’s truth as illuminated by what Scripture says is true—that which upholds the truth of God. That which is good: God’s goodness as illuminated by what Scripture says is good—that which glorifies God. That which is beautiful: God’s beauty as illuminated by what Scripture says is beautiful—that which pleases God.

Our Deep Hope At Rivendell Academy, our hope is that students will know and love Jesus and be thoughtful Christians who relentlessly pursue truth and wisdom. We desire for our students to be equipped for Kingdom work and prepared to disciple the nations, glorifying God wherever they are called. We ultimately hope that our students will have rightly ordered loves and that the whole family will be discipled through education at Rivendell.

PHILOSOPHY OF EDUCATION Education is Obedience to Scripture In Matthew 22:37, Christ says “You shall love the Lord your God with all your heart and with all your soul and with all your mind.” This serves as the foundation for all education, that Scripture commands us to love God with our minds. This command is to be taught to future generations. Deuteronomy 6:7 says, “And these words that I command you today shall be on your heart. You shall teach them diligently to your children.” We pursue education ourselves and educate our children primarily out of obedience to God. Education is Worthy of Humanity Humanity was made in the image of God and reflects Him and His character. It is fitting that humans fulfill this, not only in a moral sense, but in a way that reflects God’s rationality, order, creativity, and goodness. The ability to become educated is unique to humans, and is therefore fitting for an image bearer. Education is not merely a means to an end, but is good in and of itself.

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Why Liberal Arts?

Our philosophy of education depends on the fact that others have come before us and we stand on the shoulders of giants. In the West, the project of education has taken place over the course of thousands of years. We should stand within this great tradition and recognize the wisdom that has been handed down to us. This prevents us from becoming chronological snobs and being blinded by the zeitgeist of our age.

We hold the Liberal Arts understanding of the quadrivium as the art of numbers and the trivium as the art of words. We thereby move from the concrete ideas of numbers and words to the more philosophical ideas in each “subject” that we study. The goal of this is to master understanding in each field of study. The Liberal Arts, a time-tested view of the quadrivium and trivium, provides the pedagogical approach that supports discernment training for Christian students.

At Rivendell Academy Our teachers are focused on the child more than just the content. Our purpose in education supersedes knowledge alone, we want the telos of education to be the inculcation of wisdom and virtue. We are educating the “whole child” in partnership with parents.

Philosophy of Humanities Humanities is fundamentally the study of God’s image bearers through history and literature. A study of the collective work of humanity is revelatory to God’s story unfolding. This study is infused with Scripture for students to learn how to interpret human actions and to discern truth, goodness, and beauty. We start with a piece of literature for students to carefully read and interrogate, and then discuss the various fields of study that emerge. History is seen more clearly through the lens of story, and literature reveals character and gives us a quasi-omniscient perspective of choices and how they impact lives. Students are given the opportunity to be innocent, but not naïve to the world. Through a deep study of literature, students will see the brokenness of our sinful world while also seeing the story of Redemption unfolding.

Philosophy of Language At Rivendell Academy, students will study Latin after developing foundational English grammar skills.

Latin reinforces English grammar by applying grammatical skills to a new language. Because Latin is a well-ordered language, its students develop a logic of language that deepens their understanding of language in general. The study of Latin and its etymology builds a strong vocabulary foundation, as it 5

is the basis of our legal and medical terms and the root of all Romance languages. Latin is also the language of Rome, the culture in which Christ came, so many foundational documents for the Christian Church were written in Latin. Not only does the clear grammatical structure of Latin make it beneficial to study to form the logical minds of students, but it is also an excellent language to be able to translate and interpret for deeper understanding.

Philosophy of Bible Scripture will inform all that we study at Rivendell Academy, and we will also have a distinct portion of each day specifically allotted for Bible training. We will cultivate an academic understanding of Scripture through catechism, Bible survey, and learning skills of interpretation. The skill of navigating Scripture will be honed during this designated time, while the entire day will be infused with God’s Word and filtered through the lens of Scripture. Students will practice discernment in that which is true, good, and beautiful as defined by God through His Word.

Quadrivium The Quadrivium is part of the seven Liberal Arts and lays the foundation for understanding the cosmos and all that God has created. We start with arithmetic to build mastery in the language of numbers and then move to studying numbers in space, where we see geometry throughout creation.

Music is the study of numbers in time, and finally this leads to a deeper understanding of the cosmos, which is the study of numbers in space and time.

Mastery in the language of numbers is paramount to being able to interpret the world around us.

Mathematics teaches objective truth as we solve problems and come to a provable answer. We build skills in arithmetic and intentionally work to develop a rich sense of numbers, so that they are a language the student can use fluently.

We understand and know God’s design by studying the world around us, and this knowledge helps build our understanding of God Himself. We want science to invigorate a sense of wonder; therefore we will use hands-on experiments as well as the observation of nature to instill this holy curiosity for God’s world. We desire for students to master foundational scientific concepts and develop the skills of hypothesis, observation, and conclusion while deeply understanding that all truth is God’s truth. We therefore can look at science with anticipation of truth being revealed.

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Philosophy of Art Beauty is a modern apologetics for the Christian faith, especially in a culture dominated by visuals, therefore it is more important than ever that our eyes are trained to recognize that which is true, good and beautiful. The transcendentals are objective because God offers these standards throughout Scripture and they are reflected in the visible universe. The complexities and intricacies revealed in God’s creation deserve our careful attention. As image bearers, observing God’s details, we should become “sub-creators” and our art should reflect God’s beauty. As Christians we should be producers of good art and not just consumers of the world’s art. Therefore we hold recognizing beautiful art as well as the skill of creating beautiful art in high regard.

Philosophy of Music “The final aim and reason of all music is nothing other than the glorification of God and the refreshment of the spirit” –Johann Sebastian Bach As Christians, we are called to sing “psalms, hymns, and spiritual songs” (Ephesians 5:19–21). We are called to be a singing people, lifting our voices to the Lord. As part of the Quadrivium, music is the intersection of numbers in time. Within the Christian Liberal Arts, music is therefore both an academic and a spiritual skill to be honed. We will train students in the language of music (theory) as well as cultivate a love of music that lines up with the transcendentals—that which is good, true, and beautiful. The aims are to develop both skill in singing to glorify the Lord and deep discernment in the transcendentals.

CULTURAL ISSUES On Gender, Marriage, & Sexuality Rivendell Academy is committed to the infallibility of the Christian Scriptures in all matters of faith and life. Our aim is to be aligned with the truth of the Bible even when that means being out of alignment with what is considered popular or culturally-acceptable. Moreover, especially as it pertains to the statements below, Rivendell Academy stands in continuity with what the Church has taught, believed, and confessed for over 2000 years. In these matters, we seek to be both clear and compassionate.

We believe that every person—regardless of sinful beliefs or actions—must be shown love, kindness, respect, and dignity (Mark 12:28-31; Luke 6:31). We repudiate hateful and harassing words or behavior 7

about or toward anyone as out of accord with the teachings of the Bible, the character of our Lord, and the mission of Rivendell Academy. We believe that God offers redemption and restoration to all who confess and forsake their sin, sexual or otherwise, seeking his mercy and forgiveness through faith in Jesus Christ (Acts 3:19–21; Rom. 10:9–10; 1 Cor. 6:9–11).

We believe that in order to preserve Rivendell Academy’s integrity and effectiveness, as a biblically faithful institution of Christian education and as a model to our community, it is imperative that all persons employed by Rivendell Academy in any capacity, or who serve as volunteers, affirm and abide by this statement (Matt. 5:16; Phil. 2:14–16; 1 Thess. 5:22). We also expect students to uphold these biblical values regarding sex, gender, and sexual activity in their speech, dress, and conduct.

On Gender We believe that God wonderfully and immutably creates each person as either male or female, both in biological sex and in gender. These two distinct, complementary genders together reflect the image of God (Gen. 1:26–27). To reject one's biological gender is an act of rebellion against God's design.

On Marriage We believe that according to the Bible, marriage has only one appropriate meaning: the union of one man and one woman in a holy relationship intended to be exclusive and lifelong (Gen. 2:18–25). We believe that God intends sexual intimacy to occur only between men and women joined in marriage (1 Cor. 6:18 and 7:2-5; Heb. 13:4).

On Sexuality We believe that participating in or approving of any form of sexual activity forbidden in the Bible (including unmarried sex, adultery, homosexual or bisexual behavior, and pornography) is sinful and offensive to God (Matt. 15:18–20; Rom. 1:24–32; 1 Cor. 6:9–10).

On Sanctity of Human Life We believe that all human life is sacred and created by God in his image. Human life is of inestimable worth in all its dimensions, including pre-born babies, the aged, the physically or mentally challenged, and every other stage or condition from conception through natural death. We are therefore called to defend, protect, and value all human life (Ps. 139). We believe this is the starting point for all discussions related to the sanctity of life (e.g., abortion, euthanasia, war).

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STATEMENT OF FAITH Apostles’ Creed I believe in God, the Father almighty,​ creator of heaven and earth.

I believe in Jesus Christ, his only Son, our Lord,​ ​

who was conceived by the Holy Spirit​

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and born of the virgin Mary.​

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He suffered under Pontius Pilate,​

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was crucified, died, and was buried;​

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he descended to hell.​

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The third day he rose again from the dead.​

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He ascended to heaven​

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and is seated at the right hand of God the Father almighty.​

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From there he will come to judge the living and the dead.

I believe in the Holy Spirit,​ ​

the holy catholic* church,​

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the communion of saints,​

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the forgiveness of sins,​

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the resurrection of the body,​

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and the life everlasting. Amen.

*that is, the true Christian church of all times and all places

The Solas We hold to and teach the five Solas of the Reformation.

Sola Scriptura Theology must be Scripturally grounded. God’s life-giving speech reveals to us His salvation and calls us to faith and repentance. We were once darkness, but now we are light in the Lord (Eph. 5:8). Satan blinds the minds of unbelievers, lest they see the light of the gospel of the glory of Christ (2 Cor. 4:4).

Yet the God who commands light to shine out of darkness shines in our hearts, giving us the light “of the glory of God in the face of Jesus Christ” (2 Cor. 4:6). God always does this by the Spirit working through the Word. The Holy Spirit is the Author of Scripture, and He speaks through Scripture (Heb. 9

3:7). The Scriptures teach us everything that we need to make us wise for salvation through faith in Christ and to be thoroughly equipped for every good work (2 Tim. 3:15–17). This is why those who do not speak according to the rule of Scripture have no light in them (Isa. 8:20). Yet without the Spirit, even the Scriptures cannot help us. We are dead in trespasses and sins (Eph. 2:1–2), our minds and hearts are darkened (Eph. 4:18; Rom. 1:21), and we need someone to raise us from the dead and turn on the lights (Eph. 5:14). If Scripture is sufficient to make us wise for faith and life in Christ, then Scripture alone can be our guide to walking with God. Only through the Spirit working by and with the Scriptures in our hearts can we walk in the light with the God who is light (1 John 1:7).

Solus Christus Theology must be Christ focused. We should believe everything Scripture teaches us because it is God’s Word (John 8:47). Christ is the main point of the Bible, and the whole Bible testifies to Him (John 5:39; Luke 24:27; 1 Peter 1:10–12). Without the Spirit, we could not receive God’s testimony in Scripture; without Christ, even God’s words cannot save us. Theology is Christ-focused because no one comes to the Father apart from Him (John 14:6) and because the Spirit seeks to glorify Him for our salvation (John 16:8–14). Jesus is truly God and truly man. He alone can reconcile God and man, killing animosity and creating friendship (Gen. 3:15). The Father is well pleased with His Son (Mark 1:11), and He is well pleased with us only when we are in the Son (Eph. 1:6). Jesus alone can save His people from their sins (Matt. 1:21) because He alone is their Prophet revealing to them by His Word and Spirit the will of God for their salvation; He alone is their Priest who offered Himself as a sacrifice to satisfy divine justice for them; and He alone is their King who subdues them to Himself, rules and defends them, and restrains and conquers all His and their enemies (WSC 24–26). There is no fellowship with God apart from Christ, and we count all things loss compared to the excellence of the knowledge of Christ Jesus our Lord (Phil. 3:8).

Sola Fide Theology must be faith driven. Without faith, it is impossible to please God (Heb. 11:6). Like the empty hand of a beggar, faith reaches out to receive Christ. By faith, we believe that He who has promised is able to perform that which He promises (Rom. 4:21). God will fulfill His purposes, but if we do not believe, then we will not be established (Isa. 7:9; 45:17). Faith has no merit before God. We are justified by faith without the works of the law (Rom. 3:28). We are not saved by good works but are saved for good works (Eph. 2:8–10). Knowledge of Christ through Scripture, assent to these truths in our minds, and Spirit–wrought trust from our hearts characterize saving faith. We live by faith in the Son of God who loved us and gave Himself for us (Gal. 2:20).

Sola Gratia Theology must be grace-saturated. If we are saved by faith, then we are saved not by works but by grace alone (Rom. 11:6). Grace is God’s generous disposition by which He lavishes us with good things that we do not deserve. Everything we receive from God is by grace, from our daily bread to the final resurrection of our bodies (Ps. 145:8). The grace of God is vested in Christ and He alone gives saving 10

grace to those whom the Father pities in His mercy (Ps. 103:13). This is why the Apostle Paul’s letters begin, “Grace and peace to you from God the Father and from the Lord Jesus Christ” (2 Cor. 1:2; Gal. 1:3; Eph. 1:2; Phil. 1:2). The Holy Spirit teaches us through Scripture that salvation is by grace alone because salvation is by faith in Christ alone. Grace is not a sentimental idea leading us to ignore our sins, not caring how we live. “For the grace of God has appeared, bringing salvation for all people, training us to renounce ungodliness and worldly passions, and to live self-controlled, upright, and godly lives in the present age, waiting for our blessed hope, the appearing of the glory of our great God and Savior Jesus Christ, who gave himself for us to redeem us from all lawlessness and to purify for himself a people for his own possession who are zealous for good works” (Titus 2:11–14).

Soli Deo Gloria Theology must be God-dominated. Each of the three persons of the Trinity saves us in harmonious unity in a way that leads to worship of all three divine persons. We have fellowship with the Son in grace, with the Father in love, and with the Holy Spirit in strength and comfort (2 Cor. 13:14; Acts 9:31). Because we have nothing that we have not received (1 Cor. 4:7), we should do all things in the name of the Lord Jesus Christ, giving thanks to God the Father through Him (Col. 3:17). We live by the Spirit and keep in step with the Spirit (Gal. 5:25). If we should live to God’s glory, then should we not listen to the Spirit speaking in His Word, receiving God’s grace through faith alone in Christ, all to God’s glory alone?

Affirmation & Agreeance ●​ All faculty must affirm The Westminster Confession of Faith (approved exceptions will be allowed on secondary doctrine issues) ●​ Students will be taught within the framework of this historic document as a plumb line for Christian Theology and secondary doctrines discussions will be built from this framework (please see secondary doctrine statements). Parents must agree to having their children taught within the parameters of this Christian theological understanding The general position of the faculty and staff must be the Westminster Confession of Faith (certain exceptions may be approved).

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Cultural Issues Scriptural Clarity on Cultural Issues 1.​ We believe that God wonderfully and immutably created each person as distinctly male or female (Gen. 1:26-31; 2:18-25; 5:1, 2). These two distinct and complementary genders together reflect the image and nature of God. To reject one’s biological gender is a rejection of the image of God within that person and is a sin against God 2.​ We believe that marriage was created and sanctioned by God in which God joins one man and one woman in a single and exclusive union (Gen. 2:24; Matt. 19:4-6) 3.​ We believe that God intends sexual intimacy to occur only between a man and a woman who are married to each other. Any form of sexual intimacy outside of marriage is immoral and is a sin against God (1 Cor. 6:15-7:6; Eph. 5:3-7). Sexual immorality includes, but is not limited to adultery, fornication, homosexual conduct, and pornography 4.​ We believe that all human life is sacred and created by God in His image. Human life is of inestimable worth in all its dimensions, including pre-born babies, the aged, the physically or mentally challenged, and every other stage or condition from conception through natural death. We are therefore called to defend, protect, and value all human life (Ps. 139) Rivendell Academy is committed to a healthy discussion of this issue in a way that values all those of other opinions, yet does not compromise our values. Our ultimate goal is Christian unity within the parameters of Orthodox Christianity.

Overarching Culture When God made humans, He made us in His own image, a community reflective of His triune nature with the capacity to love, as He has loved. In the last century, schools have assumed a fragmented view that reduces a person to an individual in need of knowledge. At Rivendell Academy, we believe in discipling the whole person to love God and love and honor all people.

Secondary Doctrine In matters of secondary doctrine, Rivendell administrators and teachers will: 1.​ Encourage and challenge students to think and be discerning on all matters according to the truth of God’s Word 12

2.​ Foster a classroom environment, especially at the secondary level, of love, respect and charity among students 3.​ Be encouraged to charitably present the various sides of a secondary issue 4.​ Seek to maintain unity among our students and families according to our Statement of Faith and the Westminster Shorter Catechism and by not teaching secondary doctrines as primary and not disparaging secondary doctrinal beliefs that are contrary to their personal convictions 5.​ Encourage students to seek the support and instruction of their parents and their local church The following list is not exhaustive but represents some of the secondary doctrine discussions that may occur (mainly) at the secondary level: 1.​ Age of the earth We read Genesis 1–3 from the framework of an orthodox Christian perspective. We will teach from the perspective of a literal 24-hour day but will open the discussion up in secondary years, where we will discuss other orthodox views as viable interpretations.

2.​ Eschatology We will teach about the imminent return of Jesus and that the dead will be raised to eternal life or eternal judgment. This will expand, in the secondary years, to discussion of three held views of eschatology: historical premillennialism,* amillennialism,† and partial preterist postmillennialism.‡ *Historic Premillennialism: a non-literal interpretation of the trials described in Revelation, this view holds to the imminent return of Christ after a period of tribulation with a following age of peace where Satan is bound until right before the final judgment. †

Amillennialism: the millennium is symbolic and represents the time of Church growth that is spiritual rather than physical. Jesus' imminent return will occur after a “millennium” of people coming to Christ. There are various aspects to timing held within this view.

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Postmillennialism: Satan was bound at the cross, the millennial period is a period of time rather than a literal thousand years. During this millennium the gospel will spread “to the ends of the earth” until death is the last to be conquered and put under Jesus’ feet, when the earth will be transformed in the “blink of an eye” with Jesus’ imminent return. This view holds that many of the New Testament prophetic passages were fulfilled by the fall of Jerusalem in 70 AD.

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3.​ Baptism We hold that baptism is not salvific. It is the washing with water in the name of the Father, the Son, and the Holy Spirit; it signifies and seals our adoption into Christ, our cleansing from sin, and our commitment to belong to the Lord and to his church. In the secondary years we will discuss the two main positions, credobaptism§ and paedobaptism,** as a viable, orthodox belief. §

Credobaptism: This position teaches that baptism is a sign of a believer’s fellowship with Christ in his death and resurrection and should be administered to those who profess repentance toward God and faith in and obedience to our Lord Jesus Christ. Believers are to be baptized in the name of the Triune God by immersion in water.

**Paedobaptism: This position teaches that baptism is a sign and seal of the covenant of grace.

Immersion into water is not necessary, but is rightly administered by pouring or sprinkling water upon the person in the name of the Triune God. Infants of one or both believing parents are to be baptized, not for salvation, but so that the promised grace of God is exhibited and conferred by the Holy Spirit to such as that grace belongs to, according to God’s own will and in His appointed time.

4.​ Cessationism & Non-cessationism We will teach that the Holy Spirit is God, coeternal with the Father and the Son, and that God grants Him to all who believe. In the secondary years we will discuss the varied positions concerning the gifts of the Spirit, between cessationism†† and non-cessationism.‡‡ ††

Cessationism: Cessationism is the view that the “miracle gifts” of tongues and healing have ceased—that the end of the apostolic age brought about a cessation of the miracles associated with that age. Most cessationists believe that, while God can and still does perform miracles today, the Holy Spirit no longer uses individuals to perform miraculous signs.1

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Non-cessationism: Continuationism is the belief that all the spiritual gifts, including healings, tongues, and miracles, are still in operation today, just as they were in the days of the early church.

A continuationist believes that the spiritual gifts have “continued” unabated since the Day of Pentecost and that today’s church has access to all the spiritual gifts mentioned in the Bible.2

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Taken from: https://www.gotquestions.org/cessationism.html

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Taken from: https://www.gotquestions.org/continuationism.html

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We will not instruct in, nor hold to, the charismatic position of tongues as a gift for all Christians, signs and wonders, prosperity gospel, faith as foundational healing or other non-orthodox views of the work of the Holy Spirit.

The Statement of Faith does not exhaust the extent of our beliefs. The Bible itself, as the inspired and infallible Word of God that speaks with final authority concerning truth, morality, and the proper conduct of mankind, is the final source of all that we believe. The Rivendell Board of Directors will define implementation of the Statement of Faith. Any changes to the Statement of Faith must be approved by unanimous board vote and will be submitted to parents and faculty.

UNIFORM POLICY Please see our uniform policy HERE.

Dress Up Days Tuesday is designated Dress Up Day. On this day students should expect to wear the most formal rendition of the uniform. This means boys should wear pants, with a button down, tie (Please do not wear ties with polo shirts), and blazer. Girls should wear skirts or pants with a button down top and blazer. Please note that on Wednesday and Thursday students are free to wear their uniform in any combination they choose.

DISCIPLINE POLICY Discipline Policy “No discipline seems pleasant at the time, but painful. Later, however, it produces a harvest of righteousness and peace for those who have been trained by it.” –Hebrews 12:11 We recognize that maintaining a well-disciplined classroom is key to learning. We believe that “Knowledge without virtue is dangerous.” Therefore, encouraging virtuous behavior that stems from the heart is as important as encouraging excellence in math and grammar. A young student’s behavior, attitude, and physical disposition should contribute positively to the classroom environment and Rivendell Academy’s value of shaping godly character. Our rule is simple for maintaining this disciplined atmosphere: “love your neighbor as yourself.”

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Rivendell Academy recognizes that the purpose of discipline is to develop our fellowship and love for God and neighbor (Mark 12:30–31). Discipline is necessary for discipleship. To this end, discipline is not meant to simply modify outward behavior, but to train the heart to love Jesus.

General Guidelines Discipline is administered in light of severity, situation, and attitude of the individual student. The kind of discipline may be determined by the teachers, and if necessary, administration (e.g., Head of School) following the guidelines below. Any disciplinary action must be done in love with the hope of restoration.

Classroom Discipline God is a God of order and our teachers foster this order through classroom management (1 Cor. 14:33, 40). Students will be asked to behave in a way that fosters respect for their teacher especially as it relates to love for God and their neighbors in class. General behaviors that can be corrected in-class include: ●​ Minor classroom disruption ●​ Nuisance behavior to teacher or students ●​ Inappropriate use of classroom material Multiple opportunities may be offered to help students course-correct. If a teacher needs assistance, a student may be sent to the office.

Office Visits Overt behaviors which require administrative involvement necessitates parent notification. Depending on the severity of the infraction, students may need to be picked up immediately from school and in some cases, receive suspension. For discipline to be effective, it is imperative for teachers and parents to behave as a team. If this can’t be accomplished, a student may need to be unenrolled until such a time as an agreement can be reached. ●​ Flagrant disrespect shown to staff ●​ Dishonesty (e.g., lying, cheating, stealing) ●​ Defiance (e.g., outright disobedience, consistent correction, or rebellion) ●​ Fighting (e.g., striking with the intention to harm another student) ●​ Bullying (i.e., when a student deliberately harasses another student during or outside of school and includes cyber-bullying) 16

●​ Enabling others bad behavior ●​ Acts that endanger the lives of another person ●​ Vandalism ●​ Theft ●​ Inappropriate use of school property or facility ●​ Inappropriate language (e.g., obscene, vulgar, profane) ●​ Romantic displays of affection (e.g., kissing, hugging, hand-holding, etc.) ●​ Sexual misconduct (e.g., inappropriate touching, use of pornography, etc.) ●​ Illegal substance abuse (e.g., drug or alcohol use) ●​ Weapons on campus (e.g., guns, knives, etc.)

Degrees of discipline The degree of discipline depends on the severity of the offense and falls somewhere along (but not limited to) this continuum: ●​ Verbal warnings (e.g., student’s opportunity to self-correct) ●​ Acknowledging offense and making apologies (public offenses prompt public apologies, private offenses prompt personal apologies) ●​ Making restitution ●​ Changing of location (e.g., desk/chair change) ●​ Sitting out of an activity ●​ Documentation for student/parent file ●​ Removing of some privilege (e.g., field trip) ●​ Sent home (e.g., early pick-up) ●​ Parental attendance during the school day ●​ Cleaning a.​ Picking up trash b.​ Cleaning bathrooms c.​ Vacuuming and or sweeping 17

d.​ Cleaning desks, walls, white boards, etc. e.​ Cleaning outside ●​ Physical endurance a.​ Wall sit b.​ Running laps c.​ Push ups ●​ Writing a.​ A note on what the student did wrong b.​ A note asking forgiveness ●​ Other a.​ Loss of privilege(s) b.​ Repetition and practice of proper or expected behaviors c.​ Being sent home d.​ A consequence or discipline plan particularly suited to the student and situation as agreed upon with the parent(s) Electronic Device Policy Use of personal electronic devices (i.e., phones, smart phones, portable gaming devices, smart watches, etc.) by students is prohibited on campus. Such devices may be brought to school but they must be checked in at the school office during school hours. ●​ Use of laptops is permissible for secondary academic purposes only under the pre-approved direction and supervision of a teacher (see the Computer Use Section) ●​ A first violation of this policy will result in immediate confiscation of the device, to be released to a parent or guardian ●​ A second violation of this policy will result in a parent conference with administration ●​ A third violation of this policy will result in a disciplinary hearing ●​ Rivendell Academy accepts no responsibility for use, breakage, theft, or loss of phone or other personal items

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Cheating & Plagiarism Cheating is defined as looking at another’s work without the teacher’s permission or communicating with another during an exam without the teacher’s permission.

Plagiarism is defined as using another’s work without acknowledging and thanking them for the use.

If either cheating or plagiarism is noticed, the assignment or exam will immediately receive a 0. Parents will be notified. A second cheating or plagiarism infraction will result in an Education Council review.

Dress Code Violation If faculty notices a dress code violation,* they will inform administration (Head of School), and administration will notify parents through a Dress Code Violation Form (via ClassReach). After 4 dress code violations, an office visit will follow in addition to email notification. After the 5th violation within a semester, the student will be sent home. Subsequent dress code violations will require the Head of School to treat the violations as office visits in accordance with the discipline policy. *A dress code violation is something that cannot be corrected in class.

Primary Student Discipline Plan The rule is love God and love your neighbor.

1.​ If a student is overtly disrespectful to authority an immediate office visit will follow 2.​ If there is unloving behavior in the classroom, during breaks or lunchtime the teacher who observed the situation will give a warning and correct the behavior 3.​ If a second infraction occurs the infraction will be documented 4.​ If an infraction occurs during a break the student’s lead teacher will be notified and documented accordingly 5.​ If a third infraction occurs the teacher will send the child to the Head of School for an office visit with information specifying the issue a.​ The Head of School will notify the parents through email of what occurred and the discipline given 6.​ Homework: Any missing homework will be entered as a “0” in ClassReach. After the third “0” or third poor grade, the parents will be notified. The late assignment policy is 10% grade reduction the first day, 20% reduction the second day, and 1 percentage point for any day thereafter. A standing “0” will mean the assignment was never submitted 19

Secondary Student Discipline Plan The rule is love God and love your neighbor.

1.​ If a student is overtly disrespectful there will be an immediate office visit 2.​ If a student is speaking inappropriately there will be an immediate office visit 3.​ If a student has not completed homework the teacher will notify the parents and the Head of School 4.​ Homework: A missed assignment will be entered as a “0” until submitted, and the late percentages will apply: 10% for not being submitted, 20% for the 2nd day and 1% daily thereafter. A standing “0” will mean the student never submitted the work Excessive Office Visits As noted above, the purpose of the discipline policy is to shape godly character in the student. If it becomes apparent to the Head of School that the student’s character is not improving over time and/or is becoming worse to the detriment of the school culture, the Head of School will meet with the parents and they will come up with a plan to resolve the issue. The Head of School will also meet with the parents in cases where the student exhibits a lack of repentance or lacks interest in attending Rivendell Academy. The Head of School may, at his discretion, allow for additional meetings with the parents if the previous discipline plan to help the student was unsuccessful. To help the parents understand their child’s behavior, they may be required to sit with the student during a part or all of the school day. If the Head of School determines that the student’s behavioral issue still cannot be corrected through the discipline plan(s) generated by the meeting(s) with the parents, then it will be considered a “Serious Discipline Case.”

Serious Discipline Cases A Serious Discipline Case occurs when a student exhibits extreme ungodly behavior that impedes the culture of the school. Examples include (but are not limited to): 1.​ Excessive Office Visits (see section of the same name above) 2.​ Unrepentant, consistent, or serious disrespect of authority 3.​ Unsafe behavior–endangerment to themselves or others 4.​ Overt moral issues including (but not limited to): a.​ Inappropriate touching

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b.​ Substance abuse c.​ Illegal activity If the Head of School has determined that the student’s words or behavior constitute a Serious Discipline Case, the student will be subject to a discipline hearing before a select committee. The discipline hearing will include the student, the parent(s), the teacher (if applicable), the Head of School, and school board members. At this point the school board will determine the necessary course of action which may include suspension or expulsion of the student. Tuition will not be reimbursed for suspensions or expulsions.

Re-Admittance Should a student who was expelled, or who withdrew to prevent expulsion, desire to be readmitted to Rivendell Academy at a later date, they would require a discipline hearing involving the parents, teachers, and school Administration. The Education Council, in consultation with the Head of School, will make a decision based on the student's attitude and circumstances.

OUR PROGRAM Enrollment Enrollment in Rivendell Academy is a commitment to participate in our full program. Thus all enrolled students are expected to attend all courses and class offerings on regularly scheduled academic days (Tuesday-Thursday) outlined by the academic calendar.

On Curriculum At Rivendell Academy, we believe that curriculum is a tool, which is essential, but the teacher brings education to life through use of that tool. As such, in addition to using various curricula and a developed list of skills and objectives we will obtain the most qualified and dedicated teachers as possible: teachers who exemplify a love of learning and point young students to Jesus Christ through immersing their teaching in goodness, beauty, and truth.

Grading Policy Grading should tell a story of a child’s progress in learning, and because, as Christians, we believe that education of the whole man is essential, Rivendell uses both academic and character grades so that 21

parents can see whether a poor grade is a sin issue or an academic struggle. Reciprocally parents can see that a good grade does not necessarily imply righteousness. For this reason Rivendell will give both academic grades and conduct descriptions so that we can truly disciple the whole child.

Conduct Items ●​ Diligence in the classroom and in their work ●​ Respect for authority ●​ Kindness for their peers ●​ Joyful attitude ●​ Initiative ●​ Living courageously

Primary & Secondary Weighted Categories ●​ 30% Practice Work ●​ 70% Magnum Opus​ Primary Grading Mastery

90+

Good Understanding

80-89

Beginning to Understand

70-79

Not Understanding

0-69

Secondary & Secondary Prep Grading Percentage

Letter Grade

GPA

98+

A+

4.0

90-98

A

3.9

80-89

B

3.0

70-79

C

2.0

0-69

F

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Assessment & Grading Protocol Humanities ●​ Soft grading throughout the week on various writing and speaking assignments ●​ Magnum Opus for each week that is graded in the gradebook (may be written or oral) ●​ Assessment at the end of each book that includes: ○​ Grammar section ○​ Logic section ○​ Rhetoric Section Mathematics ●​ 1 hard grade* per week of homework/practice work ●​ 1 assessment every other week as a hard grade* Science ●​ 1 hard grade* per week of homework/practice work ●​ 1 assessment every other week as a hard grade* Music & Art ●​ 1 hard grade* per week of homework/practice work ●​ 1 assessment every other week as a hard grade* Latin ●​ 1 hard grade* per week of homework/practice work ●​ 1 assessment every other week as a hard grade* *Hard grade: after practicing the child will be assessed on mastery or improvement.

Review week and finals week before Christmas.

Review week and finals week at the end of the year.

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Parent Communication ●​ Grades will be communicated through ClassReach ●​ Conduct items will be entered prior to the Fall and Spring Parent Partnership Meetings ●​ Teachers will contact parents if a student is struggling academically or socially ●​ Please use ClassReach as the best way to communicate important information with the staff

Expected Homework Load Age Group

Weeknights

Monday or Friday Home Day

Lower Primary K–3

10–20 minutes

1 hour

Upper Primary 4–5

20–45 minutes

1–2 hours

Lower Secondary 6–8

45 minutes–1 hour

2–3 hours

Upper Secondary 9+

1–2 hours

3–4 hours

Holiday Homework When holidays occur without affecting the regular school hours, families should expect teachers to still assign homework to be completed over the holiday according to regularly expected homework loads.

When holidays occur that include days off from school (e.g., Thanksgiving and Christmas), families should expect that students will be assigned homework which can be up to the homework assigned for one regular weekend. Any individual assignment over a holiday should be assigned with the idea that it can be completed in one sitting. This allows for students/families who so choose to schedule when they will set some time for homework completion.

To illustrate: Over one week of Thanksgiving break, Upper Secondary students should expect 3-4 cumulative hours of homework for the entire break. While Upper Primary students should expect to spend 1-2 cumulative hours on homework.

Grades at Rivendell Academy do not in any way reflect the immeasurable worth and value of each child made in God’s image, but rather they are a reflection of the quality of work in a given field of study at a given time. At Rivendell Academy, grades serve three basic purposes: 24

1.​ To help students to improve 2.​ To determine the best placement level considering academic ability 3.​ To provide a just and legitimate means of holding students accountable for the quality of their work Grades provide a widely understood means of communicating progress and achievement to parents and other parties such as college entrance boards or other schools to which the young student may transfer.

Individual Grades Rivendell Academy will use a unique method of grading that ensures students have time to “practice” before they receive a grade. Therefore regular feedback within the scope of the class regarding new concepts will be given and “practice” grades will be recorded within the gradebook. Magnum Opus assignments (best work), that will more greatly affect overall standings, will also be recorded for transcript purposes. Consistent with educating the whole child, both attitude and effort will be considered within our grading systems.

Group Project Grades 1 Thessalonians 5:14 “And we urge you, brothers and sisters, warn those who are idle and disruptive, encourage the disheartened, help the weak, be patient with everyone.”

Group projects are a part of coursework and it should be expected that grading of these will not be individualized because we believe that character in community reveals the heart. Rivendell Academy cares even more about the heart than the academics, group projects allow teachers to see where character work is needed, and since we are preparing students for life, not just college, character in Christian community is integral to “Loving God and Loving Neighbor” (Matt. 22:36–40).

Mathematical Grading Policy Because math problems are objectively right or wrong, grading will follow a simple number correct out of the number of problems. ●​ Math examinations are 70% of the final grade ●​ Math homework, practicums, and projects are 30% of the final grade (group or individual) 25

Science Grading Policy Since science is taught through experiments, and discovery, this will be a participation and group project grade in the primary years and will move towards mastery grading through the various scientific fields of study in the secondary years.

Latin Grading Policy Latin is taught to build vocabulary and continue to grow English as well as Latin grammar skills.

Assessments will be based on these concepts and points will be awarded for the purpose of demonstrating mastery.

Humanities Grading Policy Vocabulary terms, spelling, grammar, and direct character names or dates will be objectively graded and will be on a points-based system. With mastery as our goal, students will be asked to correct the wrong answers.

Assignments that are more philosophical in nature will be graded on a scale. Within each assignment, grammatical and spelling mistakes will be clearly marked and students will be asked to review the word or grammatical rule and edit their writing. This promotes mastery in writing assignments.

Failing & Retakes Retakes will be left to the teacher’s discretion. A student who has simply failed for a lack of understanding may be given another opportunity to prove their understanding after further practice.

A student who neglected their studies and therefore failed, may not be given a retake opportunity.

If a student fails an entire course, the student, parents, and teacher will meet with the Education Council to determine the best course of action for the student. Circumstances, understanding of directions and effort will all be taken into consideration.

Parents will be notified within three weeks of the end of the grading period if their student is in jeopardy of failing.

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SECONDARY PROGRAM The Rivendell Academy Secondary Program Students at Rivendell Academy prepare for our secondary program in our Secondary Prep class. When ready, a student will move to our secondary programs. We will hold an important “Credit Objectives” meeting to create a robust high school program tailored to the student. In April, as a student is completing his/her third year of high school credit (traditionally a junior), he or she will present a SENIOR THESIS PROPOSAL to the Education Council. This will be submitted and then either approved, sent back for revision, or denied with resubmission guidelines so the student can begin the project over the summer (prior to their Senior year). The SENIOR THESIS will be due in April of the proposed graduation year and will be presented to the board and the Education Council. This will be the capstone of our program.

High School Admissions 1.​ Petition to begin High School Credits 2.​ Education Council approval 3.​ Upon acceptance into our High School Program, we will hold a Credit Objectives Meeting where we will visit with parents and students and create a credit plan for the student’s high school career 4.​ In April, as a student is completing his/her third year of high school credit (traditionally a Junior), he or she will present a SENIOR THESIS to the Education Council. This will be submitted and then either approved, sent back for revision, or denied with resubmission guidelines so the student can begin the project over the summer (prior to their Senior year).

The SENIOR THESIS will be due in April of the proposed graduation year and will be presented to the board and the Education Council. This will be the capstone of our program Humanities (Recommendation: 12 credits) 4 years Students will receive a robust humanities instruction through eras of time: Ancient World, Medieval World, Modern World, and PostModern World. As students move through these eras of time in history they will read a combination of original sources, historical fiction, and great books that embody these eras of time. A literature, history, & theology credit will be received by those who meet their “Credit

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Objectives.” Rhetoric and logic skills are intertwined in this course and students will receive a 0.25 credit in these fields of study annually.

Mathematics (Recommendation: 4 credits) 4 years Students taking our regular track of high school mathematics will be given a deep understanding of algebra, geometry, trigonometry, and calculus. These will be attributed to the transcript as traditional credits.

Science (Recommendation: 4 credits) 4 years Students will receive a deep and rigorous study in physical science, chemical science, and the biological sciences. We want to foster curiosity in the world God created.

Latin (Recommendation: 3 credits) 3 years We provide Latin levels so students can start at Level I and progress through to Level III or as far as they are able. Latin allows our students practice in grammar, etymology, mastery of language skills and rich historical context of the language that is foundational to our western world.

Language (Recommendation: 1 credit) 1 year This can be taken outside of Rivendell Academy and must be approved by the Education Council.

Music (1 credit) This will be offered at 0.25 credit hours per year through Rivendell Academy.

Art (1 credit) This will be offered at 0.25 credit hours per year through Rivendell Academy.

Physical Education (1 credit) This must be taken outside of Rivendell Academy and must be approved by the Education Council.** Electives (1 credit) This must be taken outside of Rivendell Academy and must be approved by the Education Council.**

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SEE TABLE FOR CREDITS

Honors Diploma (Transfer credits must be pre-approved by the Education Council) ●​ 4 Credits of Literature (through integrated humanities: ancient, medieval, modern, post-modern) ●​ 4 Credits of Theology (through integrated humanities: ancient, medieval, modern, post-modern) ●​ 4 Credits of History (through integrated humanities: ancient, medieval, modern, post-modern) ●​ 4 Credits of Science ○​ Biology ○​ Chemistry ○​ Physics or Human Anatomy ○​ General Science or Physical Science ●​ 4 Credits of Math ○​ Algebra I ○​ Algebra II ○​ Geometry ○​ Trigonometry/Calculus or business math course ●​ 4 Credits of Language ○​ At least 3 in Latin (additional credit may be taken outside of Rivendell with approval)** ●​ 4 Credits Electives (1 music, 1 art, 1 PE, 1 additional) ○​ Music 0.25 credit per year through Rivendell Academy

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○​ Art 0.25 credit per year through Rivendell Academy ○​ Other credit hours can be obtained through private lessons, sports, etc. and must be pre-approved by the Education Council** ●​ Senior Thesis ○​ Projects must have written component ○​ Must have an oral defense ○​ Must be approved by the Education Council

Diploma (Transfer credits must be pre-approved by the Education Council) ●​ 4 Credits of Literature ●​ 4 Credits of Theology ●​ 4 Credits of History ●​ 4 Credits of Approved Science (or Credit Objectives determination) ●​ 4 Credits Math (or Credit Objectives determination) ●​ 2 Credits of Latin (or Credit Objectives determination) ●​ 3 Credits Electives (1 music, 1 art, 1 PE) ○​ Music 0.25 credit per year through Rivendell Academy ○​ Art 0.25 credit per year through Rivendell Academy ○​ Other credit hours can be obtained through private lessons, sports, etc. and must be pre-approved by the Education Council** ●​ Senior Thesis ○​ Projects must have written component ○​ Must have an oral component ○​ Must be approved by the Education Council 30

Certificate ●​ 2 Credits of Literature or equivalent (or Credit Objectives determination) ●​ 2 Credits of Theology or equivalent (or Credit Objectives determination) ●​ 2 Credits of History or equivalent (or Credit Objectives determination) ●​ 1 Credit of Rhetoric/Logic or equivalent (or Credit Objectives determination) ●​ 2 Credits of Science (or Credit Objectives determination) ●​ 2 Credits of Math (or Credit Objectives determination) ●​ 1 Credit of Language (or Credit Objectives determination) ●​ 1 Credit of Elective (or Credit Objectives determination) ○​ Other credit hours can be obtained through private lessons, sports, etc. and must be pre-approved by the Education Council** ●​ SENIOR THESIS must be pre-approved by the Education Council

Dual Enrollment Rivendell Students are allowed to take dual enrollment courses. For help with Dual Enrollment, the Education Council and Head of School can provide guidance. However, in-line with the commitment to the entire Rivendell Academy offered program, students will not be able to replace Rivendell Academy course with Dual Enrollment credits. ** Credits earned outside of Rivendell require 120 hours of instruction (assigned practice time can count as instruction).

PARENT COMMUNICATION & INVOLVEMENT At Rivendell Academy, we recognize that parents are ultimately responsible for the education and flourishing of their children. We believe that educators are facilitators and advisors as parents pursue this important work.

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Parent-Teacher conferences are scheduled as needed. We encourage teachers and parents to communicate regularly about how the student is doing and to schedule formal meetings as needed.

Teachers may be contacted through ClassReach outside of regular working hours. When addressing any concerns, parents should copy the Head of School to keep the school informed of classroom circumstances. Teachers will do the same when addressing concerns via emails with parents.

If you have a concern about curriculum content, Rivendell Academy policy, or philosophy, communicate with the Head of School. If you have questions about the weekly workings of a particular classroom (e.g., homework load), contact the Lead Teacher through ClassReach. At no time should an individual student’s problem be addressed to non-involved parties. In the great majority of cases, if you have worked patiently and in good faith, with the teacher and directors, you will find a satisfactory resolution.

Please follow Matthew 18:15 to determine the proper order of communication: “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.”

Internet Use & Social Media Students are held to the same standard of behavior whether they are on campus or online at home.

Individuals agree to use these technological tools honorably and responsibly.

The following is not permitted: ●​

Sending or displaying offensive messages or intimate pictures

●​

Using obscene, vulgar, or profane language

●​

Harassing, tormenting, threatening, embarrassing, humiliating, insulting, or attacking others

●​

Texting or social media interaction with teachers

ClassReach communication is permitted for students, parents, and teachers.

Computer Use in Class The general stance of Rivendell Academy is that computers and the internet are good, and that they are excellent examples of the result of mankind applying God-given skills, talents, and understandings to solve problems. However, we also believe the goodness of such things is only realized when they are 32

used as tools and must be guarded carefully, as these technologies are also a grave danger when use is unrestricted.

For these reasons, Primary students are restricted to not using any such devices—phones, tablets, smartwatches, etc.—from the time they are dropped off at school until the time they are picked up or formally dismissed once pick-up has ended. There are only three exceptions to this: 1) CLT testing, 2) the student has a discipleship plan, where both teachers and parents are in agreement, for allowable use which overrides this policy, 3) Teacher directly asks a student to us it for one specific task—e.g., to click the correct answer to a Latin question in Picta Dicta program.

Secondary Prep students will abide by the same policy as Primary students, with one exception.

Secondary Prep students are allowed to formally request and receive preemptive approval from teacher, in coordination with administration and parents, that a specific lengthy writing assignment is allowed to be completed using a word processor program on a computer. Such arrangements stand for only one assignment. Such requests can be submitted to the classroom teacher in a Classreach message, and approval of such will require signed consent of parents. Any approved use of computers must abide by the internet, typing proficiency, and length guidelines outlined below for Secondary students.

Secondary students are allowed to use computers for longer writing assignments without any formal preemptive requesting process. However, they must receive verbal approval from the classroom teacher presiding over the current class to use the computer. Such use of computers must conform to the following guidelines and parameters which are intended to safeguard from potential dangers as well as from a false understanding that typing is always faster. The time required to take computers out, turn them on, etc. is simply not overcome if a student has insufficient typing proficiencies.

Computer use Guidelines and Parameters: ●​ Internet Use: The only acceptable use is for word processing. Computers used in line with these parameters should not even be connected to internet. No other programs should be opened or accessed during regular school hours. If a teacher notices internet connection that is considered internet use. ●​ Typing Proficiency: Students must have the ability to type proficiently without constantly looking at keyboard to search for letters. If a teacher notices a student using “hunt-and-peck” method of typing, the student will be asked to close computer and continue assignment using pen/pencil and paper. After such an infraction, students will need to prove typing proficiency to Head of School prior to having computer use privileges restored. ○​ Students who would like to learn to type proficiently should ask parents/teachers for recommendations for how to learn. Learning to type programs abound, some are even

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free, and 30-40 wpm proficiency can usually be gained within a month or so of concerted effort. ●​ Length Guidelines: Computer use for writing assignments is only allowed for written assignments which exceed 300 words or are expected to be longer than one full-length page of handwriting assuming college-ruled paper.

Any internet use breach of policy will also result in confiscation of computer and notice to parents.

Parents can pick up confiscated computers at end of school day from front office.

HEALTH & WELLNESS Lunch Students will bring packed lunches to be eaten in their classroom or outside if the weather permits.

Please pack lunches that do not have to be heated or refrigerated. Please also alert us of any allergies your child has so we can accommodate as needed and alert other families (if the allergy is very severe).

At Rivendell Academy, we value health and wellness, so please keep this in mind when packing lunches, as your young students will be learning about nutrition, a balanced diet, etc.

Snacks Parents are welcome to send an easy to eat snack (we recommend a nutritious snack) for mid-morning.

Water is the only beverage allowed to accompany snacks.

Health Records Rivendell Academy should be notified of any severe allergies or health concerns.

Administration of Medicines Rivendell Academy Administration may administer over-the-counter medication to the children in their care but only with authorization from the child’s parent or guardian through the ClassReach release form.

Rivendell Academy reserves the right to refuse the responsibility of prescription administration for any reason. If this occurs, we will be happy to accommodate parent visits during the day for the 34

purpose of medication administration.

Illness Policy In consideration of your young student’s wellness, in addition, preventing the spread of illness to your child’s classmates and teachers, a young student should be symptom-free a full 24 hours from the following before returning to onsite classes: ●​ Fever—Temperature of 100 degrees or above without the use of fever-reducing medication ●​ Vomiting/diarrhea ●​ Please do not send children with a highly contagious illnesses such as strep, hand/foot/mouth, or pinkeye (to name a few)

Government Agency Requests Rivendell Academy values our parent partnership and as such we will notify parents of any interaction with a government agency such as child protective services, as it relates to your child. Our policy is as follows: ●​ Parents will be notified and their presence requested prior to a government agency being allowed to interview a child during school hours. ●​ Rivendell Academy will do its best to hold up this policy with any government agency but cannot be held liable if we are not able to get a hold of a family or if the government agency uses legal force to demand the interview.

ACADEMIC SCHEDULE Calendar The Academic Calendar is located on our website.

Daily Schedule Tuesday through Thursday are core academic days on site. Monday or Friday will be a day for review at home and “Magnum Opus,” or greatest work, projects will be assigned for these days. After a lot of practice students will try their hand at producing their best work.

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Arrival and Dismissal School begins at 8:30 AM and ends at 3:20 PM. Students may arrive between 8:15–8:30 AM and must be picked up between 3:20 and 3:35 PM or a late pick up fee will be assessed to compensate the faculty members that stay late.

Attendance Rivendell Academy has intentionally set its vacations, schedule, and structure to allow important time for families. By registering a child in Rivendell Academy, the parent or guardian is agreeing to this schedule and it is loving to the community of students to be in attendance. Emergencies or important family time arise from time to time; therefore students have 6 academic days* within each semester for school absences without consequence to their credits unless pre-approvals are arranged. We ask that the administration be notified as soon as possible for any absences. A student that surpasses 12 days, or a total of 6 days in a semester, will be subject to an Education Council review which may result in retainment, a paid tutoring supplement, or the student not being invited back.

For sickness: please notify administration through the ClassReach form provided.

For prolonged periods of absence (to extend beyond the 8 academic days): please get pre-approval from the Head of School.

Makeup Work Regular School Days: Students who miss academic instruction should seek to make up their work, with haste, upon returning to the classroom. This means it is the duty of the student (or parent in Primary aged students) to proactively communicate with the teacher about work needed. Said communication can begin prior to the absence, or can be done in retrospect.

Rivendell has designated specific timelines (noted below) to allow for work to be completed and turned in before it is considered late. Work turned in after these designated timelines will be considered late and marked accordingly. ●​ For absences that are less than three academic days (this includes partial days), the student will have two academic days to turn in their makeup work. The timing of these two days begins upon returning to school.

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○​ For instance: A student who misses a Tuesday, should ask for makeup work upon returning on Wednesday. The work would then be due the following Tuesday (considering Thursday and the following Tuesday would be their two makeup days). ●​ For absences that are three academic days or more, the student will have one full week to return their work. The timing of this week begins when the student returns to school. ○​ For instance: A student who misses Tuesday, Wednesday, and Thursday (one full academic week), should ask for makeup work upon returning on the following Tuesday. The work would then be due the next Tuesday (this is two Tuesdays following the first day they missed).

If a student were to miss more than 8 consecutive academic days, pre-approval from the Head of School should be obtained before the absence occurs. During the process of obtaining this pre-approval a unique makeup work plan will be established for this unique situation.* Exam Days: Except for emergency circumstances, no make-up work will be offered for missed semester and final exams. Enrolled students are expected to participate in the full academic program at Rivendell Academy. Cumulative exams placed at the end of each semester are part of our academic program.

Missed exams will directly be recorded as 0% in the grade book.* These exams are important to our programing, but not because they define a student. While such rigorous exams do provide an assessment we view these exams as some of the most important formative assessments in the classroom. They are formative academically. But perhaps even more importantly, they are also formative emotionally and spiritually. Students doing difficult things and the tenacity and proper view of success and failure that is born in these moments are extremely valuable.

In line with our goal of teaching for mastery, our exams are always cumulative in every cohort. Semester exams are cumulative across the first semester and final exams are cumulative across the school year. *Emergency situations will obviously be taken into consideration.

Tardies A student who arrives later than 8:30 AM is considered tardy. Four unexcused tardies within a month will constitute a parent email. A 5th tardy will result in an office visit. Subsequent unexcused tardies will be treated as office visits in accordance with the discipline policy.

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ENROLLMENT POLICY Special Needs Rivendell Academy aims to teach students of all ability levels through solid Christian pedagogy and materials. Because we are able to take both conventional and unique learners, our program is very distinct. We offer classical teaching as input but only expect classical output based on the gifting of each individual student. Our teaching is done in a “round table” setting, where we move from the concrete to the philosophical as the students are ready. As long as we are able to serve the student well, we are open for enrollment with students who struggle. A student needs to be able to keep the discipline policy and while we may be able to support a diagnosis and assist with tools a child may need we do not allow a diagnosis to be an excuse for sin.

Anti-Discrimination & ADA Statement Rivendell Academy admits students and hires employees without regard to race, color, national origin, or ethnic origin, ensuring equal access to all rights, privileges, programs, and activities generally available to our school community. We are committed to upholding applicable nondiscriminatory policies in the administration of educational policies, admissions, scholarships, loan programs, athletics, and other school-administered activities. Rivendell Academy does not accept federal funds.

Children diagnosed with a learning disability are welcome to be a part of Rivendell Academy so long as they can meet, or be assisted to meet, the discipline standards of the classroom, discussions, and daily routine.

Students applying for admissions should have a desire to receive this form of education. We do not mind assisting parents in fostering this desire, but the student needs to at the very least be “willing to be made willing” to be discipled through a Classical Christian education.

Enrollment Process 1.​ General Inquiry 2.​ Family Interview Request 3.​ Admissions Interview 4.​ Assessment of student 38

5.​ Application 6.​ Enrollment 7.​ Tuition Agreement

TUITION Please see our tuition policy HERE.

Tuition Assistance We do not want finances to be a reason that a family cannot send their children to Rivendell Academy, while we also want to be good stewards of donor funds. We ask that families in need of tuition assistance ask grandparents, churches, and family before applying for financial aid. If tuition assistance is still necessary we use a third party financial aid processor called Benefaq. The application is $35 and Rivendell Academy receives a report related to what a family can feasibly afford based on their financial portfolio. With this information, our committee makes a decision taking into account the report and any extenuating circumstance. Our desire is that a family in need of tuition assistance is able to pay a minimum of 10% of their salary towards Christian education, but we also review the financial circumstances in making our determination.

Step 1: Ask for help from your church (many churches have education funds) Step 2: Apply through Benefaq Step 3: The committee will review and make a recommendation Step 4: You will be notified of any aid to be awarded Step 5: Pay your new tuition amount through monthly tuition

EVALUATIONS 1.​ Teachers will evaluate students regularly for the purpose of assessing skill and knowledge 2.​ Teachers are evaluated unannounced throughout the year 3.​ The administration will be assessed periodically by the staff 4.​ Parents will evaluate the school annually 39

General Agreement: All parents and students who are enrolling in Rivendell Academy affirm by their application and enrollment their intentional willingness to abide by the expectations and rules presented in this handbook and all other school documents, both expressed and implied. This includes all policies stated herein.

Disclaimer: The reader should take notice that while every effort is made to ensure the accuracy of the information provided herein, Rivendell Academy reserves the right to make changes at any time without prior notice. Parents will be notified of any changes to the handbook that occur during the current academic year. Rivendell Academy provides the information herein solely for the convenience of the reader and, to the extent permissible by law, expressly disclaims any liability which may otherwise be incurred.

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