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ELEMENTARY HANDBOOK CONTENTS
Section 1 ALETHEIA SCHOOL GOALS
Section 2 STATEMENT OF FAITH
Section 3 THE ALETHEIA SCHOOL VISION
Section 4 PHILOSOPHY OF ALETHEIA SCHOOL
Section 5 WHAT IS CLASSICAL EDUCATION?
Section 6 CHART FOR THE LOST TOOLS OF LEARNING
Section 7 PARENT INVOLVEMENT IN ALETHEIA SCHOOL
Section 8 REQUIRED STUDENT RECORDS/HISTORY
Section 9 ALETHEIA SCHOOL SONG - NON NOBIS
Section 10 ELEMENTARY CURRICULUM GOALS & SUBJECT LISTING
Section 11 PROMOTION POLICY
Section 12 LATIN AT ALETHEIA SCHOOL
Section 13 HOMEWORK PHILOSOPHY AND GUIDELINES
Section 14 HONORS/AWARDS
Section 15 DISCIPLINE POLICY, SCHOOL RULES, CODE
Section 16 ADMISSION PROCEDURES/REQUIREMENTS
Section 17 LEARNING DISABILITIES POLICY
Section 18 PREPAID TUITIONS POLICY
Section 19 ATTENDANCE REQUIREMENTS
Section 20 ELEMENTARY YEARLY SPECIAL EVENTS
Section 21 A.C.C.S.
Section 1
ALETHEIA SCHOOL GOALS
Teach all subjects as an integrated whole with Scripture at the center (2 Timothy 3:16,17).
Uphold the family as primarily responsible for education; therefore the school exists as an extension of, and not a substitute for, the family.
Provide a clear model of biblical Christian life through the school staff and board of directors, encouraging every student to become an obedient disciple of the Lord Jesus Christ (Matthew 28:18-20).
Maintain a classical approach to education by building on the cultural heritage of the ancient Hebrews, Greeks, and Romans (i.e., Western Civilization, broadly speaking); by emphasizing Grammar, Logic, and Rhetoric in all subject areas; and by teaching Latin as a core subject.
Establish a godly environment for education by challenging every student to develop a love for learning; by striving for an orderly atmosphere, behavior and appearance, to the glory of God (1 Corinthians 10:31; 14:40).
Pursue a balanced education that trains primarily the mind but also the body.
Promote competition and the use of high standards in grading as godly evaluative tools.
Seek to develop the mind of Christ in all students (1 Corinthians 2:16), so that they may shine like stars in the midst of this crooked and perverse generation (Philippians 2:15).
Exist as Abraham, as pilgrims and strangers in the City of Man, hoping for and promoting its welfare, but ultimately looking for the City whose architect and builder is God (Heb. 11:9-10).
Require all teachers, administrators, and directors to adhere to the doctrinal statement of the school, with additional confessional requirements for permanent directors members.
Section 2
STATEMENT OF FAITH
The following is the foundation of beliefs on which Aletheia School is based. They are also the key elements of Christianity that will be unapologetically taught in various ways through all grade levels. The substance of these statements is that which will be considered primary doctrine in Aletheia School. Secondary or divisive doctrines and issues will not be presented as primary doctrine. When these types of doctrine or issues arise they will be referred back to the family and local churches for final authority (see Secondary Doctrine Policy, Bylaws Section 7).
1. We believe the Bible to be the only inerrant, authoritative Word of God.
2. We believe that there is one God, eternally existent in three Persons: Father, Son, and Holy Spirit. He is omnipotent, omniscient, and omnipresent.
3. We believe in the deity of our Lord Jesus Christ, in His virgin birth, in His sinless life, in His miracles, in His vicarious and atoning death through His shed blood, in His bodily resurrection, in His ascension to the right hand of the Father, and in His personal return in power and glory.
4. We believe that for the salvation of lost and sinful men, regeneration by the Holy Spirit is absolutely necessary.
5. We believe that salvation is by grace alone through faith alone in Christ alone.
6. We believe that faith without works is dead.
7. We believe in the present ministry of the Holy Spirit, by whose indwelling the Christian is enabled to live a godly life.
8. We believe in the resurrection of both the saved and the lost, they that are saved to the resurrection of life and they that are lost to the resurrection of damnation.
9. We believe in the spiritual unity of all believers in our Lord Jesus Christ.
Section 3
The Aletheia School Vision
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 are capable of evaluating their entire range of experience in the light of the Scriptures; and who do so with eagerness in joyful submission to God. We desire them to recognize cultural influences that are distinct from biblical, and to be unswayed towards evil by the former. We aim to find them well-prepared in all situations, possessing both information and the knowledge of how to use it. We desire they be socially graceful and spiritually gracious; equipped with and understanding the tools of learning; desiring to grow in understanding, yet fully realizing the limitations and foolishness of the wisdom of this world. We desire they have a heart for the lost and the courage to seek to dissuade those who are stumbling towards destruction; that they distinguish real religion from religion in form only; and that they possess the former, knowing and loving the Lord Jesus Christ. And all these we desire them to possess with humility and gratitude to God.
We likewise aim to cultivate these same qualities in our staff. We desire them to be professional and diligent in their work, gifted in teaching, loving their students and their subjects. We desire they clearly understand classical education, how it works in their classroom and how their work fits into the whole; that they possess a lifelong hunger to learn and grow; and that they have opportunity to be refreshed and renewed. We desire to see them coach and nurture new staff and to serve as academic mentors to students. We look to see them mature in Christ, growing in the knowledge of God, their own children walking with the Lord.
We aim to cultivate in our parents a sense of responsibility for the school; to see them well informed about the goals of our classical and Christ-centered approach. We desire them to grow with the school, involved in and excited about the journey. We aim to help them to follow biblical principles in addressing concerns, to be inclined to hearing both sides of a story before rendering a verdict, and to embrace the Scripture's injunctions to encourage and stir up one another to love and good works.
Finally, in our relationship with our community, we aim to be above reproach in our business dealings and supportive of the local business community. We further seek to exemplify the unity of the body of Christ, to develop greater fellowship and understanding with the churches, and to bring honor to our Lord in all our endeavors.
Section 4
EDUCATIONAL PHILOSOPHY OF ALETHEIA SCHOOL
Although most Christian schools would agree on certain fundamentals, it is imperative that parents scrutinize the foundational beliefs of any school in which they may enroll their child(ren). Therefore, below are the most important philosophical elements that we at Aletheia School believe distinguish our approach to education.
1. We believe that the Bible clearly instructs parents to "bring children up in the discipline and instruction of the Lord." The Church’s commission is essentially to spread the Gospel and train believers both young and old (Matt.28:18-20). The State has been directed to enforce God’s laws and protect the innocent (Romans 13). The Church trains parents and children and the State protects families. All of these spheres when working together will help the family raise and educate children in the context of a godly authority structure (Eph.6:1-4). Therefore, under the delegation of the family, we seek to teach and discipline in a manner consistent with the Bible and a godly home environment.
2. We believe that God's character is revealed not only in His Word but also in every facet of the creation. Therefore, we teach that all knowledge is interrelated (integrated) and can instruct us about God himself.
3. God wants us to love Him with our minds, as well as with our hearts, souls, and strength (Matt. 22:37). Therefore, we seek to individually challenge children at all levels and teach them how to learn, by using the centuries-old, proven classical method (see following explanation), incorporating instruction in Latin.
4. We want to help parents teach their children that all they do should be done "heartily, as unto the Lord." Therefore, we seek to encourage quality academic work and maintain high standards of conduct. This necessarily includes biblical discipline principles.
5. We hope to move toward 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).
6. Above all, parents can be confident that their student, at every stage of his development in school, will be loved with Christ's love in Aletheia School.
Section 5
WHAT DO WE MEAN BY CLASSICAL?
In the 1940's the British author, Dorothy Sayers, wrote an essay entitled “The Lost Tools of Learning.” In it she calls for a return to the application of the seven liberal arts of ancient education, the first three being the “Trivium” - grammar, logic, rhetoric. Miss Sayers also combines the three stages of children’s development to the Trivium. Specifically, she matches what she calls the “Poll-parrot” stage with grammar, “Pert” with logic, and “Poetic” with rhetoric (see chart below). At Aletheia, the founding board members were intrigued with this idea of applying a classical education in a Christian context. Doug Wilson, a founding board member explained the classical method further in his book, “Recovering the Lost Tools of Learning.” Aletheia School has been committed to implementing this form of education since the school’s inception.
An excerpt from Doug Wilson’s book , “Recovering the Lost Tools of Learning:”
“The structure of our curriculum is traditional with a strong emphasis on “the basics.” We understand the basics to be subjects such as mathematics, history, and language studies. Not only are these subjects covered, they are covered in a particular way. For example, in history class the students will not only read their text, they will also read from primary sources. Grammar, logic, and rhetoric will be emphasized in all subjects. By grammar, we mean the fundamental rules of each subject (again, we do not limit grammar to language studies), as well as the basic data that exhibit those rules. In English, a singular noun does not take a plural verb. In logic, A does not equal not A. In history, time is linear, not cyclic. Each subject has its own grammar, which we require the students to learn. This enables the student to learn the subject from the inside out.
The logic of each subject refers to the ordered relationship of that subject’s particulars (grammar). What is the relationship between the Reformation and the colonization of America? What is the relationship between the subject and the object of a sentence? As the students learn the underlying rules or principles of a subject (grammar) along with how the particulars of that subject relate to one another (logic), they are learning to think. They are not simply memorizing fragmented pieces of knowledge.
The last emphasis is rhetoric. We want our students to be able to express clearly everything they learn. As essay in history must be written as clearly as if it were an English paper. An oral presentation in science should be as coherent as possible. It is not enough that the history or science be correct. It must also be expressed well.”
Section 6
The following material is drawn from the essay “The Lost Tools of Learning” by Dorothy Sayers. It illustrates the applications of the Trivium (Grammar, Logic, Rhetoric) we use.
Beginning Grammar(Pre-Polly) Grades K-2
GRAMMAR (Poll-Parrot) Grades 3-6
LOGIC (Pert) Grades 7-9
RHETORIC (Poetic) Grades 10-12
Pre-Polly Stage
1. Obviously excited about learning
2. Enjoys games, stories, songs, projects
3. Short attention span
4. Wants to touch,taste, feel, smell, see
5. Imaginative,creative
Poll/Parrot
1. Excited about new, interesting facts
2. Likes to explain, figure out, talk
3. Wants to relate own experiences to topic, or just to tell a story
4. Likes collections, organizing items
5. Likes chants, clever, repetitious word sounds (e.g. Dr. Seuss)
6. Easily memorizes
7. Can assimilate another language well
Pert
1. Still excitable, but needs challenges
2. Judges, critiques, debates, critical
3. Likes to organize items, others
4. Shows off knowledge
5. Wants to know "behind the scenes" facts
6. Curious about Why? for most things
7. Thinks, acts as though more knowledgeable than adults
Poetic
1. Concerned with present events,especially in own life
2. Interested in justice, fairness
3. Moving toward special interests,topics
4. Can take on responsibility, independent work
5. Can do synthesis
6. Desires to express feelings, own ideas
7. Generally idealistic
Teaching Methods
Pre-Polly
1. Guide discovering
2. Explore, find things
3. Use lots of tactile items to illustrate point
4. Sing, play games, chant, recite, color, draw, paint, build
5. Use body movements
6. Short, creative projects
7. Show and Tell, drama, hear/read/tell stories
8. Field trips
Poll/Parrot
1. Lots of hands-on work, projects
2. Field trips, drama
3. Make collections, displays, models
4. Integrate subjects through above means
5. Categorize,classify
6. Recitations, memorizations, catechisms
7. Drills, games
8. Oral/written presentations
Pert
1. Time lines, charts,maps (visual materials)
2. Debates, persuasive reports
3. Drama, reenactments, role-playing
4. Evaluate, critique (with guidelines)
5. Formal logic
6. Research projects
7. Oral/written presentations
8. Guest speakers, trips
Poetic
1. Drama, oral presentations
2. Guide research in major areas with goal of synthesis of ideas
3. Many papers, speeches, debates
4. Give responsibilities, e.g. working with younger students, organize activities
5. In-depth field trips, even overnight
6. World view discussion/written papers
Section 7
PARENT INVOLVEMENT IN ALETHEIA ELEMENTARY SCHOOL
"Fathers, do not provoke your children to anger, but bring them up in the discipline and instruction of the Lord." Eph. 6:4
As a support and extension of the family unit, Aletheia School considers the family to be of first importance to a child. God, through His Word, the Bible, indicates that the family is the most important human institution He designed, since He compares it to the relationship believers have with Christ and the Father. Therefore, at Aletheia we are continually seeking ways to actively involve the parents, siblings, and grandparents of our students in the programs of the school.
Below are just a few of the more common ways we do this. Please feel free to ask if you would like to try additional ideas.
1. Visit the school/class at any time. (Call ahead out of courtesy to the teacher.)
2. Assist in the classroom, regularly or infrequently. (Again, arrangements should be made with the teacher concerned.)
3. Act as chaperone on field trips and/or library visits.
4. Serve as a lead teacher for a particular grade, an occasional teacher, a subject teacher, story-reader, song-leader, guest artist or offer your special talents.
5. With permission and arrangements with the teacher, present your vocation to the class or invite them to your place of business.
6. Share your experiences, trips, vacations, as they may relate to a area of study in a class.
7. Volunteer your help in the preparations for the many tasks related to the annual auction.
8. Help host(ess) class parties at home or in the classroom.
9. Attend all Parent-Teacher Conferences that are formally conducted on a Friday after the first and third grading quarters each year. Informal conferences may be held anytime at the parent's request.
10. Closely monitor and praise your child's progress by reading all teacher notes and student papers sent home!
11. Offer specific assistance to serve on board-appointed committees, or the board itself.
12. Invite the teacher (or principal) home for dinner.
Section 8
STUDENT HEALTH REQUIREMENTS
1. All students attending Aletheia School must have on record with the school office, either a current immunization record or an exemption statement according to Illinois Code, before entering school in the fall. Standard immunization record forms may be obtained from the family doctor and a copy given to the school office.
2. Before the school will issue any medication to a student, we must receive written parental permission. In order to facilitate the general dispensing of non-prescription medicine (e.g. Tylenol & Tums), we have a form available for parents to grant a year's general permission to the school to issue non-prescription medicines to their student(s). This form will be kept in the student's file. No prescription medicines will be dispensed without written parental permission each time.
3. Other forms necessary for student health records that can be obtained from the school office are:
a. Health History: Describes the basic health/illness history of each student. (if necessary)
b. Emergency Form: Lists the emergency contact names and phones numbers of people who may need notification in a medical emergency. Includes signed waiver in order to facilitate necessary surgical action.
Section 9
ALETHEIA SCHOOL SONG
NON NOBIS
(To be sung in Latin, as the students enter for an assembly and other occasions.)
G C G
NON NOBIS DOMINI, DOMINI
C --------- G
NON NOBIS DOMINI
C G
SED NOMINE, SED NOMINE
C D G
TUO DA GLORIUM
(Repeat as requested)
***********
(English translation, from Psalm 115:1)
“Not to us, Not to us,
But to Thy Name, O Lord,
Give glory...”
Section 10
ALETHEIA ELEMENTARY SCHOOL: 2000-2006
CURRICULUM GOALS
In keeping with our understanding and practice of the Grammar stage methodology (see School Goals) and its approximate correlation to the elementary years, we have divided each area below into Goals and Memory sections. The Goals are those basic principles we seek to achieve throughout the seven years of elementary school, K - 6. The Memory section contains an abbreviated list of material (the Grammar) we seek to have the students commit to memory through repetition within that subject area.
I. BIBLE:
A. GOALS: We seek to:
1. Have the students read the actual text for themselves vs. only prescribed verses.
2. Have the students read at least one Gospel account, one Epistle, and one Old Testament book each year.
3. Encourage the students to understand the verses in context, along with other good interpretation principles.
4. Let the scriptures speak for themselves with clarifications and illustrations by the teacher.
5. Show the students the richness and requirements of the Bible.
6. Teach the biblical pattern of salvation; Law before Grace.
7. Encourage each student to come to the Father, through the Son, and grow in their knowledge and love of Him.
B. MEMORY: The students will recall:
1. The entire list of books of the Bible in correct order.
2. The major attributes of God, i.e. Loving, Just, Omnipresent, Omniscient, Creator, etc.
3. The names and significance of Adam, Abraham, Moses, David, Paul, Peter, etc.
4. The major acts and themes of the Gospels: Jesus’ birth, miracles, crucifixion, resurrection.
5. The Ten Commandments
II. ENGLISH:
A. GOALS: We seek to:
1. Equip every student with the skills necessary for good writing, including correct spelling and grammar, pleasing style, clarity of focus, proof-reading, and self-correcting.
2. Put a major emphasis on good writing by requiring the students to write often and correctly in each subject area.
3. Encourage clear thinking by the students through requiring clear, focused writing.
4. Introduce the students to many styles of writing using the Bible and other high quality literature.
5. Build and maintain a Cumulative Elementary Spelling List that includes the most critical words used by each (1st-6th) grade’s teacher for review and spelling tests.
B. MEMORY: The students will recall:
1. The names and functions of a noun, verb, adverb, adjective, preposition, etc.
2. Basic spelling rules.
3. Correct punctuation marking and capitalization rules.
III. READING:
A. GOALS: We seek to:
1. Use phonics (the Grammar of reading) as the primary building blocks for teaching students to read.
2. Encourage the students to read correctly as soon as possible (normally in Kindergarten).
3. Introduce the students to high-quality childrens' literature as soon as possible through our Literature program.
4. Carefully monitor the student's reading abilities to ensure he is at a reasonable level, is comprehending adequately (the Logic of reading), and is reading fluently, both orally and silently. This includes the proper use of word-attack skills.
5. Integrate, wherever possible, other subjects into reading, such as history and science.
6. Foster a life-long love of reading and high quality literature, especially the Scriptures, after being taught to recognize the characteristics of such literature (the Rhetoric of reading).
7. Build and maintain clear, specific, but broad criteria for the selection of a good number of varied, high-quality titles to include in our reading lists for each grade. The classes also should maintain titles with a range of difficulty from grade-level to above grade-level. These titles are to be logically sequenced in difficulty from first through the sixth grade.
B. MEMORY: The students will recall:
1. The vowels and their sounds.
2. The consonants and their sounds.
3. The definitions of plot, character, fiction, non-fiction, biography, etc.
4. Oral reading skills.
5. Their favorite authors.
IV. LATIN
A. GOALS: We seek to:
1. Instruct the students in the fundamental vocabulary and grammar of Latin to better their fundamental understanding of English, the history and writings of Western Civilization, and the understanding of Romance languages.
2. Reinforce the students’ understanding of the reasons for, and the use of, the parts of speech being taught in our traditional English grammar classwork, e.g. plurals, nouns, verbs, prepositions, direct objects, tenses, etc.
3. Cultivate study and logical thinking which are inherent in the study of Latin.
B. MEMORY: The students will recall:
1. 70% of vocabulary introduced and used.
2. All of the five declensions of nouns.
3. All four conjugations for active verbs.
4. Other chants, including verb examples and pronouns.
5. Subject-noun agreement.
6. Noun-adjective agreement
7. Forming questions and commands.
Second and Third Grade (1st-2nd Year): Vocabulary acquisition, declensions, chants of endings.
Fourth Grade (3rd Year): More vocabulary, beginning grammar work, basic verbs, simple sentences
Fifth Grade (4th Year): More sentences, vocabulary, basic translation work, phrases, grammar
Sixth Grade (5th Year): Translation work (New Testament/Vulgate and other sources), grammar, writing of sentences, stories, Classical background
V. MATHEMATICS:
A. GOALS: We seek to:
1. Ensure that the students have a thorough mastery of basic mathematical functions and tables.
2. Put an emphasis on conceptual, as well as practical, understanding of math through the frequent use of story problems.
3. Illustrate God's unchanging character through the timeless, logical mathematical systems He gave to man through His gift of Reason.
B. MEMORY: The students will recall:
1. The four basic mathematics properties; i.e. addition, subtraction, multiplication, division, and their uses.
2. Multiplication facts to 12.
3. Addition and subtraction facts to 20.
4. All aspects of telling time, reading thermometers, and identifying dates.
5. All cardinal directions and basic geometric shapes.
VI. HISTORY/GEOGRAPHY:
A. GOALS: We seek to:
1. Teach the students that God is in control of History and He will determine its ultimate outcome.
2. Enable the students to see God's hand in the history of the world and the United States, specifically by illustrating the effect His people have had on history.
3. Broaden the students' understanding of history and geography as the students mature, specifically by deepening the level of exposure and research into various topics (e.g. U.S. History, or geography) from kindergarten through sixth grade.
4. Make history and geography "come alive" for the students through the use of a unit approach to history and its related areas and by using many forms of information and research, e.g. biographies, illustrations, field trips, guest speakers, music, art, foods, architecture, etc.
B. MEMORY: The students will recall:
1. The names and capitals of all fifty United States.
2. The names of most major countries of the world.
3. Key figures in history; e.g. Homer, Martin Luther, George Washington, etc.
4. Key dates and their significance in history; e.g. Fall of Rome, 1492, 1620, 1776, etc.
5. Preambles to the Declaration of Independence and the U.S. Constitution.
VII. SCIENCE:
A. GOALS: We seek to:
1. Teach that the biblical creation account is true and that the theory of evolution is false.
2. Teach the students the basic elements of both accounts and that both systems are based on either sound or unsound faith.
3. Show the students that, because God made the universe, it has inherent order which in turn makes it possible to hypothesize and experiment (scientific method),as well as to identify, classify, and categorize elements of Creation. This is particularly practiced with local plant and animal life.
Note - In K-6th Aletheia School does not offer a specific Science Curriculum.
VIII. ART:
A. GOALS: We seek to:
1. Teach all our students the basic fundamentals of drawing to enable them to create adequate renderings.
2. Encourage the students to appreciate and imitate the beauty of the creation in their own works.
3. Introduce the students to masters' works of the Western culture.
4. Equip the students to knowledgeably use a variety of art media.
B. MEMORY: The students will recall:
1. The primary and secondary colors.
2. The use of perspective in drawing.
3. At least four famous artists.
IX. MUSIC:
We seek to promote a general knowledge of Music. Singing and music will appear in programs, and occasionally in class. Due to limited time in class, any detailed instruction will be an area that parents can pursue with their children in the afternoon.
X. PHYSICAL EDUCATION:
A. GOALS: We seek to:
1. Allow opportunity for students to exercise during recess.
2. In cooperation with the families, encourage the students to knowledgeably establish and maintain good health and nutritional habits.
3. To enhance biblical patterns of behavior through activities requiring cooperation, team work, and general good sportsmanship.
ALETHEIA ELEMENTARY SCHOOL
SUBJECT LISTING BY GRADE
KINDERGARTEN: Phonic training (early reading), math properties (patterns, adding, graphing), community helpers/jobs/locations, Bible stories/characters/songs, integrated art projects, PE skills/games, integrated music
FIRST GRADE: Phonic training/literature reading, math problem solving/properties, integrated (with reading, math, art) science, spelling rules/memorizations, parts of speech, history units (famous places in the world & U.S.,etc.), Bible reading/memorizations, integrated art, thematic music
SECOND GRADE: Guided independent reading of books, math properties/problem solving, integrated (with reading, math, art)science, spelling rules/patterns/memorization, cursive handwriting, basic English grammar, Latin I, history units in early U.S./NW History, Bible readings/memorizations, integrated art projects, thematic music
THIRD GRADE: Guided independent reading of books, math skills/problem solving/integrated, integrated (with reading, math, art)science, spelling rules/patterns/lists, cursive/essay practice, English grammar, Latin I (vocabulary/chants), U.S. geography/early U.S. History units, Bible readings/memorizations, integrated art projects, PE skills/games.
FOURTH GRADE: Monitored, independent reading of books (integrated with history, science), math skills/problem solving/integrated, integrated (with reading, math, art)science, spelling lists/patterns/rules, writing assignments, English grammar (integrate with Latin), Latin II (vocab/early grammar), U.S. History units (War for Independence to present), Bible readings/oral presentations, integrated art projects, PE skills/games
FIFTH GRADE: Monitored, independent reading of books (integrated with history, science), math skills/problem solving/integrated, integrated (with reading, math, art)science, spelling lists/patterns/rules, writing assignments, English grammar (integrate with Latin), Latin III (grammar/translation), World geography/Early World History units, Bible readings/oral presentations, integrated art projects, PE skills/games
SIXTH GRADE: Monitored, independent reading of books (integrated with history, science, Bible), math skills/problem solving/integrated, integrated (with reading, math, art)science, spelling lists/patterns/rules, writing assignments, English grammar (integrate with Latin), Latin IV (grammar/translation), World Geography/Post-Medieval World History units, Bible readings/oral presentations, integrated art projects, PE skills/games
Section 11
ALETHEIA ELEMENTARY PROMOTION POLICY
Elementary students currently in Aletheia must meet all the following basic criteria for promotion to the next successive grade:
1. Pass reading, math, and English with at least a 70% average.
2. Have no more than one "F" per quarter in any other academic subject (e.g. math, science, etc.) and no more than two "F's" in the same subject within an academic year. It is incumbent upon the appropriate teacher that all due curriculum objectives, grading guidelines, and teaching requirements be faithfully executed. For example, the requirement that there be at least 10 objective grades per subject area by which the quarterly grade is computed has a significant bearing on a complete and accurate assessment of a student's success in that area. Too few grades can force the teacher to make a poorly documented and therefore non-objective judgment call.
3. In addition, when considering promotion of students currently enrolled, special emphasis should be given to the appropriate level of mastery (see the Curriculum Guide Objective) of the following skills/subjects in the grades noted:
Kindergarten to First Grade: Behavioral maturity and reading readiness for First Grade.
First Grade to Second Grade: Able to read silently and orally with adequate speed, correct use of phonetic skills, and fundamental comprehension. Able to write complete sentences with neat lettering. Able to add and subtract single digit numbers with at least 70% accuracy.
Second Grade to Third Grade: Cumulative mastery of above requirements, plus: Able to read fluently and independently, using books of a second grade level. Able to write neatly and correctly identify the basic parts of a sentence. Able to spell correctly with at least 70% proficiency. Able to add and subtract two digit numbers with at least 70% accuracy.
Third Grade to Fourth Grade: Cumulative mastery of above requirements, plus: satisfactory (70%) completion of curriculum objectives for this grade level.
Fourth to Fifth Grade: Cumulative mastery of above requirements, plus: satisfactory (70%) completion of curriculum objectives for this grade level.
Fifth to Sixth Grade: Cumulative mastery of above requirements, plus: satisfactory (70%) completion of curriculum objectives for this grade level.
Sixth to Seventh Grade: Cumulative mastery of above requirements, plus: satisfactory (70%) completion of curriculum objectives for this grade level.
Section 12
LATIN AT ALETHEIA SCHOOL
Considering the sheer number of years and amount of quality schools wherein the teaching of Latin was an integral part of any good academic training, the instruction in Latin at Aletheia School should need no explanation or defense. However, like many traditional particulars of good education lost in the name of "modern" or "progressive" education, Latin's advantages have been neglected and forgotten by a couple of generations. Latin was regularly taught even in American high schools as late as the 1940s. It was considered necessary to a fundamental understanding of English, the history and writings of Western Civilization, and the understanding of Romance languages.
Aletheia School teaches Latin, therefore, for two major reasons:
1. Latin is not a "dead language", but rather a language that lives on in almost all major western languages, including English. A training in Latin not only gives the student a better understanding of the roots of English vocabulary, it also lays the foundation for learning other Latin-based languages.
2. Learning the grammar of Latin reinforces the student's understanding of the reasons for, and the use of, the parts of speech being taught in our traditional English classwork, e.g. plurals, nouns, verbs, prepositions, direct objects, tenses, etc.
The Elementary Latin Program consists of the following basic objectives:
Second and Third Grade (1st-2nd Year): Vocabulary acquisition, declensions, chants of endings.
Fourth Grade (3rd Year): More vocabulary, beginning grammar work, basic verbs, simple sentences
Fifth Grade (4th Year): More sentences, vocabulary, basic translation work, phrases, grammar
Sixth Grade (5th Year): Translation work (New Testament/Vulgate and other sources), grammar, writing of sentences, stories, Classical background
Section 13
HOMEWORK PHILOSOPHY AND GUIDELINES
I. PHILOSOPHY:
Aletheia School may assign some amount of homework to many of its students at any given time. Below are the primary reasons or causes for homework being assigned:
1. Students often need some amount of extra practice in specific, new concepts, skills, or facts. In certain subjects (e.g. math or languages), there is not 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.
2. Repeated, short periods of practice or study of new information is often a better way to learn than one long period study.
3. Since Aletheia School recognizes that parental involvement is critical to a child's education, homework can be used as an opportunity for parents who do not teach at Aletheia to actively assist their child in his studies. This will also keep the parents informed as to the current topics of study in the class.
4. Homework may also be assigned to students who, having been given adequate time to complete an assignment in class, did not use the time wisely. The homework, in this situation, serves a punitive, as well as practical purpose.
II. GUIDELINES FOR ASSIGNING HOMEWORK:
Since homework, by its nature, takes time at home, it is not to be assigned due to the teacher's poor planning or in place of an assignment which could have been completed in school.
Since each student has different gifts and abilities, the necessity for doing homework will vary from grade to grade and even from student to student. The guide below should be regarded as general times, not as specific amounts of time. There may be some days that require more homework, and others less. We have also found that some students, due to various ability levels, spend less and/or more time on homework. If homework times are consistantly more than what is specified below, please contact the teacher and headmaster. Keep in mind that we only operate for half of the day, and that normal homework levels are usually less.
GRADE APPROX. TIME PER WEEK NIGHT*
K 30 MINUTES
1ST- 2ND 30-60 MINUTES
3RD 30-60 MINUTES
4TH- 5TH 60-90 MINUTES
6TH 90-120 MINUTES
*NORMALLY HOMEWORK IS NOT TO BE ASSIGNED OVER HOLIDAYS AND VACATION PERIODS.
Section 14
ALETHEIA ELEMENTARY HONORS/AWARDS
I. Aletheia Elementary School maintains a system of formal honors and awards for several reasons:
A. The recognition of good work is endorsed in the Scriptures from the writings of Solomon (Proverbs) to those of Paul (Romans, Ephesians, I Timothy, etc.). Therefore, we seek to publicly recognize those students accomplishing the necessary prerequisites to receive the applicable award/honor.
B. We hope to encourage the motivation to good work among all the students by demonstrating to them that such work is not overlooked or taken for granted, but rather it is noticed and commended.
C. We want to draw public attention to the high-quality of work being done by our students to the glory of God and their parents.
II. ACCOMPLISHMENTS AND CORRELATING HONORS/AWARDS BESTOWED
ACCOMPLISHMENT HONOR/AWARD GIVEN
A. All A's in a quarter period Acknowledged at end of school year
B. All A's with no more than 2 B's in Acknowledged at end of school year
a quarter period
C. All year placement on Honor Roll A Certificate and award received at year-end Awards Assembly
D. All year placement on Honor Roll A-B Certificate and award received at year-end Awards Assembly
E. Significant, consistent academic Certificate and award received at year-end improvement as noted by teacher Awards Assembly. Improved" for grade level
F. Consistent, observable kind behavior Certificate and award received at year-end shown toward peers and younger students Awards Assembly.
G. 98%+ and 100% attendance in school year Certificates and pins received at year-end Awards Assembly, "Good" and "Perfect Attendance" during school year
H. Graduating Kindergartners/Sixth Graders
Section 15
DISCIPLINE POLICY
The kind and amount of discipline (correction) will be determined by the teachers, and if necessary, the principal and the superintendent. The discipline will be administered in the light of the student's problem and attitude. All discipline will be based on biblical principles, e.g. restitution, apologies, (public and private), swift punishment, restoration of fellowship, no lingering attitudes, etc. The vast majority of discipline problems are to be dealt with at the classroom level.
Love and forgiveness will be an integral part of the discipline of a student.
I. Office Visits: There are five basic behaviors that will automatically necessitate discipline from the principal (versus the teacher). Those behaviors are:
1. Disrespect shown to any staff member. The staff member will be the judge of whether or not disrespect has been shown.
2. Dishonesty in any situation while at school, including lying, cheating, and stealing.
3. Rebellion, i.e. outright disobedience in response to instructions.
4. Fighting, i.e. striking in anger with the intention to harm the other student(s).
5. Obscene, vulgar or profane language, as well as taking the name of the Lord in vain.
During the visit with the principal, the principal will determine the nature of the discipline. The principal may require restitution, janitorial work, parental attendance during the school day with their student, or other measures consistent with biblical guidelines which may be appropriate.
If for any of the above, or other reasons, a student receives discipline from the principal, the following accounting will be observed. Within either semester of the school year:
1. The first two times a student is sent to the principal for discipline the student's parents will be contacted and given the details of the visit. The parents' assistance and support in averting further problems will be sought.
2. The third office visit may be followed by a meeting with the student's parents, principal, and superintendent.
3. Should the student require a fourth office visit, a two-day suspension may be imposed on the student.
4. If a fifth office visit is required, the student may be expelled from the school.
II. Expulsion: The Aletheia School Board realizes that expelling a student from school is a very serious matter and should always be carefully dealt with on a case-by-case basis. Forgiveness and restitution are fundamental to our total discipline policy. However, should a student and his parents not be able to eliminate behavioral problems before a fifth office visit, the student may be expelled.
III. Serious Misconduct: Should a student commit an act with such serious consequences that the principal deems it necessary, the office-visit process may be bypassed and suspension or expulsion imposed immediately. Examples of such serious misconduct could include: acts endangering the lives of other students or staff members, gross violence/vandalism to the school facilities, violations of civil law, or any act in clear contradiction of scriptural commands. Students may be subject to school discipline for serious misconduct which occurs after school hours.
IV. Readmittance: Should the expelled student desire to be readmitted to Aletheia School at a later date, the school board, or its delegated committee, will make a decision based on the student's attitude and circumstances at the time of reapplication.
BASIC SCHOOL RULES
The following list of school rules are those essential policies that we require all our students to be aware of and adhere to.
1. Students are expected to cooperate with basic Christian standards of behavior and conversation.
2. 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.
3. No chewing gum, electrical music devices, guns, or knives are allowed on the school grounds or buses.
4. Students are expected to be aware of and avoid the off-limits areas of the building or grounds.
5. Students are expected to treat all of the school's materials or facilities with respect and care. This includes all textbooks distributed to the students. (Students will be charged for lost or damaged textbooks.)
Dress Code
Objective: To set the standards and guidelines for student attire at Aletheia School.
Scope: This policy applies to all students.
Definitions: N/A
Guidelines: Students attending Aletheia School are expected to comply with the following guidelines for student attire:
I. General (for all students). Aletheia School is a workplace for students as well as for teachers. Students should dress in a way to demonstrate their respect for the school. Therefore, students shall:
A. Dress neatly: That is, all shirts tucked in, shoes tied, no holes/tears in clothes, clothing appropriately sized for the wearer.
B. Be clean. That is, recently washed, hair kempt, older boys are to be clean shaven.
C. Be modest. That is, no tops of stretchy, clingy fabric, no short skirts or short shorts. Outlandish or distracting clothing or appearance will not be allowed.
II. Enforcement
The school administration will determine if there is a violation of the dress code, either in fact or attitude. Students not complying with this dress code will be required to rectify their appearance as quickly as possible. Cheerful, consistent compliance is expected; grumbling and challenging attitudes will be subject to disciplinary action.
III. Special Attire Events/Days:
As the principals determine, events such as P.E. and field trips may call for other clothing options. Special days may be scheduled, such as dress-up days or Spirit week, during which other clothing options are allowed. Secondary students may wear game jerseys on game days if requested to do so by their coach.
SCHOOL CLOTHES POLICY
Guidelines:
1. Boys may wear combinations of:
Belted navy blue or tan slacks, shorts, solid red, white, or navy collared shirts - all shirts tucked in, navy or red sweaters.
2. Girls may wear combinations of:
Belted navy blue or tan slacks, dress shorts, navy/plaid skirts/jumpers, solid red, navy, or white collared shirts or blouses - all shirts tucked in, red/navy/white sweaters. No flip flops.
*Plaid = similar to Scottish tartans, i.e. dark greens, blues, reds
Skirts should not be shorter than 4 inches above the knees.
Section 16
ELEMENTARY ADMISSION PROCEDURES/REQUIREMENTS
I. Admission Procedures:
A. Upon return of a completed application, if an interview with the family has not already been held, one may be arranged with the elementary principal.
B. After meeting a parent(s) and reviewing all other required materials (as stated on the application form), the principal will make the decision whether or not to admit the student(s). As of 2005, the administration of Aletheia School elementary Entrance Tests will be necessary for a better evaluation for grade placement of the student(s).
C. The principal will then notify the parents in writing with the decision regarding acceptance. If accepted, the parents will receive an Acceptance Letter and a Transfer of Records form, if the student attended another school previously.
D. All financial arrangements between the family and the school must be understood before an admission is considered final. -
E. All students will be expected to attend the Family Orientation held at the school on September 7, 2006, at 7:00PM.
II. Admission Requirements for the Student:
A. A child must have reached the age of five years by September 1 of the fall in which he would be entering kindergarten. (exceptions may be made on a case by case basis)
B. A child entering first grade must have reached the age of six years by September 1 of the fall in which he would enter Aletheia. (unless student has successfully passed Aletheia Kindergarten)
C. If a child has successfully completed the previous school year and his school work and behavior compare favorably to the comparable grade at Aletheia, the child will likely be placed in the grade for which he is applying. However, if through the administration of Aletheia Entrance Tests or other evidence, it is determined that the child may not be adequately prepared for the next sequential grade level, it may be necessary that he repeat the previous grade.
D. The child should understand that his parents have delegated their authority to the school. Therefore, he is subject to the instruction and discipline of the teachers and principal in their prescribed roles at Aletheia School.
E. In general practice, if the student and parents comply with the requirements outlined here, Aletheia School will admit students of any race to all rights, privileges, programs, and activities generally made available to all students. Aletheia School does not unbiblically discriminate on the basis of race, sex, color, or national origin in the administration of its policies, admissions, scholarships, athletic, and other school-directed programs.
III. Admission Requirements for the Parents:
A. Though not required to be Christians, the parents of students in Aletheia should have a clear understanding of the biblical philosophy and purpose of Aletheia School. This understanding includes a willingness to have their child exposed to the clear teaching (not forced indoctrination) of the school's Statement of Faith in various and frequent ways within the school's program.
B. The parents should be willing to cooperate with all the written policies of Aletheia School. This is most important in the area of discipline (see Discipline Guidelines and School Rules) and school work standards, as well as active communication with the respective teacher(s) and administration.
Section 17
LEARNING DISABILITIES POLICY
Objective: To clarify the educational goals of Aletheia School
Scope: This policy applies to all students and teachers in all the classrooms of Aletheia School.
Definitions:
Severe Learning Disability: Any condition in a potential student which would require a separate classroom, program, and staff in order to provide the educational services desired by the parents. E.g. Down's syndrome, deaf/mute, blind, etc.
Learning Disability: Any condition in a potential student or student which does not require a separate classroom, program, and staff in order to provide the education services desired by the parents. E.g. Hyperactivity, Attention Deficit Syndrome, dyslexia, etc. For the purposes of this policy, it is not important whether or not the condition was accurately diagnosed and is a genuine learning disability.
Guidelines:
1. Children with a severe learning disability will not be admitted to Aletheia due to the lack of adequate staff, funding, and facilities.
2. Children who have been diagnosed as having a learning disability will be required to meet the same academic standards as all the other children in their grade level.
3. Children who have been diagnosed as having a learning disability will be given as much individual instruction and encouragement as their classmates.
Section 18
PREPAID TUITION POLICY
Objectives: To set guidelines for the receipt and use of any prepaid tuitions.
Scope: This policy applies to any situation in which a family desires to prepay their assessed tuition amount for one or more years.
Definitions: “Unused funds” - Prepaid tuition monies remaining as a result of a student discontinuing enrollment for any reason.
Guidelines: Should a family seek to prepay tuition, the following information will be presented them:
1. Financial:
a. For one year of prepaid tuitions, a discount of $50 will be granted. This discount will apply only to a full year’s tuition prepayment.
2. Selection:
a. For any prepayment of tuitions, the family must sign a document stating their understanding of the conditions under which the monies are accepted.
b. Before a family may prepay for more than one year, the school board’s approval must be obtained, along with the recommendation of the superintendent.
3. Cancellation:
a. All prepaid tuitions are non-refundable and non-transferable regardless of the circumstances.
b. Any “unused funds” will be calculated and acknowledged with a gift receipt to the donor.
Section 19
ATTENDANCE REQUIREMENTS
A student enrolled in Aletheia School is expected to be present and on time in school every day school is in session. The actual number of days school is in session will be determined by the yearly school calendar. Students are also expected to attend and complete all requirements for every course offered. Attendance records for the elementary students are kept by the individual classroom teachers and reported on the student's report card each quarter.
I. Short-Term Absences: If a student needs to be absent from school for one to two days, for any reason, the parents should contact the school office by note or phone as soon as possible.
II. Long-Term Absences: If a student needs to be absent for three or more consecutive days, the parents should notify the school in writing explaining the circumstances. This will permit the office to inform the appropriate teacher(s) and to compile the necessary schoolwork which the student would otherwise miss. Notification should be made as soon as possible to limit the amount of missed schoolwork.
III. Extended Absences: We will gladly cooperate with families taking their children from school for vacations, hunting trips, etc. However, when extended absences are voluntary (versus emergency or illness) we expect all schoolwork to be completed. We recommend that prior to any planned, extended absence, the student(s) work ahead as much as possible. This eliminates both the need to work on vacation or doing a significant amount of make-up work.
IV. Maximum Absences: (From the Aletheia School Policy Manual)
“In the event the total number of planned (that is, parent-approved) absences for one quarter is equal to or exceeds five days in one quarter or ten days for the semester, the student will not receive credit for that time period.
In the event a student is absent from a class, or from school, for more than ten days during one quarter (for any reason), the student's parents will meet with the principal (and teacher/s 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.
In the event the total number of absences, whether planned or unplanned, is equal to or exceeds fifteen days in one semester, the student will not receive credit for that semester.”
- The headmaster and Board, upon review of specific situations may make exceptions to this policy.
Section 20
ELEMENTARY YEARLY SPECIAL EVENTS/PROGRAMS/HOLIDAYS
The following list of events, holidays, and programs is not meant to be entirely comprehensive. New ideas may be introduced at any time. These guidelines are presented to illustrate what is intended to be a consistent approach to the school's involvement or non involvement in special events and holidays.
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