New Hope Christian School
Grace and Growth Program
A Student Support, Accountability, and Success Initiative
Program Purpose and Philosophy
The Grace and Growth Program is designed to provide students with additional guidance, accountability, and academic support when challenges arise that interfere with their educational success.
Rooted in the Christian principles of grace, personal responsibility, and growth, the program recognizes that students sometimes need additional encouragement, structure, and individualized assistance to overcome challenges.
Our goal is to help students develop positive behaviors, strengthen academic responsibility, and achieve success in the classroom while maintaining a supportive and respectful learning environment.
The program consists of three distinct components:
Behavioral Growth – Helping students recognize, reflect upon, and improve recurring behavioral concerns.
Academic Accountability – Helping students develop responsibility for completing assignments and maintaining satisfactory academic progress.
Academic Assistance – Providing additional instructional support and tutoring to students experiencing academic difficulties.
Each component is designed to address specific student needs while promoting accountability, personal growth, and academic achievement.
Our Commitment to Students and Families
At New Hope Christian School, we believe that every student has the ability to learn, grow, and make positive changes.
The Grace and Growth Program reflects our commitment to combining Christian grace with personal accountability, encouragement, and academic support.
Through cooperation among students, parents, teachers, and administration, we seek to provide opportunities for students to overcome challenges, develop responsibility, and experience lasting success.
Our goal is not simply to correct a problem, but to equip students with the character, confidence, and skills they need to succeed both inside and outside the classroom.
“Therefore encourage one another and build one another up.” — 1 Thessalonians 5:11 (ESV)
Part 1: Behavioral Growth
Encouraging Positive Choices and Personal Responsibility
Purpose
The Behavioral Growth component provides additional guidance and structured intervention for students who demonstrate recurring behavioral concerns that negatively affect their learning, the learning of others, or the overall classroom environment.
This component is intended to help students recognize the impact of their choices, develop appropriate behavioral responses, and demonstrate lasting improvement.
When This Component May Be Used
Students may be referred when:
Behavioral concerns have continued over an extended period.
Repeated classroom disruptions interfere with the learning environment.
Previous interventions have not resulted in sustained improvement.
Continued behavioral concerns may otherwise warrant more serious disciplinary action, including suspension.
Behavioral Growth is not intended for isolated or first-time behavioral incidents.
Interventions Before Referral
Before a student is assigned to this component, reasonable efforts will be made to address the concerns through established classroom and administrative procedures. These may include:
Individual teacher/student conferences.
Communication with parents through telephone calls or emails.
Parent/teacher conferences when appropriate.
Administrative conferences with the student.
Parent participation in administrative conferences when appropriate, particularly for younger students.
Additional classroom interventions designed to encourage improvement.
If behavioral concerns continue despite these interventions, assignment to the Grace and Growth Program may be considered.
Program Activities and Expectations
Behavioral Growth sessions will be supervised and directed by school administration.
Depending on individual needs, students may participate in:
Guided discussions concerning specific behavioral concerns.
Personal reflection on choices and their consequences.
Assigned readings related to responsibility, respect, self-control, and character development.
Written reflections or responses addressing behavioral concerns.
Development of practical strategies for making more positive choices.
Desired Outcome
The goal is for students to demonstrate improved decision-making, greater personal responsibility, respect for others, and the ability to participate positively in the classroom environment.
This component is intended to provide a constructive opportunity for correction and growth and, when appropriate, serve as an alternative to more serious disciplinary consequences.
Part 2: Academic Accountability
Developing Responsibility and Improving Academic Performance
Purpose
The Academic Accountability component assists students who have developed recurring patterns of missing or late assignments that negatively affect their academic progress.
This component emphasizes the importance of completing assigned work, meeting deadlines, and accepting responsibility for academic obligations.
When This Component May Be Used
Students may be referred when:
Multiple assignments remain incomplete or have been submitted late.
Missing assignments have accumulated in one or more classes.
Grades have declined to an unacceptable level because of missing or late work.
Previous classroom interventions and parent communications have not resulted in meaningful improvement.
This component is not intended for students who occasionally forget or miss an assignment. It is designed to address ongoing patterns that interfere with academic success.
Interventions Before Referral
Before assignment to this component, teachers and administration will make reasonable efforts to help the student correct the problem through:
Teacher/student conferences addressing missing work and expectations.
Parent notification through telephone calls or emails.
Parent/teacher conferences when appropriate.
Administrative conferences with the student.
Parent participation in conferences when appropriate.
Opportunities to correct missing work and improve academic responsibility.
If these efforts do not produce sufficient improvement, the student may be assigned to Academic Accountability sessions.
Program Activities and Expectations
Students assigned to this component will meet under administrative supervision.
Sessions may include:
Individual conferences concerning academic responsibility.
Reviewing missing assignments and current academic standing.
Developing strategies for organization, time management, and assignment completion.
Providing structured time to complete outstanding assignments.
Establishing achievable goals for improving academic performance.
Assignment Completion and Grading
The program is designed to provide students with an additional opportunity to complete missing work and improve their academic standing.
Assignment grades and credit for late work will remain subject to established school grading policies and teacher expectations.
Desired Outcome
The goal is to help students develop consistent work habits, improve assignment completion, accept responsibility for academic expectations, and achieve grades that more accurately reflect their abilities.
Part 3: Academic Assistance
Providing Additional Instruction and Encouraging Academic Success
Purpose
The Academic Assistance component offers additional educational support to students who are struggling academically despite reasonable efforts to complete their work.
Unlike Academic Accountability, this component is not disciplinary in nature. It is a supportive service intended to help students better understand instructional material, strengthen academic skills, and build confidence in their abilities.
Referral and Acceptance Procedures
Referrals to the Academic Assistance component of the Grace and Growth Program may be made only through school administration.
Classroom teachers may recommend students for additional academic assistance; however, all referrals must be reviewed and approved by administration before a student is assigned to the program.
Acceptance into this component will be determined by administration based on:
The student's demonstrated academic needs.
The availability of qualified staff members or A+ student tutors.
Available program space and scheduling.
The school's ability to provide appropriate instructional assistance and supervision.
Submission of a request does not guarantee acceptance into the program.
Program Activities and Expectations
Academic Assistance sessions will provide students with opportunities to receive individualized instructional support.
Assistance may include:
Additional explanation of classroom lessons and concepts.
Guided practice with assignments.
Assistance in completing work affected by absences.
Reinforcement of foundational academic skills.
Individualized tutoring based on student needs.
Tutoring may be provided by:
Classroom teachers.
School administrators.
A+ student tutors working under direct adult supervision.
Supervision Requirements
All tutoring sessions will be supervised by school administration or an authorized staff member.
A+ student tutors will never be left alone with a student receiving assistance. An administrator or authorized staff member must remain present throughout the session.
Parent Participation
Because Academic Assistance is an optional support service, participation will be offered as resources permit. Administration will make reasonable efforts to accommodate students who would benefit from additional instructional support.
Desired Outcome
The goal is to improve student understanding, strengthen academic performance, increase confidence, and provide students with the additional tools needed to succeed independently.
General Program Guidelines
1. Referral and Assignment
The Grace and Growth Program is intended to provide additional intervention when students need support beyond normal classroom procedures.
For Behavioral Growth and Academic Accountability, assignment will generally be considered only after reasonable classroom and administrative interventions have been attempted without sufficient improvement.
First-time behavioral concerns and occasional missing homework assignments will not ordinarily result in assignment to the program.
Academic Assistance may be offered whenever a student demonstrates a need for additional instructional support.
Because Academic Assistance is an optional support service, participation will be offered as resources permit. Administration will make reasonable efforts to accommodate students who would benefit from additional instructional support.
This program is not intended to replace any tutoring provided by staff members on their own time nor tutoring programs families have joined outside the school through private programs.
2. Parent Communication
Communication and cooperation between the school and parents are essential to student success.
For Behavioral Growth and Academic Accountability, parents will have been informed of ongoing concerns through teacher or administrative communication before a student is referred to the program.
Under normal circumstances, parents will receive a minimum of two (2) days' advance notice before their student is scheduled to attend a Grace and Growth Program session.
3. Length of Program Assignment
The length of a student's assignment will be determined individually based on:
The nature and severity of the concern.
The frequency and duration of previous issues.
The student's response to earlier interventions.
The student's progress toward established goals.
Previous participation in the program.
Students with persistent or recurring concerns may be assigned to longer periods of participation.
Repeated referrals may result in increased assignment lengths to provide additional time for intervention and improvement.
Academic Assistance sessions will be scheduled according to the student's instructional needs and availability of support staff. Sessions could be a minimum one day per week (more if needed and staff are available) and for a total of one week or more if needed. This service is intended for short term tutoring over a specific topic/skill, not a long-term tutoring solution.
4. Program Location and Supervision
All Grace and Growth Program sessions will take place in the school's Commons area or designated classroom.
This designated location provides a consistent, supervised environment that promotes student safety, accountability, and productive participation.
Appropriate adult supervision will be maintained during all sessions to protect students, student tutors, and school personnel.
5. Parent Participation and Opt-Out Procedures
Parents will be notified in advance of their student's scheduled participation and may request that their child not attend.
The following considerations apply to each component:
Behavioral Growth
Parents may decline participation. However, they should understand that this component may be offered as an alternative to more serious disciplinary consequences, including possible suspension. Declining participation does not eliminate the underlying behavioral concern or prevent the school from applying other established disciplinary policies and procedures.
Academic Accountability
Parents may decline participation. However, missing or incomplete assignments will remain subject to established grading policies, including grades of zero when applicable, and established instructor standards and expectations. Declining participation does not remove the student's responsibility for completing assigned academic work.
Academic Assistance
Parents may decline participation without consequences. This component is provided solely as an additional educational support opportunity.
6. Individualized Student Support
The Grace and Growth Program recognizes that each student has unique needs, strengths, and challenges.
Program assignments, activities, and expectations will be developed with consideration for the individual student's circumstances.
The primary emphasis will remain on helping students make meaningful improvements rather than simply completing a required number of sessions.