Secondary Academic Success Guide

Academic Success at Home

Canvas: Your academic home base

Canvas is the primary source for assignments and course information.

Secondary assignments are entered into Canvas in advance. Students should develop the habit of checking Canvas every school day and every home day.

Students should:

• Check every course in Canvas.
• Read the entire assignment, not just the title.
• Look ahead for upcoming tests, quizzes, projects, and papers.
• Read Canvas announcements.
• Verify that digital assignments have actually been submitted.
• Ask questions before an assignment is due if directions are unclear.

Important reminder

• Canvas trumps everything.
• Access all assignments through Modules to receive correct and complete information.
• Students should not rely only on what they remember hearing in class.

Check Canvas.

Parents should periodically ask their student to open Canvas and say:

“Show me what you have due and what is coming up.”

This allows the student to remain responsible while keeping the parent appropriately informed.

Home days are school days

Faith Academy’s University-Model combines classroom instruction with independent learning at home. The school describes a minimum 1:1 expectation—at least one hour of work at home for every hour spent in school, although the actual amount varies by student and course.

Students should treat home days as academic days by establishing:

• A regular starting time.
• A designated workspace.
• A plan for completing assignments.
• Scheduled breaks.
• Time for studying in addition to completing homework.
• Limited distractions from phones, television, gaming, and social media.

Plan before you begin

At the beginning of each home day, students should spend approximately 10 minutes planning.

1. Open Canvas.
2. Check every course.
3. Write down everything due.
4. Identify upcoming tests, quizzes, projects, and papers.
5. Estimate how long assignments will take.
6. Prioritize the work.
7. Begin.

Don’t just ask, “What is due today?”

Also ask: “What is coming that I need to start preparing for?”

Attendance, Tardiness, Late & Make-Up Work

Late work: Know the consequences

Students are expected to submit work when it is due.

Elementary and junior high

If a student does not submit the assignment when it is due, he may submit it on the next school day but will receive a 20-point deduction. After the late-day extension, the assignment becomes an automatic zero.

High school

Late work may be submitted up until 4:05 p.m. on the day it is due, but a 20-point deduction will be assessed. After 4:00 p.m., the assignment becomes an automatic zero.

Three late assignments matter

Students may lose the late-work privilege after the third late submission per class.

The purpose of this is to help students develop the habits of responsibility, planning, and timeliness that will be expected of them in college and adulthood.

When your student is absent

An absence does not automatically eliminate academic responsibilities.

Because of the pace of the University-Model, students should address missed work immediately upon returning.

Absence due to illness

A student generally has two consecutive class days to complete work missed because of illness without penalty.

However, there is an important distinction:

Work that was already due on the day the student was absent should be turned in on the first class day the student returns, because the assignment was known before the absence.

If the nature of the illness makes that impossible, the parent should contact the teacher and obtain permission for additional time.

Sick on a home day but able to attend the next class day?

This is an important provision families may forget.

If a student is sick on an independent/home day and cannot complete assignments or prepare for a test but is well enough to attend the next classroom day, the parent must contact the teacher before the student returns to class regarding the student’s inability to complete the work.

If the parent cannot reach the teacher, the parent should contact the school office so the teacher can be notified.

A written note brought in afterward is not sufficient.

When the proper communication occurs, the student may attend class without being responsible that day for the unfinished assignments or test and generally has two class days to complete the assignments and testing without penalty.

Missed quizzes and exams

Students should not assume they can make up an assessment at any time.

Make-up deadline

A missed exam must generally be completed within two testing days (Mondays and Thursdays) following the student’s return to school.

If the exam is not completed within the required timeframe, the student may receive a zero.

Students should confirm the testing deadline with the teacher, particularly when the absence is related to a co-curricular activity or something other than illness.

Parent responsibility matters

For an absence due to illness, the parent must properly notify the school of the absence for the student to be eligible to make up an exam.

For a planned absence or an absence for a reason other than illness, parents/students should communicate with the teacher before the absence as well as notify the school.

Planned absences & school activities

If students know they will miss class because of athletics, a school activity, travel, or another planned reason, they should make arrangements in advance.

Previously assigned work should be:

• Turned in early (before a student will be out).
• Handled according to arrangements made with the teacher before the absence.

Work assigned on the day the student is absent should generally be completed by the next class period.

Being gone for an activity does not automatically extend an assignment deadline.

Prolonged illness

When a student experiences multiple consecutive absences because of a prolonged illness, parents should not simply rely on the normal make-up schedule.

The parent should communicate directly with the student’s individual teachers to establish a reasonable schedule for completing missed work.

Failure to make these arrangements can ultimately affect the student’s ability to receive credit for a course.

Tardiness can become an absence

A secondary student who misses more than 20 minutes of a class is counted absent.

Teachers may also, at their discretion, refuse to allow students to make up work, quizzes, or tests missed because of tardiness, unless a parent has informed the front office that a student will be late.

Students should understand that being present and being on time are part of academic responsibility.

When an assignment is taking too long

Parents and students should not wait until the next class period to say:

“We couldn’t finish it.”

If any of the following applies, the parent and/or student should contact the teacher before returning to class whenever possible:

• An assignment is unclear.
• The student does not understand the concept.
• The student is struggling significantly.
• An assignment is taking an unreasonable amount of time.

With prior teacher permission, additional time may be allowed without penalty.

Without prior permission, the student should submit whatever work has been completed and the normal grading requirements apply. A note explaining the situation after the fact does not automatically remove the academic penalty.

Communication before the deadline is always better than explanation after the deadline.

Final Exam Reminders

Students in 6th–8th grades and Learning Center classes generally may not be exempt from final exams unless they are taking a high-school-level course.

Students in grades 9–12 must take a minimum of two Faith Academy final exams in core courses.

To qualify for an available final exam exemption, a high school student must have:

• A 95 or higher in the class.
• No more than 2 unexcused absences, or no more than 9 total absences.

Students who qualify may choose the courses from which they will be exempt when the opportunity allows.

Students may not normally take finals early or make them up unless extenuating circumstances exist and approval is received from the Secondary Principal.

A student who misses a final because of illness receives an Incomplete until the exam is completed during regular business hours and before the next semester. The student may not enroll in the next sequential course until the exam has been completed.

Preparation & Study Habits

Classroom preparation matters

Students are expected to arrive:

• On time.
• With required books and materials.
• Prepared for class.
• Ready to participate.
• Prepared to take notes.
• With assigned work completed.
• Ready to remain engaged throughout the class period.

Students should not expect to leave class to retrieve materials, print something they forgot, or complete preparation that should have occurred beforehand.

Being prepared is part of being responsible.

Study—don’t just complete

Completing every homework assignment does not necessarily mean a student is prepared for an exam.

Faith Academy teachers are expected to develop students’ critical-thinking skills, and secondary exam reviews focus on concepts rather than simply giving students the specific questions that will appear on a test.

Students should learn to:

• Explain concepts without looking at notes.
• Review class notes regularly.
• Practice problems independently.
• Make and use flashcards.
• Create their own study questions.
• Summarize readings in their own words.
• Identify what they do not understand.
• Study over several days rather than cramming.
• Ask teachers for help before the assessment.

Parent’s Role in Student Success

The parent’s role changes—but doesn’t disappear

Junior high parents

Junior high students want greater independence, but parents should continue to closely monitor their students by:

• Providing extra help or tutoring in weak areas.
• Ensuring assignments are completed correctly and on time.
• Helping students prepare for tests.

High school parents

During high school, the parent gradually transitions from “private tutor” to “guide of independent study.”

That does not mean parents stop monitoring.

Parents continue to monitor assignments and academic performance while increasingly expecting students to:

• Check Canvas themselves.
• Manage deadlines.
• Study independently.
• Communicate with teachers.
• Organize their schedules.
• Take responsibility for their choices.

Academic integrity: Helping without doing the work

Faith Academy’s goal is to develop students who are honest, responsible, and increasingly independent learners. Academic work should reflect the student’s own knowledge, thinking, effort, and abilities.

Parents play an important role in supporting learning at home, but there is an important difference between helping a student learn and doing the learning for the student.

Appropriate parent help

Parents may appropriately:

• Help a student organize assignments and develop a schedule.
• Review Canvas with the student.
• Clarify assignment directions when possible.
• Ask questions that help the student think through a problem.
• Quiz a student using notes, flashcards, or a study guide.
• Help a student practice skills that have already been taught.
• Listen as a student explains a concept.
• Proofread by identifying areas that may need correction rather than rewriting the work.
• Encourage the student to review notes, textbooks, or other approved resources.
• Help the student break a large project into manageable steps.
• Encourage the student to contact the teacher when additional instruction is needed.

A helpful question for parents is:

“Am I helping my student learn how to do this, or am I helping my student get this done?”

The goal should always be learning.

Parents should avoid

Parents should not:

• Complete assignments for the student.
• Provide answers that the student is expected to determine independently.
• Rewrite paragraphs, essays, or other student work.
• Substantially edit an assignment until it no longer reflects the student’s ability.
• Solve math problems for the student to copy.
• Complete projects or major portions of projects.
• Allow siblings, tutors, friends, or other adults to complete work for the student.
• Provide assistance that violates the teacher’s instructions for an assignment.

It is okay for a student to submit work that is not perfect.

Teachers need to see what a student can actually do in order to identify gaps, provide appropriate instruction, and help the student grow.

Academic Integrity & Responsible AI Use

Cheating, copying & unauthorized help

Academic integrity means submitting work that honestly represents the student’s own effort.

Students should never:

• Copy another student’s work.
• Allow another student to copy their work.
• Share answers to homework, quizzes, tests, or other assessments.
• Use notes, websites, devices, calculators, or other resources when they have not been authorized.
• Obtain test or quiz questions or answers from another student.
• Submit another person’s writing or ideas as their own.
• Divide an individual assignment among friends and exchange answers.
• Photograph or distribute assessments without permission.
• Represent work completed by another person or technology as their own.

Helping someone cheat is also a violation of academic integrity.

Students should never feel pressured to give another student their work “just to help them.” A better response is:

“I can help you understand how to do it, but I can’t give you my answers.”

Using AI responsibly

Artificial intelligence tools can be useful for learning, but they should never replace the thinking and work a student is expected to do.

Unless a teacher has specifically permitted its use for an assignment, students should not assume that AI-generated work is acceptable.

When teacher-approved, AI may be helpful for:

• Explaining a difficult concept in another way.
• Generating practice questions.
• Helping a student study vocabulary.
• Providing additional examples for practice.
• Brainstorming ideas before the student begins his or her own work.
• Helping a student identify concepts that need additional study.

AI should not be used to:

• Write an essay or paragraph that the student submits as his or her own.
• Answer homework questions for the student.
• Solve problems that the student is expected to solve.
• Rewrite student work to the point that it no longer reflects the student’s writing ability.
• Complete discussion posts, projects, reports, or other assignments.
• Summarize assigned reading in place of actually completing the reading.
• Generate answers during a quiz, test, or other assessment.
• Disguise AI-generated work so that it appears to be the student’s original work.

A simple AI test

Before using AI for schoolwork, students should ask:

1. Has my teacher allowed me to use AI for this assignment?
2. Is AI helping me learn, or is it doing the thinking for me?
3. Will the work I submit honestly represent what I know and can do?

If the answer to any of these questions is unclear, ask the teacher before using AI.

When Your Student Needs Extra Support

Tutors & outside academic help

Tutors can be valuable when students need additional instruction or practice. However, the tutor’s role should be to teach, not complete assignments.

A tutor should help the student understand concepts, practice skills, develop study strategies, and become more independent.

Work submitted to a Faith Academy teacher should still accurately represent the student’s own ability.

If a tutor discovers that a student consistently cannot complete assigned work independently, parents should communicate with the teacher rather than allowing the tutor to continually compensate for the student’s difficulty.

When a student is really struggling

Sometimes parents begin providing too much help because they are concerned that their student will fail an assignment or receive a poor grade.

In those situations, more parent help is not always the best solution.

Instead:

1. Allow the teacher to see the student’s actual level of understanding.
2. Encourage the student to communicate with the teacher.
3. Identify the specific concept or skill causing difficulty.
4. Develop a plan for additional instruction, practice, or support.
5. Monitor whether the student is making progress.

A lower grade that accurately identifies a learning gap can be more helpful than a high grade earned with so much assistance that the teacher cannot see what the student actually understands.

The goal is not simply to protect the grade. The goal is to grow the student.

Communication with Teachers & Self-Advocacy

When in doubt—ask

Different assignments may have different expectations regarding collaboration, parent assistance, calculators, notes, internet research, AI, tutors, or other resources.

Students should never assume.

If you are unsure whether a type of assistance is allowed, ask the teacher before using it.

Academic integrity means being able to confidently say:

“This work represents what I know, what I understand, and what I can do.”

Before the parent emails the teacher…

Secondary school is an important time for students to learn appropriate self-advocacy.

When appropriate, encourage your student to communicate with the teacher first.

Instead of immediately sending an email for your student, ask:

“Have you talked to your teacher?”

Help your student learn to say:

“I’m struggling with this concept. Could you help me understand what I’m missing?”

Or:

“I noticed my grade on this assignment. Could you help me understand what I need to improve?”

There will certainly be times when parent involvement is necessary, but learning to communicate respectfully with adults is an important part of becoming an independent student.

Don’t wait until the end of the grading period

Parents should regularly monitor academic progress.

Grades can be viewed through Canvas throughout the semester.

Watch for patterns such as:

• Repeated missing assignments.
• Multiple late assignments.
• Falling grades.
• Poor test performance.
• Disorganization.
• Excessive time spent on assignments.
• A student repeatedly saying there is “nothing to do.”
• Staying up extremely late to finish schoolwork.
• Avoiding a particular class.
• Difficulty understanding assignments.
• Reluctance to communicate with a teacher.

One difficult assignment is a situation. A repeated difficulty is a pattern. Address patterns early.

Putting It All Together

Quick reference: Don’t forget!

Late work

• Junior high: 20-point deduction for work submitted the next school day; zero after the late-day extension.
• High school: 20-point deduction for work submitted by 4:00 p.m. on the due date; zero after 4:00 p.m.
• After 3 late submissions per class: Late-work privilege is lost and a Growth Plan meeting occurs.

Illness

• Missed work: Generally 2 consecutive class days to complete.
• Work already due when the absence occurred: Generally due the first class day back.

Missed exam

• Generally must be completed within 2 testing days following return to school.

Sick on a home day

• Parent should contact the teacher before the student returns to class.
• Properly communicated missed work/testing may generally be completed within 2 class days.

Planned absence

• Communicate and make arrangements before the absence.

More than 20 minutes of class missed

• Student is counted absent.

Final exam exemption

• High school: Generally requires 95+ in the course plus attendance requirements.
• High school students still take at least 2 Faith Academy core final exams.

Canvas

• Check it every school day and every home day.
• Students should look ahead—not just look at what is due today.

A simple rule to remember

When something interferes with completing schoolwork:

• Communicate early.
• Don’t wait until the assignment is late.
• Don’t wait until the test has been missed.
• Don’t wait until the end of the grading period.

Students are learning that mature academic responsibility means recognizing a problem, communicating appropriately, asking for help, and developing a plan.

Our shared goal

The goal of the University-Model is not for parents to manage every assignment through graduation.

It is also not for students to suddenly become completely independent in sixth grade.

Independence is developed gradually and intentionally.

Each year, students should assume greater responsibility for their schedules, assignments, communication, studying, organization, and academic choices while parents continue to provide the level of accountability appropriate for their student’s maturity.

Together, we want to develop students who can say:

• I know what is expected of me.
• I know how to organize my responsibilities.
• I know when and how to ask for help.
• I take responsibility for my choices.
• I pursue excellence with the abilities God has given me.