Calhoun Christian School's Accreditation
ASCI / AdvancEd Accreditation Report
Calhoun Christian School is accredited by the Association of Christian Schools International (ACSI) and Cognia Accreditation.
This accreditation validates our school’s quality and is verification that we are striving for excellence based on a solid Christian philosophy of education foundation. For more information on the accreditation process and answers to the who, what, why, and how of accreditation please go to https://www.acsi.org/school-services/accreditation.
Calhoun Christian School's accreditation team report and verification from ACSI can be accessed below.
Inclusive Model of Christian Education
Calhoun Christian School recognizes that children are a gift from God and are unique individuals created in His image. Therefore, all children are valuable to us. Not all children learn the same and some children have special needs that make learning more difficult for them. It is our aim to help these children overcome the obstacles that hinder their learning and to provide them with the tools necessary to be successful as a student at Calhoun Christian School. All children have value in God's eyes, so we will take every opportunity to encourage them and help them to feel part of their classes.
Beginning in the fall of 2018, we launched an inclusive model of Christian education for qualifying students in Preschool through Grade 12. An inclusive model provides services and support for students with unique needs, as well as students with mild to moderate physical, cognitive and/or emotional challenges. These students will spend the majority of their time in the general education classroom with other students in their grades. However, they will also have an Educational Support Specialist and a paraprofessional who works with them in order to provide additional, specific services. Our inclusive education classroom is modeled after the highly successful program at Zeeland Christian School. We are working with All Belong as we build a program that includes all of God's children.
These students will be a tremendous blessing to our school community. Not only will we be able to provide these students with a high quality, Christ-centered education, but we will provide all of our students with the opportunity to practice living out their faith as they interact daily with students whom God has uniquely gifted.
While we recognize that we may not be able to accommodate all children with special needs, every effort will be made to provide an honest assessment of their learning needs and identify ways in which we can (or can learn to) help. For students performing above or below grade level, an academic accommodation plan should be entered into between the teacher and the parents on behalf of the students. Also, while we recognize that this individualized intervention plan is not an official IEP, we commit to providing this opportunity for any child who demonstrates a need. As a board, administration, and staff, we will model a Christ-like attitude toward children with special needs which we believe will filter down to the parents and students in the school.
In addition, Calhoun Christian School works with the Calhoun Intermediate School District (CISD) to provide students with some special education services. Through the CISD, we are able to provide speech therapy, occupational therapy, physical therapy, school social work, and teacher consultant services. These services are only available through the IEP process and are written as a Service Plan for CCS students.
Calhoun Christian School is committed to meeting the academic needs of all our students.
Biblical Basis for our Inclusive Model of Christian Education
"The most compelling reason to launch an inclusion program is the Biblical support for developing an inclusive community. After reviewing passages about the body of Christ in 1 Corinthians 12 and passages about accepting others in Romans 15, it becomes clear that God intends for us to live together as an integrated body of believers.
But why, might you ask, does God consider it so important for us to live in inclusive community? We often enjoy the company of peers who are like us. Sometimes differences make us uncomfortable. Is inclusion really so important in God's vision that we alter our educational system to accommodate those with differences in our schools? YES! Where better to become comfortable with the beauty of God's diversity and our responsibility to incorporate it into our lives than as a young child at school.
One of the reasons we are asked to function as one body, recognizing God's image in those around us and celebrating these differences, is that my times there ar lessons to learn from one another. We would contend that those who deny themselves the chance to be around those with disabilities are missing out on many opportunities from God." - Barbara Newman, Any Questions: A Guidebook for Inclusive Education
Though you could cite studies that show inclusion as beneficial or laws that insist upon general education environments whenever possible, we advocate for inclusion because we believe it's God's calling for community. Dr. Thomas B. Hoeksema, education professor emeritus at Calvin College, lists some assumptions underlying inclusive Christian education:
- All children are valued equally by God, who created them in God's image and for God's purposes.
- The responsibility to be "present with" members of the body of believers--in this case, children--who are experiencing "not so ordinary" circumstances, is to be carried out not only by the nuclear family but also in other "spheres" by the congregational family and by the Christian school family.
- All children must be taught to take seriously the Biblical mandate to love and care for one another, and they must be shown how to do so.
- Developing spiritually and learning to live the life of discipleship are critical for children with and without disabilities, and schools play an important role in such nurture.
- Being part of a regular, ongoing community such as a Christ-centered school is important for all children, including those with disabilities; in fact, quality of life is best protected and maintained in community.
- Voluntary support systems such as Circles of Friends are readily formed in schools, and ultimately will result in continuity in the care and support of persons who have atypical needs beyond the school years.
- Friendship between disabled and so-called nondisabled persons will be mutually beneficial.
- It is part of the mission of the Christian school community to bring the good news of healing and wholeness, and of shalom, the webbing together of all people in justice and delight, in its own members and to the world.
Taken from "An Introduction to Inclusion in Christ-Centered Schools" from the Christian Learning Center Network
Standardized Testing
Calhoun Christian School is committed to academic excellence for every student to prepare them for the future. We believe that all children can be successful, and we are dedicated to challenging students to put forth their best work.
Students are regularly tested on their academic abilities.
Elementary and Middle School Students
Kindergarten to Grade 8 complete NWEA testing 3 times per year.
High School Students
Fall Testing: Grade 11 students take the PSAT/NMSQT. This test provides an opportunity for students to qualify for the National Merit Scholar Program and also helps prepare them to take the SAT in the spring of their Grade 11 year.
Spring Testing: Grade 9 to 11 students participate in Michigan School Day Testing with the following national and Michigan-based standardized tests:
Grade 9 - PSAT 9
Grade 10 - PSAT 10
Grade 11 - SAT, WorkKeys, M-Step tests in Science and Social Studies
Curriculum
Academic excellence is the key component of our mission statement. Curriculum is the cornerstone to delivering academic excellence and is something we are continually reviewing and working to improve. Our curriculum supports the Michigan Department of Education’s required courses for high school graduation. It is primarily college preparatory in content, and it has been our experience that our graduates are well-prepared to attend their colleges of choice.
Another important element within our curriculum is our commitment (also part of our mission statement) to uphold God’s truth. Therefore, our teachers make sure their lessons hold true to Biblical standards. When a non-Christian concept is presented, it will be labeled as such so that students will understand the Biblical position.
We further design our curriculum to be teacher-directed rather than textbook or workbook directed. Our teachers are committed Christians and well-trained professional educators. They are entrusted with our curriculum and are responsible to teach and present material from a Christ-centered perspective, even when using secular texts. We use whatever materials best fit our curriculum and are of the highest quality and research base. This currently leads us to incorporate a blend of Christian and secular materials.
We choose our curriculum with great care. Each core subject area (Language Arts, Social Studies, Science, Math, and Bible) are reviewed every five years by the Education Committee. For each core subject area, a subcommittee is formed and spends time researching various options. The subcommittee then makes a recommendation to the Education Committee. Once the Education Committee has come to a decision, the curriculum is further approved by the Calhoun Christian School Board of Director. We recognize that our families have differing ideas and standards regarding the content they allow their children to be exposed to and at times the curriculum we have determined appropriate may differ from the opinions of parents. While we seek to be accommodating, it is not reasonable for us to change our curriculum to the satisfaction of every family. We seek to bring the Biblical Worldview into every content area.
A Note from Progeny Press
Progency Press is the publisher Calhoun Christian School uses for study guides in our middle school and high school Language Arts classes.
How do you deal with controversial elements in some literature?
We don't uphold bad behavior, bad language, or bad philosophy as virtuous or acceptable, but we also don't believe that just because such things are mentioned in a book the book is encouraging such behavior or that the book should be avoided. We use the Bible to direct students to what God says about such things so they will be better prepared and strong in their faith when they face such behavior, language, and philosophy in life.
What do you do with swearing or other inappropriate language in a book?
Again, we do not think such things are acceptable, but we do not believe that some elements of inappropriate language in a book automatically means it should not be read. Sometimes we draw attention to it and discuss it and sometimes we don't. There are two reasons for this: First, we feel that drawing attention to inappropriate language each and every time it appears gives it far more importance and power than it deserves. We try to deal with it the way one does in a store- if someone in the next aisle says a swear word, one ignores it. If someone lets out a stream of profanities or swears directly at one, it should be dealt with and discussed with the children who witness it. Second, different parents and teachers have very different thresholds for such things, and we don't want to encroach on their right to apply their own standards. If you feel the language in a book should be discussed in detail, we feel you have that right and responsibility, and you should be able to deal with those issues without comment from us.
Common Core State Standards
The Common Core State Standards (CCSS) are a reality that will affect schools in the United States. They have been adopted by many states. Christian school educators will need to be generally aware of the impact that standards will have on curriculum, instruction, textbooks and assessments. The CCSS are not comprehensive for each content area, but they selectively identify standards that are common to most states. There is no indication that these standards will be directly imposed on Christian or other private schools. The mission of the CCSS initiative is to “provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers."1
Calhoun Christian School sees the standards as benign. As with any standards, we are implementing the Common Core discriminately and maintaining a Christian worldview in our decision-making regarding textbook selection and the design of curriculum by our teachers. We have no intent to let the government define who we are as a school or how we educate our students. While we are aware of the Common Core as a baseline, we intend to challenge our students and continue to educate them in the most rigorous way possible. Our standards for academic excellence have not and will not change. Our commitment to Christ-centered education has not changed. The Biblical worldview that is our foundation will remain solid. Our school engages in achievement testing through the ACSI Terra Nova test. These scores and the child specific information attached to these scores are not shared with the government. If you have further questions regarding the CCSS, please contact our administrator.
1 - Common Core State Standards Initiative 2012b