We envision thousands of Christian youth trained over time in a historic Christian worldview through a system of

Coram Deo Academy campuses in the Dallas/Fort Worth Metroplex and a support program for schools beyond.

Coram Deo Academy seeks to train Christian youth to glorify God by recovering the legacy of the Western Civilization. CDA respects the historic Christian faith and approaches each subject with a historic Christian worldview. The academic program is designed to develop the student through classical Christian leaning in the knowledge (grammar), understanding (logic, dialectic or reasoning), and wisdom (rhetoric) of each subject with increasing sophistication as age, grade level and ability rise. Classical elements such as Latin, Logic, Rhetoric, good and great books are provided as formal classes and integrate across the curriculum.

Coram Deo Academy encourages every student to develop a love for learning and to live up to his or her individual academic potential. Achieved by adherence to the time-tested classical trivium of grammar, logic, and rhetoric, each student progresses through curriculum based upon works of scholarship that have defined our civilization. Students learn the significant, that they may lead lives of significance.

The Academy educates and inculcates truth in the light of God and His holy Word. Scripture is integrated throughout all subject areas with the college of faculty consisting of fervent believers. We seek to teach each discipline from a historic Christian worldview. We support the development of each student's life in Christ while respecting the primary discipleship role that belongs to the family. Our Statement of Faith follows.

We collaborate with parents that are committed to their Biblically ordained role as the primary instructors of their children. The Academy offers classes two to three days per week on site that supported by supervised parental involvement on the days that their students are home. We work closely with the students and parents in developing a legacy of lifelong learning.

The following is the statement of foundation beliefs of CDA. Although parents need not subscribe to each element of this statement, any teacher may unapologetically teach consistent with these beliefs and must not teach in any way inconsistent with these beliefs. Each teacher must subscribe to the statement as a whole or declare any particular differences for evaluation.

A Brief and Untechnical Statement of the Christian Faith By Benjamin B. Warfield I believe that my one aim in life and death should be to glorify God and enjoy him forever; and that God teaches me how to glorify and enjoy him in his holy Word, that is, the Bible, which he has given by the infallible inspiration of the Holy Spirit in order that I may certainly know what I am to believe concerning him and what duty he requires of me. I believe that God is a Spirit, infinite, eternal, and incomparable in all that he is; one God but three persons, the Father, the Son, and the Holy Spirit, my Creator, Redeemer, and my Sanctifier; in whose power, wisdom, righteousness, goodness, and truth I may safely put my trust. I believe that the heavens and the earth, and all that is in them, are the work of God’s hands; and that all that he has made he directs and governs in all their actions; so that they fulfill the end for which they were created, and I who trust in him shall not be put to shame but may rest securely in the protection of his almighty love. I believe that God created man after his own image, in knowledge, righteousness, and holiness, and entered into a covenant of life with him upon the sole condition of the obedience that was his due; so that it was by willfully sinning against God that man fell into the sin and misery in which I have been born. I believe that, being fallen in Adam, my first father, I am by nature a child of wrath, under the condemnation of God and corrupted in body and soul, prone to evil and liable to eternal death; from which dreadful state I cannot be delivered save through the unmerited grace of God my Savior. I believe that God has not left the world to perish in its sin, but out of the great love wherewith he has loved it, has from all eternity graciously chosen unto himself a multitude which no man can number, to deliver them out of their sin and misery, and of them to build up again in the world his kingdom of righteousness; in which kingdom I may be assured I have my part, if I hold fast to Christ the Lord. I believe that God has redeemed his people unto himself through Jesus Christ our Lord; who, though he was and ever continues to be the eternal Son of God, yet was born of a woman, born under the law, that he might redeem them that are under the law. I believe that he bore the penalty due to my sins in his own body on the tree and fulfilled in his own person the obedience I owe to the righteousness of God, and now presents me to his Father as his purchased possession, to the praise and glory of his grace forever; wherefore, renouncing all merit of my own, I put all my trust only in the blood and righteousness of Jesus Christ my Redeemer. I believe that Jesus Christ my Redeemer, who died for my offenses, was raised again for my justification, and ascended into the heavens, where he sits at the right hand of the Father Almighty, continually making intercession for his people, and governing the whole world as head over all things for his Church; so that I need fear no evil and may surely know that nothing can snatch me out of his hands and nothing can separate me from his love. I believe that the redemption wrought by the Lord Jesus Christ is effectually applied to all his people by the Holy Spirit, who works faith in me and thereby unites me to Christ, renews me in the whole man after the image of God, and enables me more and more to die unto sin and to live unto righteousness; until, this gracious work having been completed in me, I shall be received into glory; in which great hope abiding, I must ever strive to perfect holiness in the fear of the Lord. I believe that God requires of me, under the Gospel, first of all that, out of a true sense of my sin and misery and apprehension of his mercy in Christ, I should turn with grief and hatred away from sin and receive and rest upon Jesus Christ alone for salvation; that, so being united to him, I may receive pardon for my sins and be accepted as righteous in God’s sight, only for the righteousness of Christ imputed to me and received by faith alone; and thus and thus only do I believe I may be received into the number and have a right to all the privileges of the sons of God. I believe that, having been pardoned and accepted for Christ’s sake, it is further required of me that I walk in the Spirit whom he has purchased for me, and by whom love is shed abroad in my heart; fulfilling the obedience I owe to Christ my King; faithfully performing all the duties laid upon me by the holy law of God my heavenly Father; and ever reflecting, in my life and conduct, the perfect example that has been set me by Christ Jesus my Leader, who has died for me and granted to me his Holy Spirit just that I may do the good works which God has prepared in advance for me to do. I believe that God has established his Church in the world and endowed it with the ministry of the Word and the holy ordinances of Baptism, the Lord’s Supper, and Prayer; in order that, through these as means, the riches of his grace in the Gospel may be made known to the world, and, by the blessing of Christ and the working of his Spirit in them that by faith receive them, the benefits of redemption may be communicated to his people; wherefore also it is required of me that I attend upon these means of grace with diligence, preparation, and prayer, so that through them I may be instructed and strengthened in faith, and in holiness of life and in love; and that I use my best endeavors to carry this Gospel and convey these means of grace to the whole world. I believe that as Jesus Christ has once come in grace, so also is he to come a second time in glory, to judge the world in righteousness and assign to each his eternal award; and I believe that if I die in Christ, my soul shall be at death made perfect in holiness and go home to the Lord; and when he shall return in his majesty I shall be raised in glory and made perfectly blessed in the full enjoyment of God to all eternity; encouraged by which blessed hope it is required of me willingly to take my part in suffering hardship here as a good soldier of Christ Jesus, being assured that if I die with him I shall also live with him; if I endure, I shall also reign with him. And to him, my Redeemer, with the Father and the Holy Spirit, Three Persons, one God, be glory forever, world without end, Amen, and Amen.

Coram Deo Academy intends to admit students from families that profess the historic Christian faith. The following ancient Christian creed describes the minimum understanding of and subscription to Christian belief required of parents enrolling students in the Academy. Each student in grades seven through twelve must also profess to be a Christian believer and subscribe to this statement.

The Nicene Creed I believe in one God, the Father Almighty, Maker of heaven and earth, and of all things visible and invisible. And in one Lord Jesus Christ, the only-begotten Son of God, begotten of the Father before all worlds; God of God, Light of Light, very God of very God; begotten, not made, being of one substance with the Father, by whom all things were made. Who, for us men for our salvation, came down from heaven, and was incarnate by the Holy Spirit of the virgin Mary, and was made man; and was crucified also for us under Pontius Pilate; He suffered and was buried; and the third day He rose again, according to the Scriptures; and ascended into heaven, and sits on the right hand of the Father; and He shall come again, with glory, to judge the quick and the dead; whose kingdom shall have no end. And I believe in the Holy Ghost, the Lord and Giver of Life; who proceeds from the Father and the Son; who with the Father and the Son together is worshipped and glorified; who spoke by the prophets. And I believe in one holy catholic [universal] and apostolic Church. I acknowledge one baptism for the remission of sins; and I look for the resurrection of the dead, and the life of the world to come. Amen.

August 1999 Coram Deo Academy opened its doors to fifty-seven students at Christ Presbyterian Church in Flower Mound. Primarily through word-of-mouth the school grew quickly and now conducts grades K-12 for 400 families and 700 students on three campuses; two in the Flower Mound area and one in North Dallas. Parents say they are most pleased with the biblical worldview perspective taught, the dedicated, Christian staff members and the consistently high level of academic instruction their children receive. The CDA Board of Directors and the administration are planning and praying toward further growth of the school, in both facilities and the scope of the program, as more families become convinced of the necessity and advantages of a classical, Christ-centered, parent collaborating education. CDA is a non-profit incorporated in the State of Texas. The Board of Directors governs the Academy under the Word of God, its adopted by-laws, and its statements of faith, mission, vision and core values. The Board of Directors is comprised of individuals committed to the founding principles and ongoing vision of the Academy. The administration of school operation is under the oversight of the Headmaster and competent administrative staff. For more details on the board’s operation and policies, please contact the school office.

Considering the sheer number of years and amount of quality schools wherein the teaching of Latin was an integral part of any good academic training, the instruction in Latin at CDA should need no explanation or defense. However, like many traditional particulars of good education lost in the name of "modern" or "progressive" education, Latin's advantages have been neglected and forgotten by a couple of generations. Latin was regularly taught even in American high schools as late as the 1940s. It was considered necessary to a fundamental understanding of English, the history and writings of Western Civilization, and the understanding of Romance languages.

1. Latin is not a "dead language", but rather a language that lives on in almost all major western languages, including English. Training in Latin not only gives the student a better understanding of the roots of English vocabulary, it also lays the foundation for learning other Latin-based languages. 2. Learning the grammar of Latin reinforces the student's understanding of the reasons for, and the use of, the parts of speech being taught in our traditional English classwork, e.g. plurals, nouns, verbs, prepositions, direct objects, tenses, etc.

In the 1940's the British author, Dorothy Sayers, wrote an essay entitled “The Lost Tools of Learning.” In it she calls for a return to the application of the seven liberal arts of ancient education, the first three being the “Trivium” - grammar, logic, rhetoric. Miss Sayers also compares the three stages of children’s development to the Trivium. Specifically, she matches what she calls the “Poll-parrot” stage with grammar, “Pert” with logic, and “Poetic” with rhetoric (see chart below). Doug Wilson explained the classical method further in his book, “Recovering the Lost Tools of Learning.” CDA has been committed to implementing this form of education since the school’s inception.

An excerpt from Doug Wilson’s book, Recovering the Lost Tools of Learning: "The structure of our curriculum is traditional with a strong emphasis on “the basics.” We understand the basics to be subjects such as mathematics, history, and language studies. Not only are these subjects covered, they are covered in a particular way. For example, in history class the students will not only read their text, they will also read from primary sources. Grammar, logic, and rhetoric will be emphasized in all subjects. By grammar, we mean the fundamental rules of each subject (again, we do not limit grammar to language studies), as well as the basic data that exhibit those rules. In English, a singular noun does not take a plural verb. In logic, A does not equal not A. In history, time is linear, not cyclic. Each subject has its own grammar, which we require the students to learn. This enables the student to learn the subject from the inside out. The logic of each subject refers to the ordered relationship of that subject’s particulars (grammar). What is the relationship between the Reformation and the colonization of America? What is the relationship between the subject and the object of a sentence? As the students learn the underlying rules or principles of a subject (grammar) along with how the particulars of that subject relate to one another (logic), they are learning to think. They are not simply memorizing fragmented pieces of knowledge. The last emphasis is rhetoric. We want our students to be able to express clearly everything they learn. As essay in history must be written as clearly as if it were an English paper. An oral presentation in science should be as coherent as possible. It is not enough that the history or science be correct. It must also be expressed well."

The following material is drawn from the essay “The Lost Tools of Learning” by Dorothy Sayers. It illustrates the applications of the Trivium (Grammar, Logic, Rhetoric) we use.

Beginning Grammar (Pre-Polly)	GRAMMAR (Poll-Parrot)	LOGIC (Pert)	RHETORIC (Poetic)
Grades K-2 Approx. ages 4-8	Grades 3-6 Approx. ages 9-11	Grades 7-9 Approx. ages 12-14	Grades 10-12 Approx. ages 15-18
Student Characteristics 1. Obviously excited about learning 2. Enjoys games, stories, songs, projects 3. Short attention span 4. Wants to touch, taste, feel, smell, see 5. Imaginative, creative	Student Characteristics 1. Excited about new, interesting facts 2. Likes to explain, figure out, talk 3. Wants to relate own experiences to topic, or just to tell a story 4. Likes collections, organizing items 5. Likes chants, clever, repetitious word sounds (e.g. Dr. Seuss) 6. Easily memorizes 7. Can assimilate another language well	Student Characteristics 1. Still excitable, but needs challenges 2. Judges, critiques, debates, critical 3. Likes to organize items, others 4. Shows off knowledge 5. Wants to know "behind the scenes" facts 6. Curious about Why? for most things 7. Thinks, acts as though more knowledgeable than adults	Student Characteristics 1. Concerned with present events, especially in own life 2. Interested in justice, fairness 3. Moving toward special interests, topics 4. Can take on responsibility, independent work 5. Can do synthesis 6. Desires to express feelings, own ideas 7. Generally idealistic
Teaching Methods 1. Guide discovering 2. Explore, find things 3. Use lots of tactile items to illustrate point 4. Sing, play games, chant, recite, color, draw, paint, build 5. Use body movements 6. Short, creative projects 7. Show and Tell, drama, hear/read/tell stories 8. Field trips	Teaching Methods 1. Lots of hands-on work, projects 2. Field trips, drama 3. Make collections, displays, models 4. Integrate subjects through above means 5. Categorize, classify 6. Recitations, memorizations, catechisms 7. Drills, games 8. Oral/written presentations	Teaching Methods 1. Time lines, charts, maps (visual materials) 2. Debates, persuasive reports 3. Drama, reenactments, role-playing 4. Evaluate, critique (with guidelines) 5. Formal logic 6. Research projects 7. Oral/written presentations 8. Guest speakers, trips	Teaching Methods 1. Drama, oral presentations 2. Guide research in major areas with goal of synthesis of ideas 3. Many papers, speeches, debates 4. Give responsibilities, e.g. working with younger students, organize activities 5. In-depth field trips, even overnight 6. World view discussion/written papers

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Although the scope and sequence is organized chronologically, students may enter some courses according to their ability as determined through admission testing. History and English are taught separately but integrate in content and include some emphasis on philosophy and the arts to provide an interdisciplinary study of Western Civilization. The approach will include instruction and discussion seminars designed to develop each student’s thinking through all aspects of rhetoric including listening, speaking, reading and writing. Content emphasizes the good and great works of Western Civilization. Even the mathematics and science programs will include great works such as Euclid’s Elements and Newton’s Principia. Although best studied in chronological order, courses are available as needed.

• English language, writing and literature: Grades kindergarten through six emphasize reading, handwriting, spelling, grammar and period-specific, age-appropriate literature. Seventh grade curriculum emphasizes grammar, language development, writing and a survey of good books from American literature. Eighth through twelfth grades emphasize literature with writing and continued vocabulary and language development. Literature content from eighth through twelfth grade progresses through the great books of ancient, classical, early church, medieval, renaissance, reformation, colonial and modern and American periods. The content parallels history providing college level exposure to the finest literature of the West. English language development includes SAT vocabulary and verbal section preparation.

• History: Grades one through six survey the world from the ancient to the modern day and include Texas history. The grammar stage will emphasize mental cataloging of the major people, events and dates. Logic and High school history teaches from creation through the modern age at a higher level of learning. These courses review the cataloged facts and seek to ensure students understand a Christian perspective on the development of civilization. Discussion will help students see the providence of God in His overarching plan in the affairs of man. Eighth through twelfth grades approach history through examination of the development of Western Civilization beginning with ancient and Old Testament history and progressing through classical, early church, medieval, renaissance, reformation, colonial and modern and American periods. The chronological sequence of presentation parallels the study of literature. Principles of logic and rhetoric will be integrated to enhance student learning, discussion and presentation. Original works of history make this course the equivalent of a college level study of the West.  

• Mathematics will include solid practical instruction for students to grasp principles and progressively master the subject. Recognition of the orderly nature of God’s creation will undergird the philosophy of mathematics to enrich study. The Saxon math series will be used for grades K-8, and the University of Chicago School Mathematics Project series in grades 9-12.   A PSAT/SAT math preparation class is also offered as a recommended Friday course.

• Foreign Language: Latin undergirds a classical education and provides much of the foundation of English and Romantic languages. It opens a window into the thinking of the classical period. Grammar School offers introductory Latin beginning in the third grade. Upper School requires two years of classroom instruction beginning at the seventh grade level. Advanced courses in Latin are available enabling motivated students to participate in the Advanced Placement Program. High school credit will be granted for students studying Latin in grades eight and above. Spanish and sometimes another foreign language such as German are offered at the offered at the High School level.

• Fine Arts: CDA provides training in vocal music, classical guitar, wind instruments, music theory, visual arts, speech and Shakespearean drama. Grammar, Logic and High School students will gain skill and confidence presenting quality material to an audience. Understanding the history and culture behind the themes presented will help develop the students beyond presentation skills. Visual Arts will illustrate the high points of Western Civilization through the palette and perspective of gifted artists and composers. These courses focus on art history/appreciation and the fundamentals of color, line, composition, proportion and perspective. Subsequent courses in fine arts include more advanced studio training for students in drawing, painting and sculpture. Please check course availability when the class schedule is published.
     
• Science: Science students discover the works of God in His creation through study and laboratory experience in the physical and life sciences. Grammar School offers hands on Friday science classes beginning at kindergarten.  Logic and High School level science continues with a serious approach to the development of a Biblical perspective and practical laboratory experience. See scope and sequence for the courses offered.

• Bible, Theology and Philosophy: Classical Christian educators describe theology as the "Queen of the Sciences" and philosophy as its "Handmaiden." Bible, theology, philosophy and apologetics develop the mind of the maturing student to effectively defend and advance the Christian faith in any arena. Grammar School students study a portion of the Bible beginning with Genesis and moving through Revelation in a five-year sequence. In Logic and High School ,students embark on a comprehensive study of the Old Testament law, history, poetry, and wisdom literature as well as the Gospels, Acts, and Pauline Epistles which  exposes them to the revelation of God. Later studies include the Creeds and Confessions of the Church and Apologetics. Equivalent and approved courses taken by a student at home or through a student’s church may substitute when necessary.

• Athletics: Education of the whole person includes training the physical body. Physical training, teamwork and performance under pressure will enrich the education of youth. CDA provides coaching and interscholastic competition in many junior high and high school sports such as football, soccer and volleyball, basketball, baseball, softball, golf and tennis. Most sports are provided with professional coaching.
   

Scope and Sequence

A detailed description of curriculum by grade level is available at the end of the booklet.

	Core Courses: English	Core Courses: History	Core Courses: Language	Core Courses: Math	Core Courses: Science	Core Courses: Bible Theology	Various Electives
K	Reading	World Geography	Phonics	Arithmetic		Bible Stories	Music, Visual Art, Science lab
1	Reading, Grammar, Handwriting	Ancient Egypt & Old Testament	Phonics, Spelling	Arithmetic		Genesis - Jonah	Music, Drama, Visual Art, Science lab
2	Reading, Grammar, Handwriting	Greece, Rome & New Testament	Phonics, Spelling	Arithmetic		Judges-Kings	Music, Drama, Visual Art, Science lab
3	Reading, Grammar, Handwriting	Middle Ages Renaissance & Reformation	Spelling, Latin Prelude I	Arithmetic		Chronicles-Malachi	Music, Drama, Visual Art, Science lab
4	Reading, Grammar, Progymnasmata, Handwriting	Explorers to American 1815	Spelling, Latin Prelude II	Arithmetic		The Gospels	Music, Drama, Visual Art, Science lab
5	Grammar, American Literature, Progymnasmata, Handwriting	Modern American & State History	Spelling, Latin Prelude III	Arithmetic		Acts-Revelation	Music, Drama, Visual Art, Science lab
6	Grammar, World Literature, Progymnasmata, Handwriting	World History Creation to Reformation	Latin Prelude IV	Advanced Arithmetic & Algebra ½	Physical Geography	Intro to Music & Performance or Art Appreciation	Music, Drama, Visual Art, Science lab
7	Grammar, American Literature, Progymnasmata, Vocabulary	America	Latin 1/2	Algebra 1a	Life Science with elective lab	Speech with Intro to Logic and Debate	Music, Drama, Visual Art, Science lab, Seasonal Athletics
8	Ancient & OT Literature, Progymnasmata, Vocabulary	Ancient & Old Testament	Latin I	Algebra Ib	Physical Science with elective lab	Music Appreciation	Music, Drama, Visual Art, Science lab, Seasonal Athletics
9	English I: Classical Literature & Pauline Epistles, Progymnasmata, Vocabulary	History I Western Civilization to 750	Latin II or Spanish I	Geometry	Biology with lab	Logic	Music, Drama, Visual Art, Seasonal Athletics
10	English II: European Literature, Progymnasmata, Vocabulary	History II: Western Civilization to 1715	Latin III or Spanish II	Algebra II College Test Prep	Astronomy & Geology	Historic Christian Theology	Music, Drama, Visual Art, Seasonal Athletics
11	English III: European  Literature	History III Western Civilization to date (AP) & Economics	Latin IV or Spanish III	Functions & Trigonometry	Chemistry with lab	English IV: Rhetoric (AP)	Music, Drama, Visual Art, Seasonal Athletics
12	English V: American Literature (AP)	History IV: American History (AP) & US Constitution	Adv. Latin  (AP) or Spanish IV (AP)	Calculus (AP) or Integrated Mathematics - Statistics, Intro to College Algebra	Physics with lab (AP)	Christian Apologetics	Music, Drama, Visual Art (AP), Seasonal Athletics, Senior Trip to Europe

AP-Advanced Placement preparation for qualifying students.  See the section on Advanced Placement and College Level Examination Program

Please see also the Future Students page for CDA admissions policies and procedures. Coram Deo Academy intends to admit students from families of parents professing Christian belief, and that desire, qualify for a rigorous classical Christian education, support the CDA approach, and agree to abide by the code of conduct. Each student in grades 7-12 must profess to be a Christian believer. Most students admitted to CDA are college bound students of above average academic ability. Although CDA seeks to educate students with varied academic ability, students with less than average academic ability may not be able to succeed in the robust curriculum. On the average Coram Deo students rank in about the eightieth percentile when compared nationally with other students in standardized achievement and college entrance tests. A student scoring below the fiftieth percentile will not normally be admitted. Applicants for Kindergarten must have their fifth birthday on or before December 1 of that year. Each student’s academic ability will be assessed and students will be placed at a grade level where they can achieve. Students in grades K-12 must enroll in at least the entire two-day CORE PROGRAM* typically consisting of math, English, history, science, Latin or another foreign language and a sixth component. This sixth component in K-5 is Bible in grades 6-12 includes in order by grade art appreciation and handwriting, speech, logic, music appreciation, theology, rhetoric, and apologetics. The core program for high school students also includes a required a science lab to complement the lecture or an art studio to fulfill graduation requirements. Electives in the fine arts, science and technology and athletic programs are available only to students already enrolled in the CORE PROGRAM.

New students should prepare academically by rigorously emphasizing development of excellence in reading skills, English grammar, mathematics, and biblical literacy and study skills. Legible cursive handwriting is expected of students in the 4th grade and above. A rudimentary understanding of Latin and beginning mastery of keyboarding is strongly recommended for students in grades 7-12. Those students entering grades 7 and above that do not have a rudimentary understanding of Latin may be required to take a prelude course prior to the beginning of classes in August. Please help your younger child succeed at CDA by emphasizing personal responsibility for room, clothing organization, chores, etc. Train your children to complete the entire job without interruptions—unloading dishwasher, making bed, reading a short story from start to finish, etc. Have students take responsibility for packing their belongings for an overnight stay, go to the swimming pool, and so forth.

Given the rigorous and sequential nature of the curriculum, CDA reviews students applying admission in a semester in progress on a case-by-case basis. Qualified candidates may enter after the start of the school year with the School Director’s approval. Some classes such as foreign languages or logic are not conducive to mid-year enrollment; CDA reserves the right to limit a student’s schedule to classes the school deems appropriate. CDA may also defer enrollment until semester break.

Sincerely believing God has made man in His own image while declaring the physical creation to be good, Coram Deo Academy has designed athletic programs to provide boys and girls with the opportunity to develop physical and mental prowess, individual and team skill and school spirit through interscholastic competition. Some students will learn to enjoy sports as recreation for a lifetime while others will aspire to collegiate competition and beyond. We seek to form character in the players through Christ oriented leadership, coaching, parenting and spectating. Athletic programs operate on a tuition basis with the fee per sport equal to the tuition for an elective class. The fee covers professional coaching, a game uniform, and team facilities and supplies. The fee does not cover any practice uniforms, pads, helmets or some other specialized equipment. Even with the fees, athletic programs generally operate at a loss. In order to offset game day expenses, admission is charged to some events and charitable giving is appreciated. Participation on a CDA team earns a student one-half of a PE credit. The tuition fee is for the class and does not guarantee that a student will have any amount of playing time during interscholastic competition. Playing time is earned and distributed at the discretion of the coaches. The younger the ages of the athletes on a team the more our coaches seek to provide some game time to each athlete so each can form the skills necessary to grow as an athlete and learn to play under pressure. In high school where competition is emphasized more significantly and especially in a close game the coach will play those most likely to produce a win for the team. If a student is cut from a team tuition and fees paid will be refunded. Students must maintain a minimum grade of 70% in each class to participate in sports. If a student’s grade drops below a 70% in any class that student will not be able to play in games until the cumulative grade is restored to at least a 70%.

Above all parents, coaches, student-athletes and spectators will seek to glorify God in all aspects of the program from tryouts and workouts to games and attitudes following games respecting the admonition of the Apostle Paul to exercise moderation in all things. We are a classical Christian school in all that we do from Latin to laps and science to sprints. We look forward to:

• Spirited play with great attitudes
• Competition without crudity
• Physicality without brutality
• Pep club but no cheerleaders
• Selectivity but no complaining; meaning not everyone that tries out will be able to play on the team but we are all going to keep our heads up.

A student enrolled in CDA is expected to be present and on time in school every day school is in session. The actual number of days school is in session will be determined by the yearly school calendar. Students are also expected to attend and complete all requirements for every course offered. Due to the limited number of in class days, it is vitally important to each student's progress to attend each class day and period. Please use the ample time in the non-class days to schedule personal activities (i.e. dentists, etc.)

1. Short-Term Absences: If a student needs to be absent from school for a day, for any reason, the parents should contact the school office by email or phone as soon as possible.
2. Long-Term Absences: If a student needs to be absent for two or more consecutive days, the parents should notify the school in writing explaining the circumstances. This will permit the office to inform the appropriate teacher(s) and to compile the necessary schoolwork, which the student would otherwise miss. Notification should be made as soon as possible to limit the amount of missed schoolwork.
3. Extended Absences: We will cooperate with families taking their children from school for vacations, hunting trips, etc. However, when extended absences are voluntary (versus emergency or illness) we expect all schoolwork to be completed ahead of the absence. We recommend that prior to any planned, extended absence, the student’s work ahead as much as possible. This eliminates both the need to work on vacation or doing a significant amount of make-up work.
4. Maximum Absences: At the discretion of the Headmaster-

In the event the total number of planned (that is, parent-approved) absences exceeds six days for the semester, the student may not receive credit for that time period. In the event the total number of absences, whether planned or unplanned, exceeds ten days in one semester, the student may not receive credit for that semester.”

Please drop your children off at school no more than 20 minutes prior to the scheduled start time. When you are in the car line, only the first three cars should load/unload. If you are car number four, wait for the first three and pull up to the end when they leave. Please have children exit only the building side of the vehicle. Car lines will move slowly the first few weeks of school, but they quickly improve. Please call the school office if you will be more than 10 minutes late to pick up a child, or if there are any unusual car pool changes. We must be notified if anyone other than a family member or the regular car pool will pick up a child.

1. Students are expected to cooperate with basic Christian standards of behavior and conversation.
2. There should be no talking back or arguing with teachers or staff. Prompt and cheerful obedience is expected. Requests from the teacher should not have to be repeated.
3. No chewing gum, electrical music devices, guns, or knives are allowed on the school grounds or buses.
4. Students are expected to be aware of and avoid the off-limits areas of the building or grounds.
5. Students are expected to treat all of the school's materials or facilities with respect and care. This includes school owned curriculum that may distributed to the students. Students may be charged for any damage to the school's property that is attributable to their actions.
6. Students may not express any physical display of affection at school during school hours or at any CDA sponsored event.

CDA has retained VarsityBooks.com to stock and supply our book adoptions. A link to our school bookstore is found on our website. You may purchase books from other sources, as well as used books, but be very careful to obtain the specified editions by ISBN number.

The school catalog or information booklet is published each year and contains important information about admission requirements, tuition and fees, graduation requirements, and the academic scope and sequence. Parents and students are responsible to review the catalog each year for relevant changes that may affect their progress at the school. The schedule is published each year in spring. Class requests are given initial preference based upon the student's expected graduation date. The second criteria for preference in scheduling is to those students who have requested a greater number of courses. An additional criteria for preference is previous enrollment in CDA. Earlier enrollment dates will also receive preference over later enrollment dates.

The CDA grammar school is a closed campus. All visitors, including parents, must check in at the school office. We encourage lunch visits and especially lunchroom helpers. Classroom visits must be scheduled in advance and may not always be possible due to space limitations and the disruptions visits cause. The CDA upper school campus is closed except for juniors and seniors who have specific parental written permission to leave campus during the day for specific purposes. The same policies as the grammar school regarding visits apply.

CDA may maintain a few computers for use in the Study Center. We strongly encourage each CDA family to have an up-to-date computer with adequate software and Internet access in their home. We also strongly encourage the use of filtering software, placing the computer in a living area, and consistent parental supervision. Email is the preferred method of communication between students and teachers. Our web site is also continuously updated to reflect the latest school news and events.

The kind and amount of discipline (correction) will be determined by the teachers, school directors and if necessary, the Headmaster. The discipline will be administered in the light of the student's problem and attitude. All discipline will be based on biblical principles, e.g. restitution, apologies, (public and private), restoration of fellowship, no lingering attitudes, etc. The vast majority of discipline problems are to be dealt with at the classroom level. Love and forgiveness will be an integral part of the discipline of a student. Parents and students must act in a godly, respectful manner toward students and instructors. The Word of God as found in the scriptures of the Old and New Testaments and especially the Ten Commandments are the standard used to evaluate conduct. The rigorous academic program of CDA requires students to arrive at class on time with assignments responsibly completed. Students that do not complete assignments or score an average less than 70% may be placed on academic discipline as determined by faculty and Headmaster. Violation of this code of conduct (including uniform requirements) may result in disciplinary action. Parents may be required to remove their student from classes and interview for readmission with the Headmaster or school board if deemed necessary by CDA. Parents may be required to permanently withdraw a student from school. CDA may suspend a student from classes at the discretion of the Headmaster. The Headmaster is authorized to enforce suspensions and the readmission process. Expulsion from CDA will be at the discretion of the CDA board. Appeal of any decision should be made first to the Headmaster and if necessary to the CDA Board. All decisions of the Board are final. The following are the specific actions that may be taken. Action Notice: This is the least severe form of discipline. The notice is sent home for a parent signature. Offenses typically include, but are not limited to; uniform violations, missing homework, tardiness and minor classroom disturbances. Office Visits: There are five basic behaviors that will automatically necessitate discipline from the administration (versus the teacher). Those behaviors are:

1. Disrespect shown to any staff member. The staff member will be the judge of whether or not disrespect has been shown.
2. Dishonesty in any situation while at school, including lying, cheating, and stealing.
3. Rebellion, i.e. outright disobedience in response to instructions.
4. Fighting, i.e. striking in anger with the intention to harm the other student(s).
5. Obscene, vulgar or profane language, as well as taking the name of the Lord in vain.

During the visit with an administrator, the administrator will determine the nature of the discipline. The administrator may require restitution, parental attendance during the school day with their student, or other measures consistent with biblical guidelines, which may be appropriate. If for any of the above, or other reasons, a student receives discipline from an administrator, the following will be observed. Within either semester of the school year:

1. The first two times a student is sent to an administrator for discipline the student's parents will be contacted and given the details of the visit. The parents' assistance and support in averting further problems will be sought.
2. The third office visit will be followed by a meeting with the student's parents and the administration.
3. Should the student require a fourth office visit, a suspension may be imposed.
4. If a fifth office visit is required, the student may be expelled from the school

Expulsion: The CDA Board realizes that expelling a student from school is a very serious matter and should always be carefully dealt with on a case-by-case basis. Forgiveness and restitution are fundamental to our total discipline policy. However, should a student and his parents not be able to eliminate behavioral problems before a fifth office visit, the student may be expelled. Immediate Action for Serious Misconduct: Should a student commit an act with such serious consequences that an administrator deems it necessary, the office-visit process may be bypassed and suspension or expulsion imposed immediately. Examples of such serious misconduct could include: acts endangering the lives of other students or staff members, gross violence/vandalism to the school facilities, violations of civil law, or any act in clear contradiction of scriptural commands. Students may be subject to after school hour discipline for serious misconduct.

CDA is a workplace for students as well as for teachers. Students should dress in a way to demonstrate their respect for the school. Therefore, students shall:

1. It is at the discretion of the administration on campus to determine whether the following is being met.
2. Dress neatly: That is, all shirts tucked in, shoes tied, no holes/tears in clothes, clothing appropriately sized for the wearer.
3. Be clean. That is, recently washed, hair combed and neatly trimmed.
4. Be modest. That is, no short skirts, short shorts, or inappropriate footwear. Outlandish or distracting clothing, jewelry, or appearance will not be allowed.
5. All student uniforms including pants, skirts, skorts, etc. can sit no lower than the natural wasteline of the student.

 

FIELD TRIPS

GRADE ASSESSMENT AND REPORTING

Coram Deo Academy educates students in a historic Christian worldview through a rigorous classical curriculum. We educate formally with attention given to precision in both presentation and evaluation. As such, we seek to grade fairly and report student achievement accurately and uniformly. CDA bases grades on objective standards and reports grades quarterly and cumulatively as a percentage. Grades are based primarily on the following: tests, quizzes, homework, and class participation. The precise weighting of each component may differ from class to class. CDA encourages students to explore additional elements of learning beyond the prescribed coursework boundaries, and we enthusiastically welcome additional work that our students perform. Instructors have the liberty and are encouraged to recognize this additional effort in various and creative ways. However, the student’s grades and academic pointing systems must accurately and honestly reflect their mastery of the prescribed coursework. Adding to or replacing the prescribed coursework with extra credit work potentially skews assessment of the student’s coursework mastery. Therefore, CDA discourages instructors from using extra assignments and bonus questions or allowing students to retake tests or quizzes for the purpose of supplementing or replacing evaluation of a student’s mastery of a subject. Exceptions to this policy will be allowed only at the joint discretion of the school director and the classroom instructor.

GRADE CONVERSION CHART

GRADUATION REQUIREMENTS AND EXPECTANCIES

To graduate and receive a diploma from Coram Deo Academy a student must attend CDA as a full-time student for a period of at least two full academic years in grades 11 and 12 and meet or exceed these CDA Graduation Requirements. A full time student is defined by taking at least six courses per year, although a senior may meet this requirement with fewer classes at the discretion of the school director when needing fewer than six classes to complete or exceed graduation requirements. A student entering CDA in the senior year may apply for a waiver of the two-year requirement with evaluation based on the equivalence of previous education.

A CDA High School Academic Plan and Graduation Projection Form must be completed and signed by a parent and approved by CDA to assure agreed upon progress toward an anticipated graduation date. This form should be completed before 9th Grade year begins and updated if necessary.

Latin ½ and I are scheduled for completion in G7and 8 and may count as one high school credit. When taken by a high school student, Latin ½ and 1 fulfill one high school foreign language credit. Completion of Latin II would then constitute completion of two high school foreign language credits.

Formal Logic is required for graduation.

Coram Deo Academy's primary mission is the development of a biblical worldview in each graduate. Therefore CDA is reluctant to accept outside credits for courses required for graduation unless such courses are both equivalent in rigor and worldview. CDA will not normally accept more than three credits from outside sources whether taken in the home, at another secondary school or at a post secondary institution with the prior approval of the high school director. Application must be made in writing. Preferably, these courses satisfy requirements for electives and only occasionally would they serve as acceptable substitutes for core classes.

Courses taken by a student transferring from another high school will be evaluated during the admissions process. Coram Deo Academy reserves the right to make wise exceptions and substitutions at its own discretion.

The Coram Deo Academy transcript will only include courses taken at Coram Deo Academy.

HEALTH REQUIREMENTS

HOMEWORK

HONORS AND AWARDS

Full time students (defined as 5 or more CORE COURSES) that achieve a year-end grade average as follows will be recognized at the end of year exercises. Students in grades 1-6 will receive medals, while students in grades 7-12 will receive framed certificates. Exceptions may be granted to graduating seniors needing less than 5 courses in their senior year to fulfill CDA graduation requirements.

 

 

LEARNING DISABILITIES

A severe learning disability is any condition in a potential student, which would require a separate classroom, program, and staff in order to provide the educational services desired by the parents. E.g. Down's syndrome, deaf/mute, blind, etc.

A learning disability is any condition in a potential student or student which does not require a separate classroom, program, and staff in order to provide the education services desired by the parents. E.g. Hyperactivity, Attention Deficit Syndrome, dyslexia, etc. For the purposes of this policy, it is not important whether or not the condition was accurately diagnosed and is a genuine learning disability.

LOST AND FOUND

Due to limited storage space, lost and found items are only kept for ten days. Lunch boxes are emptied immediately when they are found. Each found item may be discarded or moved off premises after ten days. The unclaimed found items that we have not donated to charity will be available for purchase during our annual used book event.

GRAMMAR AND LOGIC SCHOOL PROMOTION

Lower School