HANDBOOK - Columbia Adventist Academy
HANDBOOKWe are a 1st to 8th grade school241 Riverchase WayLexington, SC 29072Phone: (803) 796-0277Fax: (803) 796-2123www.columbiaadventistacademy.comemail: caa29072@att.netThis Handbook supersedes any previous version and is effective June 1, 2015.
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Columbia Adventist AcademyHandbookTABLE OF CONTENTSHISTORY . 5AFFILIATION . 5MISSION STATEMENT . 5A STATEMENT OF PHILOSOPHY . 5OBJECTIVES . 6ACCREDITATION . 8TESTING . 9CURRICULUM . 9ELEMENTARY . 9SECONDARY . ERROR! BOOKMARK NOT DEFINED.EVALUATION . 9TRANSCRIPTS . 10HONOR INFORMATION . 10ADMISSIONS . 10NON-DISCRIMINATION . 10BEGINNING AGE . 10ACCEPTANCE . 10SCHOOL RECORDS . 11REGISTRATION . 11REGISTRATION FORMS . 11REPORT CARD . 11BIRTH CERTIFICATE. 11IMMUNIZATIONS . 11PHYSICAL EXAMINATION . 11TESTING . 11SCHOOL HOURS . 12TIME OF ARRIVAL . 12CLOSE OF SCHOOL DAY . 12WEATHER BULLETIN . 12i
Columbia Adventist AcademyHandbookHEALTH . 12HYGIENE . 12BREAKFAST . 13DIET . 13MEDIA. 13MEDICATIONS . 13ILLNESS . 14ALLERGIES .14STATEMENT OF ASBESTOS . 14COMMUNICATION PROCEDURES . 15SCHOOL ADMINISTRATION, CLASSROOM APPEARANCE, DISCIPLINE, MORALISSUES . 16SCHOOL PLANT . 16CHURCH-RELATED ISSUES* . 16INSTRUCTIONAL, CLASSROOM MANAGEMENT . 17OTHER* . 17CONFIDENTIALITY . 17DISCIPLINE . 18THREAT POLICY . 19RESPONSIBILITIES OF PARENTS AND STUDENTS . 19PUBLIC DISPLAY OF AFFECTION . 20STUDENT SEXUAL HARASSMENT . 20DRESS STANDARDS. 21SCHOOL INSURANCE . 22TELEPHONE POLICY . 22CELL PHONE POLICY . 23VISITORS . 23VEHICLE POLICY. 23FIELD TRIPS . 23ii
Columbia Adventist AcademyHandbookATTENDANCE POLICY . 24TARDINESS . 24ABSENCES . 24EXCUSED ABSENCES . 24UNEXCUSED ABSENCES . 25BEFORECARE AND AFTERCARE . 25FINANCIAL INFORMATION . 26REGISTRATION FEE . 26TUITION . 26FAMILY DISCOUNTS . 26FINANCIAL POLICY . 26EMERGENCY EVACUATION PROCEDURES . 2828EVACUATION PLANS . 2828INDEX . 3030iii
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Columbia Adventist AcademyHandbookStatements included herein are not considered to be all-inclusive and any disputes will beconsidered on an individual basis.HISTORYColumbia Adventist Academy had its beginning in 1919 and has been in continuousoperation since World War II. Columbia Adventist Academy is a ministry of the ColumbiaFirst Seventh-day Adventist Church.AFFILIATIONSeventh-day Adventists operate the largest unified Protestant system of educationin the world. Scattered among more than one hundred countries are 1.1 million students,54,000 educators, and 6,000 institutions. The church operates 95 colleges anduniversities, including 3 medical schools.MISSION STATEMENTEnrolled for the Kingdom; Educated on the Rock.A STATEMENT OF PHILOSOPHYThe Seventh-day Adventist philosophy of education is based on certainfundamental principles which shape not only educational procedures, but which blend intothe basic message and mission of the Seventh-day Adventist Church. The followingfactors are inherent in the principles which provide the structure of Seventh-day Adventisteducation.We believe in the education of the whole person. Education is not limited to themere development of the intellect. Furthermore, this educational process is a continuingexperience throughout the life of the individual. The home, the school, the church, and thecommunity participate in this process of education here on earth and throughout eternity.The Bible is the infallible frame of reference by which truth is measured. Its centralmessage depicts the creation, the fall of man, and the restoration of man through JesusChrist.We view Jesus, His life, and His death on the cross, as the center of man’s hopesfor the present and the future. He provides the perfect model in life, and He is the onlymeans by which man’s restoration can take place.It is not enough for an individual to be the recipient of education’s benefits. He/shemust also assume a growing responsibility for service to others. Unselfish service5
Columbia Adventist AcademyHandbookmotivated by love and joy is basic to complete life. As one responds to the generosity ofGod’s love for him, he, in turn, directs His love toward his fellow beings. He recognizeseach individual as a person of supreme worth. To develop potential for service, thelearner recognizes the value and dignity of practical work. He/she is encouraged throughhis growing years to attain a saleable skill which may be useful to society and which mayaid in the pursuit of further education.The learner is encouraged to develop a sense of balance in which both dependenceand independence are identified as basic conditions to growth toward maturity. He/shebegins to realize his/her dependence upon God as the source of all his strength anddevelopment, yet develops a noble independence of thought in which what he believes,understands, and incorporates into his life, stems from his personal convictions, hisintellect, and a continuing search after truth.In this larger perspective of education, nature, in its grandeur and beauty, in itsbalance and in its power, bring the reflective student to the God who is the creator andruler of nature. The learner sees beauty in both the diminutive aspects of nature and inthe immensity of the universe. He sees beauty in the wrinkled face of the aged, in thekindness of a smile, in healthy physical qualities, in the poetic experiences of life, and inthe grandeur of great music. Through all these aspects of beauty he/she sees reflectionsof the handiwork and character of the Son of Righteousness.The learner views health and the practice of healthful living as not only desirable inthemselves, but as essential to a growing capacity to know and love God. He/she viewsthe body as the temple of God and realizes the close connection between spiritual andphysical health. He/she does not, however, view healthful practices as a means ofattaining righteousness or God’s favor.The learner is taught the meaning of respect and reverence. He distinguishesbetween the sacred and the profane, between the divine and the commonplace. Througha right relationship with parents and others in responsible positions, he develops a senseof respect and reverence for God.Through all his educational opportunities, the learner develops a growing sense ofthe meaning and the urgency of the Gospel message and his part in it.OBJECTIVESConsistent with the stated philosophy, our objectives are:1. To help the student become a balanced individual through the harmoniousdevelopment of his physical, social, intellectual, spiritual, and vocationalfaculties.2. To guide the student in his quest for higher purpose in preparation for service inthis life and the life to come.6
Columbia Adventist AcademyHandbook3. To lead each student to a knowledge of God as his Creator, Sustainer, LovingFather, Redeemer, Pattern, and Best Friend.4. To acquaint the student with the Biblical doctrines of the Seventh-day AdventistChurch and its unique contribution to the realm of Christianity.5. To aid the student in developing qualities for church and community leadership.6. To familiarize the student with last day events and his/her position in relation tothese events.7. To assist the student in acquiring a scholastic foundation.8. To develop in the student intellectual curiosity, creativity, habits of accuracy,self-discipline, and responsibility.9. To cultivate habits of critical thinking, determination, and sound judgment.10. To provide an educational program which challenges students to educationalexcellence within the parameters of interests, needs, and abilities of eachindividual.11. To encourage the student to adopt principles of healthful living, including abalance in diet, physical exercise, adequate rest, and the abstinence fromharmful substances and practices.12. To aid the student in the acquisition of emotional maturity and security byproviding an atmosphere of acceptance, personal concern and love.13. To instill in the student Christian social graces regarding dress, language, anddeportment.14. To foster in the student a personal concern for his fellow man, recognizing theintrinsic value of every individual.15. To nurture an appreciation for that which is elevating and beautiful, particularlyGod’s handiwork as seen in nature, and man’s interpretation in the fine arts.16. To encourage the student to recognize and fulfill his civic responsibilities,thereby realizing satisfaction from service to others.17. To furnish the student with facilities to pursue areas of special interest.18. To stimulate the student to discover capabilities, aptitudes and interests latentwithin himself.19. To give the student an overview of the opportunities and responsibilities in thevocational, technical, and professional occupations.20. To promote an appreciation in the student for the value and dignity of labor.7
Columbia Adventist AcademyHandbookACCREDITATIONColumbia Adventist Academy is accredited through the following national agencies:National Council for Private School AccreditationPost Office Box 62442Virginia Beach, VA 23466Accrediting Association of Seventh-day AdventistSchools, Colleges, and Universities, Inc.North American Division12501 Old Columbia PikeSilver Springs, MD 20904As a state recognized educational facility, we follow the adopted South Carolinaguidelines for the length of school year, attendance policy, student transfers, andimmunization records.South Carolina Department of EducationOffice of Organizational Development1429 Senate StreetColumbia, SC 29201Columbia Adventist Academy is also accredited and supervised by the followingbodies:Carolina Conference of Seventh-day AdventistsDepartment of EducationPost Office Box 560339Charlotte, NC 28256-0339Southern Union Conference of Seventh-day AdventistsDepartment of EducationPost Office Box 849Decatur, GA 300318
Columbia Adventist AcademyHandbookTESTINGAll new students entering grades one through ten will be required to schedule anappointment for entrance exams. Kindergarteners will be administered the Brigance testfor Kindergarten at the beginning and the end of the school year. They will also be giventhe ABC inventory for readiness. Grades three through eight take the Iowa Test of BasicSkills (ITBS), Other tests will be given as needed. Parents will be consulted beforeindividual testing is done.CURRICULUMELEMENTARYGrades one through eight: Students receive instruction in Bible, reading, math,language arts, the sciences, social studies, art, choir, and physical education.Grades four through eight will be instructed in keyboarding.EVALUATIONProgress reports are issued at the end of each nine week period. Parent/teacherconferences are held after the first and third quarters. Progress reports are sent homewith the student at the end of the second quarter and mailed home at the end of the schoolyear.Results from the standardized achievement tests (ITBS and TAP) are provided fromthe testing program.Parents are welcome and encouraged to discuss their student’s progress with ateacher by making an appointment.Teachers will monitor the academic progress of their students throughout the schoolyear. If at any time it appears that a student is not maintaining minimum academicstandards, teachers will consult with parent(s) to discuss and plan a strategy for improvingthe student’s performance. If the student’s performance does not improve to targetedlevels within the time prescribed, a teacher may recommend testing, retention orwithdrawal of the student. The good faith efforts of the parent(s) and student will beconsidered in making such recommendation. The recommendation will be considered finalupon approval by the School Board.9
Columbia Adventist AcademyHandbookTRANSCRIPTSA diploma is issued to the student after he completes the academic and financialrequirements of eighth grade as outlined by the Southern Union.HONOR INFORMATIONGraduation with Honors: any student who graduates with a “B” grade average (3.00to 3.49) for the seventh and eighth grades will graduate with honors.Graduation with High Honors: any student who graduates with a “B ” and “A” gradeaverage (3.5 to 4.00) for the seventh and eighth grades will graduate with high honors.These honors shall replace the traditional valedictorian and salutatorian so thatmore than one can win highest honor, which is in keeping with the plan of salvation, inwhich all may win. The names of those who have made a 3.0 average or above in gradesfive through eight will be posted quarterly on the honor roll.ADMISSIONSNON-DISCRIMINATIONIt is the policy of the Seventh-day Adventist Church in all its church-operatedschools, on elementary, secondary, and tertiary levels in the United States to admitstudents of any race, religion, gender, or national origin to all the rights, programs, andactivities generally accorded or made available to students at its schools, and to make nodiscrimination in administration of educational policies, application for admission, or extracurricular programs.BEGINNING AGEChildren entering Pre-K and Kindergarten must be four and five years of agerespectively by August 15 of the current school year. Children may enter the first grade ifthey are six years of age by August 15 of the current school year. However, werecommend that a child be at least seven years of age. Research shows that students whobegin school at age seven or above tend to advance with greater success than do studentsage six and under.ACCEPTANCEAll new students are evaluated after a probationary period of thirty days. If deemednecessary, a student’s progress will be reviewed by the School Board at the end of thatperiod. Students cannot be accepted who have outstanding accounts from any school.Final acceptance for enrollment at Columbia
The Seventh-day Adventist philosophy of education is based on certain fundamental principles which shape not only educational procedures, but which blend into the basic message and mission of the Seventh-day Adventist Church. The following factors are inherent in the principles which provide the structure of Seventh-day Adventist education.
Whole-person health—optimal wellbeing in mind, body and spirit—reflects our heritage and guides our future. Adventist Medical Center-Hanford and Adventist Medical Center - Selma are part of Adventist Health, a faith-based, nonprofit health system serving more than 75 communities in California, Hawaii, Oregon and Washington.
Adventist Health Hanford, Hanford, CA C McMillan, C Gomez, J Romero, M Raju, S Chopra, S Kaur and V Bezwada Adventist Health Howard Memorial Hospital, Willits, CA N Harding-Jackson Adventist Health Lodi Memorial, Lodi, CA D Fernandez and J Miller Adventist Health Napa Valley, Saint Helena, CA K Chase Adventist Health Ukiah Valley, Ukiah, CA K .
Adventist Health’s Central Valley Network — including Adventist Medi-cal Center – Hanford, Adventist Medical Center – Reedley, Adventist Medical Center – Selma and Central Valley General Hospital — a new program is working to change that mindset. Faith and Health Connect was created by Charles Sandefur, vice
OAA STUDENT & PARENT HANDBOOK HISTORY Oakwood Adventist Academy, also referred to as Oakwood Academy or OAA, is a Seventh-day Adventist (SDA) co-educational K-12 school locat-ed on the beautiful campus of Oakwood University in Huntsville, Alabama. Founded in 1896 as Oakwood Industrial School, Oakwood was charged
Its Implementation at Hiroshima Adventist Academy, Japan Seventh-day Adventist philosophy and history of education are closely linked to manual labor. Ever since the church opened its first institution of higher education at Battle Creek in 187 4, Seventh-day Adventist educators stressed the importance of manual work even as they
GREAT LAKES ADVENTIST ACADEMY P.O. Box 68 7477 Academy Road Cedar Lake, MI 48812-0068 Phone: (989) 427-4444 Fax: (989) 427-5027 Email: glaa@glaa.net Website: www.glaa.net Accredited by: Association of Seventh-day Adventist Secondary Schools and Colleges and Middle States Association Commissions on
GREAT LAKES ADVENTIST ACADEMY P.O. Box 68 7477 Academy Road Cedar Lake, MI 48812-0068 Phone: (989) 427-4444 Fax: (989) 427-5027 Email: glaa@glaa.net Website: www.glaa.net Accredited by: Association of Seventh-day Adventist Secondary Schools and Colleges and Middle States Association Commissions on
published by the American Petroleum Institute (API, 1984, 1991) are generally not consistent with the physical processes that dictate actual pile capacity. For example, the experimental observa- tion of a gradual reduction in the rate of increase of pile capacity with embedment depth is allowed for by imposing limiting values of end-bearing and shaft friction beyond some critical depth .
