Secondary Doctrine and Controversial Subjects
Grading and Reporting Guidelines
Grammar School Promotion Guidelines
Electronic Devices and Other Prohibited Items
School Property and Personal Property
School Improvements and Grievances
Anonymous Reporting of Suspicious Activity
This page contains Section I of Seattle Classical Christian School’s Parent and Student Handbook.
Last updated July 2024
SCCS builds the city of God by forming servant leaders who love goodness, truth, and beauty.
Our vision is to send generations of resilient Christians into the world, equipped to pursue, advance, and uphold God’s vision for human flourishing.
(Updated July 2024)
We believe that the Gospel—the good news about what Jesus Christ has done to reconcile sinners to God—is central to everything we do.
We hold Scripture in the highest regard.
We desire that our students develop a biblical worldview.
We believe parents are primary in their children’s education. What we do at school is to support your efforts in pursuing their heart and mind at home.
Our teachers understand that they are one of the instruments of change and grace in a child’s life. They believe that caring for the heart is part of developing the mind.
We believe that the finest learning occurs when parents play an active role in their children’s education. Our teachers foster this environment through intentional communication, parent volunteer opportunities, and more.
We want our school environment to foster joyful learners who experience learning as a form of worship.
Obtaining a classical education is rigorous yet rewarding. We desire that students be both challenged and encouraged in their studies.
We believe our students should take part in “the Great Conversation” by studying “the good, true and beautiful.” By examining the best examples of art, literature, science, and more, we help students learn to think, inspire them to act, and help them identify God’s ability to redeem all brokenness.
We desire to foster a close community within our student body, including parents and families.
We want to be active in our community, serving those who live and work around our school.
We want to be involved neighbors, gratefully taking advantage of our city’s resources.
We believe that to preserve the function and integrity of Seattle Classical Christian School, it is imperative that:
All faculty and staff of SCCS agree with this Statement of Faith and instruct students in light of its tenets.
We strongly recommend that families who attend SCCS agree with our Statement of Faith. SCCS encourages any family that does not wholeheartedly agree with this Statement of Faith to consider if this school is a good fit for their family, as their children will be instructed in light of these tenets, which could prove contrary to what the student will be learning and witnessing in the home.
Let no one despise you for your youth, but set the believers an example in speech, in conduct, in love, in faith, in purity (1 Timothy 4:12).
Seattle Classical Christian School believes education should aim to cultivate wisdom and virtue, not merely transmit knowledge and skills. Part of educating a human, an image of God, includes training in virtue which we define as a disposition that inclines us to the good for which we are made. Or, in other words, a good moral habit. SCCS has four core virtues:
Let love be genuine. Abhor what is evil; hold fast to what is good. Love one another with brotherly affection. Outdo one another in showing honor. (Romans 12:9-10)
To honor means to regard and treat someone with respect and dignity. We can do this with our words, our actions, and our heart attitudes. When we honor someone, we recognize that another person is created in the image of God. Students are expected to honor God; teachers and staff; and other students.
For God gave us a spirit not of fear but of power and love and self-control. (2 Timothy 1:7)
A man without self-control is like a city broken into and left without walls. (Proverbs 25:28)
When God created humans, he gave us many gifts: bodies to move, mouths to express, ears to hear, and emotions to respond. All of these things can be used to worship God, or they can be used for desires that are selfish and destructive. God can empower us to use these gifts to His glory. Self-control is the means by which we do this. Students are expected to practice self-control with their bodies, emotions, words, and listening.
As each has received a gift, use it to serve one another, as good stewards of God’s varied grace. (1 Peter 4:10)
Stewardship is the careful and responsible management of something that has been entrusted to one’s care. Everyone is a steward of something. While this virtue grows with age and practice, even young students can be capable stewards. Students are expected to be careful stewards of themselves, their relationships, their education, and their physical surroundings.
The fear of the Lord is the beginning of wisdom; all those who practice it have a good understanding. (Psalm 111:10)
But the wisdom from above is first pure, then peaceable, gentle, open to reason, full of mercy and good fruits, impartial and sincere. (James 3:17)
Obey your leaders and submit to them, for they are keeping watch over your souls, as those who will have to give an account. Let them do this with joy and not with groaning, for that would be of no advantage to you. (Hebrews 13:17)
Each of us lacks wisdom. But with a humble heart, we each have the opportunity to grow in wisdom. We want SCCS students to understand that they lack wisdom and that they need it. Even more so, we want them to know that their teachers have wisdom to offer and that it is prudent for them to listen. We want students to recognize that Scripture provides us with wisdom, and we should look to it often. And we want them to know that God promises to give wisdom to those who seek it.
A graduate of SCCS should:
Love God | Think with Reason | Speak with Humility and Wisdom | Cherish Beauty | Embody Virtue | Be Invested Citizens
We aim to graduate young men and women who think clearly and listen carefully with discernment and understanding, who reason persuasively and articulate precisely, who can evaluate their entire range of experience in light of the Scriptures, and who do so with eagerness in joyful submission to God.
We aim to find them well-prepared in all situations, possessing both information and the knowledge of how to use it. We desire that they be socially graceful and spiritually gracious, equipped with the tools of learning, desiring to grow in understanding, yet fully realizing the limitations and folly of worldly wisdom.
We desire that graduates are imbued with the unique benefits of attending a school located within the heart of the city: that they possess a growing awareness of a wide range of people and their unique perspectives, that they would be engaged in the fine arts, and that they would appreciate the collective aspects that make up a given culture. Moreover, we desire them to recognize worldly influences as distinct from biblical ones and to be unswayed towards evil.
We desire that they have hearts that have been wholly transformed by the Gospel of Jesus Christ. Our hope is that they are joyful believers, eager and equipped to courageously share the gospel with those who are stumbling toward destruction. We desire that they possess all these things with a demonstrated character, humble attitude, and a servant’s heart that seeks to glorify God in all things.
We believe that the Bible clearly instructs parents to “bring (children) up in the discipline and instruction of the Lord” (Eph 6:4). Therefore, we seek to teach and discipline in a manner consistent with the Bible and a godly home environment.
We believe that God’s character is revealed not only in His Word but also in every facet of creation. Therefore, we teach that all knowledge is interrelated and can instruct us about God. (Rom 1:19-20)
God wants us to love Him with our minds, as well as with our hearts, souls, and strength (Mark 12:30). Therefore, we seek to individually challenge children at all levels, teaching them not just information, but instead how to think and love well.
We want to help parents teach their children that all they do should be done “heartily, as unto the Lord” (Col 3:23). Therefore, we seek to encourage quality academic work and maintain high standards of conduct.
We are striving for a full K-12 program because we believe that as long as a child is under the parents’ authority and undergoing formal education, he should be trained biblically (Deut. 6:6,7; Prov. 22:6).
In all its levels, programs, and teaching, SCCS seeks to:
Teach all subjects as parts of an integrated whole with the Scriptures at the center (2 Timothy 3:16-17; Colossians 1:15-20)
In order to be Christ-centered, Christian education must be more than a baptized secularism. It is not enough to take the curricula of the government schools, add prayer and a Bible class, and claim the result is somehow Christian. Secular education places man at the center of all things. Christian education places the God-man, Jesus, at the center. There is no such thing as neutrality in education; every truth is understood in the light of a certain worldview. This means that history, art, music, mathematics, etc., must all be taught in the light of God’s existence and His revelation of His Son, Jesus Christ.
The Scriptures occupy a crucial role in teaching us about this revelation, therefore they must also occupy a critical role in Christian education. This is not to say that the Bible was meant to be read as a science or mathematics text (it was not). It does, however, provide a framework for understanding these so-called secular subjects. Christian education is teaching our children how to think biblically. As R.L. Dabney stated, “Every line of true knowledge must find its completeness in its convergence to God, even as every beam of daylight leads the eye to the sun. If religion be excluded from our study, every process of thought will be arrested before it reaches its proper goal.” As educators rooted in Christ, our goal is not to require the students to spend all their time gazing at the sun but rather to examine everything else in the light the sun provides. It would be folly to try to blacken the sun in order to be able to study the world around us objectively.
Ultimately, the universe is coherent only because all truth comes from God. Without God, particulars have no relation to other particulars. In education, this position leads to the fragmentation of knowledge when history bears no relation to English and biology no relation to philosophy. But, with Scripture at the center, all subjects can be understood, and more importantly, they can be understood as parts of an integrated whole, resulting in a rich, unified education.
Provide a clear model of the biblical Christian life through our staff and board (Matthew 5:13-16; Matthew 22:37-40).
Education does not exist for its own sake; it is not an exercise conducted on paper. Education occurs when information is transferred from one individual to another. We have already discussed how that information can be a part of an integrated worldview. But this by itself is not enough.If the subject matter is in line with the Scriptures but the life of the teacher is not, a conflict is created in the mind of the student. What the inconsistent teacher writes on the whiteboard and what he lives in the classroom are two different things. This same conflict can be created in the minds of the students and teachers if a board member is living in a manner inconsistent with the Bible. When hypocrisy is tolerated, it leads to greater problems. At best, the integrated Christian worldview becomes a dead orthodoxy—true words, but only words. At worst, anti-Christian living leads to anti-Christian teaching. The hypocrisy is removed by making the instruction as false as the life. As Christian educators, we recognize that hypocrisy on our part will place a stumbling block in the path of the students. The flow of information from teacher to student will be seriously hindered. Because we are in the business of transmitting a Christian worldview, we must also be in the business of living exemplary Christian lives.
Encourage every child to begin and develop his relationship with God the Father through Jesus Christ (Matthew 28:18-20; Matthew 19:13-15).
Without regeneration, a Christian worldview and a Christian lifestyle are nonsensical impossibilities. If a man is dead, it is a wasted effort to seek to revive him with a nourishing meal. If the life principle is absent from the student, no amount of instruction and example on the part of the teacher will give that student life.
We have the responsibility to plant and water. We also have the responsibility to recognize that growth comes from God. God initiates growth in the life of the individual when he is born again. From that time on, the nourishment of instruction results in genuine growth as the Christian puts what he learns into practice. It is not our role as educators to attempt to make God’s work in human lives superfluous. There is no way to perfect human beings by means of instruction—even if that instruction is Christian in content. It is an error to act as if education can perfect man. To repeat this error—even with Christian instruction—is to create a legalistic atmosphere in the school. This contrasts with the Good News that God offers us in Christ which will create a moral atmosphere in the school. Good instruction is conducive to rational Christian minds and godly Christian lives, but only if it presupposes and is built on the Gospel. This Gospel is that Christ died for our sins in accordance with the Scriptures and that He rose again on the third day. If a person’s heart is regenerated by this message with repentance and belief, then God will give that person eternal life, make him a new creation, and adopt him into His family.
It is a goal to bring every child who does not have a relationship with the Father into such a relationship through Christ. Then, and only then, will the rest of the education we offer be fully understandable. If the child already knows the Lord, it is our goal to encourage him to develop that relationship. As he grows, the education he is receiving will further that growth.
Seattle Classical Christian School was founded in 2011 by four families who wanted to offer their young children an education that both centered on Jesus Christ and embraced the rigors and joys of the classical method. Moreover, these families desired to educate their children in the same city where they lived, worked, and worshipped.
At the time, Seattle had no downtown public schools, and all the protestant Christian schools were located outside the city’s urban core. Rather than relocating their children’s education to the suburbs, these families decided to embrace their city, founding Seattle Classical Christian School in rented space at a historic church in the heart of downtown. The first Kindergarten class began with one teacher, four students, and a small but bright classroom on the main floor of Seattle First Presbyterian Church.
SCCS is governed primarily by the Word of God, as understood and applied by the school’s Board of Directors and administration. SCCS is run by a Board of Directors that operates under the school’s adopted by-laws and provides policies to the Head of School for implementation in the school.
At SCCS we hold Scripture in the highest regard. This means that we take it seriously, we meditate on it, and we see it as the living Word of God. We also believe that the Gospel is the salve for what ails us, offering wisdom and hope to all.
We filter everything through the Word of God
We have an orthodox faith, with unity in essentials.
We use the Gospel to deal with sin, always seeking a redemptive path.
We believe the Gospel of Christ illuminates every situation.
Character and virtue are of paramount importance—they influence every aspect of a person’s life. At SCCS, we earnestly seek to cultivate virtue and character, calling students to a high standard that is steeped in grace. These opportunities arise—often through challenges—in the classroom, on the playground, and in our studies. In all settings, students are encouraged to consider, talk about, and pursue character and virtue.
We honor each other’s dignity because we are image bearers of God.
We value, praise, and protect truth, goodness, and beauty.
We use liturgy, love, and example to cultivate affections.
All challenges offer an opportunity to grow in character and virtue.
Education is not merely the vehicle for training the mind, but also a way in which we bridle the heart. At SCCS we believe that when we interact with stories, contemplate great ideas, and use our creativity, we feed both our minds and our souls. Thoughtful, disciplined, inspired minds influence how we live our lives, from how we solve a math problem, to how we understand and love our neighbors.
We feed the soul on great ideas, pondering what is good, true, and beautiful.
We take part in the great conversation.
We cultivate the moral imagination.
We desire to get knowledge, to gain understanding, and to grow in wisdom.
Education simultaneously involves labor and joy: the effort of investigation and grappling, and the delight of understanding and mastery. SCCS commits to offering an education that is rich, ordered, meaningful, and challenging. We know it will be hard work, but we also know it will be valuable and rewarding, and that students have a great capacity for it. Students at every stage are trained, encouraged, and expected to work diligently and with a purpose. They and their community will reap the benefits of their education, so we hasten them on to this joyful reward by calling them to be active participants.
We believe learning should entail wonder, delight, and excitement.
We take initiative, ask questions, persevere, and encourage one another.
We know hard work carries its own reward: Hebrews 12:11 says, “No discipline is pleasant in the moment but yields a righteous harvest to those who have been trained.”
We know good routines lead to responsibility: Sow a habit and reap a character.
Doctrinal issues which are not addressed in the SCCS Statement of Faith are considered Secondary Doctrine.
A topic which Christian families and churches commonly consider divisive or very sensitive is considered a Controversial Subject.
For both Secondary Doctrine & Controversial Subjects, SCCS’s policy is as follows:
Classroom discussion of secondary doctrine should be on an informative, non-partisan level. Teachers must be careful not to speak to the students in a manner that would cause offense to the parents.
Presentation of all sides of an issue is encouraged.
Due to the extremely sensitive and intimate nature of human sexual relations, discussion and instruction on this topic generally will be limited to human reproduction in biology, and biblical principles and references as they arise in appropriate class contexts.
The teacher should encourage the students to follow up on any questions they have with their parents and pastor.
This page contains Section II of Seattle Classical Christian School’s Parent and Student Handbook.
Last updated July 2024
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.
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.
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.).
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.)
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.
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.
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.
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.
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.
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.
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.
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:
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 quarter grades will be posted to the transcripts for students in grades 9-12.
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
Letter Grades for 1st to 6th Grade
| GRADE | % | GPA |
|---|---|---|
| A+ | 97 -100 | 4.00 |
| A | 94-96 | 3.85 |
| A- | 90-93 | 3.70 |
| B+ | 87-89 | 3.30 |
| B | 84-86 | 3.00 |
| B- | 80-83 | 2.70 |
| C+ | 77-79 | 2.30 |
| C | 74-76 | 2.00 |
| C- | 70-73 | 1.70 |
| F | 0-69 | 0.00 |
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.
The guide should be regarded as approximate maximum times, not as required minimum times. Normally, homework is not to be assigned over weekends or school breaks for Grammar level classes. If your child’s normal homework times persist in going over these maximum amounts, please contact your teacher ASAP to discuss solutions; do not wait.
Notes: Students who are new to the school and/or are “catching up” in their studies may need to invest more time as they transition into the school. There is no guarantee that a child will get “A’s” if he studies for the average amount of time.
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.
This page contains Section III of Seattle Classical Christian School’s Parent and Student Handbook.
Last updated July 2024
Students are expected to cooperate with basic Christian standards of behavior and conversation.
There should be no talking back or arguing with teachers or staff. Prompt and cheerful obedience is expected. Requests from the teacher should not have to be repeated.
It is our strong belief that SCCS is not the place in which romantic relationships between students should be cultivated or initiated. Public displays of romantic affection are unacceptable.
Friendships, relationships built upon sacrificial love, are highly esteemed and encouraged.
Students are expected to treat all of the school's materials and facilities with respect and care. This includes all books distributed to the students. Students will be charged for lost or damaged books.
Cheating is widespread in academia today. We believe that teaching students to do their own work and keep their eyes on their own papers should begin in the elementary years. Cheating is unacceptable at SCCS and is defined as: Plagiarizing or copying an answer, Working together on an assignment that was intended to be completed individually, or Looking at another student’s paper during a test.
Each SCCS family will be required to perform 20 hours of volunteer service per year. This change will unite us in our common mission and will bring great value to both the school and our families. Some highlights of the policy:
Any family member over age 12 can contribute volunteer hours
There will be a list of qualifying volunteer services (subbing, workdays, individual & committee work, etc.)
Three ways to get volunteer hours: 1) Do the work, 2) Pay for the hours at $25/hour, 3) Donate hours to other families
Any hours spent on summer projects will count towards the coming school year.
SCCS faculty and staff families are exempt from this policy.
SCCS is committed to providing students with a safe educational environment. In compliance with both legal obligations and insurance requirements, we conduct criminal background checks for all volunteers. As we actively promote parent engagement, it has been a longstanding SCCS policy to mandate background checks for all SCCS parents.
Volunteers may inadvertently have access to sensitive information. Any information about students, grades, faculty, etc. is to remain confidential. Volunteers may observe situations of a sensitive nature. These are also to remain confidential. If a volunteer has a concern involving something that is witnessed, observed, or overheard, it may only be discussed with the faculty member or Head of School. If a volunteer disregards this policy, the privilege of volunteering may be revoked.
SCCS asks that volunteers not post pictures taken in the classroom on social media without the express consent of all of the student’s parents and/or guardians in the picture or blurring/blocking faces.
(Updated July 2024)
Students are expected to be present and on time to school every day school is in session. Attendance records for students are kept by the individual classroom teachers and reported on the student's report cards each quarter.
8:00 am – 8:15 am
School Drop-off (Students should not be dropped off before 8:00 am)
8:17 am
Classes Begin
3:00 pm
Classes End
3:00 pm – 3:15 pm
School Pick-up
Full-day absence: a day in which a student is absent from school for 3 1/2 hours or more; or misses 4 or more periods.
Half-day absence: a day in which a student is absent from school between 1 and 3 1/2 hours; or misses less than 4 periods.
Tardies: any time a student is not seated in his classroom at the appointed time.
Missing class without parental permission results in an office visit.
In the event a student is absent from a class, or from school, for more than ten days during one semester (for any reason), the student’s parents will meet with the Head of School (and teacher, if necessary) to determine whether the student will receive a letter grade, or a grade of P (pass) or F (fail) on his report card.
A student cannot receive a passing grade unless he completes work (if necessary, it can be completed over the summer) and passes an end-of-summer assessment. During this time the student is considered on academic probation. Parents may choose to pay teachers for tutoring to help the student catch up.
This policy is not in effect for Pre-K.
A “tardy” is when a student is not sitting at his desk, quiet, and waiting for instruction from the teacher when the classroom clock indicates 8:17 am in Grammar classes or at the beginning of a period for 7th grade and up.
There will be a two-week grace period at the beginning of each school year.
A student will be allowed to be tardy three times per quarter with no consequences. Teachers will notify the office when a fourth tardy occurs, and a notice will be sent home.
A notice will go home with the 4th tardy notice, and the parents will be contacted by the Head of School for the 5th tardy.
Late arrival in the classroom is often disruptive to teachers and other students. Please ensure that you arrive with time for your student to make it to their seat on time so that they may enjoy the entirety of their day at SCCS. For late drop-offs and early pick-ups, please fill out an early pick-up or late drop-off form each time, so that our faculty may prepare your student appropriately.
Regular school attendance is crucial for developing good habits of learning. Students who are chronically tardy or absent may be referred to the Head of School for discussion of appropriate action that could include denying promotion to the next grade or expulsion.
(Updated July 2024)
The purpose of this policy is to ensure the safe administration of prescription medications to students during school hours. This policy aligns with our commitment to the health and well-being of our students while respecting parental authority and legal requirements.
Seattle Classical Christian School (SCCS) will administer prescription medications to students only when necessary for their health and well-being during school hours. All medications will be administered in compliance with the prescription provided by a licensed healthcare provider. The school reserves the right to refuse the administration of any medication if the procedures outlined below are not followed.
SCCS must have written authorization before any prescription medication can be administered. Parents should email info@seattleclassicalchristianschool.org with the following information:
Student’s full name.
Name of the medication.
Dosage and specific administration instructions.
The time and duration for which the medication is to be given.
Possible side effects and actions to be taken in case of an adverse reaction.
This information will be recorded in our medical records within FACTS.
Note: A new authorization form must be submitted at the beginning of each school year and whenever there is a change in medication, dosage, or administration instructions.
Medications must be delivered to the school in the original pharmacy-labeled container. The label must include:
The student’s name.
The medication’s name.
The prescribing physician’s name.
Dosage and administration instructions.
All medications will be stored in a locked cabinet in the school office.
Medications will be administered by a designated trained staff member at the Front Desk.
The person administering the medication will verify the student’s identity and the correct medication and dosage before administration.
Staff will record the administration of each dose, including the date, time, dosage, and name of the person administering the medication.
If a student requires medication during a field trip or off-campus activity, a designated staff member will prepare and carry the necessary medication securely. The same procedures for verification and documentation will apply during off-campus activities.
Parents/guardians are responsible for notifying the school in writing when a medication is to be discontinued.
Unused medications will be sent home with the student, along with an email notice. Medications not picked up within one week after the end of the school year will be disposed of in accordance with local regulations.
All student health information, including medication records, will be kept confidential in compliance with the Health Insurance Portability and Accountability Act (HIPAA) and the Family Educational Rights and Privacy Act (FERPA)
(Added July 2024)
SCCS has a closed campus. This means students are not permitted to leave the campus for any reason during school hours or during after-school activities unless accompanied by an authorized adult. Parents picking a student up during the school day must sign their student out at the school office. If the student will be returning before dismissal, the parent must sign the student back in.
Any adults other than the custodial parent(s) who wish to pick up a student during or after school must have permission from the custodial parent for each occasion, submitted through our “Permission to Pick Up” Form. Please be sure all adults authorized to pick up a student are recorded with the school office in advance. The adult will need to show identification to SCCS staff.
To ensure a safe and conducive learning environment, all visitors must adhere to the following policy:
A visitor is defined as any person not currently enrolled as a student of SCCS (this would include parents, siblings, and previous students or teachers).
All visitors must sign in at the main office upon arrival and obtain a visitor’s badge, which must be worn at all times while in the school building or with students outside the building (recess).
Visitors are required to schedule appointments in advance to ensure availability and minimize disruption to the school day.
Classroom visits must be coordinated with the teacher and approved by the front office in advance. Unscheduled classroom visits are not permitted.
Visitors are expected to conduct themselves in a manner that respects the school’s code of conduct. Disruptive or inappropriate behavior will not be tolerated.
Visitors may not bring children or guests who are not students of the school without prior approval from the administration or the teacher in case of an approved classroom visit.
Visitors must respect the confidentiality of students and staff, refraining from discussing any student’s performance or behavior.
(Updated July 2024)
Students must be supervised at all times when on SCCS property.
Students actively participating in a club must be supervised by the designated club leader(s) from the start of club time until pick up.
Students not participating in a club (aka siblings) must be supervised by their parents.
In the case of an after-school club, students must remain in their designated pick-up areas until they are released to their club leader.
Each club has been given a designated area in which to gather. Students will have access to the club’s designated area and bathrooms, but may not access any other portions of the school building.
Students are eligible to join after-school clubs based on the guidelines provided for each specific club, which may include grade or capacity restrictions. Students must remain in good standing to participate in clubs (probation may be necessary for students experiencing academic or disciplinary concerns). Tuition accounts must be in good standing to participate in clubs. Parents must provide written consent (via a registration form or email) for a student to participate in an after-school club.
After-school clubs will have an associated club fee designed to cover or supplement SCCS’s costs. Scholarships are available. Fees will be added to the student’s FACTS Tuition account.
(Added April 23, 2024)
The code corresponds to and flows from our core virtues.
Pray with your eyes closed.
Stand/sit with good posture.
Respectfully address teachers, staff, and adults (“Yes”, “No”, “Yes, Mr. Greco.” Not “yeah”, “uh-huh”, etc.)
Respond with your voice and eye contact when addressed.
Be fully engaged in class: attentive eyes, listening ears, and calm bodies.
Directions from faculty and staff are followed all the way, right away, with a pleasant attitude.
Let humility rule (don’t disrupt class or try to draw negative/silly attention).
Be careful to speak and move around at the appropriate times.
Speak with purpose in grace and truth (no foolish/crass/baby talk).
Keep your hands to yourself.
Respectfully participate in class: bottom in seat, raise your hand, stand to speak (in appropriate grades).
Care for your place (respect the building and property).
Recognize that there is a place for everything and put everything in its place (do not throw trash on the floor, etc.).
Use resources the way they are intended (no standing on chairs, etc.).
Leave it better than you found it.
Speak with a modest tone.
Listening first leads to wisdom.
Regard your teacher and your lessons with a good attitude.
Strive for a wholesome focus in word and deed.
Deal peaceably and build one another up: avoid gossip, violence, dishonesty, and strife.
Children will naturally think adherence to rules leads to approval. SCCS will labor to counter this thinking. We acknowledge that the good news of Jesus is the sole means for change in one’s heart. Every transgression is another proof of our need for daily grace. Faith in Jesus, alone, makes us right in God’s eyes. Mere rule-following is not the aim of this section. The goal, rather, is to enculturate students into the wonderful economy of redemption. We are loved while we are still enemies. We are approved because of the work of another. Reconciliation is made through Jesus’ sacrifice, not reparations on our part. Change occurs in response to God’s grace. We are saved for good works, not by good works (Eph 2:10). God’s grace trains us to renounce ungodliness and lead self-controlled, upright, and godly lives (Titus 2:11-12).
The kind and amount of discipline will be determined by the teachers, and if necessary, the Head of School. The discipline will be administered in light of the student's actions and attitude. All discipline will be based on biblical principles, e.g. restitution, apologies (public and private), swift punishment, restoration of fellowship, no lingering grudges, etc. The vast majority of discipline problems will be dealt with at the classroom level. Love and forgiveness will be an integral part of the discipline of a student.
There are five basic behaviors that will automatically necessitate discipline from the Head of School. Those behaviors are:
Disrespect shown to a staff member. The staff member is the judge of whether disrespect has been shown.
Dishonesty in any situation while at school, including lying, cheating, and stealing.
Rebellion, i.e. to a faculty/staff member, outright disobedience in response to instructions.
Fighting, i.e. striking in anger with the intention to harm the other student.
Obscene, vulgar, or profane language, as well as taking the name of the Lord in vain.
As a result of an office visit, the Head of School will determine the nature of the discipline for the infraction in question. The Head of School may require restitution, janitorial work, parental attendance during the school day with their child, or any other measures consistent with biblical guidelines that may be appropriate. If for any of the above or other reasons, a student receives discipline from the Head of School, the following accounting will be observed within the school year:
The first two times a student is disciplined with a formal office visit, the Head of School will contact the student’s parents and relate the details of the visit. The parents’ assistance and support in averting further problems are necessary to establish a partnership to develop student character.
A meeting with the Head of School will follow the third office visit with the student’s parents and a suspension may be indicated for serious misconduct.
Should the student require a fourth office visit, a two-day suspension may be imposed on the student. Expulsion may also be indicated.
If a fifth office visit is required, the student may be expelled from the school.
If at any point the student’s behavior is upsetting the general tone of the classroom, derailing the learning environment of the classroom, or endangering students or staff, SCCS reserves the right to immediately dismiss the student from class, and potentially expel them from the school.
If a student commits an act with such serious consequences that the Head of School deems it necessary, the office-visit process may be bypassed and suspension imposed immediately.
Examples of such serious misconduct could include, but not be limited to: acts endangering the lives of other students or staff members, gross violence, vandalism, violations of civil law, or drug abuse. Students may also be subject to school discipline for serious misconduct that occurs after school hours or off school property, including online.
If the Head of School desires to pursue expulsion, he will meet with the board to inform them, receive their counsel, and ask them to make a final decision.
At the discretion of the Head of School, in consultation with the board, a student may be refused re-enrollment. Such refusal to re-enroll is not considered a direct disciplinary act, requiring accumulated office visits to be taken. Refusal to re-enroll is not the equivalent of suspension or expulsion.
Should a student who was expelled, or who withdrew to prevent expulsion, desire to be readmitted to SCCS at a later date, the Head of School, in consultation with the board, will make a decision based on the student's attitude and circumstances at the time of re-application.
SCCS prohibits acts of harassment, intimidation, or bullying of students. "Harassment, intimidation, or bullying" means any gesture or written, verbal, or physical act toward a student that takes place on school property or at a school-sponsored activity and that:
Is motivated by any actual or perceived characteristic of the student, such as race, ethnicity, religion, ancestry, sex or sexual orientation, socio-economic status, or disability; and
Harms the student or damages the student’s property or threatens personal harm or damage to their property; or
Insults, demeans, or intimidates the student or a group of students in such a way as to substantially interfere with the student or students’ educational or social activities at school or cause a substantial disruption of the orderly operation of the school.
The school expects students to conduct themselves in keeping with their levels of development, maturity and demonstrated capabilities with proper regard for the rights and welfare of other students and school staff, the educational purpose underlying all school activities, and the care of school facilities, and equipment.
The Head of School is responsible for receiving complaints alleging violations of this policy. All school employees are required to report alleged violations of this policy to the Head of School. All other members of the school community, including students, parents/guardians, volunteers, and visitors, are encouraged to report any act that may be a violation of this policy. Oral reports also shall be considered official reports. Reports may be made anonymously, but formal disciplinary action may not be based solely based on an anonymous report.
The Head of School will determine whether an alleged act constitutes a violation of this policy. In so doing, the Head of School shall conduct a prompt and thorough investigation of the alleged incident. The Head of School may conclude that the alleged violation occurred or did not occur, or that the evidence is inconclusive. If the Head of School concludes that the alleged violation did not occur or that the evidence is inconclusive, no written report of the matter will be maintained in a student’s file.
In ascertaining the appropriate response to students who commit one or more acts of harassment, intimidation, or bullying, the Head of School will consider the following factors:
The developmental and maturity levels of the parties involved.
The levels of harm, and the surrounding circumstances.
The nature of the behaviors, past incidences, or past or continuing patterns of behavior.
The relationships between the parties involved, and
The context in which the alleged incidents occurred.
Concluding whether a particular action or incident constitutes a violation of this policy requires a determination based on all the facts and surrounding circumstances. It is only after meaningful consideration of these factors that an appropriate consequence should be determined, consistent with the school’s policies and applicable law.
Consequences and appropriate remedial action for students who commit acts of harassment, intimidation, or bullying may range from positive behavioral interventions up to and including suspension or expulsion. Some acts of harassment, intimidation or bullying may be isolated incidents requiring that the school respond appropriately to the students committing the acts. Other acts may be so serious that they require a response by law enforcement officials. Any act of harassment, intimidation, or bullying that may constitute sexual abuse or any other form of child abuse, and threats of violence against students, teachers, or staff, shall be reported to law enforcement officials as required by state law.
The school prohibits retaliation against any student who reports an act of harassment, intimidation, or bullying. The consequence and appropriate remedial action for a student who engages in reprisal or retaliation shall be determined by the Dean of Campus after consideration of the nature and circumstances of the act, following applicable school policies and law.
SCCS reserves to itself the right to investigate allegations of bullying, harassment, intimidation, and other threats that occur on social media venues and are directed at or disrupt the learning environment of the school. Actions and words directed against fellow students, parents/guardians, or school employees will be considered as such. The school will also notify law enforcement when credible threats of violence are detected.
(Added July 2024)
SCCS takes seriously its obligation to maintain the safety of students, faculty, and staff at all times. Fire drills and other rehearsals for emergencies are conducted with students periodically throughout the year.
A Crisis Management Plan is maintained and updated by the administration at SCCS. The plan outlines emergency procedures for natural disasters, violent situations, medical emergencies, and fires. Faculty and staff are trained on the plan every school year.
(Updated July 2024)
In accordance with Washington State Law RCW 9.41.280, weapons, whether concealed or unconcealed, may not be brought into the school building or anywhere else on school grounds.
In accordance with Washington State Law RCW 69.50.435, drugs may not be brought into the school building or anywhere else on school grounds.
Tobacco and other legally controlled substances, lighters, matches, pocket knives, weapons of any kind, and sexually explicit materials are prohibited. Items designed to look like any of the above are likewise prohibited. Possession of any of these items will result in immediate disciplinary action.
Students may not bring electronics to school without prior administrative approval, including iPods or other portable music players, smart watches, cameras, laptops, iPads/tablets, wireless/Bluetooth earbuds, or headphones. Students in possession of these items may be disciplined, and such items will be confiscated and returned at the parent/guardian's request.
Students may not bring chewing gum, fidgets/spinners, or toys to school without prior teacher approval. If a learning tool is needed to support your student’s education, please work with your teacher to determine an approved “fidget.” Teachers may choose to allow gum during testing, at their discretion.
(Added July 2024)
We are building a school culture that values and pursues rich human-centric communication. We want to cultivate students who love the distinct flavors of in-person communication and possess the skills to carry on a conversation well. To that end, we treasure in-person conversation which honors the presence of an image of God. In support of this goal, we will restrict phone usage amongst our students and staff during time on campus. We do not want phone usage to dominate relationships at school.
Therefore, the use of cell phones, smartwatches, and other devices that can be used to communicate or connect to the internet during the school day is prohibited.
Logic and Rhetoric School students (7th through 11th grade) who carry cell phones (or other devices described above) must check them in with the Logic and Rhetoric Principal upon arrival and check them out at the end of the school day. Phones may not be brought into classrooms in pockets or purses. Student devices must be turned off (not simply silenced) and secured for the entirety of the school day. Students are permitted to access their devices after they leave campus.
Elementary students are not permitted to bring cell phones (or other devices described above) to school.
If a student needs to phone a parent during the school day, the student may come to the front desk to use the school’s phone. In rare cases when parents need to get an emergency message to a student before the end of the school day, they should call the school’s main telephone line and ask for a message to be delivered. Parents should be aware that messages they send directly to their student’s devices during the school day will not be seen until after school dismissal. Carpools or pickup changes must be coordinated through the front office.
Violation of the above restrictions will result in confiscation of the cell phone and disciplinary action. Cell phones will be turned in to the school office and released only to parents after confiscation. After the first offense, additional consequences may be given in addition to confiscation. This can include a meeting with the Head of School, being disallowed to continue bringing a phone to school, suspension, and even expulsion of repeat offenders.
(Updated July 2024)
We want to keep the environment at SCCS Christ-centered. By signing the Enrollment Contract you agree to monitor your child’s social media posts, media accounts, internet activity, music, and television choices. SCCS may also monitor the social media accounts of students.
A student’s actions are a reflection of SCCS. Inappropriate posts or photos, inappropriate language, etc., may result in series consequences, including a student being asked to leave SCCS.
Resources:
The Tech-Wise Family: Everyday Steps for Putting Technology in Its Proper Place by Andy Crouch
The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness by Jonathan Haidt
(Added July 2024)
Lockers are loaned to students and remain school property while in use by students. SCCS faculty and staff may open a student’s locker at any time.
Students may not open a locker that is not theirs. Students may not take or “borrow” another student’s belongings (pencils, books, etc.) without permission.
Exterior locker Decoration: In general, locker decorations should be inside the locker only. Decorations will be allowed on the exterior of the locker only for birthdays and special celebrations (approved by the Logic and Rhetoric Principal). These decorations and photographs should follow school standards of propriety. Images/pages from magazines are not permitted. Event-specific decorations may be left on the outside of the locker for 7 days before they are to be removed by the student.
Interior Locker Decoration: Decorations and photographs should follow school standards of propriety. Images/pages from magazines are not permitted. Students decorating the inside of the locker should use blue tape only (NO scotch tape), which is available from the office staff. Students should refrain from writing on the inside or outside of their lockers.
Expectations for locker decorations apply to binders and book covers as well. Photographs and personal artistic decorations are appropriate; students should avoid magazine pictures, internet photos, etc.
(Updated July 2024)
While attending SCCS, students will have access to school textbooks, library books, and other supplies and equipment. Students are expected to treat these materials with care. Fines will be levied for lost or damaged school property, charged through FACTS. Students may be required to help repair damaged property.
Students may bring backpacks and lunchboxes to and from school. These items must be stored in the designated spaces in the classroom during the school day. Due to small storage spaces, rolling backpacks are not permitted without a doctor’s note. Backpacks and lunchboxes should be free of images and messages that are offensive or inappropriate to SCCS’ environment.
SCCS staff may search and seize property when there is reason to believe that some material or matter is present that is detrimental to the health, safety, or welfare of students.
(Added July 2024)
When harsh weather conditions prevail, our first concern is the welfare and safety of the students and employees. Should parents feel conditions are too hazardous, students may be kept home, and an excused absence will be granted. We will be following the Seattle Public School District weather-related school closures or delays. Do not attempt treacherous roads!
Please note: If Seattle Public Schools have a 2-hour delay or are closed, SCCS will have no classes for Pre-K students and all-day students would be delayed 2 hours; doors will open at 10 am and classes begin at 10:15 am. You can check for announcements on the Internet, radio, and TV. The school office will send out an email and post it to the school website.
May Day: Occasionally, the Head of School may deem it appropriate to dismiss students early on May Day (May 1). This will depend on the activities of that day in the Central District and surrounding neighborhoods. Parents will be notified by the school office if the Head of School decides to dismiss students early. Otherwise, the school will proceed as normal and will dismiss at the regular time. No field trips will be planned for this day.
All students must be immunized according to Washington State standards or have an official waiver of immunization on file. Immunization verification forms are available on the CSA website and should be returned to the office by the first day of school. Additional verification forms are available from the Public Health Department, or from your student’s physician. The forms need to be filled out for all new students and every time an immunization is updated.
Other forms necessary for student health records, obtained from the school:
Health History/Emergency Contact form: describes the basic health/illness history of each student; lists the emergency contact names and phone numbers of people who may need notification in a medical emergency. Includes a signed waiver to facilitate necessary surgical action.
Transportation and activities release waiver to be used for all school-sponsored field trips.
If your child has an allergy the school must have a Physician Authorization to Administer Form.
Summary of Needed Forms/Information for Each Student:
Copy of current immunization record or exempt statement
Pre-Admissions Health Form/ Emergency Contact/Permission to Administer Medication
Transportation and Activities Release Form
Release Form
We recommend that medications be taken at home when at all possible. It is recognized that in some cases it is essential that medication be administered during the school day. No medications will be given to a child unless prior arrangements have been made.
A physician/health provider and parent may request that a student be permitted to carry his/her medication and to self-administer the medication. An MD authorization form is still needed and must be noted on the form so that the child can self-medicate. The physician and parent's signature must be on the form. This medication may not be carried at SCCS by the student until the form is given to the office. The form must be updated annually.
Epi-Pens and other urgent medicines will be stored in a clear shoebox container with a red cross on the front.
Parents should not send a student to school sick.
Colds: Please keep your child at home if he has a fever over 100 degrees or is experiencing discomfort that would interfere with his ability to perform in school (i.e., uncontrollable coughing, severe lack of energy).
Conjunctivitis (pinkeye): Follow your doctor’s advice for returning to school.
Diarrhea/Vomiting: A child with diarrhea and/or vomiting should stay at home and return to school only after being symptom-free for 24 hours.
Fever: The child should remain at home with a fever greater than 100 degrees. The child can return to school after he has been fever-free for 24 hours (without fever-reducing medicine such as Tylenol or Motrin).
Covid: The above guidelines apply.
This policy outlines the appropriate actions whenever there is a school improvement idea, dispute, or grievance concerning any aspect of SCCS’s operations, between any two parties connected in a direct way to the school. This includes students, parents, staff, volunteers, administration, and Board. It is understood that if any disputes arise that are not covered by this policy, the Head of School and Board will decide what procedures to follow based on a parity of reasoning from those procedures established by this policy.
It is our desire that our community handle conflicts in a manner that aligns with our student expectations: we focus on what is good, true, and beautiful (Philippians 4:8), make allowance for other’s faults (Ephesians 4:2-3), take responsibility for our own actions (Matthew 7:1-4), and handle conflict without slander (Proverbs 10:18) using a biblical approach (as outlined in Matthew 18:15-17 and James 3).
Even when we approach discord, we strive to honor those who serve sacrificially, work diligently, and love with integrity. Scripture encourages us all to honor those who work hard on our behalf (1 Thessalonians 5:12) especially those who look out for Christ’s and other people’s interests (Philippians 2:21).
The goals of this policy are to:
Outline who to approach for which specific concerns.
Facilitate honest, open communication that honors all parties.
Clearly identify the next steps after feedback has been made.
We expect our community to pursue communication that is clear and honoring to all parties. The best way to communicate your concern is to speak directly with the appropriate person. Please email that person directly to set up a time to discuss the concern in person. Within your initial email, please be sure to be clear about:
The details and scope of the concern (What has led to this? Who is involved? Is this an ongoing issue or a one-time event?)
Refer to SCCS policies and values to consider how to best speak about this concern.
Share what kind of response you believe would be appropriate keeping in mind the needs of all parties (consider both immediate concern and future prevention, if appropriate).
Show honor to all parties involved by seeking to express some form of gratitude amid challenges.
You should expect a response within 3 business days, acknowledging your concern and setting up the next steps (whether that’s scheduling a meeting to discuss further or an immediate action that can be taken).
Our grievance procedure should be a relationship-building exercise. Our policy is that you always approach the immediate party of concern as a first step (this may be a teacher, administrator, or Head of School, depending on the scope of the concern).
If escalation is necessary because the issue has not been resolved, reach out to the Head of School via email. He will include all necessary parties in the resolution. Again, our policy is to always begin with the immediate party and resist the temptation to fast-track escalation. We emphatically desire to address concerns in a timely and appropriate manner, and we want to create trust, build relationships, and honor one another along the way.
For concerns with:
Teachers or Aides:
All concerns about the classroom should be addressed directly to the teacher, in a manner aligned with the philosophy outlined above. If the student is mature enough, they should be involved in a respectful conversation with the teacher.
If the concern arises from the character or competence of the teacher/aide, then the parents or student may bring the concern to the Head of School via email. The Head of School will involve the Grammar or Logic and Rhetoric Principals in the plan for addressing concerns.
If you have initiated a concern with a teacher/aide and do not feel that it has been appropriately addressed, please escalate the concern to the Head of School via email. The Head of School will involve the Grammar or Logic and Rhetoric Principals in the plan for addressing concerns. Students may be involved in this escalation, with appropriate maturity and parental permission.
The Administration:
All concerns about an administrative issue should be addressed directly to the responsible Director, in a manner aligned with the philosophy outlined above. If the scale of the concern is larger, or if you are unsure who the right person to contact, you should bring their concerns directly to the Head of School via email. He will involve the appropriate parties in the resolution of the concern.
If the concern arises from the character or competence of the Head of School, then that concern should be brought directly to the Board by emailing the Board. Concerns may also be escalated to the Board if the Head of School is not following clear policy or protocols.
This procedure applies to all faculty, staff, and board members who are acting in their capacity as parents/patrons.
As a Volunteer:
If you have a concern about the volunteer work or a situation as a volunteer, please address it directly Kim Arthur. If you have initiated a concern to your point of contact and are dissatisfied with the response, you can escalate the matter to the Head of School.
(Updated November 3, 2023)
Parents or students who would like to provide an anonymous report to the school regarding bullying, illegal activity, or suspected abuse can do so by mailing a note to the school, addressing it to the attention of the Head of School. Anyone who has such concerns is encouraged to report them, either anonymously or in person.
(Added July 2024)
Families and SCCS are entering into an agreement whereby the school will provide an education as stated in the Vision, Purpose, Philosophy, and Objectives. Families are agreeing to pay tuition in order that the school may fulfill its obligations in educating students. The board establishes a budget for the school year based on the commitment of parents to meet their financial obligation to the school. Without this commitment on the part of the parents, the school would not be able to fulfill their commitment. It is, therefore, important that parents understand their financial role in this process.
Tuition shall be paid in twelve equal monthly installments due on the fifth of the month from July through June or can be paid in full on July 1. If a student withdraws after July 1, tuition and fees owed during the month of withdrawal are due regardless of the date. For financial obligations in the event of withdrawal see the withdrawal policy, below.
In the event tuition is not paid on time, FACTS will assess a late payment fee to the applicable parents or responsible party.
If tuition remains unpaid, or other arrangements (e.g., negotiated payment plans with the Board of Directors of SCCS (the Board) to cure delinquent tuition) have not been made within 20 days after the due date, a Board member shall personally contact the Delinquent Party.
If 60 days have elapsed since the date the delinquent tuition was due and the delinquent tuition remains unpaid, or other arrangements have not been made, the Board delegate shall send an expulsion notice, by certified mail, to the Delinquent Party. The expulsion notice shall contain language that SCCS reserves all remedies available under law to enforce the payment of delinquent tuition.
If after all of the foregoing efforts noted above have been exercised and a period of 90 days has elapsed from the due date, without payment of the delinquent tuition or other arrangements having been made, the Board shall inform the Delinquent Party that their student(s) are hereby expelled from SCCS for failure to pay tuition.
Upon the payment of delinquent tuition, the Board, in its discretion, may permit the expelled student to be re-admitted to SCCS on such terms and conditions the Board deems necessary and advisable. No student will be permitted to start a new school year with an outstanding balance of tuition owed from the previous school year. Graduate diplomas, report cards for any grade level, and all standardized test scores shall not be issued until all tuition has been paid in full.
For a student withdrawing from school for any reason on or prior to the first deadline of the preceding school year the only financial liability will be the non-refundable enrollment fee. We understand that any family withdrawing a student after the first deadline for the following school year will be liable for the following total tuition payments:
Changes effective for the 2024-25 school year:
On or after April 1: 50% liability for tuition
On or after June 1: 75% liability for tuition
First Day of School and after: 100% liability for tuition
We understand that in cases of divorce, each parent is responsible for fulfilling all financial obligations regardless of initial personal cost-sharing agreements, and both parents must sign the Enrollment Contract. In cases of a single-parent parenting plan, that parent is financially obligated and must sign the Enrollment Contract. Parents must provide Seattle Classical Christian School with a current copy of the parenting plan. If a restraining order is in effect to protect the student, parents agree to provide the school with a copy of such order.
UPDATES TO GUIDELINES
As we pursue goodness, truth, and beauty in all that we do, we will be refreshing our uniform policy and dress standards in order to maintain a simple, consistent, and academically-minded uniform program at SCCS.
Changes for 2024 -25
Based on feedback from our school parents:
Returning to black dress shoes worn with dress uniform.
Note: To honor families who have already purchased brown or navy shoes for the 2023-24 school year, we will allow those shoes to be worn for one more year. For any new shoe purchases, we encourage families buy black dress shoes, ensuring they can be used in future years and easily passed down.
Return to black belt worn with dress uniform. Note: Please match belt to shoes. If your student is returning with brown/navy shoes, they may wear a brown belt for one more year.
Jumper will return as an dress uniform option for 4th - 6th-grade grade girls. This change honors the evolving needs of our 4th- to 6th-grade girls, allowing them to choose the most comfortable and appropriate option.
The following are no longer part of uniforms allowed inside the classroom. They may still be used for P.E./Recess/Casual Days: Sweatshirts: crew neck, hooded sweatshirt, and hood zip front
Changes for 2025-26
Logic Students (7th – 8th grade) will wear plaid ties as part of their dress uniform (must be purchased from Lands End)
Rhetoric Students (9th – 12th grade) will wear navy ties as part of their dress uniform (must be purchased from Lands End)
SCCS is a Preferred School with Lands End and our number is: 900146887.
All items can be purchased through their School Uniform store website at www.landsend.com.
All items with an “*” must be purchased from Lands End. All items not purchased at Lands End must match in style and color to the option in the SCCS Lands End store.
PRE-K students will wear a modified Daily Uniform of navy blue below the waist and plain white polos on top. You may purchase the plaid skirt and outerwear items, but they are not required for Pre-K.
TOP OPTIONS:
Plain White short or long-sleeved shirt (may be Peter Pan collar or Polo collar)
Plain Navy short or long-sleeved shirt (may be Peter Pan collar or Polo collar)
BOTTOM OPTIONS:
Plaid Jumper* (must be purchased from Lands End)
Plaid Skirt*: Pleated or A-Line (must be purchased from Lands End)
Navy Skirt: Pleated or A-Line
Note: Navy leggings may be worn under a skirt or dress
OUTERWEAR: Navy, school logo embroidered outerwear (must be purchased from Lands End). All outerwear worn inside the classroom must be from the list below:
V-neck or rounded neck button front cardigan*
Fine gauge V-neck sweater* or vest*
Note: Previous versions of logoed sweaters in good condition are allowed as hand-me-downs but should not be newly purchased.
SHOES, SOCKS, AND ACCESSORIES:
Closed toe loafers, sneakers, or ankle boots (any color, please make note of shoe restrictions under school uniform standards)
White ankle socks, Navy knee-high socks, or Navy tights
The Dress uniform is worn on the first day of school, picture day, for formal assemblies (every Wednesday), field trips, and select dress days.
TOP:
Plain White Peter Pan Shirt (may be short-sleeved or long-sleeved)
Navy, logo-embroidered, rounded-neck button-front cardigan* (must be purchased from Lands End)
BOTTOM:
For Kindergarten to 3rd grade: Plaid Jumper* (must be purchased from Lands End)
For 4th grade and up: Pleated plaid skirt* or Plaid Jumper* (must be purchased from Lands End)
SHOES, SOCKS, AND ACCESSORIES:
Solid color black dress shoes (traditional dress shoes with non-athletic sole)
Note: Brown or Navy shoes will be grandfathered into the 2024-25 school year. For any new shoe purchases, we encourage families buy black dress shoes, ensuring they can be used in future years and easily passed down.
Navy knee-high socks or tights (no leggings)
Optional Items: Navy or plaid headband* or hair bow
TOP OPTIONS:
Plain White short or long-sleeved shirt (may be Polo collar or Turtleneck)
Plain Navy short or long-sleeved shirt (may be Polo collar or Turtleneck)
BOTTOM OPTIONS:
Navy slacks or shorts
OUTERWEAR: Navy, school logo embroidered outerwear (must be purchased from Lands End). All outerwear worn inside the classroom must be from the list below:
V-neck or rounded neck button front cardigan*
Fine gauge V-neck sweater* or vest*
Note: Previous versions of logoed sweaters in good condition are allowed as hand-me-downs but should not be newly purchased.
SHOES, SOCKS, AND ACCESSORIES:
Closed toe loafers, sneakers, or ankle boots (any color, please make note of shoe restrictions under school uniform standards)
White, navy, or black socks
Optional: Brown or Black Belt (should match casual shoes)
The Dress uniform is worn on the first day of school, picture day, for formal assemblies (every Wednesday), field trips, and select dress days.
TOP:
White Oxford-style Shirt (white, opaque button-up shirt with collar)
Navy, logo embroidered, V-neck sweater vest* or V-neck sweater* (must be purchased from Lands End)
BOTTOM:
Navy Slacks
SHOES, SOCKS, AND ACCESSORIES:
Solid color black dress shoes (traditional dress shoes with non-athletic sole)
Note: Brown or Navy shoes will be grandfathered into the 2024-25 school year. For any new shoe purchases, we encourage families buy black dress shoes, ensuring they can be used in future years and easily passed down.
Navy or black socks
Black belt
Note: please match belt to shoes. Brown belts will be grandfathered into the 2024-25 school year.
All items with an “*” must be purchased from Lands End. All items not purchased at Lands End must match in style and color to the option in the SCCS Lands End store
TOP OPTIONS:
Plain White short or long-sleeved polo shirt
Plain Navy short or long-sleeved polo shirt
BOTTOM OPTIONS:
Plaid Skirt* (must be purchased from Lands End): Pleated or A-Line
Khaki Skirt: Pleated, A-Line, or Skort
Khaki slacks or shorts
Note: Navy leggings may be worn under a skirt or dress
OUTERWEAR: Navy, school logo embroidered outerwear (must be purchased from Lands End). All outerwear worn inside the classroom must be from the list below:
V-neck or rounded neck button front cardigan*
Fine gauge V-neck sweater* or vest*
SHOES, SOCKS, AND ACCESSORIES:
Closed toe loafers, sneakers, or ankle boots (any color, please make note of shoe restrictions under school uniform standards)
White, navy, or black ankle socks, navy knee-high socks, or navy tights
The Dress uniform is worn on the first day of school, picture day, for formal assemblies (every Wednesday), field trips, and select dress days.
TOP:
White Oxford-style Shirt (white, opaque button-up shirt with collar)
Navy, school-logo embroidered Blazer* (must be purchased from Lands End)
BOTTOM:
A-Line Plaid Skirt* (must be purchased from Lands End)
SHOES, SOCKS, AND ACCESSORIES:
Solid color black dress shoes (traditional dress shoes with non-athletic sole)
Note: Brown or Navy shoes will be grandfathered into the 2024-25 school year. For any new shoe purchases, we encourage families buy black dress shoes, ensuring they can be used in future years and easily passed down.
Navy knee-high socks or tights (no leggings)
Plaid or Navy Necktie (must be purchased from Lands End)
Note: Starting in 2025-26, Logic students (7th & 8th) will wear plaid ties; Rhetoric students (9th - 12th) will wear navy ties
TOP OPTIONS:
Plain White short or long-sleeved shirt (may be Polo collar or Turtleneck)
Pain Navy short or long-sleeved shirt (may be Polo collar or Turtleneck)
BOTTOM OPTIONS:
Khaki slacks or shorts
OUTERWEAR: Navy, school logo embroidered outerwear (must be purchased from Lands End). All outerwear worn inside the classroom must be from the list below:
V-neck or rounded neck button front cardigan*
Fine gauge V-neck sweater* or vest*
SHOES, SOCKS, AND ACCESSORIES:
Closed toe loafers, sneakers, or ankle boots (any color, please make note of shoe restrictions under school uniform standards)
White, navy, or black socks
Optional: Brown or Black Belt (should match casual shoes)
The Dress uniform is worn on the first day of school, picture day, for formal assemblies (every Wednesday), field trips, and select dress days.
TOP:
White Oxford-style Shirt (white, opaque button-up shirt with collar)
Navy, school-logo embroidered Blazer* (must be purchased from Lands End)
BOTTOM:
Khaki Slacks
SHOES, SOCKS, AND ACCESSORIES:
Solid color black dress shoes (traditional dress shoes with non-athletic sole)
Note: Brown or Navy shoes will be grandfathered into the 2024-25 school year. For any new shoe purchases, we encourage families buy black dress shoes, ensuring they can be used in future years and easily passed down.
Black or navy socks
Black belt
Note: please match belt to shoes. Brown belts will be grandfathered into the 2024-25 school year.
Plaid or Navy Necktie (must be purchased from Lands End)
Note: Starting in 2025-26, Logic students (7th & 8th) will wear plaid ties; Rhetoric students (9th - 12th) will wear navy ties
All 6th through 11th-grade students will be expected to wear either the below P.E. uniform or their appropriate school uniform.
TOP:
Plain white, grey, or navy short-sleeved t-shirt (no graphics or logos)
Previously purchased SCCS logo PE shirts are acceptable.
For cold weather, students may wear school-logoed sweatshirts or plain navy sweatshirts (no graphics or logos)
BOTTOM:
Plain navy or black shorts (must be knee length), or
Plain navy or black sweatpants (with drawstring, no leggings)
SHOES:
Athletic shoes (running or tennis shoes)
We also recommend you wear athletic socks.
School uniforms are nothing new in the educational tradition, but they are more recently misunderstood. For a classical Christian school with a mission to form servant leaders who love goodness, truth, and beauty, uniforms are an important and even essential part of our culture. Our Uniform Policy is an expression of the virtues of unity, simplicity, order, obedience, and modesty. Wearing uniforms not only helps our students to feel a part of a community larger than themselves, but also reminds them that they have come to school primarily to work. In addition, equalizing students’ clothing reduces social pressure and shallow comparisons, and lessens competitive attitudes around wardrobes. In short, uniforms practically serve our students by simplifying the decision-making process while getting ready, and importantly, uniforms minimize distractions and help maximize learning.
It is the desire of SCCS to glorify God in both character and culture. Considering that, our uniform policy supports a manner of dress that reflects the Christian, classical, and scholarly image we wish to develop in our students.
The Uniform Policy and Dress Standards are designed:
To help maintain student behavior and productivity.
To instill in students a sense of belonging and loyalty to the school.
To diminish fashion consciousness and socioeconomic division.
To promote a positive impression of our school within our community.
To encourage a biblical attitude of modesty and humility, exemplified through outward presentation.
Students are expected to comply with the uniform policy and dress standards.
Failure to do so will result in an “Attention Grabber” - which is a notification of consequence sent home to the parents. Students may be asked to change if necesssary items are available in our uniform closet.
Parents are expected to actively support school uniform expectations.
The administration is responsible for the determination of the policy, and the enforcement of the policy is the responsibility of parents, administration, faculty, and staff. Administration reserves the right to remove uniform pieces from continued use at its discretion.
All uniform items not purchased at Lands End must match in style and color to the option in the SCCS Lands End store
Shirts should be long enough that students can keep them tucked in at all times
Skirt hem must be able to reach the top of the knee when standing
Shorts hem must reach below fingertips when standing
No stretchy or tight-fitting pants or shorts. Leggings may only be worn under skirts or dresses.
Shoes should be clean, with soles in good repair, and no holes
No open toe shoes, sandals, tall boots, rain boots, wheelies, or light-up shoes.
Outdoor shoes may be brought to change into for recess/PE
All clothing must be clean, neat, in properly fitting condition, and be free of stains or holes (matching colored and discreet patches are permitted)
Raincoats, winter coats, puffer vests, hats, hoods, rain boots, gloves, sunglasses, and scarves may be worn outdoors only
Hair color and style should not be distracting or cover the eyes
Jewelry, makeup, hair accessories, and piercings should not be distracting or a safety hazard
Young men must be clean shaven (no facial hair)