Tyndale - MI Handbook 2026-2027

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THE MISSION...............................................................................................................................................4 OUR PROMISE TO PARENTS.................................................................................................................. 4 OUR DEEP HOPE........................................................................................................................................5 PHILOSOPHY OF EDUCATION............................................................................................................... 5 Philosophy of Language................................................................................................................................. 6 Philosophy of Math.......................................................................................................................................... 6 Philosophy of Science......................................................................................................................................6 Philosophy of Humanities.............................................................................................................................. 7 Philosophy of Music......................................................................................................................................... 7 Philosophy of PE............................................................................................................................................... 8 CULTURAL ISSUES.....................................................................................................................................8 On Gender, Marriage, and Sexuality...........................................................................................................8 On Gender....................................................................................................................................................9 On Marriage.................................................................................................................................................9 On Sexuality................................................................................................................................................ 9 On Sanctity of Human Life.......................................................................................................................... 10 STATEMENT OF FAITH........................................................................................................................... 10 Core Beliefs...................................................................................................................................................... 10 Secondary Doctrine....................................................................................................................................... 14 UNIFORM POLICY.................................................................................................................................... 15 DISCIPLINE POLICY.................................................................................................................................15 General Guidelines........................................................................................................................................ 15 Potential Discipleship Opportunities During an Office Visit............................................................ 16 Re-Admittance................................................................................................................................................ 17 Electronic Device Policy............................................................................................................................... 17 Cheating and Plagiarism..............................................................................................................................18 Dress Code Violation.................................................................................................................................... 18 Philosophy of Conflict Resolution.............................................................................................................18 GRADING POLICY.................................................................................................................................... 19 Conduct Items..................................................................................................................................................19 Primary & Secondary Weighted Categories..........................................................................................20 Primary Grading..............................................................................................................................................20 Secondary Grading........................................................................................................................................ 20 Assessment & Grading Protocol............................................................................................................... 21 Parent Communication................................................................................................................................. 22

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Expected Homework Load.......................................................................................................................... 22 Individual Grades........................................................................................................................................... 23 Group Project Grades....................................................................................................................................23 Mathematical Grading Policy..................................................................................................................... 23 Science Grading Policy................................................................................................................................. 23 Latin Grading Policy...................................................................................................................................... 24 Humanities Grading Policy..........................................................................................................................24 Failing and Retakes....................................................................................................................................... 24 PARENT COMMUNICATION AND INVOLVEMENT.......................................................................... 25 HONOR CODE...........................................................................................................................................25 Parent Honor Code........................................................................................................................................ 25 Secondary Student Honor Code................................................................................................................27 Internet Use and Social Media............................................................................................................28 HEALTH & WELLNESS........................................................................................................................... 28 Lunch.................................................................................................................................................................. 28 Snacks................................................................................................................................................................ 28 Health Records............................................................................................................................................... 28 Administration of Medicines....................................................................................................................... 29 Illness Policy.................................................................................................................................................... 29 Government Agency Requests.................................................................................................................. 29 ACADEMIC SCHEDULE.......................................................................................................................... 30 Calendar............................................................................................................................................................ 30 Daily Schedule................................................................................................................................................ 30 Arrival and Dismissal.................................................................................................................................... 30 Attendance....................................................................................................................................................... 30 Tardies................................................................................................................................................................31 ENROLLMENT POLICY............................................................................................................................31 Enrollment Process........................................................................................................................................31 TUITION......................................................................................................................................................31 Tuition Assistance.......................................................................................................................................... 31 EVALUATIONS.......................................................................................................................................... 32 Anti-Discrimination and ADA Statement...............................................................................................32

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THE MISSION Our mission is to partner with parents in fulfilling their God-given task of educating their children. Through a *robust Classical Christian education, we will train students to grow into virtuous men and women who “may be able to comprehend…the width and length and depth” (Eph. 3:18-19) of Christ’s love so that they may “take every thought captive” (2 Cor. 10:5).

Together, we will cultivate a thankful school community fostering joyous learners who are equipped to live out their faith fearlessly. *What does the board mean by “robust”? (Updated 8/5/25) A robust education recognizes that children are image-bearers of God who have been instilled with a capacity for growth. While a certain amount of work is required to be “grist for the mental mill to work upon”, a robust education is not intended to be tedious or impossible (Dorothy Sayers, “The Lost Tools of Learning” 1947). Education should be difficult enough to cause strain that will lead to growth while avoiding either a lowering of standards or a crushing of the learner under a pile of homework. As mere fact retention and good grades are not the end goal, we hope that students will be encouraged to grow in their capacity beyond what they, their parents, or society may initially feel possible.

OUR PROMISE TO PARENTS We promise to treat your children as image-bearers of God, upholding them to His standards while partnering* with you in their education and sanctification. We will not ask more of them than we ask of ourselves, committing to pursue the same righteousness and growth we expect of them. Every child who walks through our doors will be encouraged to steward the gifts God has given them, prepared to face the challenges of our time with wisdom, strength, and courage, and equipped to take faithful dominion for God’s glory. *What do you mean by “partnering”? (Updated 8/5/25) The Bible says that parents are responsible for raising a “child up in the way he should go” (Prov. 22:6) “in the nurture and admonition of the Lord” (Eph. 6:4) being diligent to teach them at all times (Deuteronomy 6). This is an incredible, weighty, and – apart from God’s grace – impossible calling for parents. Because of our individual limitations, it is not a question of whether a parent will need to delegate responsibility in education but to whom they will delegate–either to authors of books and curriculum or to teachers, staff members, and administrators of a school. Tyndale Classical Academy was established to help parents obey this calling by recognizing the power in division of labor. By partnering with TCA, parents will 4

delegate–not abdicate–portions of their responsibility in educating their children. We will take the role of educator seriously (James 3:1; Matthew 18:6) but ultimate responsibility resides with the parents in understanding the content, method, and outcomes of this education as well as in their child’s spiritual formation. We hope to be an aid in this and stand in loco parentis – “in the place of parents” – while teaching, encouraging, correcting, and grading students. There will be regular reports and check-ins to discuss progress. Any concerns should follow the policies regarding grievances. Any large changes–such as curriculum–will need to involve the Head of School or the Board as appropriate.

OUR DEEP HOPE Our deep hope is that Tyndale Classical Academy will be a community of joyful learners where children grow to love God’s Word, understand their place in His redemptive story, and walk in righteousness. We pray that students will honor God with their minds and hearts, finding glory in seeking answers (Prov. 25:2), coming to love what is true, good, and beautiful. As they see their parents and teachers modeling faithful living, we trust this will inspire a culture of covenantal succession and equip students to advance God’s kingdom with wisdom, courage, and delight.

PHILOSOPHY OF EDUCATION We seek to cultivate wisdom and virtue through the paideia of the Lord, forming students by the enduring riches of literature, history, poetry, mathematics, and the sciences within the tradition of the Medieval Liberal Arts. This tradition rests on the Trivium—Grammar, Logic, and Rhetoric—which together train the mind to think clearly, reason soundly, and communicate with eloquence. The Quadrivium—arithmetic, geometry, astronomy, and music—directs the intellect to the order and harmony woven into creation, revealing the beauty of God’s design.

At Tyndale, these arts are pursued in the context of cohorts—small, intentional communities of learners who journey together through the disciplines, fostering accountability, encouragement, and deep dialogue. These cohorts form the relational framework in which students practice the skills of inquiry, discussion, and collaboration, preparing them to contribute meaningfully to the Church, the marketplace, and civic life.

We affirm with the Roman orator Quintilian that rhetoric is “the art of a good man speaking well.” Yet goodness cannot be attained apart from Christ, the only perfect Good Man. He is the foundation of all learning, for “the fear of the Lord is the beginning of wisdom.” Our aim is not

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only to form articulate thinkers, but also to shape their loves—so that truth is cherished, goodness is pursued, and beauty is recognized as a reflection of God Himself.

Philosophy of Language Language is a gift that allows us to communicate with one another. This can be done well or poorly–still reeling from the confusion of language at Babel. Language not only provides the content of communication but also shapes the contours of thought. We seek to foster both an understanding of the components of language and a love for language. Beginning with the foundations of English grammar, we will progress to teach Latin which will help students grow in an appreciation of English, reinforce grammar skills, and deepen precise thinking. As the language of the educated for over two millenia, Latin was the language in which much of Western thought and Ecclesiastical practice was developed. After mastering the foundations, our students will then practice rhetoric which is “the art of a good man speaking well” (Quintilian) through classroom discourse, public speaking, and eventual development and defense of a thesis. We hope to develop future men and women who understand and can employ language effectively and winsomely.

Philosophy of Math Mathematics is a reflection of God’s order in creation, a language speaking to the consistency, beauty, and logic of His design. Our instruction will invite students to reason and explore the “why” behind mathematical principles as they learn how to think critically. With the goal of mastering topics, rather than memorizing an order of operations to merely pass a test, students will be equipped to approach problems in all aspects of life. By integrating mathematics with other disciplines such as language and science, we will inspire students to see math as a tool for interpreting the world and understanding their place in God’s creation. Mathematics teaches objective truth and the rules of logic, building in students a recognition of provable answers that reflect God’s eternal Truth.

Philosophy of Science Science is the reasoned application of a curious mind to understand, categorize, and make predictions about a beautiful and knowable creation. Founded on the basis that God is the Author and Sustainer of all things (Col. 1:16-17), we teach science with confidence, curiosity, and joy. Because science is concerned with questions of “how” and “why” things work, we recognize that it is deeply connected with the subjects of mathematics, philosophy, and theology. Through repeated observation, experimentation, reasoning, and discussion students 6

will come to appreciate the intricacies of God’s handiwork while developing their ability to think critically, give thanks, and faithfully steward creation.

Philosophy of Humanities At Tyndale Classical Academy, we approach Humanities as an integrated course including history, philosophy, literature, art, and Bible. We will explore the threads of thought and culture that have shaped the tapestry of our world, helping students understand their place in time. Through this integrated approach, students will come to understand how certain beliefs work through all aspects of personal, civil, and societal life. We seek to equip students as wise and virtuous individuals teaching them to think critically, synthesize ideas, and evaluate arguments. In so doing, we hope they would adopt what is true, good, and beautiful while censuring what is false, evil, and ugly. This approach to Humanities embodies the “Liberal Arts” which, for millenia, have been aimed at producing free men and women who can assume their roles as leaders in society. (Liber meaning “free man” in Latin, thus this is a “liberating” or “freeing arts” education).

Philosophy of Bible “In the beginning was the word and the word was with God and the word was God.” (John 1:1) As Christians, we are people of the Word and so we hold to a high view of Scripture as authoritative, divinely-inspired, and infallible. At Tyndale Classical Academy, Scripture will be the foundation that informs all areas of study, shaping every aspect of the day through the lens of God’s Word. Therefore, TCA will integrate daily Bible training and understanding into a comprehensive Humanities curriculum so that students will develop the ability to navigate and interpret God’s Word and be able to identify what is true, beautiful, and good as defined by Him. This integrated approach aims to form a deep understanding of Scripture, equipping students to engage the world with wisdom, clarity, and a Christ-centered perspective, since “All Scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness” (2 Tim 3:16)

Philosophy of Music God’s people are a singing people and in music there is much power. God has gifted us not only with examples of song-makers (Moses, Deborah, and King David) but provided an entire book of songs for His people in The Psalms. He has equipped us with the language and experiences to rejoice and give thanks, question and wrestle, lament and glorify. Through the tools of song, poetry, and instruments we are able to better express elements of truths, beauty, 7

and goodness. Music is an act of worship, offering up our words, breath, attention, and skill. It is a way to put off folly and be filled with the Spirit (Ephesians 5:15-21). Because music shapes the soul, we want our students to be knowledgeable and skillful in this arena. We will teach them music as a language--building from imitation, basic grammar, and aural skills to understanding, interpretation, and performance. All of this, as Johann Sebastian Bach would write at the end of a piece of music, soli Deo gloria – “to the glory of God”.

Philosophy of PE Christians have been given much to steward, and much of that stewardship requires physical action and good health. God has tasked man with providing for and guarding their estate and family (Gen 2:15), taking dominion over the earth to subdue it (Gen 1:28), and going into the world to baptize the nations (Matt 28:19-20). He has created woman as a “help meet” for man (Gen 2:18) calling her to much action and glory in managing the home (Titus 2), rearing children (1 Tim 2:15), and working diligently and competently as a Proverbs 31 woman.

Physical health is necessary to fulfill these mandates. As such, we should seek knowledge and understanding of our bodies and work to maintain the earthly vessels God has provided us, even as we affirm our health is given by God alone. Physical exercise, proper nutrition, along with social interaction and spiritual health, are the main ways we can maintain physical health to be fit for our purposes in Christ. (1 Tim 4:8, Prov 23:20-21, Ecc 4:9-10, 1 Cor 11:29-30)

CULTURAL ISSUES On Gender, Marriage, and Sexuality Tyndale Classical Academy is committed to the infallibility of the Christian Scriptures in all matters of faith and life. Our aim is to be aligned with the truth of the Bible even when that means being out of alignment with what is considered popular or culturally-acceptable.

Moreover, especially as it pertains to the statements below, Tyndale Classical Academy stands in continuity with what the Church has taught, believed, and confessed for over 2000 years. In these matters, we seek to be both clear and compassionate.

We believe that 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

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character of our Lord, and the mission of Tyndale 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 Tyndale Classical Academy’s integrity and effectiveness, as a biblically faithful institution of Christian education and as a model to our community, it is imperative that all persons employed by Tyndale Classical Academyin any capacity, or who serve as volunteers, affirm and abide by this statement (Matt. 5:16; Phil. 2:14–16; 1 Thess.

5:22). We also expect students to uphold these biblical values regarding sex, gender, and sexual activity in their speech, dress, and conduct.

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

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

On Sexuality We believe that participating in or approving of any form of sexual activity forbidden in the Bible (including unmarried sex, adultery, homosexual or bisexual behavior, and pornography) is sinful and offensive to God (Matt. 15:18–20; Rom. 1:24–32; 1 Cor. 6:9–10). *Tyndale Classical Academy understands that due to sin, we are confronted with genetic brokenness which could include the rare case of a child born intersex. This does not constitute a de-emphasis on the biblical pattern of male/female complementarity.

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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 Core Beliefs As a matter of firm policy, it is mandatory that all board members, administrators and faculty subscribe to the following statements of faith in a manner and method prescribed by the board of directors, either by written statement or by oral testimony before the board.

While we do not expect families to sign agreement to the following statements, we would encourage it and expect each family to have read through these carefully and provide assent recognizing the biblical framework of this school.

We believe the Holy Bible–contained in the 66 books of the Old and the New Testament–is the inerrant and only Word of God, inspired by the Holy Spirit. It is our only infallible rule for faith, practice, and life. As the foundation of truth, it is the standard by which all human conduct, creed, and opinion is and ought to be judged.

We believe there is one, eternal, Triune God –God the Father, God the Son, and God the Holy Spirit – whose persons are one in substance, power, and eternity, yet without confusion. He is omnipotent (all-powerful); omnipresent (present throughout His Creation yet not limited by it); and omniscient (all-knowing). He is holy, perfect, immortal, immutable, righteous, good, just, loving, full of mercy, and slow in anger. He is the Creator, Sustainer, and Governor of all that has been, is, and will be; the Author and Finisher of our faith.

We believe that Jesus Christ was truly man and truly God. We believe in His virgin birth, in His sinless life, in His miracles, in His vicarious and atoning death through His shed blood, in His 10

bodily resurrection, in His ascension to the right hand of the Father, and in His personal return in power and glory.

We believe in the full deity of the Holy Spirit, eternally proceeding from both the Father and the Son, acknowledging Him together with the Father and the Son as Creator and Redeemer.

We believe that God from all eternity did, by the most wise and holy counsel of His own free will, freely and unchangeably ordain whatsoever comes to pass; yet so as thereby neither is God the author of sin, nor is violence offered to the will of the creatures, nor is the liberty or contingency of second causes taken away, but rather established. [The Westminster Confession of Faith (1646), Chapter III; Section I] We believe that God created man good in His own image–male and female–and that as image bearers all mankind is worthy of dignity.

We believe that because of Adam’s sin all mankind is in rebellion against God. For the salvation of such lost and sinful men, regeneration by the Holy Spirit is absolutely necessary.

We believe that because of the fall, unregenerate man is dead to the things of God and is a “slave to sin” (Roman 6:20). Accordingly, he is unable–in his fallen state–to exercise saving faith prior to this regeneration.

We believe that God, of His own sovereign will, elects those whom He will save and that His call of grace through the indwelling of the Holy Spirit in the power of the sacrificial work of Jesus Christ is irresistible and efficacious.

We believe that salvation is by grace through faith alone and a living faith will be demonstrated through works.

We believe in the present ministry of the Holy Spirit, by whose indwelling the Christian is enabled to live a godly life.

We believe that God will complete the work He has begun in each believer. If someone is truly regenerate, then he will not fall away from salvation (Romans 8:29-31). The basis for this is God’s faithfulness, not the faithfulness of the believer. God will not lose those whom He has purchased.

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We believe in the resurrection of both the saved and the lost – the saved unto the resurrection of life and the lost to the resurrection of damnation.

We believe in the spiritual unity of all believers in our Lord Jesus Christ.

Helpful Creeds, Confessions, and Catechisms -​ Creeds: The Apostles Creed, the Nicene Creed, the Chalcedonian Definition, and the Athanasian Creed -​ Confession: The Westminster Confession of Faith (1646) -​ Catechism: The Westminster Shorter Catechism, Heidelberg Catechism Creation We read Genesis 1-3 as the inspired narrative of God’s creative process. He created ex nihilo (out of nothing) through the power of His Word. We acknowledge that God labored for 6 days and rested on the 7th day, setting a cosmic pattern for us to apply in our daily lives. While many interpretations exist on the creation narrative, we hold to a literal 24-hour day during which God created rather than other interpretations such as Gap Theory, Day Age, or Framework Theory. We believe that any other interpretation does harm to the text of Holy Scripture requiring either significant eisegesis for Gap Theory, the introduction of death before the fall for Day Age, or questioning the authority and reliability of the inspired narrative for Framework Theory. We additionally acknowledge that as Author, there is no reason to believe that God used methods such as Darwinian evolution, guided evolution, or any other similar process.

Church The church, as defined, is a divine institution established by God for the worship, edification, and governance of His people (Matthew 16:18; Ephesians 4:11–13; 1 Timothy 3:15). It is both universal (invisible), encompassing all believers across time (Hebrews 12:22–23; Colossians 1:18; Revelation 5:9–10), while also functioning through visible, organized assemblies (Acts 2:42–47; Hebrews 10:24–25). It is also acknowledged that attendance at these organized assemblies is not, in and of itself, indicative of true belief (Matthew 7:21–23; 1 John 2:19).

A true church is identified by: ●​ Faithful preaching of God’s Word (2 Timothy 4:2; Romans 10:14–17) ●​ Proper administration of baptism and the Lord’s Supper (Matthew 28:18-20; Luke 18:16; Acts 2:38–42; Colossians 2:11-14; 1 Corinthians 11:23–34) 12

●​ Discipleship and godly discipline (Matthew 28:19–20; 2 Timothy 2:2; Matthew 18:15–17; Galatians 6:1–2) ●​ A love for fellow believers (John 13:34–35; 1 John 4:7–12; Romans 12:10) ●​ Physically gathering at a unified location on a regular basis (Hebrews 10:24–25; Acts 2:42; Matthew 18:20; Colossians 3:16) Christ is the sole head of the Church, and no earthly authority supersedes Him (Ephesians 1:22–23; Colossians 1:18; Matthew 28:18). The Church exists to glorify God, make disciples, teach believers, and spread the Gospel to all nations (Matthew 28:19–20; Acts 1:8). As the body of Christ, then, every member is essential and valuable in fulfilling our mission (1 Corinthians 12:12–27; Romans 12:4–5). We are united under our Head, Jesus Christ, and members of one another (Ephesians 4:4–6; Romans 12:5; 1 Corinthians 12:25–27). God has so composed the body that we would suffer, rejoice, and care for one another (1 Corinthians 12:25–26; Romans 12:15–16; Galatians 6:2).

Sanctity of Human Life Human life begins at conception and as all humans are image-bearers of God are worthy of honor, respect, and dignity. See statement of faith above.

Governments We believe that God has ordained various governments among men. The three basic spheres of government are the civil government (Romans 13:1-7), church government (Ephesians 2:19-22; Hebrews 13:7, 17; Matthew 18:15-17), and family government (Ephesians 5:22-6:4).

He has established these through common and special grace, assigning to them differing roles and responsibilities within their separate jurisdictions with the ultimate goal of bringing about self-government.

We believe that Christian parents have the responsibility before God to provide their children with a godly understanding of the world in which they are growing up. To this end, Christian education, however administered, is essential (Deuteronomy 6:1-6). The civil government has no duty or obligation to rear or educate our children. That authority has been given to the parents, with ultimate accountability having been assigned to the father (Ephesians 6:4).

Marriage, Sexuality, and Gender We believe God created marriage to be between one man and one woman in a “one-flesh” union for life, uniquely reflecting Christ’s relationship with His church (Gen 2:18-25; Eph 5:21-33). Marriage also serves as the foundational unit of a stable society (1 Cor 7:2) not

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atomistic man. It provides the best environment for children, and the decline in life-long, heterosexual marriage relationships is a significant contributor to many negative cultural developments.

We believe gender also matters to God. God’s creation of each person as male and female is complementary within marriage and reflects the image and nature of God (Gen 1:26-27).

Those who reject their biological sex reject God’s design and the person He created them to be.

We believe that any form of sexual immorality (including adultery, fornication, homosexual behavior, bisexual conduct, bestiality, incest, and use of pornography) is sinful and offensive to God (Matt 15:18-20;1 Cor 6:9-10).

We believe that to preserve the integrity of Tyndale Classical Academy and to provide a biblical role model to the students and faculty, it is imperative that all persons representing TCA in any capacity (employees, volunteers, etc.) agree to and abide by the Statement on Marriage, Sexuality, and Gender.

We believe that every person must be afforded compassion, love, kindness, respect, and dignity and that God offers redemption, forgiveness, and restoration to all who confess and forsake their sin (Acts 3:19-21; Rom 10-9-10; 1 Cor 6:9-11).

Secondary Doctrine We acknowledge that there are doctrines which are essential to saving faith (Essential Doctrines) while there are others which adorn the gospel but are not necessary for salvation (Secondary Doctrines). We believe all Christians ought to have unity in Essential Doctrines as outlined above in the “Core Beliefs” statement but should have charity, with loving scrutiny, when it comes to Secondary Doctrine. These Secondary Doctrines include the following: -​ Baptism – Infant Baptism (Paedobaptism) and Believer’s Baptism (Credobaptism) -​ Eschatology – Historic Premillenialism, Partial Preterist Amillenialism, and Postmillenialism While the Board of Directors and staff may hold specific views on the above, we will encourage these topics to be taught acknowledging the different viewpoints encouraging students to engage in these (at the Secondary Level) and show honor and respect to their parents.

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

As a school that is geared towards partnering with parents in the paideia of the Lord, there is an expectation that parents who will not be present at all times will need to delegate responsibility to the wisdom, discretion, and guidelines of the school as regards behavior and discipline.

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 (this is more expected for children at younger ages and should generally be limited up to three but

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could be as few as one). These include: ●​ Respectfully calling the student out for public disruption ●​ Placing the student’s name on the board ●​ 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.

Examples of behavior that may warrant the above: ●​ Flagrant or repeated 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 well-being or lives of another person ●​ Vandalism ●​ Theft (e.g. stealing school or student property, cheating off another’s answer) ●​ 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., alcohol, tobacco, THC, other drug 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

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○​ 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

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

Electronic Device Policy Use of personal electronic devices (i.e., phones, smart phones, portable gaming devices, smart watches etc.) by students is prohibited on campus outside of intentionally structured or pre-designated labs/time. Such devices may be brought to school but they must be turned off and left in a student’s locker or other location pre-determined by the Board. ●​ 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.

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●​ Tyndale Classical Academy accepts no responsibility for use, breakage, theft, or loss of phone or other personal items.

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

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

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 (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

Philosophy of Conflict Resolution Although we have been offered grace and, by that grace, are in the process of being sanctified we acknowledge that we share in that fallen state inherited by our first parents, Adam and Eve. As such, it is expected that there will be conflict–between students, students and teachers, teachers and teacher, teachers and parents, parents and parents, and all of the above with the board. Such conflict is not contradictory to the Christian faith, as “man is born to trouble, as the sparks fly upward.” (Job 5:7). But the way in which it is handled must not be worldly but rooted in Scripture. Christ provides the example that is the expectation for conflict resolution in Matthew 18:15-17. The whole chapter of Matthew 18 is useful for instruction, conviction, and correction (2 Tim. 3:16) as relates to conflict resolution–starting with those who would be the greatest (vv. 1-5), dealing with offenses and temptation (vv. 6-9), seeking restoration (vv.

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10-14), resolving conflict between brothers (read “saints”, vv. 15-20), and forgiveness (vv.

21-35). To the text: “Moreover if your brother sins against you, go and tell him his fault between you and him alone. If he hears you, you have gained your brother. But if he will not hear, take with you one or two more, that ‘by the mouth of two or three witnesses every word may be established.’ And if he refuses to hear them, tell it to the church. But if he refuses even to hear the church, let him be to you like a heathen and a tax collector.

(Matthew 18: 15-17) Here the expectation is laid out that conflict should be addressed in the following way. If a dispute or misunderstanding occurs between two parties, the aggrieved party ought to approach the other party with the intention of resolving whatever conflict or misunderstanding took place. It is expected that both parties should also undertake to know the context of the situation. If they are not able to first resolve the aggravation privately, they should appeal to the next higher authority with potential involvement of other parties (i.e. teachers, witnesses, etc). The Board may be required to intervene in serious instances as well as the parties' pastors/churches/ecclesial bodies as arbiters and adjudicators.

It may also be noted that there may be times when the aggrieved party may approach a board member or the Board with the dispute or misunderstanding; in such circumstances, the board member or Board should be careful to refer that person back to the party involved in the conflict to seek resolution in the method laid out above.

We likewise acknowledge that there are certain egregious issues that by necessity and wisdom bypass the progression laid out above. These ought to include the additional spheres of governmental authority (see Statement of Faith regarding governments) such as local law enforcement and magistrates. An example would be that of an accusation of sexual abuse, et al.

GRADING POLICY Conduct Items These items are commented on by teachers as a part of a holistic evaluation of a learner; these are intended to help better understand the strengths and areas of improvement for each child from the perspective of an academic institution but also to fulfill our promise to “partner with

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parents”. They do not play a role in a student’s final grade but are helpful placeholders to help us and parents see how the learner is behaving in school and which cohort would be best. ●​ Comes prepared to class (prepared, forward thinking, planning, executive function) ●​ Stays focused on task (self-control) ●​ Respects authority ●​ Seeks forgiveness when wrong ●​ Patient with others ●​ Works hard when faced with something difficult ●​ Shows initiative ●​ Enthusiastically engages in learning ●​ Builds others up around them Grading Scale: Never, Occasionally, Often, Always Comment: Do you see this student growing in the Fruit of the Spirit (Love, Joy, Peace, Patience, Kindness, Goodness, Faithfulness, Gentleness, Self-Control) and how?

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

Primary Grading K-5th (Budding Readers - Readers I) Mastery

90+

Good Understanding

80-89

Beginning to Understand

70-79

Not understanding

0-69

Secondary Grading 6th-SECONDARY GRADING (Readers II - Secondary) Percentage

Letter Grade

GPA

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98+

A+

4.0

90-98

A

3.9

80-89

B

3.0

70-79

C

2.0

0-69

F

0

Assessment & Grading Protocol Humanities ​

Soft grading throughout the week on various writing and speaking assignments

​

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 21

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 19, 20, & 26th ●​ Teachers will contact parents if a student is struggling academically or socially ●​ Please use ClassReach as the best way to communicate important information with the staff

Expected Homework Load Age Group

Weeknights

Monday/Friday Home Day

Lower Primary K-3

10-20 mins

1 hour

Upper Primary 4-5

20-45 minutes

1- 2 hours

Lower Secondary 6-8

45 minutes - 1 hour

2-3 hours

Upper Secondary 9+

1-2 hours

3-4 hours

Grades at Tyndale Classical Academy do not in any way reflect the immeasurable worth and value of each child made in God’s image, but rather they are a reflection of the quality of work in a given field of study at a given time. At Tyndale Classical Academy, grades serve three basic purposes: 1. To help students to improve 2. To determine the best placement level considering academic ability 3. To provide a just and legitimate means of holding students accountable for the quality of their work Grades provide a widely understood means of communicating progress and achievement to parents and other parties such as college entrance boards or other schools to which the young student may transfer.

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

Group Project Grades 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. TCA cares even more about the heart than the academics, group projects allow teachers to see where character work is needed, and since we are preparing students for life, not just college, character in Christian community is integral to “Loving God and Loving Neighbor” (Matt.

22:36-40).

Mathematical Grading Policy Because math problems are objectively right or wrong, grading will follow a simple number correct out of the number of problems. Exercises that are philosophically based will follow the humanities scale (see below).

Math examinations are 70% of the final grade Math homework, practicums, and projects are 30% of the final grade (group or individual)

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

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Latin Grading Policy Latin is taught for a number of reasons; some of the primary aims are not only to build vocabulary, but also to gain a richer understanding of English grammar through the systematic learning of Latin grammar as well as provide an opportunity for students to think of language within a framework that built much of Western civilization. Assessments will be based on the concepts of vocabulary and associated grammar with points being awarded for the purpose of demonstrating mastery of such.

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.

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

Please follow Matthew 18:15 to determine the proper order of communication: “If your brother sins against you, go and tell him his fault, between you and him alone. If he listens to you, you have gained your brother.”

HONOR CODE Parent Honor Code I am placing my child as a student at Tyndale Classical Academy because I care about my child being educated both in character and in academics. I understand that my child will be educated under a Christian worldview and that loving God and neighbor are primary tenants of Tyndale Classical Academy. I also understand that the responsibility of Christian nurture is ultimately the responsibility of parents (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.

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

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

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

If a discipline note goes home from a teacher or the Head of School, I understand that I need to work with my child 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.

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

By enrolling my child in Tyndale Classical Academy, 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 Tyndale Classical Academy 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 Tyndale 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 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 Tyndale Classical Academy.

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Internet Use and Social Media Students are held to the same standard of behavior whether they are on campus or online at home. Individuals agree to use these technological tools honorably and responsibly.

The following is not permitted: ●​ Sending or displaying offensive messages or intimate pictures ●​ Using obscene, vulgar, or profane language ●​ Harassing, tormenting, threatening, embarrassing, humiliating, insulting, or attacking others ●​ Texting or social media interaction with teachers ClassReach communication is permitted for students, parents, and teachers.

HEALTH & WELLNESS Lunch Students will bring packed lunches to be eaten in their classroom or outside if the weather permits. Please pack lunches that do not have to be heated or refrigerated. Please alert us of any severe allergies so that we are aware (please provide an epinephrine pen if severe reactions occur). At Tyndale Classical Academy, we value health and wellness, so please keep this in mind when packing lunches, as your young students will be learning about nutrition, a balanced diet, etc. A well “fueled” brain enhances the learning experience.

Snacks Parents are welcome to send an easy to eat snack (we recommend a nutritious snack) for mid-morning. Water is the only beverage allowed to accompany snacks.

Health Records Tyndale Classical Academy should be notified of any severe allergies or health concerns. You may upload your immunization records or waivers during your application and enrollment process (providing immunization records follows Michigan immunization requirements).

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Administration of Medicines Administration may administer prescription or over-the-counter medications to the children in their care but only with authorization from the child’s parent or guardian through the ClassReach release form and with medical documentation for prescription medication.

We reserve the right to refuse the responsibility of prescription administration for any reason.

If this occurs, we will be happy to accommodate parent visits during the day for the purpose of medication administration.

Illness Policy In consideration of your 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 100.4 F (38 C) degrees or above without the use of fever-reducing medication. ●​ Vomiting/diarrhea. ●​ Please do not send children with highly contagious illnesses such as strep, hand/foot/mouth, or pinkeye (to name a few).

Government Agency Requests Tyndale Classical Academy values our parent partnership and as such we will notify parents of any interaction with a government agency such as Children’s Protective Services (CPS), as it relates to your child. Our policy is as follows: *Parents will be notified and their presence requested prior to a government agency being allowed to interview a child during school hours. *Tyndale Classical Academy will do its best to uphold this policy with any government agency but cannot be held liable if we are not able to get a hold of a family or if the government agency uses legal force to demand the interview.

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

Daily Schedule Tuesday, Wednesday, and Thursday 8:30 AM-3:00 PM

Arrival and Dismissal Students are able to arrive between 8:15 and 8:30 AM Students must be picked up between 3:00 PM and 3:15 A fee will be implemented if there is early arrival or late pick up. Consistent early arrival or late pick up will constitute a meeting with Administration.

Attendance Tyndale Classical has intentionally set its vacations, schedule, and structure to allow important time for families. By registering a child in Tyndale Classical Academy, the parent or guardian is agreeing to this schedule and it is loving to the community of students to be in attendance. Emergencies or important family time arise from time to time; therefore students have 6 Core academic days* within each semester for school absences without consequence to their credits unless pre-approvals are arranged. We ask that the Administration be notified as soon as possible for any absences. A student that surpasses 12 days, or a total of 6 days in a semester will be subject to an Education Council review .

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

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

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

ENROLLMENT POLICY Regarding candidates for admission, we partner with families who are missionally aligned and faithfully involved in a biblically grounded local church.

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 and Fee Policy.

Tuition Assistance We do not want finances to be the reason a family is unable to attend Tyndale Classical.

Therefore, we encourage families to apply for financial assistance. To ensure faithful stewardship of the generous donations that make this aid possible, we utilize a third-party application process.

1.​ Applicants will be categorized from the greatest financial need to the least financial need. a.​ Financial need will be pre-designated based on a ratio of the number of family members to gross income.

2.​ Tuition Assistance Requests will be handled through the Tuition Assistance Committee, not the Head of School, including initial application and interview.

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

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

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

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

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

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