Knollwood
Christian School
Academically and Spiritually
Preparing Students to
Engage the Future
Knollwood Christian School
P.O. Box 856
Sylacauga, Alabama 35150
OUR MISSION
KNOLLWOOD CHRISTIAN SCHOOL
WILL EDUCATE CHILDREN
TO APPLY BIBLICAL PRINCIPLES
TO EVERY ASPECT OF LIFE,
TO GROW AS CHRISTIAN MEN AND WOMEN
WHO CLEARLY UNDERSTAND TODAY’S WORLD,
AND BE ACADEMICALLY AND SPIRITUALLY
PREPARED TO
ENGAGE THE FUTURE
OUR VISION
TO IMPACT THE WORLD BY
GRADUATING EXTRAORDINARY
STUDENTS WHO HAVE A FOUNDATION
OF ACADEMIC AND SPIRITUAL
KNOWLEDGE THAT COMPELS THEM
TO LEADERSHIP
Knollwood Christian School
Statement of Faith
The Bible is infallible and inerrant. The Bible is the Word of God, which is contained in the 66 books of the Old and New Testaments and is the only rule to direct us how we may glorify and enjoy Him.
God is a Spirit , infinite, eternal, and unchangeable, in His being, wisdom, power, holiness, justice, goodness, and truth. There is but one only, the living and true God. There are three persons in the Godhead; the Father, the Son, and the Holy Ghost; and these three are one God , the same in substance, equal in power and glory.
The decrees of God are, His eternal purpose, according to the counsel of His will, whereby, for His own glory, he hath fore-ordained whatsoever comes to pass. God executeth His decrees in the works of creation and providence. God’s works of providence are, His most holy, wise, and powerful preserving and governing all His creatures, and all their actions.
Apostle’s Creed
I believe in God, the Father Almighty, the Creator of heaven and earth, and in Jesus Christ, His only Son, our Lord: Who was conceived of the Holy Spirit, born of the Virgin Mary, suffered under Pontius Pilate, was crucified, dead and buried. He descended into hell. The third day He arose again from the dead. He ascended into heaven and sits at the right hand of God the Father Almighty, from whence He shall come to judge the living and the dead. I believe in the Holy Spirit, the holy catholic church, the communion of the saints, the forgiveness of sins, the resurrection of the body, and the life everlasting.
What do we mean when we say Knollwood Christian School is a covenant school? Covenant education in a covenant school is a Christian education. It is a combination of commitments that combined have a profound impact on how and to what degree learning takes place.
William H. Smith in his writing on covenant education lists these four commitments as critical for parents and educators:
¨ Believing in the Bible as trustworthy, authoritative, and relevant
to education.
¨ Seeing the child as created in the image of God, sinful in Adam,
claimed in the covenant, and redeemed in Christ.
¨ Viewing the world as created good by God, fallen and cursed because
of sin, but redeemed and reclaimed by Christ.
¨ Understanding the purpose of education as preparing citizens of
Christ’s kingdom to live all of life under His lordship.
Covenant education binds those involved to God and to one another. It is an education that brings together parents, children, administrators and teachers in a common school where the goal is to educate children together. It is a gathering of redeemed but imperfect children and adults where an atmosphere of grace prevails. It is an education that prepares children for life with others in the family, the church and the world.
Jeremiah 31:33 says, “This is the covenant I will make with the House of Israel after that time, declares the Lord. I will put my law in their minds and write it on their hearts. I will be their God and they will be my people.” Those who choose a covenant education for their children trust God to be at work in the hearts of their children and take seriously the privilege and responsibility delegated to them as parents. We hold fast to God’s promise in Philippians 1:6, “I am confident of this very thing, that he who began a good work in you, will perfect it unto the day of Christ Jesus.”
A covenant school’s goal is to bring glory to God. This is best accomplished when we remember and understand that we are co-workers with Him, not working alone trying to please Him.
We believe that children are “born persons.” What does this mean? It is a view of the child that says the child is full of human potential from birth. He is not an empty vessel waiting to be filled by his environment, education, or any other outside instrument. He is not a helpless product of heredity or early home environment.
We believe that the child at conception is created in the image of God (Genesis 1:26-27). As such the child is an active, purposeful, rational, creative, moral, free and responsible person. While children reflect all of these attributes of God, their reflection and ours is finite and imperfect. Our view of the child calls us as educators to be about enhancing the development of these characteristics rather than ignoring or hindering such development.
Because of Adam’s sin we are born with this image of God marred. We are also born separated from God and unable to bring about restoration on our own. Thank God the story does not end here! God, in His mercy did something about our horrible situation. He gave a solution which makes it possible for man (including children) to have our image renewed, favor with God restored, and our God given task made possible. God sent Jesus, the Redeemer, his only Son, to bring healing and reconciliation. The life, death, and resurrection of Jesus makes man’s reconciliation with God possible.
Reconciliation with God or salvation also make it possible for man (including children) to be what God created them to be and to do the work God has given them to do in a way that brings glory to Him. This is possible only because of the power of the Holy Spirit at work in the lives of God’s children. The power of the Holy Spirit makes it possible for His children to again bear His image in all that we do. This living out of the change that has been wrought in a believer’s heart, our becoming new creatures in Christ, will be visible to others and will affect our culture.
Teachers at Knollwood Christian School see our task as one of coming alongside parents to help children learn to live in the world testifying to the character of God through the way we care for creation, love and serve others, and fulfill all of our other God-given responsibilities.
Every child is a person full of infinite possibilities. It is our goal that students at Knollwood Christian School be receiving an education where experiences foster wisdom and understanding of the diversity of the human race and prepares them for a life of discipleship reflecting the grace and truth of Christ to all people.
“The highest duty imposed upon a parent, it is also the most delicate; and he will have infinite humility, gentleness, love, and sound judgment, if he would present his child to God and the thought of God to the soul of his child.” Charlotte Mason, Parents and Children.
WHAT ARE WORKING TOWARD?
The Student Profile
The school shall place all of its emphasis on the outstanding preparation of its student thereby shaping young men and women:
¨ who know, love, follow, and serve Jesus Christ;
¨ who are academically disciplined and focused;
¨ who are teachable and have a love for learning;
¨ who are well-read;
¨ who effectively communicate verbally and in writing and persuasively present their point of view;
¨ who possess critical thinking skills;
¨ who can work effectively on teams and solve problems;
¨ whose experiences foster wisdom and understanding of the diversity of the human race and prepare them for a life of discipleship reflecting the grace and truth of Christ to all people;
¨ who commit to a life of loyal servant-leadership in the local Christian church;
¨ whose participation in athletics or other competitions equips them with a Christian approach to wellness and who are capable of exhibiting their faith and Christian character in competitive situation;
¨ who apply biblical principles to all aspects of life;
¨ whose work ethic, skills and loyalty demonstrate that Christians are to be relied on for the integrity of their work and the quality of their thinking;
¨ whose actions reveal genuine Christian character; and
¨ who are compelled to engage the future.
HOW ARE WE TO ACCOMPLISH OUR MISSION?
The Teacher Profile
The school shall recruit, hire, train, and retain faculty who:
¨ are Christian servant-leaders of individual boys and girls as they mature to young men and women;
¨ engage in teaching that touches lives forever by being a godly role model to students, colleagues, church, and community;
¨ apply biblical principles to all aspects of learning;
¨ are experienced and qualified to teach the subjects and students assigned;
¨ present a scholarly, nurturing, and mentoring focus, in and outside the classroom, on campus and off;
¨ adopt personal, professional standards for high performance as an example for student to follow;
¨ live a life of discipleship and service to others;
¨ focus on the students’ long-term development as framed in the aforementioned “Student Profile” as the goal;
¨ are loyal to the school, the families it serves and a local church;
¨ carefully measure and consider the long-term effects of actions, words, and discipline on each student; and before acting,
¨ always answer the key question: “Does this benefit the Christian education of our students?”
Instruments of Education
Because of the respect we have for children as born persons, the faculty and staff of Knollwood Christian School strive to avoid the use of fear, love, suggestion, influence, or undue play upon any one natural desire in the educational process. There are, however, three instruments of education that are essential to our philosophy. We believe education is an atmosphere, a discipline, and a life.
Education is an atmosphere
Much has been written about the importance of a child’s environment. Environment can be an artificial place with relationships carefully constructed to make life always easy, never disappointing, where the child is not called upon to be responsible for his actions, and where he comes away with the belief that his life should and will be always soft and easy.
Our goal is to embrace an “atmosphere” where truth and sincerity reign and the child is helped to face life as it is. Children are accepted just as they are, valued and seen as unique because they are a child of God. An atmosphere of friendship, creativity, and security produced because conduct is contained within the boundaries of God’s law given to us. It is a realistic place where although children are under the authority of the teacher, it is recognized that all are under God’s authority. In this atmosphere children find a place of learning free of fear or competition
This atmosphere is created when teachers value and trust their students and there is mutual respect one for another. Teachers who see themselves as Christian servant-leaders who carefully measure and consider the long-term effects of actions, word, and discipline on each student before acting are key in bringing about this key instrument of education the “atmosphere.”
Education is a discipline
Education is a discipline means the discipline of habits formed definitely and thoughtfully, whether habits of mind or body. Children have been educated from birth in habit, both helpful and unhelpful. Habits are for life, not just for school and good habits should be acquired for the person’s sake not for the sake of performance. It is our duty to consider how we can best help the child to have the right habits.
We begin by acknowledging that any repeated action is becoming either a bad habit or a good one. We strive to make it the aim of the child to be disciplined from within, rather than from without, while remembering that formation of habit is more efficiently accomplished than reformation.
Habits of obedience, truthfulness, thoroughness, attention and concentration, self-restraint, perseverance, manners, personal initiative, unselfishness and others are vital if children are to become academically disciplined and focused. Training in habit is essential to our goal of graduating students whose work ethic, skills and loyalty demonstrate that Christians can be relied on.
Knollwood Christian School partners with parents to consider how we can apply habit-formation both at home and at school. Bad habits make slaves of children who have them, while good habits are like tracks along which a child’s usual behavior can run. Once laid, these tracks lead a child towards a life in which genuine Christian character and a love for Christ and His people are evident.
Education is a life
Just as the body is nourished by food, the mind is nourished with ideas. Ideas, the food of the intellectual life, are conveyed by word of mouth, the written page, Scripture word, and music. “Let the children at the best of life!” is Charlotte Mason’s challenge to us. We believe this “best of life” includes living books, living experiences, and the best in art, music, and many other areas.
If the mind feeds on ideas, then we owe it to our children to every day give them something to think about and something to do. “Something to think about” means opportunity to notice, enjoy and gain knowledge from many different sources. Our goal is to put children mind to mind with great people and ideas and to provide the kinds of activities and books needed for the child to grow in character and intellect. We cannot force the child to grow, understand, or learn, but we can provide what is necessary for growth: ideas.
By “something to do,” we have as our goal something worthwhile to do not mere busy work or amusement. Choices of curriculum, classroom activities, and homework assignments reflect our desire to daily give children something worthwhile to do.
When education is a life children will learn to acquire knowledge and make it their own, in short education becomes self-education. Self-education is begun in the classroom and it is the key to a lifetime love of learning.
Knollwood Christian School believes it is important to give children these four ideas about themselves.
I am, I can, I ought, I will.
“I am.” I am a child of God, an individual, and a gift to my parents.
“I can.” I can do because God has given me power to make choices and to do.
“I ought.” I ought to do my duties. I have a choice between right and wrong.
“I will.” I will as opposed to I want. The choice must be made to put into practice what I have chosen.
Children should arrive at school between 7:20 and 7:40. Because tardiness is disruptive to the classroom and promptness is a valuable lesson to learn, we ask that parents have their children at school on time. Each class and homeroom begins the day with Bible reading and prayer. Failure to consistently have a student arrive on time speaks volumes to the child about the importance of this part of the school day.
Students will be dismissed to their classrooms at 7:40. Students arriving after 7:45 are considered tardy and should come by the school office before going to class. It is the responsibility of the parent to see that any work missed as a result of tardiness is made up outside the classroom.
Regular school attendance is necessary if a child is to progress in school. Each day’s
classes contribute to the mastery of skills as well as reaching the goals and objectives for
the particular grade for the school year. While some aspects of a missed classroom experience may be repeated or recovered, certain other facts are lost to the student’s detriment. For this reason, we strongly urge regular daily attendance. Students can rarely be absent without a negative effect on their progress.
Attendance will be taken at the beginning of each school day. Students absent for more than half the school day will be counted as absent.
Some absences and tardies are inevitable. For this reason the following attendance policy will be enforced.
1. Types of Absence – An excused absence is an absence due to personal
illness, death in the family, or family emergency. Medical appointments that cannot be made outside of school hours will also be excused. Any absence not considered excused will fall into the unexcused category. Students will be allowed five unexcused absences per year. Should a student accumulate more than five unexcused absences parents will be asked to schedule a meeting with the Administrator.
2. Student Responsibilities – The student is responsible for all work missed
during an excused or unexcused absence. A student who misses an entire day is given two school days for each one missed to make up this missed work. A student who misses only part of a day is responsible for getting the work from any class missed that day, completing the work as homework, and turning it in the following day.
3. Parental Responsibilities – In lower elementary grades it is the parent’s
responsibility to request work missed by their child. In all grades, it is the parent’s responsibility to see that any work missed is made up in the time
allotted for make up work. Parents should send a written excuse with the
child when he returns to school following an absence, or you may call the school office the day of the absence. If the absence is a planned one teachers should be notified in advance so that any work that can be done prior to the absence may be given to the child.
Please keep in mind that students can rarely be absent without a negative effect on their progress. Also, asking the teacher to use his personal time to help a student catch up on missed work creates an unfair burden on teachers.
Teacher Responsibilities – Teachers should notify the office if a student accumulates more than five unexcused absences during the year. Upon request teachers should prepare daily work assignments and books to be pick up by parents. In the case of prolonged absences teachers should work with parents so that missed work can be made up in a timely manner causing as little negative results to the student’s learning as possible. In the case of absences planned in advance, teachers should, upon request, provide as much make up work as possible prior to the absence and any accumulated work upon the student’s return.
Two basic rules will be enforced:
¨ Show respect for authority with words and action.
¨ Show kindness and respect for other students with words and actions
Employees of Knollwood Christian School will not administer corporal punishment. In the event that a child’s behavior is such that a teacher feels this is necessary, the parent will be called to come to school. The parent will determine whether the discipline should be administered at school or home.
Other disciplinary action may involve any of the following three avenues.
¨ Child and Teacher – Most discipline is administered by the classroom teacher in harmony with the philosophy of the school. As often as possible the teacher will consider natural consequences to misbehavior with the goal being restoration and/or restitution.
¨ Child and Principal – The principal may be involved in discipline at any time. Extreme disrespect, fighting, defacement of school property, offensive language as well as other extreme behavior will necessitate involvement of the principal as well as parents.
¨ Child, Principal and Parent – Extreme or repeated misbehavior will necessitate a meeting with the child's parents. This will be for the purpose of coming to an agreement as to how to best help the child know and understand his heart, the root of behavior, and how to help solve the problem.
In the event that serious misbehavior continues, the school reserves the right to suspend any student. All suspensions will be administered by the principal and may be for a period of one to five days. All schoolwork missed as a result of a suspension must be made up by the student within three days of returning to school.
Behavior that is dangerous to other students or repeated violations of discipline that have resulted in suspension will result in a child’s expulsion. Expulsion is permanent dismissal from school and will be administered by the principal with the advice and approval of the School Board. Appeal of an expulsion may be made in writing to the principal within three days of the expulsion. Such appeals will be considered b the Board. A student may not attend classes during request for an appeal. The decision of the Board is final.
Because Christian adults are to be examples to children of attitudes and actions pleasing to Christ, parents of children at Knollwood Christian School are to be exemplary in their actions and words. Should a parent’s behavior be such that the school Board feels the witness of Knollwood Christian School is being negatively affected, the parent will be asked to withdraw their child from the school. However, every effort will be made and Biblical guidelines for confrontation will be followed before asking for the withdrawal of any child.
We have chosen not to use behavioristic techniques to manage the behavior of our students. We avoid threatening, bribery, demerits, prizes, and sentence writing in dealing with students. Proverbs 4:23 says, “Above all else, guard your heart, for it is the well-spring of life.” Luke 6:45 says it this way, “The good man brings good things out of the good stored up in his heart. The evil man brings evil things out of the evil stored up in his heart. For out of the overflow of his heart the mouth speaks.” Knollwood Christian School believes that to address the real issues of behavior and really help a child, we must be concerned with the attitudes of the heart that drive the behavior. We want to make it our concern to help each child become aware of his sin and help him understand how his misbehavior reflects a heart that has strayed. In so doing, we hope to help the child see his need for a Savior and be led to the cross of Christ.
The remedy to unacceptable behavior is found in addressing the heart. Behavior is heart driven, therefore correction, discipline and training must address the heart. We believe that scripture impacts the heart and in so doing behavior is affected. It is our hope to give children this goal in life – to glorify God and enjoy Him forever. This Godly standard is only attainable through the power of God in the work of the Holy Spirit in our hearts. We trust God and the promises of His Word, as we are faithful to Him, to bring this to fruition.
In their relationships with those in authority, family members and especially their peers and school mates, our prayer is to see them growing in Christlikeness as they respond to the people and situations around them.
A word of encouragement – we do not fight this battle alone. It is not “all up to us.” God has sent His Son to change people from the inside out so that they can be what He has called them to be. God will fight alongside of and in behalf of His children. Philippians 2:13 says, “For it is God who works in you both to will and to do for His good pleasure.” Philippians 1:6 encourages us with this promise, “He who began a good work in you will carry it on to completion until the day of Jesus Christ.” The battle belongs to the Lord and He receives all the glory!
The Heart of Behavior
Scripture teaches that the heart is the control center for all of life. A person’s life mirrors his heart. Proverbs 4:23 says, “Above all else, guard your heart, for it is the well-spring of life.”
The behavior a person exhibits is an expression of the overflow of the heart. Luke 6:45 puts in this way, “The good man brings good things out of the good stored up in his heart. The evil man brings evil things out of the evil stored up in his heart. For out to the overflow of his heart the mouth speaks.”
The following diagram is effective with children in helping them understand this Biblical principle.
SAY AND DO
BEHAVIOR
Dress Code
Individuals have freedom of choice about dress in different places, however there is an appropriate way to dress for different settings.
Students should come to school each day dressed appropriately and in a manner that demonstrates an attitude of respect for himself, his fellow students, and his teachers. The goal is for students to always be neatly and modestly dressed. If there is a problem, parents will be contacted to bring a change of clothes.
Girls - Acceptable
any color jeans
any color pants (cotton chinos or denim) with belt loops, elastic waist, or
finished front
any color capri pants with belt loops, elastic waist, or finished front
T-shirts with acceptable logo
any color shirt with collars and buttons (sleeveless or with sleeves)
turtlenecks
sweater sets
sweaters
vests
shirt sets (no spaghetti straps)
overalls
walking shorts – no more than five inches above mid knee
Skirts, dresses, or skorts no more than three inches above mid knee including no
split more than three inches above mid knee. Skirts and skorts may also have
elastic waist.
Socks, tights, or hose must be worn except with sandals. Shirts must be tucked in if needed for a neat appearance.
Girls – Unacceptable
tight fitting knit pants or shorts
sweat pants
nylon or biking shorts
spaghetti straps
large over-shirts
torn or tattered clothing
immodest shirts – too revealing or tight fitting
hats, caps, and scarves
Dress Code
Individuals have freedom of choice about dress in different places, however there is an appropriate way to dress for different settings. Students should come to school each day dressed appropriately and in a manner that demonstrates an attitude of respect for himself, his fellow students, and his teachers. The goal is for students to always be neatly and modestly dressed. If there is a problem, parents will be contacted to bring a change of clothes.
Boys - Acceptable
any solid color jeans
any solid color pants (cotton chinos or denim) with belt loops or elastic
T-shirts with acceptable logo
any color shirt with collars, buttons, and sleeves
turtlenecks
sweaters
vests
overalls
walking shorts no more than five inches above the knee
Shorts with belt loops or elastic waist are acceptable.
knit pants or shorts
sweat pants nylon or biking shorts
tank tops (sleeveless knit tops)
torn or tattered clothing
All shirts must be tucked in regardless of pant style in grades four through eight.
Shirts must be tucked in regardless of grade if needed for a neat appearance. Sweaters or vests may be untucked.
While belts are not required, if slacks cannot fit properly without a belt, one will be required.
Socks must be worn except with sandals.
Hats should not be worn inside the building.
Because we want our students to be allowed to be children, and not be pressured to grow up too fast, the following guidelines are a reflection of our philosophy concerning boy-girl relationships.
We encourage our girls to wear clothes appropriate to their age, hairstyles that are not elaborate or “adult looking,” no make-up before seventh grade, and simple jewelry.
Girls and boys are encouraged to avoid calling each other on the telephone. We solicit the help of our parents in enforcing telephone boundaries.
Our boys and girls are discouraged from “going with” each other, actually going places – as a couple – outside of school, or having boy-girl date parties. Because these kinds of activities are encouraged in our society at a younger age, we are committed to do all we can to delay them until an appropriate age.
It is our desire that our children develop and maintain wholesome, Biblical attitudes toward the opposite sex. Starting boy-girl relationships on the elementary level is a hindrance to this goal, and we do no want children to face the stress and pressures that accompany premature boy-girl relationships.
We ask that parents do everything possible to encourage their child in this area and to discourage the forming of relationships that are not appropriate and often hurtful to those involved as well as those left out.
Academics
Distinctives
Narration or the art of retelling what has been read or otherwise taught is the best and most natural way for a child to learn to organize and demonstrate knowledge. Children are born with the instinct of curiosity. This instinct drives their desire to know all they can about the world around them, and they delight to tell their new knowledge to others.
Narration is not an easy task and for this reason is best started when the child is young and practiced on a daily basis. It is an exercise which builds mental stamina, and through which the narrator becomes actively engaged in the learning process. Through narration children become active, responsible parties in the learning process. Narration helps develop habits of attentiveness, thinking, and retention. It leads the child to acquire knowledge as opposed to information and leads to a life long love for learning.
It has been said that in many classrooms today children cram to pass and fail to know. We believe that the desire to continue learning for a lifetime is a higher goal and a nobler ideal. Narration is a means to this end and a vital process in achieving the Knollwood student profile.
Shakespeare
Shakespeare is not “studied” at Knollwood Christian School; rather students are introduced at a young age in order to give them an early appreciation for the man and his work. When Shakespeare has become a natural part of a student’s educational life, he will not be apprehensive about Shakespeare in later, more in-depth studies of his work.
Children are first introduced to Shakespeare using shortened, simplified versions of his plays and moving to more difficult versions until a foot-bridge as been built to Shakespeare's Elizabethan English. Very young students can easily follow the characters and plot of a play while older students delve into the more weighty meaning involved.
Much of Shakespeare’s writings display our human weakness, with characters being the victims of their own choices. Shakespeare was influenced by Christianity and knew the Bible well as evidenced by the many passages in his writing that can be traced back to biblical passages and thought. The study of Shakespeare is an excellent way to train students to become discerning in their thoughts and actions.
Through reading, narration, art, dance and drama we hope to encourage our students to begin a relationship with Shakespeare and Elizabethan England that will last a lifetime.
Mythology
Because of the sequence in which history is taught, students are introduced to mythology beginning in the second grade. Mythology is not taught as a separate subject or in a way that encourages students towards an unhealthy interest in the occult. Rather, mythology is taught as a key part of the history and culture of the Egyptians, Greeks, Romans and Europeans.
We are careful to teach mythology in the proper context. For Christians this proper context means making sure our children understand that religion has not progressed towards God by way of mythology. Romans 1:20-23 says, “For since the creation of the world God’s invisible qualities, his eternal power and divine nature, have been clearly seen, being understood from what has been made, so that men are without excuse. For although they knew God, they neither glorified him as God nor gave thanks to him, but their thinking became futile and their foolish heart were darkened. Although they claimed to be wise, they became fools and exchanged the glory of the immortal god for images made to look like mortal man and birds and animals and reptiles.” Through the teaching of mythology students can begin to understand that a rejection of the truth about God, a refusal to honor him as God, and exchanging truth for a lie are all paths toward being led away by false religion and idol worship.
An introduction to mythology as a part of history gives our children a beginning protection from false religions. Exposure to false religions gives opportunity to discuss with children the contrast between true and false religions, to highlight the foolishness of all false gods, and to help children begin to think in such a way as to be less likely later in life to be taken in by false teaching in our world today.
A look at mythology also helps the students to better understand ancient cultures and how religion affected daily life. Children begin to see the relationship between morals, behavior, and religion.
Lastly, myths are a part of our literary heritage. Knowing “about” them need never mean we accept them as true. The teaching of mythology gives teachers the opportunity to help students use critical thinking skills necessary to apply biblical principles to all aspects of life.
History
History at Knollwood Christian School is taught from a providential view of the hand of God in history. Providential history is an account of the events in god’s war against sin and death. It is the story of God’s Hand at work in the affairs of individuals and of nations to fulfill His purposes here on earth. Because one of the goals for our students is the development of godly character and the acquiring of wisdom, we feel a different approach to history is beneficial. We want to train our students to apply biblical thinking in all sorts of historical situations so that they will be better able to make the applications in their own lives. The study of history should not only build character, but reinforce and confirm biblical standards as well. We desire that our students understand God’s view of history, His purposes in history and His involvement in history.
History is taught in a chronological order. This study of history begins in the second grade with creation and continues through ancient Egypt, Greece, Rome, Renaissance, Reformation, Early Explorers, and American history.
Because of an understanding of this progression our students will understand how our political institutions and much of our culture can be traced in history. If we are successful in teaching history, our children will understand that the problems faced in our culture are neither new nor novel.
Most textbooks are governed by an underlying assumption of the myth of man’s progress with no acknowledgement of God’s role in history. We wish our children to know that God, not man, is responsible for all things. We want the child to “live with” the material of history. We will allow the student to learn by doing (making models, retelling stories, and role playing) and to learn from real people who had real adventures (biographies, living books and the Bible).
The Thirteen Links on the Chain of Christianity and Seven Key Biblical Concepts of History are a part of every classroom.
Our desire is that when in future studies our students come across a reference to events and people in history they will find themselves in familiar territory with background knowledge from which to draw.
Spanish and music are taught one day a week in Kindergarten through eighth grade.
Art is taught one day a week in fourth through eighth grades and once a month in kindergarten through fourth grade.
Physical Education is taught two days a week in fifth through eighth grades.
Latin is taught in fifth through eighth grades.
Students in grades K – 2 receive nine-week Progress Reports to keep parents informed of their child’s progress academically as well as in the formation of habit.
Students in grades 3 – 8 receive report cards at nine- week intervals. This schedule is published at the beginning of each school year.
Mid-term grades will be sent according to the schedule determined at the beginning of each school year.
All entries made by the teacher on a student’s report card are made after careful evaluation of classroom learning, attitudes and effort. If you choose to discuss the report with your child, remember that grades should be guides in learning rather than goals for learning. Parents should be reminded that grades are merely indications of present achievement and not indications of one’s overall ability to learn.
Letter grades are determined by the following criteria:
A 90-100
B 80-89
C 70-79
D 60-69
F 59 and below
In addition to the standard grades, marks indicating conduct, effort
different areas, habit, and attitude are as follows:
E Excellent
S Satisfactory
N Needs Improvement
Homework Policy
We believe that homework should be worthwhile and limited. Homework may be in the form of:
¨ Practice work for the purpose of drill and review of what has already been introduced.
¨ Memory work for the purpose of accurate recall. This should be given after being introduced in the classroom and with the child having an understanding of why the memory work is essential as a base of knowledge for further knowing. Memory work may include but is not limited to Scripture, definitions, rules, poetry, spelling, and specific facts about a subject.
¨ Project work for the purpose of gaining a more comprehensive knowledge of a person, place or idea. Projects may also be used to demonstrate effectiveness in working with a team.
¨ Reading work for the purpose of personal growth as well as generating a habit of reading. This may include assigned Accelerated Reading time as well as outside reading in a subject area.
¨ Narration work for the purpose of evaluating what a student knows, his power of attention, and his ability to assimilate knowledge. Narrations are assigned at least once weekly in every grade.
Homework Guidelines
Kindergarten – Second Grades
Students should be read to or read to an adult for twenty minutes each night. Narrations will be assigned once a week. The child will narrate to the parent what has been read to him in the classroom. The parent writes the narration exactly as the child gives it. Time allotment for all other homework should be approximately fifteen minutes each day.
Third – Fifth Grades
Students should read for thirty minutes each night. Narrations will be assigned once a week with students beginning their own written narrations in fourth grade. Time allotment for all other homework should be approximately thirty to forty-five minutes each day. Special projects or writing assignments may on occasion include the weekend.
Sixth – Eighth Grades
Students should ready for thirty minutes each night. Narrations will be assigned once a week and should be written by the student. Time allotment for all other homework should be approximately one hour each day. Special projects or writing assignments may on occasion include the weekend.
An assignment notebook will be used in each grade. Parents are responsible for checking these notebooks each night and returning them signed each day. Your signature means that you have seen the child’s assignment, the work is complete, and that the work has been done to the best of your child’s ability.
While homework is important and the completion of it necessary, we want to be sensitive to parents and the different emergencies that can be a part of family life. If you feel your child is justified in not completing a homework assignment, sign the homework assignment book and make note of what has not been completed. This should be done only on rare occasions and not as a habit due to a child’s laziness, procrastination, or other forms of rebellion.
Homework not attempted or not turned in as assigned will receive a grade of 0.
The standard of the home and the school must be consistent in timely completion as well as neatness and thoroughness of the work if homework is to be an effective means of building a Christian work ethic. Our goal is to assign homework that is worthy and to expect it to be completed in a worthy manner as unto the Lord.
With students who change classes homework completion time can be difficult for teachers to monitor. If you feel your child is giving his/her best effort and homework is consistently taking more than the time stated in our policy please speak to your child’s homeroom teacher.
Textbooks and supplementary books will be provided for each student. It must be emphasized that these books are the property of Knollwood Christian School and must be taken care of properly. Deliberate mutilation, defacing, or loss of any of these materials will result in the full replacement price being assessed to the parents.
Students will be provided ample opportunity to make use of the library. Because of the high cost of books, the library is maintained at great cost. Parents are urged to help the school by seeing that books borrowed from the library are properly cared for and returned in a timely manner. Students in third grade and following will not receive their report card if they have library books for which there is no accounting.
Because all field trips are planned to enrich classroom learning and help provide students with a broad curriculum, all students are encouraged to participate in each field trip. Parents with concerns or suggestions are encouraged to schedule a conference with the classroom teacher. Parents are always the final authority for their children in these decisions. From time to time assignments may need to be made for those students not participating so that grade objectives for a particular subject will not be missed.
We welcome and often need parent participation in field trips. Teachers are grateful for those who are willing and able to help with transportation and supervision in the lower elementary grades. From time to time participation of parents and other family members will be limited because of the nature of the trip. Upper elementary and junior high classes will make parents aware of those trips where help is needed.
Any volunteer providing transportation must have a valid AL driver’s license, liability insurance, and seat belts for the number of children being transported. Every vehicle occupant must wear a seat belt at all times. Depending on the length of the trip, two adults may be required in each vehicle. Teachers will make student assignments for each vehicle. Teacher expectation for student behavior in the vehicle will be made clear to volunteers as well as students. We ask that all volunteers enforce the teacher’s expectations at all times.
All students must have a Field Trip Permission form on file in the school office.
Length of School Day
Knollwood Christian School believes that time with family and the special nurturing this affords is vitally important for children. The role of the parent and time spent at home during beginning school days should never be underestimated. We believe that time spent at school is best introduced in a gradual way, giving children time to make the adjustments necessary to being away from what have been the familiar people and surroundings in the child’s life up until school age.
Time for leisure and play are also an important part of a child’s day. Time for running, climbing, and other physical activities are all necessary if a child is to flourish. Enjoying nature and taking time to wonder at God’s world help children have an early awe of our Creator God.
For these reasons the length of the school day for our youngest students is shortened. It is our hope that this will afford the child time to be a child.
You might wonder, “Is four hours a day enough time for necessary instruction and learning to take place?” Our response, “YES!” Because classroom size in the early grades is limited to 8 to 10 students per room, students are afforded teacher availability as well as uninterrupted instruction time. We believe and test scores would indicate that these factors make a four- hour school day a reasonable alternative for children at Knollwood Christian School.
Kindergarten
Kindergarten students attend school Monday – Friday from 7:40 – noon. Students will have Enrichment Days as announced during the school year. Students will be dismissed at 3:05 on these days.
First and Second Grades
First and second grade students attend school Monday – Friday from 7:40 – noon. The school day is extended for Enrichment Days every first and third Tuesdays when students are dismissed at 3:05. These afternoons are used as a means to broaden our curriculum by giving time to the enjoyment of art, music, and poetry studies as well as history and science. These afternoons are teacher directed but parental involvement is welcomed.
One Monday afternoon each month is directed to a classroom’s mercy ministry. Mercy ministries vary from class to class, but all involve the students being a part of ministering in the name of Christ as a means of experiencing the blessing of obedience in serving rather than being served. Parents will be asked to commit to involvement in this ministry by planning and helping implement activities as well as providing transportation.
Third Grade
Third grade students follow the regular school day of 7:40 – 3:05 each day except Tuesdays and Fridays. Third grade students are dismissed at noon on Tuesdays and Fridays. Again, it is our conviction that young children need time for leisure and play. We see this schedule as a means for children to move gradually into five full days of school each week in fourth grade.
Fourth – Seventh Grades
A teacher will be on duty each morning at 7:20. Parents should come into the parking lot and drive directly to the covered area outside the gym door (do not follow the arrow leading to the front of the school). Children should be dropped off under the covered area and go directly into the gym. Parents should circle around the parking lot and exit as they entered.
If you need to enter the school, follow the arrows leading in front of the school, park and use the front entrance of the school.
Pick up should follow the same procedure as arrival. Children should be picked up under the covered area at the gym door regardless of departure time. Cards to be placed on the front dash of your car will be issued at the beginning of school. Please place these so they can be easily seen by those teachers or students on duty. This will make pick up time go more quickly and smoothly.
If you need to enter the building, use the front parking area and enter through the front doors.
After School Care
After school care is available until 3:30 each afternoon. The charge for this program is $8.00 per afternoon per child. Students may stay on a drop-in basis ($8.00 per day) or every afternoon. A reduced fee is available for students staying every afternoon. This reduced fee of $35.00 per child per week should be paid monthly.
Students participating in this program will need to bring a lunch from home. Time will be spent completing homework, reading aloud, playing games, outside play and other activities. Older students may also take advantage of the after school program from
3:00 – 3:30. There will be a $2.00 charge per child per day to take advantage of this part of the program.
Parents are requested to provide a lunch for their children. Microwaves are available in the kitchen for heating food. Please note that the kitchen is not equipped with utensils, napkins, paper plates or cups. Please make sure you send these items with your child’s lunch.
Vending machines may be used during lunch or snack only if students bring correct change.
All prescription medication must be accompanied by a note from the parent. It should be clearly labeled with the student’s name and correct dosage. All medication including over-the-counter medicine must be given to the teacher. Tylenol is available if needed from the school office. The Permission to Administer Medication must be on file in the school office before any over the counter medication will be given to students.
¨ Please do not allow your child to bring dolls, games, toys, or guns to school without prior permission from the teacher. This generally results in hurt feelings or a broken or lost toy.
¨ Gum chewing will not be allowed on school grounds.
¨ Students may not pass out invitations to a party unless every child in a particular grade is invited.
¨ We do not collect money from students to purchase gifts for teacher or others for birthdays or holiday occasions. Students do not bring gifts for teachers or others to school.
¨ Students do not exchange gifts at school.
¨ We welcome parents to visit their child’s classroom. We ask that visits be scheduled in advance with the classroom teacher.
Parent-Teacher Conferences
One day each during each nine-week period is set aside for parent-teacher conferences. These days are noted on the school calendar. Giving the entire school day for this purpose demonstrates its importance. A vital ingredient in a covenant education is communication and relationship between parent and teacher. These days will be used to communicate about your child, encourage you as a parent, and educate about our philosophy, vision and mission. Parents are strongly encouraged to take advantage of these opportunities. The administrator and/or Board will communicate with those parents who are consistently not available for these conference days.
A parent may request a conference with a teacher at any time during the school year. If possible these conferences should be scheduled during the school day. Communicate with the teacher or call the school office to set up an appointment.
Parent Vision and Action Committee – A committee of parents will be chosen each year to be a part of the Parent Vision and Action Committee (PVAC). This committee will serve as a liaison for parents to the administration and the Board on non-personal, non relational issues. Their responsibilities might include but are not limited to coordination building and grounds maintenance, publicity, and recommendations for enhancement of the school’s facilities, curriculum, activities, etc.
Other Opportunities
Teachers often have things that can be done at home to assist them with classroom teaching. Make teachers aware if this is an area of interest to you.
Our Veteran’s Day Celebration and Shakespeare Festival offer many opportunities for service in may different ways. You will be made aware of these opportunities as the time for these programs approaches.
Our Christmas Candlelight service is an opportunity to assist in decoration for Christmas.
Parents who are able to commit to a scheduled time each week to assist teachers, are always appreciated.
During the course of the year, misunderstandings or problems can arise between the teacher and a student, teacher and parent, parent and school, or any one of several possible areas. This is often the result of lack of communication between those involved. The following policy based on Matthew 18:15-17 will be observed.
“'Moreover if your brother sins against you, go and tell him his fault between you and him alone. If he hears you, you have gained your brother. But if he will not hear, take with you one or two more, that by the mouth of two or three witnesses every word may be established.’” (Matthew 18:15, 16)
“...and after talking to those other moms, I found that I’m really not the only
parent in the class who feels this way about Mrs. Smith’s science test last
week. In fact, after I told them my concerns, several parents said they felt
exactly the same way but were not sure if they should say anything to her. I
mean, nobody wants to hurt her feelings.”
With seemingly kind intentions, this parent really means that gossiping
is a whole lot easier and less awkward than confronting a teacher with her
concerns. “He who goes about as a slanderer reveals secrets, Therefore do
not associate with a gossip.” (Proverbs 20:19) But surely there is no
slander intended; she only wants to see if others “feel the same way.” And what
“way” is that? At bottom, these parents believe the teacher has made a poor
call, a significant lapse in judgment, in giving the test.
What is wrong with a few parents comparing notes about a teacher’s (or administrator’s or board’s) actions, without consulting him/her? Don’t they have the right to do that? After all, the teacher is teaching their children.
In Matthew 18, Jesus directly addresses situations where a sin (vs. bad judgment calls) is suspected or has been committed. Ephesians 4:17-32 provides biblical guidance for any problem, attitude, action, or communication that could cause or is causing a breach in a relationship. In part, Paul admonishes, “ ‘Let each one of you speak truth with his neighbor, for we are members one of another. Be angry and do not sin: do not let the sun go down on your wrath, nor give place to the devil....Let no corrupt word proceed out of your mouth, but what is good for necessary edification, that it may impart grace to the hearers....Let all bitterness, wrath, anger, clamor, and evil speaking be put away from you, with all malice. And be kind to one another, tenderhearted, forgiving one another, even as God in Christ forgave you.” Gossip or slander is addressed frequently in the Bible, from Proverbs to James. (James devotes all of Chapter 3 to the damage the tongue can do.) If the purpose of Jesus’ words in Matthew 18 was not to avoid groundless rumors and slander, what is the point of going to a person privately? By going first to the person under suspicion, gossip (a sin) is avoided. By going first to the appropriate person, both sides of an issue can be heard, and most often it will be discovered that at least part of the concern was based on inaccurate information and the problem can be resolved (i.e., something has been miss-communicated or misunderstood; children don’t always give all sides of a story).
Far more damage than good is done when people discuss a concern with everyone except the person who can do something about it. Christian school staff members, like most people, are susceptible to the hurt that comes from discovering others have been talking behind their backs. Almost always an immediate sense of betrayal results.
On the other hand, many parents feel apologetic when they bring a concern directly to a teacher. They fear being regarded as complaining or being a nuisance, but these fears are far from the truth. By going directly to the source, they have acted biblically and have avoided complaining to others, which is the real nuisance.
When a shared spirit of trust and application of the principle in Matthew 18
exist in a school setting (or any setting), rumors and gossip rarely get a
toehold. When the opposite happens, i.e., parents and teachers slander others
in the name of concern, even Christian schools can be (and have been)
destroyed. The enemy of our souls frequently works to poison a Christian
institution from the inside out, not from the outside in. Jesus’ wisdom still
applies today: He is the sovereign Lord over our schools and our private lives.
Handling Complaints
Questions and complaints inevitably arise even in a well-run school.
It is important that these be handled biblically and promptly. The following
steps are an application of the biblical injunction recorded in Matthew 18 for
the resolution of a problem between believers (i.e., any attitude, action, or
communication, including, though not limited to, clearly defined sin). It is
desired at KCS that all problems, from the smallest to the greatest, be handled
as outlined below.
Complaints or problems will be considered in no other way than prescribed below, unless they involve a specific disciplinary action taken by the Board itself.
The principle underlying this procedure is clear: Solve each complaint with the person(s) directly involved at the lowest level possible. Move the matter up the chain of submission, only as necessary, to the level where it can be resolved.
Students who have concerns, complaints or problems they do not want their parents to handle, should act in accordance with the procedure outlined above. Students (and parents) should know that concerns, complaints and problems will not be validated by the petition method. Any such petition will be discarded immediately.
Policy adapted from Oak Mountain Classical School and Briarwood Christian School policies.
Illness and Injuries
Parents will be notified if a student registers an above normal temperature, has nausea or vomiting, or other noticeable symptoms of illness. While we want to be understanding of our students, teacher discretion should be used before calling a parent because a child doesn’t “feel well.”
Accidents involving injury, even slight, will be reported to the school
office. If necessary, parents will be called to the school to determine if medical attention is needed. If a parent cannot be reached, or if the accident is deemed serious enough, a child will be transported to the local hospital or emergency medical help will be called to the school.
School will be called off or dismissed early based on the operation of the Sylacauga City School System. Parents are encouraged to listen to local radio and television stations for this information.
