Tyndale Classical Academy - School Handbook 2025-2026

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Table of Contents THE MISSION.................................................................................................................................4 Our Deep Hope..................................................................................................................................... 4 PHILOSOPHY OF EDUCATION..................................................................................................4 Philosophy of Humanities.....................................................................................................................4 The Quadrivium.................................................................................................................................... 6 Philosophy of Art...................................................................................................................................7 Philosophy of Music.............................................................................................................................. 7 Philosophy of Education for Struggling Learners................................................................................ 7 STATEMENT OF FAITH............................................................................................................... 8 Our Core Beliefs.................................................................................................................................... 8 Cultural Issues......................................................................................................................................14 Secondary Doctrine............................................................................................................................. 17 Explanation of Doctrines.................................................................................................................... 17 UNIFORM POLICY..................................................................................................................... 20 DISCIPLINE POLICY...................................................................................................................21 General Guidelines.............................................................................................................................. 21 Serious Discipline Cases...................................................................................................................... 23 Re-Admittance....................................................................................................................................................24 Electronic Device Policy..................................................................................................................................... 24

Cheating and Plagiarism......................................................................................................................24 Dress Code Violation...........................................................................................................................25 OUR PROGRAM..........................................................................................................................25 Grading Policy......................................................................................................................................25 Individual Grades.................................................................................................................................26 Group Project Grades..........................................................................................................................26 Conduct Items..................................................................................................................................... 26 Primary & Secondary Weighted Categories........................................................................................27 Primary Grading.................................................................................................................................. 27 Secondary & Secondary Prep Grading................................................................................................27 Assessment & Grading Protocol......................................................................................................... 27 Parent Communication.......................................................................................................................28 Expected Homework Load..................................................................................................................29 Mathematical Grading Policy.............................................................................................................. 29 2

Science Grading Policy.........................................................................................................................29 Latin Grading Policy............................................................................................................................30 Humanities Grading Policy................................................................................................................. 30 Failing and Retakes.............................................................................................................................. 30 PARENT COMMUNICATION AND INVOLVEMENT......................................................... 30 HONOR CODE............................................................................................................................. 31 Parent Honor Code............................................................................................................................. 31 Secondary Student Honor Code.........................................................................................................32 INTERNET USE AND SOCIAL MEDIA................................................................................... 34 HEALTH & WELLNESS...............................................................................................................34 Lunch................................................................................................................................................... 34 Snacks................................................................................................................................................... 34 Health Records.................................................................................................................................... 34 Administration of Medicines.............................................................................................................. 35 Illness Policy......................................................................................................................................... 35 GOVERNMENT AGENCY REQUESTS.................................................................................... 35 ACADEMIC SCHEDULE.............................................................................................................36 Calendar............................................................................................................................................... 36 Daily Schedule......................................................................................................................................36 Arrival and Dismissal........................................................................................................................... 36 ATTENDANCE............................................................................................................................. 36 Tardies.................................................................................................................................................. 37 ENROLLMENT POLICY.............................................................................................................37 Enrollment Process.............................................................................................................................. 37 Tuition................................................................................................................................................. 37 Tuition Assistance............................................................................................................................... 37 EVALUATIONS............................................................................................................................. 38 ANTI-DISCRIMINATION AND ADA STATEMENT.............................................................38

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THE MISSION Our mission is to provide a classical education that joyfully disciples students to love God, seek what is true, good, and beautiful, cultivate godly discernment, and become courageous truth-bearers who rightly order their loves to glorify Him.

Our Deep Hope Our deep hope is to cultivate courageous, clear-thinking students who boldly stand for what is true, good, and beautiful, challenge falsehood, and shape culture as ambassadors of God’s truth in His world. We desire to inspire lives that glorify God, fulfill the dominion mandate by building, creating, and discipling the nations, and embrace a lifelong love of learning in pursuit of His will.

PHILOSOPHY OF EDUCATION Our philosophy of education is deeply rooted in the Christian liberal arts tradition, drawing on the rich heritage of the trivium and quadrivium. We focus on cultivating the "art of words" and the "art of numbers," enabling students to think critically and engage thoughtfully with the complexities of the world. Through interactive learning, students apply knowledge in meaningful ways, deepening their understanding and reasoning skills. Grounded in God’s Word, we believe each student is uniquely gifted by God and, like the parable of the talents, we encourage them to develop their abilities for His glory and the service of others. This approach aims to prepare students to engage courageously and faithfully with the challenges of the modern world.

Philosophy of Humanities The humanities invite students to explore the complexities of human existence through the lens of truth, goodness, and beauty. By studying God’s image-bearers—both redeemed and fallen—students gain a deeper understanding of the human condition. Our program integrates Bible, history, and literature, fostering a synthesis of ideas that equips students to think critically and discern cultural narratives through a Biblical framework. This Christ-centered approach shapes students who are both thoughtful and virtuous, prepared to navigate the world with wisdom, grace, and discernment.

Philosophy of Literature Literature reflects the fullness of the human experience, offering glimpses of God’s beauty and the distortions wrought by sin. Through fiction, non-fiction, and source texts, students engage with timeless themes of good and evil, justice and redemption, and the complexities of human choice.

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Literature provides a unique vantage point, allowing readers to explore lives and ideas from an omniscient perspective, fostering discernment and wisdom. By navigating the tensions of life through story, students grow in their understanding of the human condition and their role in God’s redemptive narrative. Every chosen text is intentionally selected to inspire meaningful conversations about truth, beauty, and goodness, equipping students with a God-centered perspective in all things.

Philosophy of History History is the story of God’s providential work through time, a tapestry of human triumphs and failures that reflects the brokenness of sin and the hope of redemption. It is more than a sequence of events; it is an exploration of God’s ordained movement through time, showing how creation has interacted with its Creator since the beginning. By studying primary sources, timelines, and narratives, students learn to see the hand of God at work, strengthening their faith and growing in wisdom.

Through a Biblical lens, history becomes a tool to discern patterns, avoid past mistakes, and build on successes, equipping students to navigate the present and shape the future with faithfulness and perspective. By reflecting on God’s overarching story, students gain the insight to view the past, so they can live discerningly and purposefully in the future.

Philosophy of the Bible Scripture is the foundation of all learning, shaping every discipline and guiding every moment of the day. Rather than being confined to a single class or chapel session, Biblical principles are integrated seamlessly across all subjects, ensuring that God’s truth is consistently woven into the fabric of education. Through catechism, Bible surveys, and skills of interpretation, students develop both an academic understanding of Scripture and the ability to apply it in every area of life. This holistic approach fosters discernment, enabling students to recognize what is true, beautiful, and good in every field of study. By grounding all learning in God’s Word, we cultivate students who live boldly and faithfully as Christ’s ambassadors, equipped to see the world and their purpose within it through a Biblical lens.

Philosophy of Language Language is both a discipline and a delight, serving as the foundation of clear communication and a gateway to understanding the richness of God’s world. Our program begins with a strong emphasis on English grammar, fostering mastery in structure, logic, and expression. Building on this foundation, students study Latin to deepen their logical thinking, expand vocabulary, and reinforce grammar skills.

Latin’s historical significance as the language of early Christian texts and its influence on legal, medical, and Romance languages connects students to the legacy of the Church and the broader world of ideas.

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By approaching language as both a skill to master and a passion to cultivate, we equip students to think critically, communicate effectively, and appreciate the cultural and spiritual heritage embedded in language.

The Quadrivium The Quadrivium, a cornerstone of the seven Liberal Arts, provides a framework for understanding the cosmos and the order of God’s creation. It begins with arithmetic, which builds fluency in the language of numbers and mastery in logical relationships. This progresses to geometry, where students see numbers in space, revealing the patterns and structures inherent in creation. From there, the study of music explores numbers in time, uncovering harmony and rhythm as expressions of divine order.

Finally, astronomy integrates these disciplines, offering a study of numbers in space and time that deepens our understanding of the cosmos. Each stage of the Quadrivium reflects God’s ordered design and invites students to see the harmony of creation as a revelation of His character.

Philosophy of Math Mathematics is a reflection of God’s ordered creation, a language that reveals the beauty, logic, and consistency inherent in His design. At our school, math instruction emphasizes mastery over mere memorization, inviting students to explore the “why” behind mathematical principles. Through individualized, mastery-based instruction, students engage deeply with concepts, developing critical thinking and problem-solving skills that equip them to approach math confidently. By integrating mathematics with other disciplines such as language and science, we inspire students to see math not just as a subject but as an essential tool for interpreting the world and understanding their place in God’s creation. Mathematics teaches objective truth, building in students a recognition of the provable answers that reflect God’s eternal truth.

Philosophy of Science Science is the pursuit of truth and wonder, revealing the intricate harmony of God’s creation.

Grounded in the principles of the Quadrivium, we approach science as an integrative discipline deeply connected with math, philosophy, and the arts. At its core, science involves the presuppositional observation of God’s universe, exploring its complexity and longing for redemption. Through hands-on experiments, observation of nature, and guided discussion, students develop a profound understanding of foundational scientific concepts and the skills of hypothesis, observation, and conclusion. By emphasizing that all truth is God’s truth, we approach science with anticipation and confidence, recognizing it as a means to discover God’s design and reflect His glory. Science fosters a

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holy curiosity, equipping students to steward creation wisely while growing in their understanding of God Himself.

Philosophy of Art Art, as an apologetic for the Christian faith, is essential in a visually driven culture. Rooted in the transcendentals of truth, goodness, and beauty—objective standards revealed by God through Scripture and creation—art serves as a means of reflecting His glory and communicating truth in ways words cannot fully capture. As image-bearers, we are called to be “sub-creators,” discerning and producing art that mirrors God’s beauty without being provocative, instead telling the truth with grace and integrity. Studying art and training our eyes to recognize that which is good equips us to uphold these standards, fostering a deeper understanding of God’s wisdom and reinforcing His truth. By creating and celebrating art that reflects the complexities and intricacies of God’s creation, we proclaim His glory, offering a compelling testimony to a world in need of His light.

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 be a singing people, lifting our voices in “psalms, hymns, and spiritual songs” (Ephesians 5:19–21) to glorify the Lord. In response to this calling, students will engage in a rich and immersive musical education that unites theory, history, and practice. They will learn to understand music as a language, one that reflects the beauty and order of God’s creation. Through exposure to great works of music, choral singing, and meaningful interactions with skilled musicians, we aim to instill a lifelong love for music that honors the Creator.

Philosophy of Education for Struggling Learners The timing of academic progress should not be a critical measurement of success; our aim is to uncouple those factors. We want to see students individually growing in their abilities and we want success to be qualified by progress—not arbitrary time-bound grades. We want to maximize a child’s abilities; not define their ability by age. We instead want to help each student invest their God-given talent and progress as far as he or she is able. Therefore, our program will hire teachers, who maximize the use of curated curriculum, and create a structure to advance learners individually at an appropriate pace. Admission for students with learning diagnoses is based on our ability to serve the student and their individual needs well and this will be determined on a case by case basis.

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STATEMENT OF FAITH Our Core Beliefs *Family must affirm (they may make written exceptions).

Teachers, Board, and Head of School must affirm in its entirety.

The Scriptures 1.​ Authority* ●​ The Scriptures are the ultimate authority, being divinely inspired and originating from God Himself. Their authority does not depend on human testimony but rests on their divine authorship ●​ As God’s Word, the Bible serves as the final standard for all matters of faith and practice 2.​ Necessity* ●​ The Scriptures are essential because they uniquely reveal the way of salvation and God’s will, which cannot be fully known through natural revelation alone ●​ Without them, humanity would lack the knowledge required to glorify God and live in obedience to Him 3.​ Sufficiency* ●​ The Bible is complete, containing everything necessary for life and godliness. Nothing is to be added to or taken from its teachings ●​ While not every detail is explicitly stated, all necessary doctrines and practices can be derived from Scripture by sound reasoning 4.​ The Canon* ●​ The Bible consists of the 66 books of the Old and New Testaments. These alone are divinely inspired and authoritative

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●​ Other writings, such as the Apocrypha, are not considered part of Scripture, though they may be read for historical purposes 5.​ Inerrancy and Infallibility* ●​ Scripture is entirely truthful and trustworthy in all it affirms, whether in matters of doctrine, history, or moral teaching ●​ Because it is God’s Word, it is incapable of error and stands as the perfect standard for life and faith 6.​ Clarity ●​ While some parts of the Bible may be difficult to understand, its essential teachings—especially those related to salvation—are clear and accessible to all who study with diligence and rely on the guidance of the Holy Spirit ●​ The Scriptures are sufficient to equip the Church to faithfully teach and disciple believers 7.​ Interpretation ●​ The best interpreter of Scripture is Scripture itself. When encountering difficult passages, they should be understood in light of clearer sections ●​ The Holy Spirit plays a vital role in illuminating the meaning of the text, helping believers apply it rightly to their lives 8.​ Preservation ●​ God has faithfully preserved His Word through the ages, ensuring its purity and reliability despite human sin and corruption ●​ The Bible is meant to be translated into the languages of all peoples so that everyone can read and understand it 9.​ Role in the Church* ●​ Scripture is the foundation of all Christian doctrine, guiding worship, teaching, and governance 9

●​ It is the final judge in all disputes of faith, surpassing human traditions, councils, and opinions

The Godhead 1.​ Unity of God ●​ There is only one true and living God, who is infinite, eternal, and unchangeable in His being, wisdom, power, holiness, justice, goodness, and truth ●​ The divine essence is undivided, and all three persons fully share this one essence 2.​ The Three Persons* ●​ God exists as three distinct persons: the Father, the Son, and the Holy Spirit. Each person is fully and truly God, yet they are not three gods but one ●​ The Father is neither begotten nor proceeding ●​ The Son is eternally begotten of the Father ●​ The Holy Spirit eternally proceeds from the Father and the Son 3.​ Equality in Power and Glory* ●​ All three persons of the Trinity are co-equal in power, glory, and majesty. None is greater or lesser than the other, and each is worthy of worship and adoration 4.​ Roles Within the Godhead* ●​ Though equal in essence, the persons of the Trinity have distinct roles in the work of creation, redemption, and sanctification: ○​ The Father plans and sends ○​ The Son accomplishes redemption through His incarnation, death, and resurrection ○​ The Holy Spirit applies the benefits of salvation to believers and sustains them

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Salvation 1.​ The Source of Salvation* ●​ Salvation is entirely by God’s grace and flows from His eternal decree. Before the foundation of the world, God chose, according to His sovereign will, those whom He would save (Ephesians 1:4–5) ●​ It is not based on any foreseen merit or action of the individual but solely on God’s good pleasure and purpose 2.​ The Mediator of Salvation* ●​ Jesus Christ is the sole mediator between God and man, fully God and fully man. His life, death, and resurrection secure salvation for His people ●​ Through His sacrificial death, He paid the penalty for sin, satisfying divine justice and reconciling sinners to God 3.​ The Application of Salvation The benefits of Christ’s work are applied to individuals by the Holy Spirit through various stages, including: ●​ Effectual Calling: ○​ By His Word and Spirit, God calls sinners to Himself (John 6:44; Romans 8:30) ●​ Regeneration: ○​ The Holy Spirit gives new spiritual life to the sinner, transforming their heart and enabling them to believe in Christ ●​ Justification: ○​ God declares the sinner righteous through faith in Jesus Christ. This is based on Christ’s righteousness, imputed to the believer, and received by faith alone (Romans 5:1) ●​ Adoption: 11

○​ Believers are brought into God’s family, given the rights and privileges of children of God (Romans 8:15–17) ●​ Sanctification: ○​ The Holy Spirit works in the believer to grow them in holiness and conformity to Christ. This is an ongoing process, distinct from justification (Philippians 2:13) ●​ Perseverance: ○​ All those who are truly saved will be preserved by God’s power and will persevere in faith until the end (John 10:28–29) ●​ Glorification: ○​ At the resurrection, believers will be fully conformed to Christ’s image and enjoy eternal life in God’s presence (1 Corinthians 15:42–49) 4.​ The Means of Salvation* ●​ Salvation is received by faith, a gift of God, and involves trusting in Christ alone for redemption (Ephesians 2:8–9) ●​ Good works, though evidence of genuine faith, play no part in earning salvation. They flow naturally from a heart transformed by grace (James 2:17–18) 5.​ The Covenant of Grace ●​ Salvation is administered through the covenant of grace, which God established with humanity after the Fall ●​ This covenant finds its fulfillment in Christ, who secures all the blessings of salvation for His people

The Church The church, as defined, is a divine institution established by God for the worship, edification, and governance of His people. It is both universal and local, encompassing all believers across time while also functioning through visible, organized assemblies. Below is a summary of key teachings about the church.

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1.​ The Universal Church ●​ The church is described as the catholic (universal) church, consisting of all those who are, have been, or will be united to Christ by faith ●​ It is the body of Christ, the fullness of Him who fills all in all (Ephesians 1:22–23) ●​ This universal church is invisible in its entirety, as it includes all the elect throughout all ages 2.​ The Visible Church ●​ The visible church is the external manifestation of God’s covenant people on earth, comprising all who profess the true religion and their children ●​ It is tasked with proclaiming the Gospel, administering the sacraments, and maintaining discipline ●​ Within the visible church, there is a mixture of true believers and hypocrites, as ultimate membership in the invisible church is known only to God (Matthew 13:24–30) 3.​ The Marks of a True Church The visible church is identified by: 1.​

The Faithful Preaching of the Word: Proclamation of the Scriptures as the final authority

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Right Administration of the Sacraments: Proper observance of baptism and the Lord’s Supper

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Godly Discipline: Ensuring purity in doctrine and conduct among its members

4.​ Christ as the Head* ●​ Christ alone is the head of the church. He governs, sustains, and grows His body through His Word and Spirit (Colossians 1:18) ●​ No pope, monarch, or earthly authority can usurp Christ’s role as the supreme ruler of the church 13

5.​ The Church’s Mission* ●​ The church exists to glorify God by making disciples, teaching and nurturing believers, and spreading the Gospel to all nations (Matthew 28:18–20) ●​ It is a place of fellowship, worship, and mutual edification, where the saints are equipped for works of service (Ephesians 4:11–13) 6.​ The Church’s Unity* ●​ There is one universal church, unified in Christ, though it is expressed in various denominations and assemblies ●​ Believers are called to maintain the unity of the Spirit in the bond of peace, even amidst differences in non-essential matters (Ephesians 4:3–6) 7.​ The Authority of the Church* ●​ The church is entrusted with the keys of the kingdom, which include preaching the Word, administering the sacraments, and exercising church discipline (Matthew 16:19) ●​ Church councils and synods are called to settle disputes and guide the church in matters of doctrine and practice, though their authority is subordinate to Scripture 8.​ The Church’s Role in Salvation ●​ While salvation comes through Christ alone, the church is the ordinary means through which God works to call, nurture, and grow believers ●​ Participation in the church is essential for spiritual growth and obedience to Christ’s commands (Hebrews 10:25)

Cultural Issues All families and faculty must agree to uphold each of the following statements.

On Gender, Marriage, and Sexuality Tyndale Classical 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 14

to the statements below, Tyndale Classical 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 in order to preserve Tyndale Classical 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 Tyndale Classical Academy in any capacity, or who serve as volunteers, affirm and abide by this statement (Matthew 5:16; Philippians 2:14–16; 1 Thessalonians 5:22). We also expect students and families 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 (Genesis 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 (Genesis 2:18–25). We believe that God intends sexual intimacy to occur only between men and women joined in marriage (1 Corinthians 6:18, 7:2–5; Hebrews 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 (Matthew 15:18–20; Romans 1:24–32; 1 Corinthians 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. (Psalm 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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On Critical Race Theory Statement on Critical Race Theory (CRT) and Classical Christian Education At Tyndale Classical Academy, our mission is to provide an education rooted in Scripture and the classical tradition, equipping students to pursue truth, goodness, and beauty while glorifying God in all aspects of life. In this commitment, we reject the framework of Critical Race Theory (CRT) as incompatible with a biblical worldview and the philosophy of classical Christian education.

Critical Race Theory views the world primarily through the lens of power dynamics between racial groups, emphasizing systemic oppression and collective guilt. While it acknowledges the reality of injustice, it ultimately offers a secular, materialistic, and divisive solution that stands at odds with the Gospel of Jesus Christ. CRT promotes an understanding of identity and morality that is grounded in group-based conflict, rather than in the biblical truths of human dignity, personal accountability, and redemption through Christ.

Why Classical Christian Education Avoids the Pitfalls of CRT: 1.​ Imago Dei Classical Christian education begins with the foundational truth that all people are created in the image of God (Genesis 1:27). This belief affirms the inherent worth and dignity of every individual, regardless of race or ethnicity. Unlike CRT, which emphasizes division, the biblical worldview fosters unity among believers as one body in Christ (Galatians 3:28).

2.​ Objective Truth CRT is rooted in postmodern thought, which denies absolute truth and interprets reality through subjective experiences of oppression. In contrast, classical Christian education teaches that truth is objective, unchanging, and grounded in the character of God. This truth transcends cultural and societal narratives, providing a firm foundation for understanding justice, reconciliation, and human flourishing.

3.​ Focus on Virtue Formation Classical education prioritizes cultivating virtue—wisdom, courage, temperance, and justice—through engagement with the Great Books, Scripture, and the liberal arts. It seeks to form students into individuals who reflect Christ's character, rather than reducing them to

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categories of oppressors and oppressed. This approach promotes humility, repentance, and reconciliation, rather than fostering resentment or perpetual conflict.

4.​ Redemption and Reconciliation The Gospel offers the ultimate solution to sin and division. While CRT focuses on systemic structures and human efforts to achieve justice, the Christian faith calls for personal repentance, forgiveness, and reconciliation through the redemptive work of Christ. Our school emphasizes the transformative power of the Gospel to heal brokenness and restore relationships.

5.​ The Pursuit of Truth, Goodness, and Beauty CRT often reduces education to activism and sociopolitical critique. By contrast, classical Christian education elevates students' minds and hearts by directing them toward eternal truths. Through the trivium and quadrivium, students learn to think critically, discern wisely, and appreciate the harmony of God’s creation, equipping them to engage culture with grace and conviction.

Our Commitment At Tyndale Classical Academy, we remain steadfast in our commitment to a biblical worldview that addresses the complexities of human sin, including racism, with clarity and hope. We teach students to love their neighbors (Mark 12:31), seek justice (Micah 6:8), and stand firm in the truth of God's Word.

By grounding our education in Scripture and the classical tradition, we prepare students to engage the world with courage and wisdom, free from the false ideologies of CRT or any other worldview that distorts God’s truth.

Secondary Doctrine Families do not need to affirm a particular position but faculty must hold one of the orthodox positions within each doctrine.

Explanation of Doctrines Tyndale Classical Academy believes in the faith that was once “delivered to all the saints” (Jude 1:3). In this, we believe that all doctrine is important, but not all doctrine functions in the same way. There are doctrines which are essential to saving faith (Essential doctrines) and there are doctrines which adorn 17

the gospel (Secondary doctrines). We believe all Christians ought to have unity in Essential doctrines, but charity in Secondary doctrines (even when accompanied with scrutiny).

Essential doctrines are those doctrines which the church has taught, believed, and confessed throughout history. Essential doctrines are found in those statements which have historically defined basic Christian orthodoxy: the Apostles Creed, the Nicene Creed, the Chalcedonian Definition, and the Athanasian Creed. We also teach the Westminster Shorter catechism for students.

Secondary doctrines are those doctrines which reflect distinctive denominational differences in otherwise historically-orthodox Christians. These differences include proper recipients of baptism (paedobaptism or credobaptism), expression of spiritual gifts (continuationism or cessationism), views of the end times (pre-millenialism, amillennialism, post-millenialism), etc. These are not unimportant doctrines and may be discussed and even challenged as students progress in maturity.

As a school, Tyndale Classical Academy will clearly teach Essential doctrines and provide students the important tools in developing Secondary doctrines. Students will be encouraged to work through these with their parents and in their local church.

In matters of secondary doctrine we: 1.​ Encourage and challenge students to think and be discerning on all matters according to the truth of God’s Word 2.​ Foster a classroom environment, especially at the secondary level, of love, respect and charity among students 3.​ Encourage students 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 New City 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:

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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 we will expect the discussion regarding other orthodox views to occur in the secondary years, so that students are well-rounded in their understanding.

2. Eschatology We will teach 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 orthodox views of eschatology: historical premillennialism,* amillennialism,† and partial preterist postmillennialism.‡ We will focus on teaching the historical views of the Church, emphasizing theological perspectives that align with the rich traditions and teachings upheld throughout Church history. (This approach will not include Dispensational Premillennialism, as our aim is to center on the broader, historically rooted understandings of eschatology within the Christian faith.) *Historical 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. READ MORE †

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. READ MORE ‡

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. READ MORE

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 viable, orthodox beliefs. §

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. READ MORE 19

**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. READ MORE

4. Cessationism & Continuationism We will teach that the Holy Spirit is God, coeternal with the Father and the Son, and that God grants him irrevocably to all who believe and that He is the believer’s Helper who convicts us of our sin, comforts us, guides us, gives us spiritual gifts and the desire to obey God; and he enables us to pray and to understand God’s Word. In the secondary years we will discuss the two main positions concerning the gifts of the Spirit, cessationism†† and continuationism‡‡, as viable, orthodox beliefs. ††

Cessationism: Cessationism is a theological belief within Christianity that certain miraculous spiritual gifts, such as prophecy, speaking in tongues, and healing, ceased to operate after the apostolic age (the first century). Cessationists argue that these gifts were given for a specific purpose during the early church's foundation and are no longer needed after the completion of the New Testament canon and the establishment of the Church.

‡‡

Continuationism: Continuationism is the theological belief that all spiritual gifts described in the New Testament, including miraculous or "sign gifts" like prophecy, speaking in tongues, interpretation of tongues, healing, and miracles, continue to be active and operative in the Church today. It contrasts with cessationism, which holds that such gifts ceased after the apostolic age.

Holidays Celebrated 1.​ Christmas 2.​ Thanksgiving 3.​ Jesus’ death—Good Friday 4.​ Jesus’ resurrection—Easter Sunday

UNIFORM POLICY Please see the Uniform Policy here.

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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 Tyndale Classical 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 or, 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 discipleship (1 Corinthians 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 Three opportunities will be offered to help students course-correct. At that point an office visit will be held. At the office visit a consequence will be given along with a note to the parent.

Potential Discipleship Opportunities During an Office Visit These activities are designed to encourage personal growth, reflection, and responsibility: ●​ Discipleship Through Facility Maintenance ○​ Tidying common areas and picking up trash ○​ Cleaning bathrooms 21

○​ Sweeping or vacuuming floors ○​ Wiping down desks, walls, and whiteboards ○​ Assisting with outdoor clean-up ●​ Discipleship Through Physical Endurance ○​ Wall sits ○​ Jumping jacks ○​ Short laps ○​ Push-ups ○​ Burpees ●​ Discipleship Through Restorative Actions ○​ Going to the person that was sinned against and asking forgiveness (Matthew 18 approach) ○​ Taking steps to make things right and show responsibility ○​ Practicing asking for forgiveness when appropriate ○​ Temporarily giving up certain privileges as a reminder of responsibility ○​ Practicing expected behaviors to reinforce positive habits ○​ If needed, taking a break for the rest of the day to reflect at home ○​ Public sin public apology, private sin private apology

Office Visit for Overt Behavior 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. (This is not an exhaustive list.) ●​ 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)

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●​ Bullying (i.e., when a student deliberately harasses another student during or outside of school; includes cyber-bullying) ●​ 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.)

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 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 b.​ Substance abuse c.​ Illegal activity 23

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 Tyndale Classical 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.

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. Primary students are not allowed to have devices of any kind on campus, secondary students may bring devices 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 ●​ 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 ●​ Tyndale Classical Academy accepts no responsibility for use, breakage, theft, or loss of phone or other personal items

Cheating and 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.

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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, 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 a violation that cannot be corrected in class.

OUR PROGRAM Grading Policy We want to assess students to coach them towards what is true, good, and beautiful.

Grades at Tyndale Classical 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 Tyndale Classical Academy, grades serve three basic purposes: 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.

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Individual Grades Tyndale Classical 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 “And we urge you, brothers and sisters, warn those who are idle and disruptive, encourage the disheartened, help the weak, be patient with everyone.” –1 Thessalonians 5:14 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. Tyndale Classical 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” (Matthew 22:36–40).

Conduct Items (Response options: Occasionally, Regularly, Always, Rarely) ●​ The student submits homework on time ●​ The student prepares adequately for examinations ●​ The student comes to class prepared with necessary materials ●​ The student takes notes when applicable ●​ The student keeps their binder and materials organized ●​ The student sets an example for younger students through their actions ●​ The student shows respect to those in authority ●​ The student seeks to extend hospitality to fellow students ●​ The student demonstrates love for those around them in how they dress, act, and speak ●​ The student follows the Uniform Policy and dresses modestly ●​ The student helps those around them who are struggling ●​ The student shows wisdom in their relationships with those of the opposite sex ●​ The student avoids gossip 26

●​ The student seeks forgiveness when they have wronged someone ●​ The student speaks truthfully and does not lie ●​ The student is a good steward of their time and the school’s resources ●​ The student contributes joyfully to the classroom atmosphere

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

0

Assessment & Grading Protocol Humanities ●​ Soft grading throughout the week on various writing and speaking assignments 27

●​ 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.

Parent Communication ●​ Grades will be communicated through ClassReach 28

●​ Conduct items will be entered prior to the Fall and Spring Parent Partnership Meetings ●​ Fall Parent Partnership Meetings will be held on October 19, 20, & 26th ●​ 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

Friday Home Day

Lower Primary K–3

10–20 mins

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

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

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.

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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 and 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.

PARENT COMMUNICATION AND INVOLVEMENT At Tyndale Classical Academy, we recognize that parents are responsible for the education and flourishing of their children but have agreed, by enrolling at Tyndale, to participate in the academic requirements.

Parent-Teacher conferences are scheduled twice a year (or as requested). We encourage teachers and parents to communicate regularly about their child’s progress.

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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, Tyndale Classical 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.”

HONOR CODE Parent Honor Code I am placing my child as a student at Tyndale Classical Academy because I care about my child being educated both in character and in academics. I understand that my child will be educated under a Christian worldview and that loving God and neighbor are primary tenants of Tyndale Classical Academy. I also understand that the responsibility of Christian nurture is ultimately the responsibility of parents (Ephesians 6:4; Deuteronomy 6:7–9). I understand the importance of participation in a local church and cultivating an at-home spiritual environment to the raising of my student(s) in the Lord.

Part of loving God and neighbor means being on time, present, and respectful. Tyndale Classical Academy has been very thoughtful in developing a school schedule that allows for solid family time during summers, holidays and various breaks. For this reason, I understand that school attendance is a way of loving teachers and classmates and I will ensure that my child is present and on time unless an emergency arises. In cases of planned absences or important family time, I understand that it is my responsibility to communicate with the teachers and make a plan for the class time my child will miss without putting an excessive burden on the teachers. I also understand that poor attendance may cause my child to fall behind.

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I understand that a Uniform Policy is a way of loving those around us by respecting a unified and meaningful representation of our school culture, including professionalism, modesty and our distinct values. I will make sure that my child follows the uniform policy so that this culture is maintained.

I understand that my child will need to submit to the authority of Tyndale Classical Academy faculty and staff during school events. I also understand that I will be ultimately responsible for his or her behavior while they are at Tyndale Classical Academy and thereby will follow the directives of the school as outlined below.

If a discipline note goes home from a teacher or the Head of School, I understand that I need to work with my child(ren) on changing their behavior by way of their heart, by encouraging them to seek forgiveness.

If my child continues to incur infractions, it will be clear to me that I need to deal more seriously and consistently with my child. I also understand that my child will be dealt with in accordance with the discipline policy outlined in this handbook and that I will need to meet with the Head of School in cases of excessive office visits to work out a plan designed to correct my child’s disruptive behavior.

If my child continues to remain unresponsive to correction, I understand that my child may be subject to a disciplinary hearing as outlined by the discipline policy of this handbook. I also agree that if my child is subject to a disciplinary hearing before the school board for excessive office visits or for any extreme ungodly behavior that impedes school culture, that I will abide by the board's decision. If the school board decides to suspend or expel my child, I understand that Tuition will not be reimbursed.

I understand that the teachers at Tyndale Classical Academy aim to educate the whole person and will keep the wellbeing of the student in mind.

Secondary Student Honor Code As a student of Tyndale Classical Academy, I recognize that my actions reflect not only on myself but also on my classmates, teachers, and the mission of this school. I commit to upholding the highest standards of integrity, respect, and diligence in both my academic and personal conduct. I pledge to live in a manner that honors God, fosters a spirit of community, and promotes a culture of learning.

Academic Integrity I commit to demonstrating responsibility and diligence in my academic pursuits by: ●​ Submitting homework on time 32

●​ Preparing thoroughly for examinations ●​ Arriving to class prepared and ready to engage ●​ Taking notes when applicable to enhance my understanding ●​ Keeping my binder and materials organized for effective learning

Exemplifying Leadership and Initiative I will strive to be an example to younger students and my peers by: ●​ Showing respect to those in authority ●​ Extending hospitality to fellow students ●​ Demonstrating kindness and love in the way I dress, act, and speak ●​ Adhering to the Uniform Policy and dressing modestly ●​ Assisting those around me who are struggling ●​ Exercising wisdom in my relationships with those of the opposite sex

Honoring God in My Conduct I will uphold the moral and ethical standards of Tyndale Classical Academy by: ●​ Refraining from gossip ●​ Seeking forgiveness when I have wronged someone ●​ Committing to honesty and truthfulness in all situations ●​ Being a good steward of my time and the school’s resources ●​ Contributing joyfully to the classroom and fostering a positive learning environment I commit to positively contributing to the Christian culture of Tyndale Classical Academy.

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INTERNET USE AND 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.

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 alert us of any severe allergies so that we are aware (please provide an epinephrine pen if severe reactions occur). At Tyndale Classical 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. A well “fueled” brain enhances the learning experience.

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 Tyndale Classical Academy does not require information regarding immunizations at this time.

Tyndale Classical Academy should be notified of any severe allergies or health concerns.

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Administration of Medicines 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.

We reserve 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 purpose of medication administration.

Illness Policy In consideration of your child’s wellness and to prevent the spread of illness to classmates and teachers, we kindly ask that 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 any highly contagious illnesses such as strep, hand/foot/mouth, or pinkeye (to name a few)

GOVERNMENT AGENCY REQUESTS Tyndale Classical 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 ●​ Tyndale Classical Academy will do its best to uphold 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

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

Daily Schedule Tuesday, Wednesday, and Thursday are core academic days.

School begins at 8:30 AM and ends at 3:30 PM.

Arrival and Dismissal Students are able to arrive between 8:15–8:30 AM. Students must be picked up between 3:30–3:45 PM. A fee will be implemented if there is early arrival or late pick up. Consistent early arrival or late pick up will constitute a meeting with Administration.

ATTENDANCE Tyndale Classical Academy has intentionally set its vacations, schedule, and structure to allow important time for families. By registering a child in Tyndale Classical 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 core 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.

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

For prolonged periods of absence (to extend beyond the 6 academic days in a semester), please get pre-approval from the Head of School. All work would need to be followed up after the absence and educational packets will not be provided. *Emergency situations will be taken into consideration.

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

ENROLLMENT POLICY Enrollment Process 1.​ General Inquiry 2.​ Family Interview Request 3.​ Admissions Interview 4.​ Assessment of student 5.​ Application 6.​ Enrollment 7.​ Tuition Agreement

Tuition For more information, please see the Tuition & Fee Schedule.

Tuition Assistance Financial assistance must be requested by May 1. Families are strongly urged to seek assistance from their family, churches, and friends prior to seeking financial aid. We are partnering in education with families and we are run solely on private funds, therefore every dollar not collected in tuition is a dollar that must be raised through donations. The best advocates for a child are their parents and family.

However, we also do not want finances to be the reason a family does not attend Tyndale Classical Academy; therefore financial aid may be offered under certain circumstances of extreme need.

Multi-student aid may be available under specified circumstances.

1.​ Applicants will be categorized from the greatest financial need to the least financial need 37

a.​ Financial need will be pre-designated based on a ratio of the number of family members to gross income 2.​ Tuition Assistance Requests will be handled through the Tuition Assistance Committee including initial application and interview

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

ANTI-DISCRIMINATION AND ADA STATEMENT Tyndale Classical 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. Tyndale Classical Academy does not accept federal funds.

Children diagnosed with a learning disability are welcome to be a part of Tyndale Classical 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.

General Agreement: All parents and students who are enrolling in Tyndale Classical Academy affirm by their application and enrollment their intentional willingness to abide by the Christian conduct (word and deed) presented in this handbook and all other school documents, both expressed and implied. This includes the Statement of Faith, Cultural Issues, and all policies stated herein.

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Disclaimer: The reader should take notice that while every effort is made to ensure the accuracy of the information provided herein, Tyndale Classical 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. Tyndale Classical 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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