Introduction to Veritas Scholars Academy

Dear Parents and Students,

Welcome to Veritas Scholars Academy! We’re thrilled to have you here with us. This handbook provides a comprehensive foundation for understanding our school’s mission, policies, learning technology, and other information to help you navigate your experience with us.

Founded in 2006, Veritas Scholars Academy is a private, K–12 academic institution with a distinctly classical, Christian approach to learning and a truly international student body. Our faculty and students engage in rich discussion in all the “traditional” subjects you would find in a school—English, Math, Science, History, etc. We also study Latin, Logic, Rhetoric, Greek, and other disciplines that will only further inspire students in their educational pursuits and equip them in significant ways for life. As all truth is God’s truth, our academic explorations are conducted with a biblical worldview in mind. Our teachers are passionate about their respective subject areas, as well as how faith and learning intersect, and it is our ambition to pass that enthusiasm to our students.

“And whatever you do, do it heartily, as to the Lord and not to men, knowing that from the Lord you will receive the reward of the inheritance; for you serve the Lord Christ.”

Colossians 3:23–24

Yours,
Dr. Bob Cannon
Headmaster

Mission Statement

Restoring culture for Christ, one young heart and mind at a time.

Statement of Faith and Philosophy

We believe that the sixty-six books of the Holy Bible are the only authoritative, inerrant Word of God. Further, we believe that these Scriptures are our final rule in all matters of faith and practice.

Our History

In 2006, Veritas Scholars Academy (VSA) was started with the goal of offering educational services beyond merely selling curricula, a distinguishing characteristic being classical education with a biblical worldview. In 2007 the first live online classes were offered. At the beginning, there were approximately 32 students in two Live classes. Over the years, VSA has continued to add course offerings which now include over 10,000 students taking courses each year. In 2009, VSA went from simply offering single-enrollment courses to welcoming full-time students working toward a diploma. The K–12 school enrolled students who were accountable to academic standards in line with Veritas’s high classical Christian academic standards. While VSA had been accredited for some time, in 2014 it was accredited by the Middle States Association of Colleges and Schools, the same prestigious accreditation earned by the University of Pennsylvania and Princeton University along with many private Christian and preparatory high schools. VSA students take their courses exclusively online, or supplement with home study courses. These home study courses, now called “You Teach” courses, receive evaluation throughout the year to ensure that they meet our academic objectives. When VSA began offering diplomas in 2009, there were 90 participating students. Currently, there are many, many more from all 50 states and many countries throughout the world.

Educational Philosophy

We employ the time-proven method of the Trivium in the education of the student. This method includes three stages. The Grammar stage studies the fundamentals of disciplines in order to build a framework of knowledge on which later information can be hung. Questions of who, what, where, and when are the focus. The Dialectic stage brings the grammar of disciplines into ordered relationships. The goal is to equip students with the thinking skills necessary to recognize sound arguments and ideas and to detect and correct fallacious ones. This stage addresses the questions of “how” and “why.” The Rhetoric stage seeks to produce students who can use language, both written and spoken, to express their thoughts eloquently and persuasively. The goal of the Trivium is to educate students not primarily in what to think, but in how to think thoroughly, maturely and biblically.

Classical Education

In Recovering the Lost Tools of Learning: An Approach to Distinctively Christian Education, Douglas Wilson outlines a biblical response to the educational breakdown we have seen over the past few generations. Wilson’s proposed prescription is a Christian Liberal Arts education for students in Kindergarten through 12th grade. Much of the education of our American forefathers was based on this model, and over time our educational system has strayed far from it—primarily influenced by pragmatism and the idea that education is more about helping someone get a job rather than educating them to be free and able to do anything they want. We will provide a short overview of this paradigm, but we encourage you to read Recovering the Lost Tools of Learning for yourself to get a full and detailed account of what we are trying to achieve.

A Christian Liberal Arts education uses the Trivium, which is a Latin word that literally means “three roads” or “three ways.” It refers to the first three subjects or disciplines of the seven Liberal Arts. These three subjects are Grammar, Dialectic or Logic, and Rhetoric, and they each coincide with three stages of child development and learning ability.

The Grammar stage coincides with the elementary or “grammar” school years. The Logic stage generally corresponds with grades 7 to 9, commonly called Junior High, and the Rhetoric stage with the high school years. Each of the stages fits well with how we believe God has wired children to learn and forms the basis for our teaching methodology.

With these skills under their belt, we have seen students do remarkable things at comparatively young ages. We have students that are able to think clearly, interact with arguments posed by others, and disagree and formulate responses to other worldviews.

Veritas Press Organizational Chart

Affiliations and Accreditations

We are accredited by the Middle States Association of Colleges and Schools. We are a business member of the Association of Classical and Christian Schools (ACCS) and an approved curriculum for future NCAA athletes.

Options for Taking VSA Courses

See the Full-Time Diploma Program section for more options.

General VSA Information

Academic Year Calendar

The academic year calendar is available on the Veritas Press website and in the Parent Group in Schoology at veritaspress.com/academic-calendar. It is also included at the end of this handbook.

Terms and Conditions

The Terms and Conditions are available on the Veritas Press website and in the Parent Group in Schoology at veritaspress.com/terms-and-conditions.

VSA Pricing

See Appendix A of the Terms and Conditions for a full explanation of VSA pricing: VSA Pricing (Appendix A).

End of Year Gathering (EOYG)

The end of the Academic Year culminates with the End of Year Gathering. This event takes place in Lancaster, Pennsylvania, the week after the end of the Academic Year. Wednesday is the first day of fun, educational, and community-building activities for VSA families. Events are different every year. We hope you will join us, as we hear from families and students that the EOYG is a highlight of students’ VSA experience. It’s a place to meet—sometimes for the very first time—other students, parents, and VSA teachers. It’s truly an event like no other for the VSA student. Check the Academic Year calendar for dates.

Learn more about the End of Year Gathering

Academic Policies and Procedures

Orientation and Start of Classes

Two weeks prior to the start of classes, course pages will be available in the Learning Management System (Schoology). It is the responsibility of the student to carefully review course pages and determine what is needed before the first day of each class. The teacher will post a Welcome Update that students should watch before the first day of class. The Course Assignment Sheet for the first quarter will be posted in the Course Documents folder. It is imperative that students look at the Course Assignment Sheet and read any messages posted by the teacher to be fully prepared for class. Students will most likely have homework due on the first day of class, so plan for your “first week of school” to actually be the week before classes start. The Technology Handbook is available in the VSA Parent Group, with a full overview of VSA systems.

The week prior to classes each class section will hold a 60-minute orientation to build community, cover course expectations, and become familiar with classroom technology. Attendance is not mandatory, but is strongly encouraged. An Orientation session will be held for each class section at the regular class time. Monday/Wednesday and Wednesday/Friday classes will meet on Wednesday, September 2, and Tuesday/Thursday classes will meet on Thursday, September 3. See the Academic Calendar for dates.

Note: Teachers will not review the same information on the first day of class that is covered during Orientation. Students are responsible for all information covered in Orientation.

Late Enrollments

Any student enrolling in a class after the class has met for two weeks will be considered a Late Enrollee. Students are expected to be fully prepared for the material being covered at the time of their admission into the course or shortly thereafter. Regardless of when a student enters the course, they are responsible for and will be tested on all material from the start of the school year. Late Enrollees will work with teachers to determine any necessary makeup work.

Classroom Discipline

As noted in our Statement of Faith, Veritas believes that while parents are primarily responsible for the discipline / discipling of their children in the Lord, our teachers also play an important role in helping parents educate and form their children. Please keep in mind that as corrections and consequences for behavior are considered and administered, it is the first priority of VSA to shepherd children’s hearts (Proverbs 4:23).

A teacher may restrict a student in any way the teacher deems advisable to minimize any adverse effect on others. If a student has been addressed by his teacher and continues to act inappropriately, a message will be sent to the student’s parents to explain the behavior and to express a teacher’s concern for the student and his peers. If the student continues to act inappropriately, a Disciplinary Action Form will be submitted. A copy will be sent to the parent for signature.

Academic Integrity

All students and parents will be asked to sign an Academic Integrity statement which will be submitted per class. As valued members of Veritas Scholars Academy, we recognize the importance of maintaining a God-honoring, healthy, productive learning environment as we strive to educate our students and “restore culture to Christ one young heart and mind at a time.” To strengthen our community in this endeavor, we ask students to:

• commit to upholding the highest standards of academic integrity in all aspects of education at Veritas Scholars Academy, including but not limited to in-class activities, discussion board posts, uploaded assignments, quizzes, tests, and exams. Students affirm that all work that the student claims as his own will be his own original work and that the student will credit those to whom credit is due.
• avow not to share or otherwise disclose personal login information in any format with others, regardless of the reason.
• understand that failure to maintain academic integrity is grounds for disciplinary action according to the Academic Dishonesty and Other Disciplinary Challenges policy.
• complete assessments and exams without interruption, within the designated time frame, in one continuous session unless expressly stated otherwise by the teacher.

We ask parents to:

• commit to holding student(s) accountable for academic integrity.
• affirm to proctor assignments, quizzes, tests, and exams as required by teachers and the Handbook.

Generative Artificial Intelligence (AI)

Generative AI (e.g., ChatGPT) should be considered a useful tool of productivity in a variety of circumstances, including academic settings. When leveraged properly, AI tools afford learners and educators opportunities to enhance the educational experience. AI should be treated as a supplemental tool in learning and not a replacement for constructing meaning by one’s own intelligence. The temptation to use it for the latter and not the former should also be evident.

Veritas Scholars Academy is resolutely committed to facilitating the development of critical thinking and analytical skills, and as such, expects its scholars to generate original ideas and work—written or otherwise—using their own mental faculties and capabilities. Submitting written work that has been produced by generative AI is not solely of one’s own intellectual efforts, and is therefore generally regarded as academic dishonesty.

If a student determines to somehow leverage generative AI in the preparation or proofing of his or her work, he or she should not allow AI to write or rewrite the content of an assignment, and should be wary of accepting edits or changes suggested by AI. Students are encouraged to be acutely aware of AI’s tendency to present seemingly accurate information, when in fact these references are often inaccurate, incomplete, biased, or unreliable. Furthermore, these technologies have quickly proven themselves to often stifle one’s own independent thinking and inhibit the development of original ideas.

Should a student choose to use an AI tool in the preparation or proofing of his or her work, he or she must indicate, by appropriately citing sources, that AI technology has been used. If AI is leveraged in the creation of an assignment, and citations are not provided, it will invariably be treated as plagiarism. Examples of in-text citations of AI-generated content may be found in Purdue University Libraries’ guide to citing AI.

Teachers hold an academic prerogative to determine whether or not AI is appropriate for a given assignment, and/or the amount to which AI may be leveraged in the construction of a work. Determining whether or not use of AI aligns with learning objectives lies explicitly with the teacher, and when necessary, in consultation with respective department heads, the dean of academics, the dean of students, and the headmaster. On this point, AI use on any learning assessment (quiz, test, or exam) is forbidden.

Finally, should AI be used in the development of an assignment, even with the permission of a teacher, it should, as a general practice, be reflected in no more than 15–20% of an entire work, and again, with proper citations. The overwhelming majority of a student’s work should, without exception, be generated through the student’s intelligence alone, without the use of an AI tool.

Academic Dishonesty and Other Disciplinary Challenges

There are various potential forms of disciplinary challenges in the classroom. While specific examples will not be given here, a general rule of thumb to follow is this: Any instance of a student causing a disruption to the educational environment—the learning that ought to be taking place for that student or others—is grounds for disciplinary action.

Cheating on any assignment is considered academic dishonesty. This includes plagiarism in any form, which may be simply defined as one using another’s work as though it were one’s own, and without proper attribution to the author. This also includes student use of solutions manuals or teacher CDs in instances in which curricular support materials have been provided to aid parents in the instruction of their children.

Cheating will be dealt with in the following manner:

• If a student is caught cheating, he will receive a zero on the assignment and will be placed on disciplinary probation for the remainder of the school year.
• Three instances of academic dishonesty in an academic year is grounds for expulsion.
• No refunds will be granted for students who are expelled due to cheating.
• A Disciplinary Action Form will be submitted by the student’s teacher for any instance of academic dishonesty.

Grading Scale

The following grading scale will apply for all assignments and final grades.

Percentage	Grade
90–100%	A
80–89%	B
70–79%	C
0–69%	F

All grades are rounded to the nearest whole number.

Late Work

If a student fails to submit any assessment by the due date, it is considered “late.”

• Assignments submitted 0–24 hours late will result in a 10-point reduction off earned grade.
• Assignments submitted 24–48 hours late will result in a 20-point reduction off earned grade.
• Assignments submitted 48–72 hours late will result in a 30-point reduction off earned grade.
• Assignments over 72 hours late will not be accepted and the student will receive a zero.
• Parents may request an extension from their child’s teacher prior to the due date or in the case of an emergency.
• Late hours do not include Sundays.

VSA staff loves grace and the opportunity to exercise it, but also desires to instill a sound sense of responsibility in students, hence these expectations pertaining to late work.

Exam and Test Retakes

Any student may retake a failed assessment (except quizzes), but can score no higher than 70% on the retake. This policy also applies to formal labs in applicable courses. Secondary math, modern foreign language, and Physics classes are limited to one retake per semester; other subjects allow for more, as the objective is to afford students additional opportunities to learn material. There are no retakes allowed on secondary math, modern foreign language, and Physics midterm and final exams.

Retakes must be submitted within one week of the returned, failed assessment. If the retake is not submitted within one week, the original failing grade will stand. Assessments given a failing grade due to academic dishonesty are ineligible for a retake. Assessments given a failing grade due to failure to submit within three days of the due date are ineligible for a retake.

Attendance and Participation

Attendance, while not graded, will be recorded by teachers, as students are required to attend scheduled classes. Students will be formally graded for participation. Students are expected to view archives of any missed classes before a subsequent class, as they are responsible for learning the material discussed, and for obtaining any notes or assignments. Each Archive Viewing Report is worth five (5) points; missing reports are deducted from one’s quarterly Participation grade.

Students will receive quarterly grades for Participation. A percentage of the final grade will be attributed to relevant class participation, which typically includes raising their hands, commenting regularly via microphone/webcam, and using the chat box to contribute to the academic conversation. A grading rubric, which contains the percentage attributed to Relevant Class Participation for this course, is located on the course page.

Grammar Courses: Relevant Class Participation Grade (100 Possible Points)

• Rubric for students attending Live classes.
• Students are not penalized if an Archive Viewing Report is submitted.

Points	Description
100	Actively, voluntarily, and consistently takes part in class activities through polls, chat box, and on the microphone. Contributes thoughtful responses and comments.
95	Actively and voluntarily participates in class activities through polls, chat box, and on the microphone.
90	Regularly and voluntarily participates in class activities through polls, chat box, and on the microphone.
85	Periodically and voluntarily participates in class activities through polls, chat box, and/or on the microphone.
80	Actively and voluntarily participates in polls, chat box, and/or on the microphone in varying degrees from class to class.
75	Is attentive, but voluntary participation in class activities is minimal. Responds when called upon.
70	Participates occasionally in class activities through either polls, chat box, or on the microphone.
50	Voluntary participation of any kind is minimal unless called upon.
25	Rarely participates in class activities. Does not readily respond when called upon.
0	Never participates in any class activities.

Five-point deduction for each missing Archive Viewing Report.
Directions for Archive Viewing Reports: Write three sentences explaining a topic discussed during class (not things done, such as a quiz). Are you engaging with the material? What are you learning?

Secondary Courses: Relevant Class Participation Grade (100 Possible Points)

• Rubric for students attending Live classes.
• Students are not penalized if an Archive Viewing Report is submitted for missed classes.

Points	Description
100	Consistently demonstrates engagement during class and meets teacher’s expectations for positive participation (use of webcam, microphone, chat box, and/or raised hands, etc.). Contributions to discussion and other means of learning are of the highest quality.
90	Demonstrates engagement during class frequently (webcam, microphone, chat box, and/or raised hands, etc.). Contributions to discussion are typically productive and of a high quality.
80	Indicators of engagement (webcam, microphone, chat box, and/or raised hands, etc.) are present, but are inconsistent/lacking in accordance with the teacher’s expectations for entirely meaningful participation.
70	Demonstrates inadequate engagement in class, rarely meeting teacher’s expectations for meaningful participation. Comments are lacking in the measure of quality the teacher expects from a student.
0	Simply does not engage in the learning dynamic, and thereby fails to meet teacher’s expectations for constructive participation.

Five-point deduction for each missing Archive Viewing Report.
Directions for Archive Viewing Reports: Write three sentences explaining a topic discussed during class (not things done, such as a quiz). Are you engaging with the material? What are you learning?

Extension Request Form and Archive Viewing Report

Students are strongly encouraged to be present for all live, online classes. Today’s technologies make it feasible to attend classes from practically anywhere in the world, and it is our expectation that students will make every reasonable effort to be present for class. Attendance in our classes significantly correlates with academic success. When students do not attend class, the learning dynamic is affected for all students in that course. VSA advocates emphatically for the impact of social learning environments.

The Extension Request Form (located in the course material folder) should be filled out by a parent when a student is requesting an extension on a due date for an assignment or learning assessment (tests, exams, etc.). Submission of this form is a request, not an approval. Extensions are not permitted on midterm and final exams. VSA Administration has given each teacher authority to make extension request decisions for all other assignments/assessments. No request is approved until the teacher notifies the student of approval. Every class has its own dynamic, so while decisions from class to class will often be consistent, this will not always be the case. Again, teachers have respective decision-making authority.

Requests for extensions must be submitted at least 24 hours in advance of the due date of the assignment/learning assessment. Requests for extensions submitted on or after the due date of an assignment or learning assessment will typically not be accepted, as these late requests have an impact on VSA teachers’ planning and expectations. VSA policy permits a one-week extension (from original due date) for any approved extension request.

When class(es) is missed, Archive Viewing Reports are a factor in students’ Relevant Class Participation grades. For each class missed, students are expected to view archives of any missed classes before a subsequent class, as they are responsible for learning the material discussed, and for obtaining any notes or assignments. For each archive viewed, secondary students should complete the Archive Viewing Report and write three sentences explaining a topic discussed during class (not activities completed, such as a quiz) as a measure of accountability. For grammar students, the Archive Viewing Report serves as a parent confirmation that the archived class was viewed. Although the report is accessed through the student’s account, it must be completed by the student’s parent or guardian. Submitting the Archive Viewing Report for missed classes contributes to a student’s Relevant Class Participation grade. Quarterly Relevant Class Participation grades will be determined based upon students’ participation when present in class, as well as successful submission of Archive Viewing Reports. Each Archive Viewing Report is worth five (5) points; missing reports are deducted from one’s quarterly Participation grade. Archive Viewing Reports are only accepted in the quarter of the absence because they are attached to quarterly Relevant Class Participation grades.

For students who will regularly miss class due to schedule conflicts or time zone restrictions, Relevant Class Participation grades will be based on Archive Viewing Reports. Each Archive Viewing Report is worth 5 points; missing reports are deducted from, and noted on, the quarterly Participation grade.

Educational Accommodations

All requests for student accommodations must come through Administration. If a child has a learning disability or other documented medical need that impacts his education, VSA would like to be as supportive as possible and provide the parent with reasonable accommodations. If the student has particular needs, the parent must complete the Educational Accommodation Request Form so that administration might consider how to best support the parent, and the child’s learning.

If indeed it is determined that special accommodations are warranted, a fee of $50 per course will be assessed in an effort to recuperate a portion of the costs VSA administrative and teaching staff incur in the process. The minimum charge for any accommodations is $150 per student. The form can be found in the VSA Parent Group in Schoology or on the Veritas Press website.

Homework Philosophy and Guidelines

Fulfilling the goals of a classical education does not necessitate assigning several hours of homework each night, nor is this practice desirable. Teachers should have a specific purpose in mind when homework is assigned. In the online environment that meets only twice per week there are expectations for reading and work to be done outside of class, but within a reasonable time for each course. Please refer to the online course listing for anticipated homework hours.

Extra Credit

Consistent with classical pedagogy, VSA does not permit extra credit in any of its courses.

Written Assignment Standards

• Written document uploads will be submitted in Microsoft Word (.doc or .docx) or Adobe .pdf format. Submissions in Apple Pages will not be accepted.
• Acceptable formats may vary by course and teacher. An exception to this is when a teacher requests or allows hand-written work.
• The body of uploaded written assignments shall be double-spaced, 12-point font.

Course Assignment Sheet

Each course will have a quarterly Course Assignment Sheet that will be shared among all sections of the course. Students should always refer to the Course Assignment Sheet for homework and assessment due dates.

Prior to the first day of class, students are expected to review the Course Assignment Sheet for each course to ensure they are prepared for the first day of class.

“Save Your Grade” Day

While it is an expectation that teachers will continually monitor student grades and have regular contact with students and parents when problems are noticed, one day each quarter will be designated as “Save Your Grade” Day. It will normally fall two to three weeks before the end of the quarter. The purpose of the Day is to notify parents of any student in danger of receiving an F at the quarter’s end.

Quarterly Grading and Comments

VSA has dynamic grading; the grade displayed is the current grade and parents can print a report of student progress at any time. Teachers will provide scheduled comments on student progress four times per year at the quarter points. An official Report Card can be printed at the end of the academic year and the end of Summer B term which covers both Summer A and Summer B terms. Report Cards will not be emailed to parents of part-time students. Full-time Diploma students will receive a report card at the end of each academic year.

The dates can be found in the VSA Calendar and on the Veritas Press website.

Teachers are expected to grade and return all assignments to students within 48 hours, except for papers roughly 500 words in length (one page, single-spaced, or two pages, double-spaced) or longer. Papers roughly 500 words in length or longer must be graded and returned within seven days of the due date.

Upper level math and science courses, such as Physics and Calculus, may require additional time than the usual 48 hours to grade, depending on the assignment. At no time should an assignment be graded more than seven days following the due date.

Amendments

VSA reserves the right to make practical changes to the Parent/Student Handbook throughout the year, and any such changes will be notated in this section of the Handbook.

• June 18, 2026: Retake Policy changed to include modern foreign languages. “Secondary math, modern foreign language, and Physics classes are limited to one retake per semester; other subjects allow for more, as the objective is to afford students additional opportunities to learn material. There are no retakes allowed on secondary math, modern foreign language, and Physics midterm and final exams.”
• September 1, 2026: Update for Grammar Archive Viewing Reports. “For grammar students, the Archive Viewing Report serves as a parent confirmation that the archived class was viewed. Although the report is accessed through the student’s account, it must be completed by the student’s parent or guardian.”