Covenant SD Handbook AYE 2027

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The Mission............................................................................................................................... 4 Our Deep Hope........................................................................................................................ 4 Our Commitment.....................................................................................................................4 Our Distinctives.........................................................................................................................4 Discipleship Modeled................................................................................................................ 4 Faculty, Staff, and Board Requirements..................................................................................... 4 Distinctly Christian.................................................................................................................. 4 Thoroughly Classical................................................................................................................. 5 Collaborative Learning..............................................................................................................5 Our Educational Philosophies.....................................................................................................6 Philosophy of Education............................................................................................................6 Philosophy of Bible................................................................................................................... 6 Philosophy of Language.............................................................................................................6 Philosophy of Math................................................................................................................... 6 Philosophy of Science................................................................................................................7 Philosophy of Humanities......................................................................................................... 7 Philosophy of Literature............................................................................................................ 7 Philosophy of History................................................................................................................7 Philosophy of Art......................................................................................................................8 Philosophy of Music..................................................................................................................8 Statement of Faith..................................................................................................................... 8 Secondary Doctrine..................................................................................................................12 Uniform Policy......................................................................................................................... 14 Discipline Policy....................................................................................................................... 14 Grading Policy..........................................................................................................................18 Conduct Items.........................................................................................................................18 Primary & Secondary Weighted Categories.............................................................................. 18 Primary Grading......................................................................................................................18 Secondary & Secondary Prep Grading......................................................................................18 Assessment & Grading Protocol............................................................................................... 19 Parent Communication........................................................................................................... 20 Expected Homework Load.......................................................................................................20 Individual Grades.................................................................................................................... 20 Group Project Grades.............................................................................................................. 21 Failing and Retakes.................................................................................................................. 21 Parent Communication and Involvement................................................................................... 21

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Honor Code............................................................................................................................. 22 Parent Honor Code................................................................................................................. 22 Secondary Student Honor Code...............................................................................................23 Internet Use and Social Media................................................................................................. 24 Health & Wellness.................................................................................................................... 24 Lunch......................................................................................................................................24 Snacks..................................................................................................................................... 24 Health Records........................................................................................................................24 Administration of Medicines................................................................................................... 25 Illness Policy............................................................................................................................25 Government Agency Requests...................................................................................................25 Academic Schedule...................................................................................................................25 Calendar..................................................................................................................................25 Daily Schedule......................................................................................................................... 25 Arrival and Dismissal.............................................................................................................. 26 Attendance............................................................................................................................. 26 Tardies.................................................................................................................................... 26 Enrollment Policy.....................................................................................................................26 Enrollment Process.................................................................................................................. 26 Tuition.................................................................................................................................... 27 Tuition Assistance................................................................................................................... 27 Evaluations...............................................................................................................................27 Anti-Discrimination and ADA Statement................................................................................. 27 General Agreement.................................................................................................................. 27 Disclaimer............................................................................................................................... 28

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The Mission We lead learners in the pursuit of knowledge, understanding, and wisdom, training them to love what is true, good, and beautiful, and enculturating them in a Christian environment marked by gratitude, discipline, and wonder.

Our Deep Hope We desire that the students and faculty from our school would… ●​ Passionately love God with all their heart, soul, mind, and strength. ●​ Genuinely display Christian character and virtue in all of life. ●​ Eagerly apply the tools of learning in a lifelong pursuit of wisdom, understanding, and knowledge. ●​ Winsomely engage the world around them with a Christian worldview. ●​ Courageously live by the truth.

Our Commitment We are committed to serving Christian families in the Sioux Falls area by providing an academically rich and rewarding classical, Christian, and collaborative education that focuses on the formation of students.

Our Distinctives Discipleship Modeled Covenant Classical is discipleship-oriented in its mission. Although we highly value evangelism as Christian individuals, the school exists to partner with Christian families to educate students in the Christian Faith, equipping them to be culture shapers and a blessing to the world. Covenant Classical does not offer admission to families who are not Christians and who do not agree to abide with our Statement of Faith.

Faculty, Staff, and Board Requirements All of the school’s employees and Board Members must sign affirming that they have read the school’s Statement of Faith (and mission statement), are in agreement with its content, and are members in a church that seeks to abide by one of the Protestant statements of faith from the school’s “Book of Confessions.” The Board reserves the right to make exceptions, when it deems appropriate, in rare and extraordinary situations (e.g. when a church is not formally governed by, but agrees with, a statement from the “Book of Confessions”).

Distinctly Christian We unapologetically teach from a Christian worldview. We believe that the eternal Word (i.e., the Logos), Jesus, is the place where all wisdom and knowledge find their end. All knowledge coheres in Christ. So we teach that all subjects are connected as “an integrated whole with the Scriptures at the 4

center.” The Scriptures govern and orient all our learning and have ultimate authority in our lives.

We also believe, with Augustine, that all truth is God’s truth. We are committed to seeing truth, goodness, and beauty wherever they may be found because the triune God is their source.

Thoroughly Classical Classical education seeks the cultivation of virtue in students. It places a high value not just on information, but also on formation. Classical education looks at the whole person—both body and soul. And though human beings are fallen by nature, in Christ they can be redeemed from their sin and transformed to grow in virtue as they seek to become more fully human. (Aim) The classical approach also takes into consideration the content of learning. It seeks to join the “Great Conversation” of the Western world, and it helps students to listen to and learn from the past. Students must know where they came from so that they can find their bearing today. The content of classical education also includes the study of Latin and a focus on the greatest works of history. (Content) Lastly, classical education is distinct in its method. The goal is not simply to teach students what to think, but also how to think. K-12 classical education focuses on three of the seven liberal arts: grammar, logic, and rhetoric. These three arts are referred to as the Trivium, and together they help students uncover the path to learning. If our school is effective in its pedagogy, students will cultivate a love for learning and go on to become life-long learners. (Methods)

Collaborative Learning Collaborative education (also called "blended model" or "hybrid" or "university-style") combines aspects of a traditional school and a homeschool into one model.

The school will be structured so that students will attend class for 2 full days during the week (8:15 a.m. to 3:30 p.m.) with a professional teacher, and then they will stay at home under the authority of their parents on the remaining 3 days, completing take-home assignments organized by the teacher.

The Scriptures teach that parents bear the primary responsibility for teaching their children the paideia of the Lord—the culture of the Lord (Deuteronomy 6:4-9; Ephesians 6:4). We also recognize that the faculty of a school merely exists in loco parentis: “in the place of parents.” And that parents, not the state, give the school delegated authority to teach their children while they are in class.

During the in-class school day, teachers and faculty carry the primary burden for child safety and success.

The collaborative model: ●​ Allows parents to remain as primary educators ●​ Gives students the benefit of one-on-one tutoring at home and classroom learning on-campus ●​ Permits for more affordable tuition ●​ Increases family schedule flexibility ●​ Provides better preparation for college ●​ Has proven to be a very effective educational model Collaborative-style schools have grown rapidly over the last several decades. Beginning with schools in Florida in the late 1980s and Texas in the early 1990s, there are now over 200 collaborative-style 5

schools in the United States. In 2014, a study was conducted showing that high-school seniors from University Model Schools (a specific type of collaborative school) “averaged equally high or higher scores than traditional, comprehensive Christian school seniors on all three common standardized exams” (ICCTE Journal, 2014).

Our Educational Philosophies Philosophy of Education Our educational philosophy is rooted in the Christian liberal arts tradition, drawing on the rich heritage of the trivium and quadrivium. Through the "art of words" and the "art of numbers," we cultivate students who can think critically and thoughtfully. To deepen understanding, we engage students in interactive learning, applying knowledge in meaningful ways. Grounded in God’s Word, our goal is to equip students to reason, discuss, and comprehend the complexities of the world. We believe each student is uniquely gifted by God and, like the parable of the talents, we encourage them to invest and develop their abilities to maximize their God-given potential for His glory and the service of others.

Philosophy of Bible At Covenant Classical School, Scripture will be the foundation that informs all areas of study, shaping every aspect of the day through the lens of God’s Word. Alongside Morning Lauds, we will dedicate a distinct portion of each day to Bible training, cultivating an academic understanding of Scripture through catechism, Bible survey, and skills of interpretation. Students will develop the ability to navigate and interpret God’s Word, practicing discernment in identifying what is true, beautiful, and good as defined by Him. This intentional approach aims to form a deep understanding of Scripture, equipping students to engage the world with wisdom, clarity, and a Christ-centered perspective.

Philosophy of Language At Covenant Classical School, we approach language learning as both a discipline and a passion, fostering a love for language alongside mastery. Building on a foundation in English grammar, students study Latin to reinforce grammar skills, deepen logical thinking, and strengthen vocabulary, as Latin forms the basis of legal, medical, and Romance languages. This structured study not only cultivates clear, logical minds but also connects students to the historical language of early Christian texts, enriching their understanding and appreciation of language and culture.

Philosophy of Math At Covenant Classical School, we see math as more than numbers and formulas—it is the expression of God's ordered creation. Our goal is to help students deeply understand mathematical concepts, not just memorize them, by focusing on the “why” behind the math. Through individualized, mastery-based instruction, students are guided to achieve excellence according to their unique

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abilities, building a strong foundation for future learning. We aim to equip students with the skills to apply math confidently, recognizing its beauty, logic, and purpose in God’s design.

Philosophy of Science Our philosophy of science fosters the pursuit of truth, beauty, and wonder, guiding students to recognize the harmony between God's Word and creation. We teach science as a tool, not the ultimate answer. Science cannot stand alone, it must be integrated with math, philosophy, and the arts for true mastery. Mastery goes beyond acquiring knowledge—it requires a deep, applied understanding of God’s ordered world, we do this through discussion, observation, and hands-on experiments.

Philosophy of Humanities The study of Humanities is a pursuit of truth, goodness, and beauty through the exploration of God’s image bearers—the good, the evil, the sinful, and the redeemed. It seeks to cultivate students who are innocent but not naive, discerning the complexities of the human condition while maintaining a Biblical foundation for moral understanding.

By integrating Bible, history, and literature, students engage in a synthesis of ideas, learning to think critically, evaluate culture, and appreciate the interconnectedness of knowledge. Through this Christ-centered approach, the Humanities program shapes students to live thoughtfully, virtuously, and faithfully in the world.

Philosophy of Literature Literature is a mirror of human experience, reflecting both the beauty of God’s creation and the distortions caused by sin. In the study of literature, students grapple with timeless themes of good and evil, justice and redemption, and the consequences of human choice.

Stories are selected and discussed with discretion, while fostering deep engagement with ideas that reveal truth, goodness, and beauty. Conversations guide students to recognize evil as evil and good as good, reinforcing Biblical wisdom.

Philosophy of History History is the unfolding of God’s story through time, revealing His providence, justice, and mercy.

Through the study of historical events, cultures, and individuals, students learn to see the hand of God at work and discern His purposes.

History is presented as more than a sequence of events; it is a tapestry of human triumphs and failures, reflecting the brokenness of sin and the hope of redemption. Students engage with original sources, timelines, and narratives to uncover the complexities of humanity while grounding their understanding in Biblical truth. The study of history equips students with wisdom and perspective to live as faithful stewards in His story.

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Philosophy of Art Art is a visual rhetoric that should express truth, beauty, and goodness in ways words may not fully convey, and training our eyes to see God’s glory in the details of the visible world. As image bearers of God, we are called to be “sub-creators,” cultivating the skill to replicate the beauty we observe in creation. This practice deepens our understanding of God’s intricacy and wisdom, allowing us to discern good from evil and reinforcing Biblical truths. In a visually dominated culture, beauty serves as a powerful apologetic, calling us to both appreciate and produce art that glorifies God and points others to His transcendent glory.

Philosophy of Music Music reflects God’s order and beauty through rhythms and harmonies that align with His creation.

It calms the mind, awakens the soul, and reveals truth, beauty, and goodness while pointing to Christ. As a singing people, we are called to glorify God through music, making it both a gift and an act of worship.

Music will be taught as a language and skill, equipping students to hear, sing, read music, and worship with understanding. Through building a choral program, we aim to cultivate a joyful community that uses music to glorify God.

Statement of Faith The purpose of the statement of faith below is to convey the unified convictions (and practice) of all board members and faculty of Covenant Classical School.

The statement of faith does not exhaust the extent of our beliefs. The Bible itself, as the inspired and infallible Word of God that speaks with final authority concerning truth, morality, and the proper conduct of mankind, is the sole and final source of all that we believe.

Christian Orthodoxy Our school holds to the Apostles’ Creed (2nd Century), the Nicene Creed (381 AD), and the Definition of Chalcedon (451 AD) as necessary foundations for all Christian belief. The purpose of these ancient statements is/was to distinguish Christians from non-Christians, and our aim in adopting these statements is to stand in unity with our brothers and sisters in the faith over the course of centuries.

Reformed Catholicity In addition to holding to the historic creeds and statements listed above, our school board and all faculty members believe—and are members in good standing at a church that believes and practices—one of the following statements of faith from our school’s “Book of Confessions”:

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●​ Westminster Confession of Faith ●​ Three Forms of Unity (Heidelberg Catechism, Belgic Confession, Canons of Dordt) ●​ London Baptist Confession of Faith (1689) ●​ Sovereign Grace Statement of Faith These statements root our school in the Protestant tradition, and allow our school to adopt a posture of Reformed “catholicity”. A precise summary of the unified doctrines contained within our “Book of Confessions” is provided within B.B. Warfield’s “A Brief and Untechnical Statement of the Reformed Faith” below.

Contemporary Faithfulness Regarding marriage and sexuality: We believe that God created us male and female in His image; that gender identity may not be detached from the biological sex of the human body; that marriage or matrimony is a covenantal union of one man and one woman, directed toward procreation; and that God intends for children to be raised and nurtured in an environment that honors these distinctions.

We believe that God intends sexual intimacy to only occur between a man and a woman who are married to each other. We believe that God has commanded that no intimate sexual activity be engaged in outside of a marriage between a man and a woman. We believe that any form of sexual immorality, such as adultery, fornication, homosexual conduct, bisexual conduct, bestiality, incest, any use of pornography or any attempt to change one’s sex, or disagreement with one’s biological sex, is sinful and offensive to God. Regarding life: We believe that all human life is sacred and created by God (Gen. 1:26-27).

Human life at all stages—including pre-born, disabled, and elderly—should be valued, respected, and protected (Psalm 139).

Regarding creation: We believe that God created everything out of nothing and that He created it good. While various views on the age of the earth exist among faithful Christians, Covenant Classical School teaches that God created the world in the space of six ordinary days and that God rested on the seventh. Because of this, we believe that the Darwinian theory of evolution is at odds with the truth of Scripture.

A Brief and Untechnical Statement of the Reformed Faith, by B. B. Warfield1 1. I believe that my one aim in life and death should be to glorify God and enjoy Him forever; and that God teaches me how to glorify and enjoy him in His holy Word, that is, the Bible, which He has given by the infallible inspiration of His Holy Spirit in order that I may certainly know what I am to believe concerning Him and what duty He requires of me.

1 From John E. Meeter, ed., Selected Shorter Writings of Benjamin B. Warfield, Vol. I (Nutley, NJ: Presbyterian and Reformed Publishing Company, 1970), 407-410. https://www.monergism.com/brief-and-untechnical-statement-reformed-faith

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2. I believe that God is a Spirit, infinite, eternal and incomparable in all that He is; one God but three persons, the Father, the Son, and the Holy Ghost, my Creator, my Redeemer, and my Sanctifier; in whose power and wisdom, righteousness, goodness and truth I may safely put my trust.

3. I believe that the heavens and the earth, and all that in them is, are the work of God's hands; and that all that He has made He directs and governs in all their actions; so that they fulfill the end for which they were created, and I who trust in Him shall not be put to shame but may rest securely in the protection of is almighty love.

4. I believe that God created man after His own image, in knowledge, righteousness and holiness, and entered into a covenant of life with him upon the sole condition of the obedience that was his due: so that it was by willfully sinning against God that man fell into the sin and misery in which I have been born.

5. I believe, that, being fallen in Adam, my first father, I am; by nature a child of wrath, under the condemnation of God and corrupted in body and soul, prone to evil and liable to eternal death; from which dreadful state I cannot be delivered save through the unmerited grace of God my Savior.

6. I believe that God has not left the world to perish in its sin, but out of the great love wherewith He has loved it, has from all eternity graciously chosen unto Himself a multitude which no man can number, to deliver them out of their sin and misery, and of them to build up again in the world His kingdom of righteousness: in which kingdom I may be assured I have my part, if I hold fast to Christ the Lord.

7. I believe that God has redeemed His people unto Himself through Jesus Christ our Lord; who, though be was and ever continues to be the eternal Son of God, yet was born of a woman, born under the law, that He might redeem them that are under the law: I believe that He bore the penalty due to my sins in His own body on the tree, and fulfilled in His own person the obedience I owe to the righteousness of God, and now presents me to His Father as His purchased possession, to the praise of the glory of His grace forever: wherefore renouncing all merit of my own, I put all my trust only in the blood and righteousness of Jesus Christ my redeemer.

8. I believe that Jesus Christ my redeemer, who died for my offenses was raised again for my justification, and ascended into the heavens, where He sits at the right hand of the Father Almighty, continually making intercession for his people, and governing the whole world as head over all things for his Church: so that I need fear no evil and may surely know that nothing can snatch me out of His hands and nothing can separate me from His love.

9. I believe that the redemption wrought by the Lord Jesus Christ is effectually applied to all His people by the Holy Spirit, who works faith in me and thereby unites me to Christ, renews me in the whole man after the image of God, and enables me more and more to die unto sin and to live unto

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righteousness; until, this gracious work having been completed in me, I shall be received into glory: in which great hope abiding, I must ever strive to perfect holiness in the fear of God. 10. I believe that God requires of me, under the gospel, first of all, that, out of a true sense of my sin and misery and apprehension of His mercy in Christ, I should turn with grief and hatred away from sin and receive and rest upon Jesus Christ alone for salvation; that, so being united to Him, I may receive pardon for my sins and be accepted as righteous in God's sight, only for the righteousness of Christ imputed to me and received by faith alone: and thus and thus only do I believe I may be received into the number and have a right to all the privileges of the sons of God. 11. I believe that, having been pardoned and accepted for Christ's sake, it is further required of me that I walk in the Spirit whom He has purchased for me, and by whom love is shed abroad in my heart; fulfilling the obedience I owe to Christ my King; faithfully performing all the duties laid upon me by the holy law of God my heavenly Father; and ever reflecting in my life and conduct, the perfect example that has been set me by Christ Jesus my Leader, who has died for me and granted to me His Holy Spirit just that I may do the good works which God has afore prepared that I should walk in them.

12. I believe that God has established His Church in the world and endowed it with the ministry of the Word and the holy ordinances of Baptism, the Lord's Supper and Prayer; in order that through these as means, the riches of his grace in the gospel may be made known to the world, and, by the blessing of Christ and the working of His Spirit in them that by faith receive them, the benefits of redemption may be communicated to his people: wherefore also it is required of me that I attend on these means of grace with diligence, preparation, and prayer, so that through them I may be instructed and strengthened in faith, and in holiness of life and in love; and that I use my best endeavors to carry this gospel and convey these means of grace to the whole world.

13. I believe that as Jesus Christ has once come in grace, so also is He to come a second time in glory, to judge the world in righteousness and assign to each his eternal award: and I believe that if I die in Christ, my soul shall be at death made perfect in holiness and go home to the Lord; and when He shall return in his majesty I shall be raised in glory and made perfectly blessed in the full enjoyment of God to all eternity: encouraged by which blessed hope it is required of me willingly to take my part in suffering hardship here as a good soldier of Christ Jesus, being assured that if I die with Him I shall also live with him, if I endure, I shall also reign with Him. And to Him, my Redeemer, with the Father, and the Holy Spirit, Three Persons, one God, be glory forever, world without end, Amen, and Amen.

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Secondary Doctrine Covenant Classical School’s Statement of Faith defines the beliefs on which the school is based.

Covenant Classical School defines secondary doctrine as doctrinal issues that are not directly addressed in our Statement of Faith (though that does not mean they are unimportant). We will use catechism* as a part of our pedagogical approach. *A catechism is a summary of Christian doctrine presented in a question-and-answer format, designed for teaching the foundational beliefs of the faith. Traditionally, catechisms cover core topics such as the nature of God, salvation, the sacraments, the Ten Commandments, the Apostles’ Creed, and prayer (especially the Lord’s Prayer). Catechisms are commonly used in churches, schools, and homes to instruct both children and adults in the basics of their faith, fostering understanding and memorization of key doctrines.

In matters of secondary doctrine, Covenant Classical School’s 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 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 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 views as possible 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 four held views of eschatology: dispensational premillennialism,* historical premillennialism,† amillennialism,‡ and partial preterist postmillennialism.§

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*Dispensational premillennialism: Dispensational premillennialism teaches that Christ will return twice: first to rapture believers before a seven-year tribulation, and then to reign for 1,000 years on Earth, fulfilling promises to Israel. It emphasizes a literal interpretation of prophecy and distinguishes between God’s plans for Israel and the Church. †

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. ‡

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. §

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.

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 (New City Catechism, 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 & 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 (New City Catechism, 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 (New City Catechism, question 37).

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In the secondary years, we will explore various Christian perspectives on the gifts of the Spirit, presenting both cessationist and continuationist views within a balanced, biblically grounded framework. Our discussions will be guided by the following principles: 1.​ While God may still perform miracles today, these are not as prevalent as in the Apostolic age and do not appear to be performed through individuals 2.​ We reject the notion that God’s favor is demonstrated by material wealth or success and do not endorse "name it and claim it" theology, which can suggest that faith guarantees specific outcomes. Instead, we emphasize that faithful Christian living is founded on God’s will as revealed in Scripture

Note on the Second Commandment: Regarding the Second Commandment, we defer to the position articulated in the Westminster Larger Catechism Q 109. We recognize that Christians have differing degrees of conscience on this issue, but as a school we generally try to avoid images or representations of God. With that being said, we do not guarantee that your student(s) will avoid all such images or representations during their studies. The presence of any such image or representation does not equal an endorsement.

Uniform Policy For more information, please see the Uniform Policy.

Discipline Policy “No discipline seems pleasant at the time, but painful. Later, however, it produces a harvest of righteousness and peace for those who have been trained by it.” –Hebrews 12:11 Covenant Classical School 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 14

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 may be offered to help students course-correct. If a teacher needs assistance, a student may be sent to the office.

Office Visits Overt behaviors which require administrative involvement necessitates parent notification.

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

Potential Discipleship Opportunities During an Office Visit These activities are designed to encourage personal growth, reflection, and responsibility: ●​ Helping Clean and Care for Our Spaces ○​ Tidying common areas and picking up trash ○​ Freshening up bathrooms 15

○​ Sweeping or vacuuming floors ○​ Wiping down desks, walls, and whiteboards ○​ Assisting with outdoor clean-up ●​ Building Physical Endurance and Self-Discipline ○​ Wall sits ○​ Jumping jacks ○​ Short laps ○​ Push-ups ○​ Burpees ●​ Reflective and Restorative Actions ○​ Writing a reflective note on what happened and what could be done differently ○​ 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 Degrees of discipline The degree of discipline depends on the severity of the offense and falls somewhere along (but not limited to) this continuum*: 1.​ Verbal warnings (e.g., student’s opportunity to self-correct) 2.​ Acknowledging offense and making apologies (public offenses prompt public apologies, private offenses prompt personal apologies) 3.​ Making restitution 4.​ Changing of location (e.g., desk/chair change) 5.​ Sitting out of an activity 6.​ Documentation for student/parent file 7.​ Removing of some privilege (e.g., field trip) 8.​ Community Service (e.g., janitorial work) 9.​ Sent home (e.g., early pick-up) 10.​ Detention 11.​ Parental attendance during the school day 12.​ Suspension 13.​ Expulsion Re-Admittance Should a student who was expelled, or who withdrew to prevent expulsion, desire to be readmitted

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to Covenant Classical School at a later date, they would require a discipline hearing involving the parents, teachers, and school Administration. The Disciplinary 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. Such devices may be brought to school, but they must be checked in at the school office during school hours ●​ Use of laptops is permissible for secondary academic purposes only under the pre-approved direction and supervision of a teacher. ●​ 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. ●​ Covenant Classical School 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.

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 a Disciplinary Council review.

Dress Code Violation If faculty notices a dress code violation, they will inform Administration (Dean of Students 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 Dean of Students 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

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Grading Policy Conduct Items ●​ Speaks at the appropriate time ●​ Respects & obeys authority ●​ Treats others with kindness & patience ●​ Completes work on time & comes prepared to class ●​ Works hard when faced with something difficult ●​ Stays Focused & follows directions ●​ Seeks forgiveness when wrong

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

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Assessment & Grading Protocol Humanities ●​ Soft grading throughout the week on various writing and speaking assignments ●​ Magnum Opus for each week that is graded in the gradebook (may be written or oral) ●​ Assessment at the end of each book that includes: ○​ Grammar section ○​ Logic section ○​ Rhetoric Section

Mathematics ●​ 1 hard grade* per week of homework/practice work ●​ 1 assessment every other week as a hard grade

Science ●​ 1 hard grade* per week of homework/practice work ●​ 1 assessment every other week as a hard grade

Music & Art ●​ 1 hard grade* per week of homework/practice work ●​ 1 assessment every other week as a hard grade

Latin ●​ 1 hard grade* per week of homework/practice work ●​ 1 assessment every other week as a hard grade *Hard grade: after practicing the child will be assessed on mastery or improvement.

Review week and finals week before Christmas.

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

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Parent Communication ●​ Grades will be communicated through ClassReach ●​ Conduct items will be entered prior to the Fall and Spring Parent-Partnership Meetings ●​ A parent-partnership meeting will be held in the fall and the spring. Please see our calendar for dates. 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

School Nights (as needed)

At Home Days

Lower Primary K–3

10–20 mins

1 - 2 hour

Upper Primary 4–5

20–45 minutes

2 - 3 hours

Lower Secondary 6–8

45 minutes–1 hour

3 - 4 hours

Upper Secondary 9+

1–2 hours

5+ hours

Grades at Covenant Classical School 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 Covenant Classical School, 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 Covenant Classical School 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.

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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. Covenant Classical School 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).

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 Board (or Head of School) 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 Covenant Classical School, 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, Covenant Classical School 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.

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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 Covenant Classical School 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 Covenant Classical School. 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. Covenant Classical School 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.

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 Covenant Classical School faculty and staff during school events. I also understand that I will be ultimately responsible for my child’s behavior while at Covenant Classical School 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.

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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 an appointed council for excessive office visits or for any extreme ungodly behavior that impedes school culture, that I will abide by the council's decision. If the council decides to suspend or expel my child, I understand that Tuition will not be reimbursed.

I understand that the teachers at Covenant Classical School aim to educate the whole person and will keep the wellbeing of the student in mind. Therefore, all efforts will be made to not impede grading as it may affect my child’s next steps.

By enrolling my child in Covenant Classical School, I understand the important mission to special needs children. I know that with this may come exposure for my child to unique behaviors such as fits, undressing in inappropriate places (typical of autism), and/or outbursts not common to most classrooms. I understand that Covenant Classical School will notify me if my child is exposed to such a behavior, or if my child exhibits such a behavior. I also understand that, no matter the special need, behavior that falls into the category of “serious discipline case” including: unsafe behavior that endangers others, or overt moral issues will be addressed through a discipline hearing and not excused due to the special need.

Secondary Student Honor Code As a secondary student at Covenant Classical School 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: 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:

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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 Covenant Classical School.

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 Covenant Classical School, 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 Covenant Classical School does not require information regarding immunizations. Covenant Classical School should be notified of any severe allergies or health concerns.

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Administration of Medicines Covenant Classical School 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.

Covenant Classical School 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 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 to school with highly contagious illnesses such as strep, hand/foot/mouth, or pinkeye (to name a few)

Government Agency Requests Covenant Classical School 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 ●​ Covenant Classical School 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

Academic Schedule Calendar The Academic Calendar is located on our website.

Daily Schedule Monday and Wednesday are on-campus days. Tuesday, Thursday, and Friday are at-home days.

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Arrival and Dismissal Students are able to arrive between 8:00 AM and 8:15 AM. Students must be picked up between 3:30 PM and 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 Covenant Classical School has intentionally set its vacations, schedule, and structure to allow important time for families. By registering a child in Covenant Classical School, 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 a Board (or committee review) 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 obviously be taken into consideration.

Tardies A student who arrives later than 8:15 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

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7.​ Tuition Agreement

Tuition For more information, please see the Tuition Guide.

Tuition Assistance Tuition Assistance System coming soon.

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

Anti-Discrimination and ADA Statement Covenant Classical School 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. Covenant Classical School does not accept federal funds.

Children diagnosed with a learning disability are welcome to be a part of Covenant Classical School 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 Covenant Classical School 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, Covenant Classical School 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.

Covenant Classical School 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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