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Introduction..................................................................................................................................3 Mission...........................................................................................................................................3 Vision............................................................................................................................................. 3 Purpose & Philosophy................................................................................................................. 3 Whom Do We Serve?....................................................................................................................4 Statement of Faith........................................................................................................................4 Educational Philosophy.............................................................................................................. 6 The Classical Christian Model................................................................................................... 8 Serving Students with Learning Disabilities......................................................................... 10 Admissions.................................................................................................................................. 14 Tutoring and Therapy Tuition...................................................................................................15 Volunteerism...............................................................................................................................16 Policies and Procedures.............................................................................................................17 Discipline Policy......................................................................................................................... 18 Student Dress Code....................................................................................................................21 Attendance And Safety...............................................................................................................21 Building And Communications................................................................................................24 Academic Policy......................................................................................................................... 24 What is my Role as a Parent?....................................................................................................26 What is my Role as a Student?..................................................................................................27
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Introduction Welcome At Firm Foundations we believe that children are made in the image of God, “imago dei,” and that all students, including those that struggle to learn traditionally or have learning disabilities, should have access to schooling that teaches truth, beauty and goodness. We are a classically minded hybrid school that seeks to glorify God through educating students with diverse learning needs. We meet in Ephrata, PA and serve families in the Lancaster and surrounding areas. Students attend Firm Foundations two days a week and work from home on structured assignments three days a week. We employ high academic standards based on the classical philosophy of education and utilize curricula and a methodology that purports to educate the whole child. Our goal is to provide a sense of community, support, and resources to help you have a positive and enriching educational experience.
Mission The mission of Firm Foundations Academy is to equip students, encourage families, and cultivate hope by meeting the educational, emotional, and social needs of our students.
Vision Our vision is to partner with parents as we help students grow to their full potential, discover their God-given abilities and cultivate virtuous, confident, independent learners.
Purpose & Philosophy The purpose of Firm Foundations Academy is to bring glory to God through supporting families who have children with diverse learning needs. We advocate high academic standards, individualized learning goals, and attention to the whole student. We provide students with personalized, research-based instruction to help them unlock their full potential and grow into confident critical thinkers.
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Whom Do We Serve? Firm Foundations desires to serve a diverse student population. Our program exists to provide courses and services to families whose children display a wide variety of learning needs, including students who are “typically” developing as well as those who may be diagnosed with learning difficulties and have academic struggles. We are an inclusive program and offer classes to students in grades one through eleven with the intention of adding courses through 12th grade as we grow. We provide academic support including individualized and group academic instruction, educational therapy, instruction that fosters cognitive and perceptual growth, and enrichment classes.
Statement of Faith The Holy Scriptures We believe the Bible to be the only inerrant and inspired work of God. It is, therefore, the supreme and final authority in all matters of faith and life. (Psalm 12:6-7; II Timothy 3:16-17; II Peter 1:20-21)
The Trinity We believe that there is one God, eternally existent in three persons: Father, Son and Holy Spirit. He is omnipotent, omniscient, and omnipresent. (Genesis 1:26; John 10:30, 14:10, 26)
God the Son We believe in the deity of the Lord Jesus Christ, in His virgin birth, in His sinless life and in His miracles. We believe in His vicarious and atoning death through His blood which was shed to save His people from their sins. We believe in His bodily resurrection, and in His ascension to the right hand of the Father, where He rules as King. (Isaiah 7:14, 9:6; John 1:1-3, 14, 18; Luke 1:30-37; Matthew 1:21; Philippians 2:5-7; John 3:16; Romans 6:23; Hebrews 4:14-5:10, 7:22-25, 8:1, 9:12 )
The Creation of the World and Man We believe that it pleased God the Father, Son, and Holy Spirit to create the world, and all things therein, visible or invisible. We believe that man was created by the direct spoken act of God and in the image of God. We believe that God creates each person as male or female, and that these two distinct complementary genders together reflect 4
the image and nature of God. (Genesis 1:1-2:7, 2:18, 2:21-22; Psalm 139:13-16; Colossians 1:16-17)
The Fall of Man We believe that man sinned and thereby incurred not only physical death but also spiritual death which is separation from God. As a result, all human beings are born with a sinful nature, are totally depraved, and all fall short of God’s standard. (Genesis 3:1-24; John 1:3, 10; Romans 3:10-12, 3:23, 5:12)
Sanctification We believe that the Holy Spirit sanctifies the hearts of believers by removing the corruption of sin and working to make us more like Christ, enabling us to do good works and to live lives exemplified by the fruit of the spirit. (Ephesians 4:24; I Corinthians 10:13; II Corinthians 5:17, 7:1; I Thessalonians 5:23; Hebrews 2:11)
Family Relationships We believe that God has established the family as the foundational institution of human society. The husband is to love his wife as Christ loves the Church, and he is to submit to the headship of Christ. The wife is to submit herself to her own husband as the church is to submit to the headship of Christ. Children are a heritage from the Lord and are commanded to honor and obey their parents. Parents are responsible for teaching their children spiritual and moral values and leading them through consistent lifestyle, example and appropriate admonition, correction, and discipline. (Exodus 20:12; Deuteronomy 6:4-9; Psalm 127:3-5; Proverbs 19:18, 22:15, 23:13-14; Mark 10:6-9; Ephesians 5:21-33, 6:1-4; Colossians 3:18-21; Hebrews 13:4; I Peter 3:1-7)
Sanctity of Human Life We believe that all human life is sacred and created by God in His image. Human life is of inestimable worth in all its dimensions, including pre-born babies, the aged, the physically or mentally challenged, and every other stage or condition from conception through natural death. We are therefore called to defend, protect, and value all human life. (Genesis 1:26-28; Job 3:16; Psalm 51:5, 139:14-16; Isaiah 44:24, 49:1,5; Jeremiah 1:5)
Human Sexuality We believe that God created marriage to be exclusively the union of one man and one woman and that intimate sexual activity is to occur exclusively within that union. We 5
believe any acts of homosexuality, lesbianism, bisexuality, transgenderism, adultery or pornography are sinful perversions of God’s gift of human sexuality. We believe that God created two genders and disapproves of attempts to treat gender as a choice by either 1) portraying oneself as something other than the gender of birth, or 2) by formally changing gender through reassignment. (Genesis 1:27, 2:24; Leviticus 18:1-30; Deuteronomy 22:5; Matthew 19:4-6; Romans 1:26-29, 7:2; I Corinthians 5:1, 6:9, 7:1-16; Hebrews 13:4)
Final Authority for Matters of Belief and Conduct The statement of faith does not exhaust the extent of our beliefs. The Bible itself, as the inspired and infallible Word of God that speaks with final authority concerning truth, morality, and the proper conduct of mankind, is the sole and final source of all that we believe.
Educational Philosophy Methodology As a classically minded program we teach students the fundamentals and rules of each subject (grammar), the ordered relationships between each subject (logic), and how the grammar and logic of each subject can be clearly expressed (rhetoric). We believe that all students have the propensity to learn. Our instruction is infused with teaching students how to think, and how to think about thinking. This type of thinking and learning strives to fully engage students in the learning process.
Philosophy of Teaching At our core, we desire to provide an education that is full of truth, beauty and goodness. We want to see our children grow in grace, love, humility, kindness, faithfulness, patience, and self-control. At Firm Foundations, our philosophy is holistic and takes into account spiritual health, cognitive abilities, social acumen, emotional stability, and individual projected educational outcomes of each of our students.
Worldview We believe that the teaching and learning process is more than the transference of information. In the whole of a student’s education, teachers help to build a lens through which each student grows to view the world. Through the act of discipleship and relationship, teachers partner with parents to build a biblical worldview. As we interact with students on a daily basis, we are not only imparting knowledge of subject 6
matter but knowledge of God as well. Our classrooms strive to be a reflection of the truth we teach as we interact within the school community.
Teaching with Cognition in Mind As modern science works its way to the front lines of education, we know now more than ever how important it is to teach to the whole child. In order to create an environment that reaches the whole student we must be aware of and in-tune with cognitive development as well as social and emotional health. It is our goal to accomplish this through providing differentiated instruction whereby the use of visual, auditory and hands-on instruction will work to teach a variety of learning styles and create connectedness to the learning process. This type of teaching perpetuates a greater understanding of the content that is being taught. The goal is for the curriculum to come to life for the students and to create meaningful experiences in which strong foundations are laid. In addition, providing students with a scope and sequence that is well organized and internally consistent is a key aspect of our program. As students progress from year to year this continuity is important as we build on students’ previous knowledge to guide them to new understanding, discernment, and wisdom as they grow into critical thinkers and capable independent learners. At Firm Foundations Academy we recognize that all students are blessed with a variety of strengths and their projected academic outcomes will vary greatly. School can be a difficult environment for students who struggle to learn in a traditional manner. It is our goal to build structures within our Academy that promote the educational success of all students. The desire is to meet students where they are, set projected learning outcomes and provide the means for students to grow in confidence, knowledge and in the joy of learning.
Social Thinking Other aspects that are important to a functional learning environment and healthy student body are the social and emotional health of the students. Our classroom environment promotes community building and teamwork, yet strives to meet students on an individual level. Our classrooms are a place of honesty and forgiveness. We nurture students as they navigate peer relationships, learn how to show kindness and compassion to their neighbors and practice respect toward their elders. We strive to teach students how to manage their emotions, express themselves appropriately, become self advocates, understand social contexts, interact with social problem solving, and to ultimately encourage our students to be compassionate students and neighbors. 7
The Classical Christian Model Christ-centered, Joyful and Faithful Living to the Glory of God At Firm Foundations Academy we believe that the Lord Jesus Christ is the One in whom all things hold together (Col. 1:17). All things were created by Him, through Him, and for Him (Rom. 11:36; Col. 1:16). Therefore, we believe that all education must start and end with a call to believe in the gospel of Jesus Christ as revealed in God’s Word. The central emphasis of education is to help form students into learners and lovers of God—disciples of Jesus who desire to live joyfully and faithfully for the glory of His name. We long to see our students see everything in relation to the excellencies of the Lord Jesus Christ. ● Living in the Light of God’s Word (Heb. 5:14) ● Educating to Form Disciples of Jesus Christ (Matt. 22:37; Matt. 28:18-20) ● Renewing Minds to Shape Affections (Rom. 12:1-2) ● Leadership that Models Joyful and Faithful Christian Living (1 Cor. 11:1)
Classical, Loving and Discerning the True, Good, and Beautiful “Classical education comes from a 2,400 year tradition of teaching students how to think, not what to think (with an emphasis on virtue and wisdom). Classical education teaches students to go from what is concrete to abstract using the tools of the Trivium (grammar, logic, and rhetoric), which takes advantage of a student’s natural capacity for learning. Classical education emphasizes the liberal arts tradition and the great books that formed western civilization. Classical education trains students to seek truth, beauty, and goodness. Early Christians "baptized" classical pedagogy because of Jesus, the ultimate expression of truth, goodness, and beauty. In Christ “are hidden all the treasures of wisdom and knowledge” (Col. 2:3) and "the fear of The Lord is the beginning of knowledge” (Prov. 1:7). It is precisely this kind of education that has produced countless leaders, inventors, artists, and theologians throughout history.”1
Foundational Truths & Enduring Traditions A classical education is based on great ideas, great books (including primary sources when possible), foundational truths and principles, and enduring traditions and skills.
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https://allsaintsclassical.com/academics
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Educating the Whole Person We educate with the whole person in mind (body, mind, and spirit) and therefore equip students with deep theology and excellent academics for all of life, no matter the vocation to which a student is called (1 Cor. 10:31), rooted in the trivium. Classical learning is rooted in the trivium; that is, grammar, logic, and rhetoric. These are not stages of development but thinking skills that students must engage to deeply understand a subject. When we learn any new subject, skill, or discipline, we approach it through grammar, logic, and rhetoric thinking so that we move from the concrete to the philosophical. The trivium allows us to teach the individual student how to think, meeting them where they are, unconstrained by their age. The trivium also harmonizes with the biblical concepts of knowledge, understanding, and wisdom. ● Grammar: Learning the fundamentals of a subject ● Logic: Using reasoning skills to move toward understanding how the parts of a subject are related to one another ● Rhetoric: Pouring out knowledge to teach, persuade, and disciple
EDUCATION // Equipping Students with a Classical Curriculum in a Christ-Centered Community Core Curriculum Firm Foundations Academy is dedicated to the belief that the core academic studies of math, science, and humanities can be successfully taught in two days, giving time at home for practice and preparation with parental involvement—something greatly lacking in education today. All classes are taught on campus Tuesdays & Thursdays, with an optional enrichment day offered on Mondays (Core+). Wednesdays and Fridays are home days for students to practice and prepare for core days. Younger students will practice what they've learned and as they gain independence in their academics, they will begin to prepare for the next class through reading and study. Parents have discretion to provide additional school work, take field trips, or engage in extracurricular activities. In this model, new material is not expected to be taught at home, however parents are encouraged to help students practice what they have learned through review while fostering a healthy, consistent home learning environment.
Prioritizing Families and the Local Church Firm Foundations Academy partners with parents by providing a core classical education, where core academics are delivered and family time is honored. The Bible establishes two institutions for the discipleship of children: the family and the church. 9
As a school, we exist to partner with families and churches in the education of students, so we want to help foster healthy family life and local church engagement for all of our students.
Integrated Learning and Ages Fields of study will be offered school-wide at the same time each day. Students will progress at different rates through learning groups as they master the material, allowing for strong and weak students to learn alongside each other within the same academic environment.
Serving Students with Learning Disabilities What is a learning disability? Every child is unique and has a number of strengths and weaknesses. Each has certain subjects that make sense easily as well as areas of difficulty that require a greater effort to understand. When you are trying to determine if your child is struggling to learn, you should not compare him to the students around him. All children learn and grow at a different rate. Instead, you need to compare him to himself. This can be accomplished through a full battery of testing that will aid teachers and therapists in understanding a student’s strengths and needs, analyze patterns of thought, and provide a roadmap for building systematic instruction. Students with learning disabilities experience an imbalance in their own ability levels. They do very well with some things and perform very poorly with others. There is often a great deal of tension between what they can and cannot do. Frequent frustration while trying to learn is an indication of a student who may have a learning disability. Generally, these students will either be failing in one or more academic areas or be expending excessive amounts of energy to succeed. Also, their performance is highly inconsistent. They may be able to do a task one day, and be unable the next. A learning disability is defined as an area of weakness or inefficiency in brain function that significantly hinders our ability to learn. It causes a person to have difficulty correctly receiving information (perception), correctly processing information (cognition/thinking), or satisfactorily responding to information (written and verbal expression, visual-motor coordination, memory, etc.). Adapted from nild.org
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Indicators of Learning Dysfunction Grades K-4 ● Reading reversals after age seven ● Slow to learn the connections between letters and sound ● Oral reading starts smooth and becomes labored ● Difficulty memorizing sight words ● Frequent writing reversals after age seven ● Transpose number sequences and confuse arithmetic signs ● Poor spacing while writing ● Inconsistency in performance ● Writing is slow and labored/ unstable pencil grip ● Easily forgets previously learned work ● Student does well orally but written work is poor ● Impulsivity ● Poor spelling and/or handwriting ● Difficulty following oral directions Grades 5-8 ● Slow or poor recall of facts ● Leaves letters out on spelling words, even though they know how to spell the words ● Disorganized ● Forgetful/missing assignments ● Difficulty following oral directions ● Poor handwriting or spelling ● Needs to subvocalize 11
● Copying from the board or books is difficult ● Easily confused ● Low production of written material ● Has difficulty with mental math and word problems ● Math papers poorly spaced ● Trouble summarizing
What if my child has special learning needs? At Firm Foundations Academy we recognize that all students learn differently and display a variety of strengths and weaknesses. If it is determined that a student displays the need for additional services we work to meet his or her needs on an individual basis. Following the appropriate testing, our team will meet together to determine the best course of action to promote student success. This may reflect how we approach academics, behavior modification, or teaching social skills. When we have determined which needs to address, your child will be assigned to a tutor or placed in an Educational Therapy program to meet his or her needs. The tutor will be in charge of student advocacy within our program. While working within this program, students will meet with a tutor or therapist for 45 minutes or 80 minutes two days a week. At other times students will be mainstreamed, or attend classes with their peers. Classroom teachers will be mindful of the individual needs of your child and appropriate modifications will be made to promote student success. It is our goal that your child gains confidence and competence while attending our program. Your child’s tutor will work closely with your family to: ● Advocate for or obtain testing ● Set yearly goals ● Write a comprehensive narrative report outlining how goals will be met ● Meet with the student either individually or in a small group to provide specific and systematic instruction in his or her area of need ● Host parent-teacher conferences ● Revisit student progress and goals as needed throughout the year and annually
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What types of learning needs are we equipped to teach? At this time, students are assessed on an individual basis. If a learning need is suspected we will aid your family in obtaining the appropriate testing. We will build an individualized educational plan for your child based on a parent interview, meeting your child, and examining the testing results. We are currently equipped to serve students with academic struggles in reading, writing, math, executive functioning and social skills, as well as students who are on the autism spectrum and with intellectual disabilities such as Down syndrome. Because each student is unique, all students will be assessed on an individual basis.
What is the difference between tutoring and educational therapy? Tutoring ● Tutors can provide assistance with homework or support with class work when students require additional help in a particular subject area ● Tutors can help students to stay organized, track their assignments, and teach them how to manage their time well ● Tutoring is a great solution for students who are slightly “behind” in a specific academic area
Educational Therapy ● Educational Therapy is an individualized, explicit, and intentional instruction that uses dynamic language, Socratic questioning, inductive reasoning, and guided practice in an effort to develop core academic skills and higher order processing for students in grades two and up ● The aim of the therapy is to work with students who have average to superior intelligence but struggle in the regular classroom due to deficits in perception, processing speed, cognition, working and long-term memory, fluency, or academic skills ● The goal of Educational Therapy is to remediate the student's areas of deficit, perpetuate confidence and competence in the student, and move them towards experiencing academic independence and success in the classroom
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Can my child attend if he or she does NOT have a learning disability? Yes! Part of the goal of Firm Foundations is to provide classes to your whole family so that all of your children can take classes and experience growth within the same learning community. Students who do not present as having learning disabilities will indeed find an appropriate level of academic rigor with our program.
Admissions Admissions Procedure Step 1: Complete an Interview Request Form online ●
Read the Family Handbook prior to completing the form
Step 2: Schedule an Admissions Interview ● This interview takes place between the parents and the FFA Admin team. It provides an opportunity for us to explain the program in greater detail and the opportunity for you to ask needed questions and express the goals that you have for your children Step 3: Schedule a Student Assessment ● Please bring a sample of your child’s writing and a list of books your child has read in the last year to the Student Assessment Step 4: Complete our Application for Enrollment online and pay the non-refundable $300/student Step 5: Enroll
Admissions Policy Our tuition rates are set for the year in accordance with student enrollment and student to teacher ratio and therefore are sufficient to cover all expected financial obligations for the year. As such, when you enroll in the program you are making a financial commitment for the entire school year. If at any time you decide to leave the program you will be responsible for the remainder of the tuition for the year. Any payments made after you would depart from the program would be considered tax deductible. All families are required to sign the letter of financial intent.
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Tuition Click to view the Tuition and Fee Schedule.
Out of Pocket Expenses Supplies Parents will be responsible for purchasing supplies for their children, you can find a complete list of supplies to be posted on our website by July 15.
Field Trips Field trips will be optional and will incur an additional cost.
School Pictures
Tutoring and Therapy Tuition Prices are based on 60 sessions/year. If there is any variation to the schedule, the cost will be prorated.
Tutoring Two 30 minute sessions/week: $1,530.00 Two 45 minute sessions/week: $2,295.00
Educational Therapy Two 60 minute sessions/week: $3,800.00 Two 80 minute sessions/week: $4,550.00 Tutoring or Therapy tuition will be charged monthly and due at the beginning of the month for the previous month’s services.
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Volunteerism Parental Involvement We encourage parents to be involved in our learning community. We would like for you to strongly consider how you can volunteer their time and gifts to enhance the greater community.
Fellowship Committee (3-4 Volunteers) The purpose of the fellowship committee is to plan fellowship events both inside and outside of the school. These events may include but are not limited to classroom parties, school-wide celebrations, get togethers, park days, hiking, mom’s night out events, etc.
Fundraising Committee (2-4 Volunteers) The goal of the fundraising committee is to work as a team to brainstorm fundraising concepts, and plan and promote events that will raise money for the program.
Field Trip Committee (2-4 Volunteers) Parents on the field trip committee will be provided with a list of field trips that the teachers would like to have planned to enrich the content that will be taught in class. We try to incorporate between 3-5 trips each school year. Parents on this committee will work to contact the trip site, schedule our visit, and communicate the details to the director.
Memory Work Team (2-4 Volunteers) The purpose of the memory work committee is to gather and put together a set of memory cards for each family and help with our end of the year “Foundation Builders” event. The cards can be cut at home and we will host an “assembly day” in June where the volunteers for this committee will gather to assemble the sets of memory cards.
Homeschool testing (Grades 3, 5, 8) Registered homeschool students in grades 3,5, and 8 are required to participate in state testing. Students in these grades will be administered the IOWA Test of Basic Skills. Testing will take place in the spring on two consecutive days; one of which will be a Monday or Wednesday. We will plan to take a parent survey regarding the best day for
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families next February. The fees associated with this service are included in your tuition payment.
Policies and Procedures Rules of Conduct ● There will be no talking back or arguing with a teacher, an Administrator, or Parent of the Day. Prompt and cheerful obedience is expected ● Students are expected to treat devotional time, prayer, and class discussion with proper reverence. Jokes, songs, or behaviors that treat the Deity with triviality are not permitted ● Students may not speak out of turn during class time and must raise their hands before speaking ● Students are expected to treat one another with kindness and respect. Teasing, criticizing, and name-calling are not permitted ● Students should work diligently and concentrate fully on their work while at the Academy ● Students may not chew gum on church property. Snacks are only to be eaten during assigned snack time and in designated areas ● No electronic musical devices, games, or other material unrelated to Academy classes are allowed on the church grounds ● Students are expected to be aware of and avoid the off-limit areas of the church building. Students should not play on, or around parked cars in parking lots ● Walking is expected while in the church building ● Students are expected to treat all of the class materials and facilities with respect and care ● Public displays of affection (i.e., holding hands, kissing, etc.) in the context of boy/girl relationships is not permitted ● Students may not have vapes or e-cigarettes are not permitted on school property. 17
● Students may have cell phones but the ringer needs to be off and if they are taken out in class, they will be confiscated and given back at the end of the day Any conduct or behavior outside of our rules of conduct or Statement of Faith, relating to living in open unrepentant sin, will be addressed according to the disciplinary policy. Kindly note that we require students entering 7th grade and over to sign our Secondary Student Honor Code.
Secondary Student Honor Code (Students 7th grade and up) As a secondary student at Firm Foundations Academy I commit to the following: 1. I agree to uphold the Firm Foundations Statement of Faith and act in accordance with the Statement of Faith 2. I will be respectful to the faculty 3. I will treat the Lord with reverence 4. I will uphold academic excellence through diligence, work ethic, and integrity 5. I will be a godly example to younger students 6. I will love those around me in the way I dress, act, and speak 7. I will be wise in the way that I treat my neighbor 8. I will uphold the rules of conduct for Firm Foundations Academy I understand that any conduct or behavior outside of our rules of conduct or Statement of Faith, relating to living in open unrepentant sin, will be addressed according to the disciplinary policy. _____________________________________________ Signature of student
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Discipline Policy We seek to provide a safe and secure, loving and nurturing academic environment, where students are encouraged and challenged to exemplify Christian behavior. To that end, actions that jeopardize students’ safety and well-being will be dealt with 18
firmly and expediently. We strive to walk in the Biblical principles of public and private apologies, swift and appropriate punishment, restitution, and restoration of fellowship. The teachers will carry out the majority of day-to-day discipline. The following describes how discipline is carried out.
Goals of Classroom Discipline ● Bring the child to repentance and restoration ● Ensure the child apologizes for misbehavior—privately for private offenses, publicly for public offenses ● Allow parents to reinforce discipline at home
Limits of Classroom Discipline Children will not be punished corporally, physically handled (except in an emergency where others need to be protected from student behavior), verbally intimidated or shouted at in the course of discipline. Further, because of the day in which we live, and in order to maintain a reputation above reproach at all times, no adult will be alone with a child in an office, classroom or bathroom. In the case of individual tutoring teachers must be in view through the window while students are in the classroom.
Steps for Encouraging Expected Behavior Set Basic Classroom Rules ● Students will be trained to obey the first time, every time, cheerfully, as unto the Lord ● Students will raise their hands and be called on by the Tutor before speaking in class ● Students should enter the classroom ready to work ● Students will be trained to engage in class diligently and cheerfully, according to their ability
Use Positive Reinforcement ● Teachers will praise students for good behavior, proper attitude, attention, industry, and achievement ● Teachers will encourage godly character traits such as kindness, obedience, forgiveness, integrity, and, above all, love
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● Teachers will model the traits they wish to see in their students ● When discipline becomes necessary, it will be given with gentleness, forgiveness, and firmness; never in anger
Steps to Correct Basic Offenses Basic offenses include talking, distracting another student, passing notes, not keeping on task, not maintaining self-control, disrespectfulness, etc.
First offense Teacher will speak to the student privately to remind them which behaviors are expected and which are unexpected; the student will receive a warning. The student shall apologize or make restitution as needed. The student will get his/her name on the board.
Second offense on the same day Same as above. If the student is too distracting, they may be placed with the Administrator.
Third offense on the same day The student will be removed from class and will be under Administrator or POTD supervision. Parent(s) notified that day about action taken.
Repeated Offenses A child who initially responds to correction may still commit the same offense day after day without change. For instance, a child may be repeatedly warned about talking over several days. Such a repeated offense may warrant different corrective action, to include Administrator action, parental notification, and removal from class. Further, if the misbehavior continues, the teacher, administrator and parent will meet to discuss and implement a behavior plan.
Steps to Correct Serious Offenses Serious offenses include repeated disrespect shown to a teacher or volunteer, dishonesty in any situation while in class (including lying, cheating, and stealing), rebellion (i.e., outright disobedience in response to instructions), fighting (i.e., striking in anger with the intention to harm another), inappropriate language (i.e., unkind, obscene, vulgar, or profane language or actions), including taking our Lord’s Name in vain, as well as engaging in outright unrepentant sinful behavior.
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First offense Administrator action to include any or all of the following: Administrator removes offender from the classroom to verbally correct and warn; directs students to apologize and to make restitution as needed.
Second offense Parental notification and immediate suspension for the remainder of the day (requires calling parents to pick up the child as soon as possible). Administrator and parent will work together to come up with a discipline plan.
Third offense Immediate suspension for the remainder of the day (requires calling parents to pick up the child as soon as possible). Additional one day of suspension. Restitution shall be made.
Suspension or Expulsion These options will only be considered when all resources have been exhausted or in extreme cases including bringing a weapon, drugs or alcohol to school, demonstrating threatening behavior, physical violence, or leaving school grounds without permission. We realize that expelling a student is a very serious matter, and should always be carefully dealt with on a case-by-case basis. Forgiveness and restitution—repairing the damages through work, apologies, etc.—are fundamental to our discipline policy. However, in severe cases where there is no change in the student’s misbehavior, nor any assistance from the parents, the student will be expelled for the remainder of the year. Appeals for exceptions will not be recognized. If the expelled student desires to be readmitted the following year, a decision will be made based on the student's attitude, and the circumstances at the time of application.
Student Dress Code Click to see the Dress Code Policy.
Attendance And Safety Absence Unexcused absence: Defined as an absence where the school is not notified that the student will be missing. 21
Excused absence: Defined as an absence where a parents’ have completed a ClassReach form pre-emptive to the day the student will be absent (up to the morning of an absence). Two unexcused absences will constitute a discipline hearing. Six excused absences will constitute an academic hearing to determine appropriate course of action. If a student is absent it will be the responsibility of the student or the parent to communicate with the teachers to obtain missed work. If a student is absent due to an extended illness, the teachers and parents will meet to negotiate assignments. Students will have an equal number of class days to get assignments turned in as class days missed.
Tardies Our school day begins with a morning opening during which time our community meets together for prayer, singing, and fellowship. This is an important part of the day as we are seeking to set the mood and tone for our day. Students will be marked tardy if they are not present at the beginning of the morning opening. Morning opening will begin promptly at 8:55. Students are allowed up to three tardies per trimester without recourse. If students exceed three in a trimester, parents will be called for a meeting.
Weapons Weapons are not allowed on campus. Pocket tools are acceptable for secondary students (if a blade is part of the tool it must not extend longer than three inches). Pocket tools cannot be taken out unless there is a true need for the tool and is requested by a faculty member.
Illness In the case that your family has a contagious sickness, please allow 48 hours without vomiting or fever before sending your child back to school. If your family is sick with a stomach virus please do not send your child to school.
Visitors All visitors must have their Pennsylvania clearances, FBI check, and childline screenings on file. 22
Inclement Weather In the case of inclement weather we will follow the Ephrata School District delay and cancellation schedule. In case of a delay we will begin classes at 10 AM and run on an altered schedule.
Student Medical Emergencies In case of a medical emergency 911 will be called, then parents will be notified.
Fire Safety Fire safety drills will take place throughout the year to assure that the staff and students are able to implement the fire escape plan.
Pennsylvania Act 153 Volunteer Clearance Requirements All volunteers must comply with Act 153 which entails three clearances. More information about this law can be found here. http://keepkidssafe.pa.gov/cs/groups/webcontent/documents/document/c_135249.pdf 1. Criminal History Record for the PA State Police (PATCH) system 2. Child Abuse Clearances obtained through the Department of Public Welfare 3. FBI Fingerprint screening Follow the link below to obtain these clearances. You must print a copy of the results and submit them to Firm Foundations Academy by August 15th. If you register for school after this date, clearances are required within two weeks of your application approval and prior to your participating in any volunteer services.
Building And Communications Building Layout The Academy will be meeting at New Joy Brethren in Christ Church at 35 New Joy Dr. in Ephrata, PA. Classes will be held in the classrooms of the building. Lunch will be held in the classrooms or outside if weather permits. Students are not allowed to leave their classroom or the building without permission.
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Parking Lot Entrance to the facility can only be reached through New Joy Dr. off of Reading Rd. (Rt. 272). The church has one main parking lot that should be used. Please use the two double-doors to enter into the school in order to drop off the student for the opening chapel time in the sanctuary. When entering, the sanctuary will be to the immediate right. When dropping off the students, drop them off at the front of the church and then proceed forward to allow for other students to be dropped off.
Facilities Management The facility and classrooms will be managed by New Joy Brethren in Christ Church, but, as part of an effort to teach our students about the value of hard work, community, and good stewardship, students will be given daily tasks to help keep our facility tidy.
Academic Policy Guidelines for Class Assignments Our commitment as an organization is to partner with parents to provide support, training, and accountability. This is accomplished best when teachers and parents work together for the greater good of the students. Please read the guidelines below to better understand your teaching role within our program. It is important to note that our teachers work very closely with each other to assure that they are assigning homework assignments in a balanced manner. It is also important to note that as the year begins, students and parents will be able to find a rhythm and pattern to the way assignments are given. Our goal is to build skills in an incremental way and we will accomplish that through providing consistent assignments with clear expectations.
Academic Integrity Students are expected to exercise academic integrity both at school and at home. This means they are not to use Google, teachers manuals, or class notes on tests and quizzes unless authorized by the teacher. If a student is found to be cheating, they will get a zero on the assignment without the opportunity to make up the grade and parents will be called in for a meeting with our Administrative Review Board.
Academic Probation Academic probation is a protective measure that has been put in place to assure that we are holding our students to a high standard as we assist them in understanding the 24
importance of establishing good habits. If your student misses an assignment, the following steps will be taken. If a student misses an assignment, an email will be sent home. Consequences for late work: ○ 1 class period late: 5% deduction ○ 2 class periods late: 10% deduction ○ 3 class periods: a score of “zero” If it is found that students are falling into habits of missing assignments or turning in assignments late, the following steps will be taken (on a case by case basis): 1. The parent will be called to meet with our Administrative Review Board 2. We will focus on creating a plan for the parent and student to work together to meet the proposed academic standards 3. We will focus on: a. Handing in assignments b. Completing assignments well c. Completing assignments for a grade 4. If students begin to fall behind academically they will be required to come in on Wednesday mornings for mandatory academic assistance at the cost of the parent at a rate of $25.00 per three hour session 5. If progress is not met or sustained, expulsion may be considered
What is my Role as a Parent? Grades 1-2 These are formative years. Students at this level of education require daily practice in subjects such as reading, narration, writing, and mathematics. They learn volumes of information by being read to and listening to stories. They enjoy learning through play, including singing and games. Your role at home for grades 1–2 will be to read stories, encourage narration, play games, color pictures, cut out pictures for in-class assignments, sing songs, and provide formal instruction in the areas of English and mathematics. All assignments will be given at the beginning of each week. It will be 25
important for students to complete their at-home assignments in order to keep up with the pace of the class.
Grades 3-4 In grades 3-4, students are beginning to acquire a number of skills relating to classroom performance. At-home assignments will require reading with or to your child, guiding your student through narration and writing activities, playing games, preparing projects for class, and assuring that your child has adequate time to work on skills relating to math, spelling, and reading. You will also be responsible for helping him or her to navigate how to organize time and school materials and make sure that they are prepared for class and have completed their homework.
Grades 5-6 As students move to grades 5 and 6 they will be taking on more and more responsibility for their work, but their assignments will increase in complexity. Therefore, they will still need your guidance. At-home assignments for this group will include assignments for reading, writing, mathematics, and comprehension activities to reinforce science, history, and Bible. The assignments given to this group of students will be consistent; for example, they may watch their math video on Wednesdays and they might expect to consistently make vocabulary flashcards on Fridays. We will set forth clear guidelines and help students and parents as they adjust to this new setting. As a parent you will also be responsible for helping him or her to navigate how to organize time and school materials, make sure that they are prepared for class, and have completed their homework.
Grades 7-12 Students in grades 7+ are becoming more independent. They begin to rely on their parents more as mentors and less for direct instruction. However, as they grow, the content will become more difficult. In this stage parents work to guide students through at home assignments, encouraging good study habits through the use of positive reinforcement. At this stage the teachers need parents to assure that their children can keep up with the course material. Students at this level can expect to be doing reading and writing assignments at home regularly as well as math, science and history. *If students at any level are struggling to keep up with their course load at any time please communicate with the teachers and/or Administration. Our desire is to help your child succeed. If students are having difficulty with organization we will provide tools to help them maintain systems that can help. 26
What is my Role as a Student? Your role as a student is to engage with your class, listen to your parents and your teachers, and complete assignments as expected.
Homework It is important to note that home days, which we sometimes refer to as satellite days, are schooldays. In Pennsylvania, homeschool students are required to attend school for 180 days. When you examine our yearly schedule, you will note that we have accounted for all of these days and that satellite days are a vital part of meeting the state requirements. Students will be expected to complete Monday’s work and be prepared for Tuesday. They will then work from home Wednesday and come prepared with finished assignments on Thursday and will work from home on Friday. Students will be required to complete some assignments with a paper and pencil and for older students some of their assignments will be typed and submitted through an online platform. Occasionally teachers will post video links for students to watch or articles for them to read relating to what is being studied in class. Please see the academic probation policy to see how not turning in homework will be handled. You will note in the calendar that we have scheduled a couple of “working vacations” that we refer to as “work from home” weeks throughout the year. We did this for a couple of reasons. First of all, as a homeschool family sometimes running at a “school pace” can feel exhausting or overwhelming. We want you to have time to connect as a family, have the opportunity to slow the pace, and re-energize for the next round of classes. During these “work from home weeks,” students will still have daily assignments and will also be working toward completing a project.
Grading Assignments Grades will be kept for our program. Grading structures will vary depending on the student’s grade level and course of study. Teachers and parents will share in this responsibility. Further information will be provided once your child has had his/her placement test and has been assigned to a classroom.
Assignment Modifications Students who have a diagnosed learning disability or who are struggling to learn in class will be provided with modified assignments. These modifications will be planned following student evaluations and will be communicated with all of the teachers. Modifications and accommodations will be unique to the learning needs of the student. It is important to note that modifications made to assignments will not necessarily be 27
made in an effort to make work “easier” but will be assigned in an effort to help students acquire the prerequisite skills needed to complete similar assignments in the future. The goal of modifications is always to further skills and not to reduce work. This will look different for all students depending on their learning profiles.
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