Valor Classical AYE 2027 Handbook

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THE MISSION........................................................................................................................................................... 4 Our Deep Hope.................................................................................................................................................... 4 PHILOSOPHY OF EDUCATION.......................................................................................................................... 4 Philosophy of Humanities....................................................................................................................................4 Philosophy of Bible............................................................................................................................................... 5 Philosophy of Art..................................................................................................................................................5 Philosophy of Music............................................................................................................................................. 5 Philosophy of Language....................................................................................................................................... 5 Philosophy of Math.............................................................................................................................................. 6 Philosophy of Science........................................................................................................................................... 6 Struggling Learners & Special Needs................................................................................................................... 6 CULTURAL ISSUES................................................................................................................................................. 7 On Gender, Marriage, and Sexuality....................................................................................................................7 On Sanctity of Human Life................................................................................................................................. 8 STATEMENT OF FAITH......................................................................................................................................... 8 Basic Beliefs........................................................................................................................................................... 9 Secondary Doctrine.............................................................................................................................................. 9 Uniform Policy....................................................................................................................................................11 Discipline Policy..................................................................................................................................................12 OUR PROGRAM....................................................................................................................................................17 On Curriculum...................................................................................................................................................17 The Valor Classical Academy Secondary Program............................................................................................ 17 High School Admissions.................................................................................................................................... 18 Honors Diploma.................................................................................................................................................19 Diploma.............................................................................................................................................................. 20 Certificate............................................................................................................................................................21 PHILOSOPHY OF GRADING............................................................................................................................. 21 Grading Policy.....................................................................................................................................................21 Assessment & Grading Protocol........................................................................................................................ 23 AI Policy.............................................................................................................................................................. 24 Parent Communication......................................................................................................................................24 Expected Homework Load.................................................................................................................................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 and Retakes............................................................................................................................................. 26 Absences and Make-up Work Policy.................................................................................................................. 26 PARENT COMMUNICATION AND INVOLVEMENT................................................................................ 28 HONOR CODE.......................................................................................................................................................28 Parent Honor Code............................................................................................................................................ 28 Secondary Student Honor Code........................................................................................................................29 Internet Use and Social Media........................................................................................................................... 30 HEALTH & WELLNESS.........................................................................................................................................30 Lunch.................................................................................................................................................................. 30 Snacks.................................................................................................................................................................. 31 Health Records................................................................................................................................................... 31 Administration of Medicines............................................................................................................................. 31 Illness Policy........................................................................................................................................................ 31 Government Agency Requests...........................................................................................................................31 ACADEMIC SCHEDULE......................................................................................................................................32 Calendar.............................................................................................................................................................. 32 Daily Schedule.....................................................................................................................................................32 Arrival and Dismissal.......................................................................................................................................... 32 Attendance.......................................................................................................................................................... 32 Tardies................................................................................................................................................................. 33 ENROLLMENT POLICY...................................................................................................................................... 33 Anti-Discrimination and ADA Statement........................................................................................................ 33 Enrollment Process............................................................................................................................................. 34 TUITION..................................................................................................................................................................34 Tuition Assistance.............................................................................................................................................. 34 EVALUATIONS....................................................................................................................................................... 34

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THE MISSION Our mission is to provide a concentrated, truth-focused, *Liberal Arts education that lays a foundation of mastery and develops the skill of Christian discernment through joyful interactions that engage the thinking skills of the student. *Liberal Arts: Trivium: the art of words develops as students move from the grammar (concrete understanding) of material to the logic (reasoning) and then the rhetoric (persuasive wisdom) in each content area they study.

Quadrivium: the art of numbers develops as students understand arithmetic (numbers) and move to geometric understanding (numbers in space), to musical understanding (numbers in time), and then finally an understanding of the cosmos (numbers in space and time).

Our Deep Hope Our deep hope is that our students become courageous leaders who glorify the Lord. That they hold deep convictions rooted in the authoritative truth of the King of Kings no matter what circumstances they face. That they be equipped with His armor to engage in spiritual battle. Ultimately, we desire that our students become men and women of valor who willingly lay down their lives for others.

PHILOSOPHY OF EDUCATION Our philosophy of academic instruction begins with honoring the Lord through our studies. We want students to be engrossed in what they are discovering. Therefore information will not be our primary aim but instead students will be given time to dive deep into what they are studying, so that a love of learning is fostered. Our teachers will model this by revealing their own eagerness to learn and by cultivating a holy curiosity in their students. While we will strive towards mastery at Valor, we also understand each student is given unique talents

by God and will partner with parents within the framework of natural gifting so that mastery is individualized.

Philosophy of Humanities We live in a world of specialization but we’ve disconnected and compartmentalized the parts from the whole. At Valor Classical we intentionally integrate the “humanities”—the study of the image bearers of God. We dive deep into literature, from which the fields of study pour out. We see history come alive through story, revealing context, rather than seeing history as just a date or an event. Through story we see characters making decisions and the consequences, good or bad, for those decisions. This gives us opportunities to practice discernment.

Through story, Jesus taught truth.

We will survey God’s Word to understand His ultimate plan. We will interrogate the texts before us and aim towards that which is true, good, and beautiful—even when evil is present. Therefore, our humanities will be 4

founded in reading books, both fiction and non-fiction, that tell the story of the era of time in which we are studying, giving us a vantage of God’s intricate orchestration of His story.

Philosophy of Bible At Valor Classical Academy, the Bible will be interwoven into the fabric of each class, and Christian theology will be integral to all that we teach. While this is foundational to all that we do we also want to ensure that children have a deep understanding of Scripture and not just worldview. Therefore we will have a fifteen minute chapel each day where we walk through Westminster Shorter Catechism to hone solid foundational understanding. Within each humanities course we will dive into a robust Bible survey where students see that all of Scripture points towards Christ. Where secondary doctrinal discussion takes place we will default to orthodox beliefs as outlined within our Statement of Faith and will encourage teachers and children alike to embark on those important discussions.

Philosophy of Art Because we live in a visually dominated society, art is a wonderful and necessary training ground for Christian discernment. We understand that God is a God of order and objective beauty is a part of that order so we want our students to recognize good art as that which honors the Creator. As sub-creators our aim should be expressing true beauty through skillful art. Bad art does exist and it is a representation of sin that reveals a mutation of what is true, good, and beautiful. Good art has symmetry, is ordered and reflects creation. Art is a form of rhetoric that reveals what we believe, and we aim to have our students create, and recognize art that tells a story of truth that glorifies our Creator.

Philosophy of Music Scripture calls us to be a singing people ("sing psalms hymns and spiritual songs," Eph. 5), so we desire that students are skilled in singing. We will lay a foundation of "musicality" through rhythm, and then build a fluency in the language of music through music theory. This will be done in the context of choral work where students will be engaged in lifting their voices to glorify the Lord.

Philosophy of Language At Valor Classical, 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 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

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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 Math In a Classical Liberal Arts Tradition, the Quadrivium is the art of numbers. We start with arithmetic (numbers) and move to geometry (numbers in space), which gives us a foundation for better understanding in music (numbers in time) and finally this lays a foundation for understanding the "cosmos" (scientific understanding of the world around us).

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 to decode God's creation.

Philosophy of Science The word science derives from "scientia" which means knowledge in Latin, and because God IS the Creator of all, scientific skill grants the opportunity to observe and understand more of God's creation. Through science we can know more about God Himself. With this as our aim it is imperative that our science program sparks "holy curiosity" about the world in which we live. We will view science as a tool for getting to know the Creator and through joyful interactions with scientific material we will train children in the skill of observation and how to interpret what they observe through the lens of a Created world.

Struggling Learners & Special Needs 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.

If our unique structure is not enough for a particular child, we may offer a class pull out at an additional fee.

This is carefully considered by a council and only suggested after other accommodations have been tried. Parents will be a significant part of this conversation. Our end goal is to serve a child well, if we are unable to do that, we will recommend other school options for a family.

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We also understand that children diagnosed with particular disorders may have behavioral issues that accompany the diagnosis, we want to love and discipline these children in partnership with parents, but we do not allow a diagnosis to be an excuse for sin, therefore we will create robust discipleship plans that offers external support to assist these children, but if it becomes apparent that safety of the child or other students is compromised we will need to make alternative arrangements, outside of the school, until the child is able to follow our handbook behaviorally.

CULTURAL ISSUES On Gender, Marriage, and Sexuality Valor 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 to the statements below, Valor 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 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 about or toward anyone as out of accord with the teachings of the Bible, the character of our Lord, and the mission of Valor Classical 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 Valor 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 Valor Classical 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

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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). *Valor Classical Academy understands that due to sin, we are confronted with genetic brokenness which could include real gender dysphoria and the rare case of a child born intersex. Both situations, however, do not constitute a de-emphasis on the biblical pattern of male/female complementarity.

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).

STATEMENT OF FAITH Valor 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 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).

Valor Classical Academy is distinctly rooted in the historic Protestant tradition while recognizing the Christian identity of those in other historic Christian traditions.

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 and follow 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.

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As a school, Valor 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.

Basic Beliefs ●​ We believe the Bible consists of the 39 books of the Old Testament and 27 books of the New Testament. The Bible is God’s written revelation to man, inspired by the Holy Spirit, and without error in the original manuscripts. The Bible is the words of an infallible God and is authoritative in all matters of faith and practice ●​ We believe in the Triune God. There is one God, who exists eternally in three persons: the Father, the Son, and the Holy Spirit ●​ We believe that all are sinners and totally unable to be saved apart from God’s mercy ●​ We believe that Jesus is Israel’s Messiah and the eternal Son of God, who through his perfect life and sacrificial death atoned for the sins of all who will trust in Him alone for salvation ●​ We believe that Jesus was buried and then rose again from the dead on the third day ●​ We believe that Jesus ascended bodily to the right hand of the Father where he currently reigns with all authority and intercedes for all those who are His ●​ We believe the Holy Spirit indwells God’s people and gives them the strength and wisdom to trust Christ and follow Him ●​ We believe Jesus will return, bodily and visibly, to judge all mankind and to receive His people to Himself ●​ We believe all aspects of our lives are to be lived to the glory of God under the lordship of Jesus Christ

Secondary Doctrine Valor Classical Academy’s Statement of Faith and the Westminster Shorter Catechism define the beliefs on which the school is based. Valor Classical defines secondary doctrine as doctrinal issues which are not directly addressed in our Statement of Faith or the Westminster Shorter Catechism.

In matters of secondary doctrine, Valor Classical 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

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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

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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.

Postmillennialism: Satan was bound at the cross, the millennial period is a period of time rather than a

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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. 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 10

commitment to belong to the Lord and to his church (NCC, question 44). 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 irrevocably to all who believe (NCC, question 36) 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. (NCC, question 37) In the secondary years we will discuss each of the two main positions concerning the gifts of the Spirit, cessationism†† and non-cessationism,‡‡ as a viable, orthodox belief. ††

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

Uniform Policy Please see our uniform policy.

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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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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 Valor Classical’s value of shaping godly character. Our rule is simple for maintaining this disciplined atmosphere: “love your neighbor as yourself.”

Valor 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, 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

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●​ 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) ●​ 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)

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Acknowledging offense and making apologies (public offenses prompt public apologies, private offenses prompt personal apologies)

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Making restitution

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Changing of location (e.g., desk/chair change)

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Sitting out of an activity

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Documentation for student/parent file

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Removing of some privilege (e.g., field trip) 13

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Sent home (e.g., early pick-up)

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Parental attendance during the school day

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Cleaning a.​ Picking up trash b.​ Cleaning bathrooms c.​ Vacuuming and or sweeping d.​ Cleaning desks, walls, white boards, etc. e.​ Cleaning outside

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Physical endurance a.​ Wall sit b.​ Running laps c.​ Push ups

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Writing a.​ A note on what the student did wrong b.​ A note asking forgiveness

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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

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●​ 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 ●​ Valor 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. The use of AI on any academic work will result in a zero for the assignment, and will be followed up with necessary disciplinary action.

Plagiarism is defined as using another’s work without acknowledging and thanking them for the use. This includes the use of AI. 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 (or 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

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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

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 Dean of Students 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” 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 Valor Classical 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): 16

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 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 Education Council members. At this point the Education Council 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 Valor 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.

OUR PROGRAM On Curriculum At Valor Classical, 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.

The Valor Classical Academy Secondary Program Students at Valor Classical 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 PROJECT PROPOSAL to 17

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 Project 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

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 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 use experiments as foundational to the scientific process of hypothesis and conclusion. 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 Valor and must be approved by the Education Council.

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

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

Electives (1 credit) .25 Civics .25 US Government

Physical Education (1 credit) This must be taken outside of Valor and must be approved by the Education Council.

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 credits in Latin (additional credit may be taken outside of Valor with approval)

●​ 4 Credits Electives (1 music, 1 art, 1 PE, 1 additional) 19

○​ Music: 0.25 credit per year through Valor Classical Academy ○​ Art: 0.25 credit per year through Valor Classical Academy ○​ Other credit hours can be obtained through private lessons, sports, etc. and must be pre-approved by the Education Council

●​ Senior Project ○​ Projects must have written component ○​ Must have an oral defense ○​ Must be approved by Education Council

Diploma (Transfer credits must be pre-approved by 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 of 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 Valor Classical Academy ○​ Art: 0.25 credit per year through Valor Classical Academy ○​ Other credit hours can be obtained through private lessons, sports, etc. and must be pre-approved by the Education Council

●​ Senior Project ○​ Projects must have written component ○​ Must have an oral component ○​ Must be approved by the Education Council 20

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 project must be pre-approved by Education Council

PHILOSOPHY OF GRADING 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, Valor uses both academic and character grades so that 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, Valor will give both academic grades and conduct descriptions so that we can truly disciple the whole child.

Conduct Items Students will be given a conduct description in the following areas. The conduct descriptor will be one of the following: always, usually, sometimes, rarely, never. ●​ Charitable ●​ Humble ●​ Patient

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●​ Honest ●​ Servant Minded ●​ Respectful ●​ Takes Initiative (not a sluggard) ●​ Volunteers (Jesus came not to be served, but to serve others) ●​ Interacts with Questions (slow to speak, quick to listen, not a coward [balance between these]) ●​ Does Hard Things (living sacrifice) ●​ Willing to be out of Comfort Zone (rejoice when you are persecuted) ●​ Kingdom Minded/Oriented

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

Lower Primary Grading (K-3) Mastery

90+

Good Understanding

80-89

Beginning to Understand

70-79

Not yet understanding

0-69

Upper Primary Grading (4-6) Mastery

90+

A

Good Understanding

80-89

B

Beginning to Understand

70-79

C

Not Understanding

0-69

Not moving forward

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Secondary & Secondary Prep Grading Percentage

Letter Grade

GPA

95+

A+

4.0

Mastery Understanding

90-94

A

4.0

Mastery Understanding

80-89

B

3.0

Good Understanding

70-79

C

2.0

Fair Understanding

60-69

D

1.0

Struggling to Understand

0-59

F

0

Poor Level of Understanding

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 ●​ Practice work per week ●​ An assessment every unit as a hard grade* 23

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.

AI Policy AI may not be used during any academic work.

Parent Communication ●​ Grades will be communicated through ClassReach ●​ Conduct items will be entered prior to the Fall and Spring Parent Partnership Meetings ●​ Fall Parent Partnership Meetings will be held on October 21st, 22nd, 23rd. ●​ 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 This will vary pending the frame of the child and their ability to grasp concepts that they practice. We want children to be readers, therefore the majority of the “homework time” will be spent in reading literature.

Age Group

Weeknights

Friday or Monday Home Day

Lower Primary

10–30 minutes

1-2 hours

Upper Primary

45 minutes-1 ½ hours

1–3 hours

Secondary Prep

1-2 hours

3-5 hours

Secondary

1–2 hours

4–6 hours (may take longer for some students)

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Grades at Valor 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 Valor 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.

Individual Grades Valor 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 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. Valor 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” (Matt. 22:36–40).

Mathematical Grading Policy The aim in our grading for mathematics will be to grade a student's objective understanding of concepts (grammar), their use and demonstration of mathematical reasoning (logic), and their ability to explain, express, and communicate concepts they learn (rhetoric). ●​ Math examinations are 70% of the final grade ●​ Math homework, practicums, and projects are 30% of the final grade (group or individual)

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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 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.

Absences and Make-up Work Policy Framing Principle The student is responsible to attend all class periods and complete all assignments given by their instructor in a timely and prudent manner. This responsibility stems from three primary loci: first, in their duty before God to be faithful in the calling he has given them (Col. 3:23-24; 1 Cor. 7:17); second, in their duty to honor their parents by being faithful in the institution they have placed them (Eph. 6:1-3); third, in their duty to Valor 26

Classical Academy and the instructors they are under (1 Thess. 5:12-13). Therefore, Valor Classical Academy maintains a “zero tolerance” stance towards absences and late work unless previously arranged with the student's teacher. The expectation is that students turn in all work by the standard due date. Exceptions may apply to students on specialized academic plans or students with special needs.

Scheduled Absences / Make-up Work Scheduled Absences consist of known events such as doctors appointments, travel, or other known events that preclude a student from attending class and completing assignments by the standard due date. Students and their parents are responsible for notifying the school administration of the absence in advance, and for making arrangements with the teacher for the student to make up any work that will be missed due to their absence. The amount of school days absent will determine the amount of time the student has to complete the make-up work in order for it to be considered “on-time.” Make-up assignments must be turned in by the arranged deadline, otherwise the assignment will be marked as “late” and penalties will be applied (see Late Work Policy below)

Unscheduled Absences / Make-up Work Unscheduled Absences consist of unforeseen events such as medical emergencies, accidents, or sudden illnesses, which prevent a student from attending class or completing assignments by the standard due date. For these kinds of absences, parent partnership and communication are essential. It is the responsibility of the parents and student to know what assignments will be missed that day (whether assessments, projects, or homework) and to contact their teacher for any instructions. The student’s absence or inability to complete assignments must be communicated to the teacher as soon as possible.

For making up homework assignments, unless otherwise arranged with the teacher, the student is responsible to turn in all late assignments on the first day they return to class. Any make-up work not turned in will receive “late” penalties.

For making up assessments or important projects, the student and their parents must notify the teacher of the unscheduled absence as soon as possible. Unless specially arranged with the teacher, the student will make-up the missed assessment or presentation on the first day they return at the teacher’s arranged time (during classtime, lunch, or recitation hour).

Late Work Policy Assignments missed or not turned in by the deadline will be subject to penalties that will affect the student’s grade. Unless specific arrangements have been made between the student and teacher, all late work will receive a 10% deduction on the first day, and then a 5% deduction on all days following. If an assignment has not been fulfilled after two weeks from the original due date, the student will be given a “0” for the assignment. ​

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PARENT COMMUNICATION AND INVOLVEMENT At Valor Classical 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.

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, Valor 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 Valor 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 Valor Classical Academy. I also understand that the responsibility of Christian nurture is ultimately the responsibility of parents (Eph. 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. Valor 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 Valor Classical Academy faculty and staff during school events. I also understand that I will be ultimately responsible for my child’s behavior while at Valor 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 on changing their behavior through the 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 Valor Classical Academy aim to educate the whole person and will keep the wellbeing of the student in mind. With that understanding, I will not impede grading as I understand the teacher will be using grading to “coach” my child towards mastery.

Secondary Student Honor Code As a secondary student at Valor Classical Academy, I commit to the following: 1.​ I will do my best in my academics by a.​ Submitting homework on time b.​ Preparing for examinations c.​ Being prepared for class d.​ Taking notes e.​ Keeping an organized binder 2.​ I will be an example to younger students by

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a.​ Being respectful to those in authority b.​ Loving those around me in the way I dress, act, and speak. c.​ Following the Uniform Policy and dressing modestly d.​ Aiding those around me who are struggling e.​ Being wise in my relationships with those of the opposite sex 3.​ I will honor God by a.​ Not gossiping b.​ Not lying c.​ Being a good steward of my time and the school’s resources I commit to positively contributing to the Christian culture of Valor Classical Academy.

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 are 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

●​

AI may not be used for academic work

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 also alert us of any severe allergies. At Valor Classical 30

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

Administration of Medicines Valor Classical 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.

Valor Classical 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 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 illness such as strep, hand/foot/mouth, or pinkeye (to name a few)

Government Agency Requests Valor 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

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●​ Valor Classical 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.

At Valor Classical Academy we celebrate the following Holidays: 1.​ Christmas 2.​ Thanksgiving 3.​ Jesus’ death—Good Friday 4.​ Jesus’ resurrection—Easter Sunday

Daily Schedule Tuesday through Thursday are core academic days on site. 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.

Arrival and Dismissal School begins at 8:40 AM and ends at 3:30 PM. Students are able to arrive between 8:20–8:40 AM and 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 the Head of School.

Attendance Valor Classical Academy has intentionally set its vacations, schedule, and structure to allow important time for families. By registering a child in Valor Classical, the parent or guardian is agreeing to this schedule and it is loving to the community of students to be in attendance. Emergencies or illnesses 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 32

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 retention, a paid tutoring supplement, or the student not being invited back.

Classical education is distinctly different from traditional when a student is absent from school. Because it is not simply about “information,” beautiful class time discussions are missed which is one of the most important parts of Valor. It is not possible for a teacher to “pre-create” work for a student that will be absent. Basic math chapters and reading can be assigned in advance, but please understand that valuable education is missed when a student is absent.

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

For prolonged periods of absence (to extend beyond 6 academic days in either semester), please get pre-approval from the Head of School. *Emergency situations will obviously be taken into consideration.

Tardies A student who arrives later than 8:40 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.

ENROLLMENT POLICY Anti-Discrimination and ADA Statement Valor 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. Valor Classical Academy does not accept federal funds.

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

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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 We do not want finances to be a reason that a family cannot send their children to Valor Classical 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 Valor Classical 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.

1.​ Step 1: Ask for help from your church (many churches have education funds) 2.​ Step 2: Apply through Benefaq 3.​ Step 3: The committee will review and make a recommendation 4.​ Step 4: You will be notified of any aid to be awarded 5.​ 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 34

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 ​ General Agreement: All parents and students who are enrolling in Valor Classical 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, Valor 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. Valor 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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