Academic Beliefs

As we use it here, the word Classical refers to the structure and form of the education we provide. It refers also to the content of the studies. In all its levels, programs, and teaching, SCCS seeks to do the following:

• Emphasize grammar, logic, and rhetoric across all subjects.
  The structure of our curriculum is traditional with a strong emphasis on the basics, such as mathematics, history, and language studies. Grammar, logic, and rhetoric will be present in all subjects and emphasized in successive developmental stages. Grammar is understood as the fundamental rules and data of each subject. Logic is understood as the ordered relationship of particulars in each subject. Rhetoric is understood as how the grammar and logic of each subject may be expressed clearly.

• Encourage every student to develop a love for learning and live up to his academic potential.
  A teacher who is excited about the subject he teaches will be extremely sensitive to those students who are seemingly bored. If this goal is successfully reached, then the student will spend the rest of his life building on the foundation laid during his time at SCCS. Not only did he receive the tools of learning, he also acquired the desire to use them. Unlike most tools, they do not wear out with use.

• Provide an orderly atmosphere conducive to the attainment of the above goals.
  There is only one way to maintain an orderly atmosphere in a school, and that is by using consistent, loving discipline. Discipline can be strict without ceasing to be fair or loving. Indeed, when discipline lapses, fairness and love are usually the first casualties. There is no way to instruct a child amid chaos. When a child is being disciplined, the parents are closely involved. We desire to be a service to parents, not a replacement for them. This is not only true of the entire program at SCCS, but it is particularly true of our discipline policy. We understand that children with discipline problems are often expressing heart commitments to sin, and we will labor to love them with the one answer to their brokenness: the Gospel. Our primary obligation is to the majority of students who require an orderly atmosphere in which to learn. We cannot tolerate the ongoing presence of a disruptive student. Prayer, good standards, assertive discipline, parent communication, and escalating consequences will be employed to curb rebellious behavior.

As an outpouring of our Educational Philosophy, SCCS seeks the following goals for each subject of study.

COMPOSITION

• Equip every student with the skills necessary for good writing, including spelling, grammar, style, clarity, etc.

• Put a major emphasis on good writing by requiring the students to write often and correctly in each subject area.

• Encourage clear thinking by the students by requiring clear writing.

• Introduce the students to many styles of writing using the Bible and other high-quality literature.

HISTORY

• Teach the students that God is in control of History, and He will determine its ultimate outcome.

• Enable the students to see God’s hand in the history of the world and the United States.

• Broaden the students’ understanding of history and geography as the students mature.

• Cycle through Ancient times to Modernity multiple times between 2nd and 12th grade.

• Make history “come alive” for the students using many forms of information and research (i.e., primary sources, biographies, illustrations, field trips, guest speakers, music, art, foods, architecture, etc.).

Science

• Develop in the students an increasing appreciation of the orderly and wondrous way God has designed the universe, and the laws which govern it.

• Impart to the students the grammar of Physical sciences, Life sciences, and Earth & Space sciences.

• Teach the students the scientific process by practicing it numerous times for the sake of competence and familiarity.

• Encourage the students to think, question, and test their theories.

• Develop the students’ skills of observation through drawing and abilities to record and analyze information.

• Encourage the students to apply their scientific knowledge to daily life.

• Develop the students’ appreciation and knowledge of great scientists, especially Christian scientists, of the past.

• Use many forms of instruction to teach scientific concepts and methods (i.e., a large variety of experiments, demonstrations, research projects, illustrations, field trips, guest speakers, etc.)

MATHEMATICS

• Ensure that the students have a thorough mastery of basic mathematical functions and literacy equipping them for geometry and advanced algebraic disciplines.

• Emphasize conceptual, as well as practical understanding of math through the frequent use of story problems.

• Illustrate God’s unchanging character through the timeless, logical mathematical systems He gave to man through His gift of Reason.

• Encourage every child, regardless of natural aptitude, to have a positive attitude as mathematicians.

READING/LITERATURE

• Use phonics as the primary building blocks for teaching students to read.

• Encourage the students to read correctly as soon as possible (beginning in Kindergarten)

• Introduce the students to high-quality literature as soon as possible, through our reading program.

• Carefully monitor the student’s reading abilities to ensure he is at a reasonable level, comprehends adequately, and is reading fluently, both orally and silently.

• Foster a life-long love of reading and high-quality literature, after being taught to recognize the characteristics of such literature.

LATIN

• Ultimately arrive at a functional reading capacity of Latin to directly interact with classic texts.

• Learn to speak Latin and use it orally.

• Recognize Latin derivatives in English, develop facility in the use of a dictionary for etymology, and grow in English vocabulary.

• Understand and use grammar in Latin and English to the following extent: (a) in Latin: declension of nouns, conjugation of verbs; (b) in English and Latin: concepts of singular and plural; tense; nouns, verbs, and adjectives; person; word order.

• Memorize Latin paradigms in chants.

• Be exposed to Latin quotes and expressions.

• Do simple translation work.

• Acquire some knowledge of Roman history and culture.

MUSIC

• Train the students to sing knowledgeably, joyfully, and skillfully to the Lord regularly.

• Enrich the teaching of Scripture through the teaching of many classic, meaningful hymns.

• Encourage (through a variety of options) the students to select some area of music, vocal or instrumental, to pursue on their own.

PHYSICAL EDUCATION

• Systematically work with the students to teach them basic exercises and game skills (i.e., throwing, hitting, kicking, catching, etc.).

• In cooperation with the families, encourage the students to knowledgeably establish and maintain good health and nutritional habits.

• To enhance Biblical patterns of behavior through activities requiring cooperation, teamwork, and general good sportsmanship.

BIBLE

• Integrate the Scriptures and a biblical worldview in an obvious and intentional way in all aspects of every class.

• Encourage parental responsibility for purposefully teaching God’s Word to their children (Proverbs 1:8; 2 Timothy 3:15; Ephesians 6:4).

• Encourage local churches to equip and motivate parents to teach their children God’s Word.

• Read and discuss Scripture each day in class.

Grade Reporting

Out of our In Loco Parentis conviction, SCCS will routinely report student grades to the family. These reports will primarily occur, in an official capacity, through quarterly report cards and FACTS.

1. Progress Report
   Parents are given access to see grades through FACTS at any time. Grades will be updated within a week of the assignment given, but often sooner. It is the parent’s responsibility to periodically view and understand grades in FACTS. We strongly suggest you set up notifications for grade updates. No formal progress report will be given to parents or students. Grammar students currently in SCCS must meet all the following basic criteria for promotion to the next successive grade:

2. Report Card
   Teachers will complete official grades (e.g. for the transcript if applicable) on the quarterly report card. Year-long classes will consist of four quarter grades. Only quarter grades are used for calculating a student’s overall Grade Point Average (G.P.A.), and only semester grades will be posted to the transcripts for students in grades 9-12.

Grading Guidelines

All academic grading in SCCS uses a criterion-referenced base for evaluation. (The student's work will be evaluated against an objective standard in each class). Non-academic classes include music, art, and PE.

Attribute Grades For Pre-K to 6th Grade
(Used for virtues and skills)

5 - Excellent: meets the standard with excellence

4 - Above average: remarkable

3 - Average: meets expectations (this is the baseline and indicates your student is doing well)

2 - Below average: Needs to work on several things

1 - Unsatisfactory: does not meet the standard

Philosophy and Guidelines

• Students often need some amount of extra practice in specific, new concepts, skills, or facts. In certain subjects (e.g. handwriting or languages), there may not be enough time in a school day to do as much practice as may be necessary for mastery. Therefore, after reasonable in-class time is spent on the material, the teacher may assign homework to allow for the necessary practice.

• Repeated, short periods of practice or study of new information are often a better way to learn than one long study period.

• Since SCCS recognizes that parental involvement is critical to a child's education, homework can be used as an opportunity for parents to actively assist their child in his studies.

• Normally homework will not be assigned over the weekend or holidays and vacations for PreK- 6th Grade.

• In 7th Grade and up, reading and other homework may be assigned over the weekend. It is also recognized that extended projects may need to be worked on over the weekend. Incomplete work from the week is expected to be completed over the weekend. Homework may not be assigned over holidays and Winter/Spring break.

• Homework assignments are due at the beginning of the school day/period.

• For each day an assignment is late, the grade is reduced by 10%.

• Should a student be absent on the day an assignment is assigned or due, the teacher may give a reasonable extension for the assignment to be completed. The extension will not exceed the number of school days missed during the absence. It is the student's responsibility to find out what work was assigned. In the case of extended absence, it is recommended that the parents contact the teachers directly.

• If a student misses part of a day due to a planned event (departing on a trip, dentist appointment, etc.) all homework is due as assigned and should be turned into his teacher’s box before departure unless other arrangements were made.

Amount of Homework

Our students say the Pledge of Allegiance, not because we live in a perfect country, but because it is our country. Christ calls us to love our neighbors and part of that involves an appropriate love for what we call home. It is our conviction that pledging ourselves to the good of our country is a way of loving our neighbor and turning our focus outward. Additionally, we want to cultivate loyalty to people and place because it’s part of being incarnational. Although we recognize the dangers of being over-zealous patriots, we agree with CS Lewis who said, “Patriotism has many faces. Those who would reject it entirely do not seem to have considered what will certainly step into its place.” At SCCS, we say the pledge because it allows us to take part in a tradition that respects our country, it honors those who have sacrificed before us, and reminds us that as individuals we have a responsibility to serve and shape the place, we call home.

• Teachers will make every effort to have their classes say the Pledge daily, making it a normal part of their everyday rhythm.

• Students will stand with their hands over their hearts.

• The following text will be used to say the Pledge of Allegiance: "I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all."

• Children with learning disabilities are images of God and worthy of an excellent Christ-centered education. Yet, SCCS is unable to serve children who require a separate classroom, program, or staff to provide the educational services desired by the parents.

• Children with a learning disability may be admitted provided they meet all regular admission requirements and are capable of functioning successfully in a traditional classroom setting with limited, unobtrusive classroom accommodations.

• Children who have been diagnosed with a learning disability will be given as much individual instruction and encouragement as their classmates. They will be required to meet the same academic standards as all the other children in their grade level. Accommodations may be made in consultation with the parents, classroom teacher, School Principal, Student Support Coordinator, and student.

• Please identify any known or suspected learning disabilities in the student application. Attach copies of official diagnoses to the student application.

• If SCCS observes behaviors that may indicate the presence of a learning disability, the parents will be made aware, and formal testing may be recommended. We commit to collaborating with parents to support these students and help them learn successfully in our classrooms.

(Updated July 2024)

The questions below can be used as a guide to best evaluate each category:

• Pass at least three quarters of reading, math, grammar, and composition (if applicable), and have at least a 70% average for the entire year.

• Pass at least three quarters each of history and science.

• Failure to pass at least two quarters each of Latin, Bible, spelling, art, music, or PE will necessitate some make-up work in summer, at the recommendation of the teacher and Head of School.

• In addition, when considering the promotion of students currently enrolled, special emphasis should be given to:
  Preschool to Kindergarten: Behavioral maturity for Kindergarten.
  Kindergarten to First Grade: Behavioral maturity and reading readiness for First Grade.

• If a student is failing a subject at mid-quarter, the Teacher must notify the Principal and the parents. Mid-quarter reports will continue for a student who is failing subjects. If a student in 1st grade and above is failing every subject at the mid-1st quarter, a conference will occur with the Principal, teacher, and parents, and the student will be put on academic probation. If significant progress is not made by the mid-2nd quarter, the student will not be allowed to continue in the class.

• If a student does not meet the criteria noted above at the end of the school year and the family wants the student to move on to the next grade level, the teacher, Head of School, and Principal may consult the family on what to work on over the summer and an end-of-summer assessment will be conducted to determine whether the student may pass on to the next grade. The family will be responsible for paying an extra fee for the development of the summer work plan as well as a fee for the end-of-summer assessment. Families may choose to hire teachers to tutor the student.

All Pre-K and Kindergarten students will remain in their age-level classroom for mathematics.

SCCS understands there are many gifts and talents God may choose to give. Some children, as a result, can thrive beyond the normal objectives of their peers. Other children will find the greatest success at a level lower than that of their peers. The majority will fit quite right within the confines of their age level.

Students may, then, take math with a higher or lower grade given the following criteria:

• Students will be assessed within the first two weeks of the school year to ascertain their ability.

• Teacher input, in conjunction with the above results, will be sought to determine recommended placement.

• Parents will be notified if it is recommended that their child be placed in a different grade level.