I. Students experience various learning domains: spiritual, religious, cognitive, affective, social and psychomotor. The curriculum is compatible with Diocesan policy, school philosophy, and the California State Frameworks. Infused in all subject areas is a focus on Christian values and faith development aimed at commitment to the message of Christ and service to others.
A. Subject areas taught:
1. Religion: integral part of the educational program for all students at all grades levels. Parents are encouraged to participate in the home activity lessons and liturgies.
a. All students, grades 1-8, are required to attend the 8:00 A.M. Liturgy every Friday.
b. Other liturgies planned by students in the form of prayer services, Bible vigils, Stations of the Cross, and the Sacrament of Reconciliation are held throughout the year.
c. Sacramental preparation is required for Catholic parents/students prior to reception of First Penance/Eucharist.
d. Family Life education is integrated in Religion and Social Science.
2. Language Arts: reading, phonics, spelling, composition/grammar, literature, speaking, and listening are integrated.
3. Mathematics: computation, problem solving, statistics, probability, patterns/ functions, geometry, logic, measurement, algebra, and estimation, use of technology
4. Social Science: history, geography, economics, current events, multi-cultural appreciation, related literature
5. Science: physical, biological and earth are integrated through major unifying themes
6. Visual and Performing Arts: music appreciation, history, and performance; art history, appreciation and production; drama; and rhythmic movement are integrated into the curriculum.
7. Health and Safety: family life, nutrition, and substance abuse prevention
8. Physical Education: physical fitness
9. Handwriting: writing with a purpose and writing across the curriculum; cursive begins in grade 2.
10. Computer literacy: word processing, some desktop publishing
B. Structure
Kindergarten – grade 3 are self-contained rooms with credentialed specialists in P.E., Music, Computers; limited team teaching for science, art, creative writing.
Team teaching occurs in grades 4-5, with credentialed specialists in P.E., Music, Computers, and Science.
Grades 6-8 are departmentalized classes with credentialed specialists for P.E., Music, Computers, Science, Language Arts and Mathematics.
II. WASC/WCEA ACCREDITATION
Every six years, our school participates in a self-evaluation and accreditation process required by the Western Association of Schools and Colleges. An outside review committee visits the school and makes both recommendations and commendations pertaining to the school’s program. After accreditation, the Western Catholic Education Association certifies the school for the same time span as WASC. The school then formulates an action plan, updated each year by the staff and School Affairs Committee. Both the evaluation/subsequent updating of the recommendations must be submitted to the Diocesan Office for review. The process involves faculty, staff, administration and parents.
Please respond to parent surveys that are sent home in the “Family Informer”. This shows your interest and often determines modifications for improving the school.
III. TESTING
A. Standardized:
1. Stanford Achievement Test (nationally normed), Grades 2-8. The “Stanford” is new in the Diocese this year. It is a battery of tests administered at the end of September. Tests are machine scored and results reported to the parents, school and Diocese by the Psychological Corp., a division of Harcourt Brace Jovanovich, the copyright owner of the tests.
2. Standardized tests of academic performance are administered to new students for determining appropriate grade level.
B. Assessment of Catholic Religious Education (ACRE): Grades 5 and 8 (nationally normed by National Catholic Education Association.
C. Teacher prepared: often sent for parent signature
D. “Authentic Assessment: includes portfolios, projects, etc.
IV. PROMOTION/RETENTION
Usually only students who complete requirements with minimum proficiency in the basic skills of a particular grade are promoted to the next grade. Retention vs. Promotion is always a dilemma for both teachers and parents.
In cases of slow progress, each child is considered individually. Retention does not solve behavioral problems or slow learning patterns. Any decision concerning promotion vs. Retention is made after considering all facts related to the child’s development (emotional, physical, social as well as intellectual and academic) collected from a wide range of sources throughout the year. Completion of Light’s Retention Scale is one factor in the process. Regular supplementary tutoring, individualized program modification, adjustment to another school, specialized testing or summer school may be required.
Retention is considered only in very specific circumstances and as a last resort. St. Mary’s teachers often recommend tutors for enrichment and support during the summer months. Retention should never be punitive for lack of effort, slow ability or inappropriate behavior (immaturity).
MINIMUM PROCEDURES WHEN CONSIDERING ACADEMIC RETENTION
1. Consultation between teachers and principal as early as possible in the first semester when a student shows reluctance to complete assignments. Usually a parent conference and individual student contracts/rewards help remedy recalcitrant learners.
2. Parent conferences held and documented no later than the beginning of the second semester to advise parent/guardian of the possibility of retention and to discuss possible remediation.
3. Follow-up conferences with the parents are held and documented to evaluate the academic progress of the child.
4. Evaluations and reports to parents must indicate failure to achieve minimum objectives in at least two basic subjects and a favorable indication from the Light’s Retention Scale instrument.
5. If a student is placed in the next grade because of parental wishes over the objections of the school’s professional staff, parents need to sign a statement as to the reason or just cause. The student would be considered “transferred”/adjusted to the next grade, not promoted.
6. In very rare instances, a team of teachers, counselor and principal may recommend a “transfer/adjustment” to the next grade with appropriate parent conferences/ documentation. The recommendation usually results from considering all factors: social/emotional/physical/marginal student effort. Perceived ability has no merit in the promotion vs. Retention dilemma.
V. TUTORING
A. Definition
Tutoring is a regularly scheduled session arranged by a parent or guardian for a child and an individual tutor.
B. School Policy
1. When tutoring is desired/recommended, parents may initiate a request through the principal or classroom teacher and will be offered a list of available tutors and learning centers including interested St. Mary’s teachers.
2. Tutoring may be required as a condition for promotion. The regular classroom teacher or principal will give a list of tutors and local learning centers to parents.
3. Parents are responsible for tutoring fees. These may be set or negotiated with individual agencies or teachers. There are no Diocesan guidelines for tutoring fees.
VI. HOMEWORK
A. Reasons for Homework
1. To reinforce concepts/skills presented in class
2. to foster student’s creativity and discipline
3. to train the student to work independently 4. to provide an opportunity to budget time
B. Time spent on homework should not exceed an average:
One activity Kindergarten 15-60 minutes each day Grades 1-3 45-90 minutes each day Grades 4-5 2 + hours each day Grades 6-8
C. Parent Information:
Teachers will inform parents about the homework policy during Parent Orientation in September. We urge all parents to demonstrate interest in their child’s homework. It is the students’ responsibility to record assignments and complete them on time. Please contact the teacher if your child seems to be frustrated and spending too much time daily on homework.
VII. GRADING
Students are always encouraged to do their best in all areas. Grades should reflect a student’s total performance in class, homework, tests, class participation and special projects.
Grade indicators for Kindergarten and Grades 1-3 are based on developmental levels and growth, not on numerical averages, e.g. O, VG, G etc. These cannot equate to letter grades!
GRADING PHILOSOPHY
Students are expected to work up to their full potential and succeed. Since potential cannot be measured empirically, it is important to communicate with parents whether expectations for individual students are realistic. Students in grades 4-8 earn their grades by working; achievement should be based on various types of assessment, i.e., teacher observation/interview, rating scales for oral presentations, rubrics for written composition, project completion, quality of reports, written tests, homework and class participation.
A. Grading system for 1-3:
O Outstanding
VG Very Good
G+ Good and improving
G Good
S Satisfactory
NI Needs Improvement
U Unsatisfactory
NE Not evaluated
B. Grading system for 4-8
93-100 A = Outstanding
90-92 A- = Very Good
An “A” grade is awarded to those students who:
1. perform outstandingly in tests, classwork, class participation and homework
2. take the initiative to exceed class requirements
3. complete appropriate assignments following absences
87-89 B+ = Good +
83-86 B = Good
80-82 B- = Good -
A “B” grade is very good and is based on:
1. test scores, daily work, homework
2. above average participation in class activities
3. appropriate make-up work following absences
77-79 C+ = Satisfactory +
73-76 C = Satisfactory
70-72 C- = Satisfactory -
A “C” grade reflects completion of minimal requirements:
1. average class assignments, tests, homework, and class participation
2. some make-up work after absences
67-69 D+ = Needs Improvement
63-66 D = Needs Improvement
60-62 D- = Needs Improvement
A “D” grade is a grave concern. It indicates:
1. frequent failure to complete class assignments or make-up work after absences
2. poor test results, inattention in class
3. little or no participation in class
0-59 F = Unsatisfactory
An “F” grade is given when there is absolute refusal to complete assignments, to participate in class work and activities and for poor performance on tests.
NE = Not evaluated
HONOR ROLLS:
Principal’s Honor Awards, Honor Roll, and certificates of recognition are awarded to affirm high student academic achievement, effort and improvement in Grades K-8. A Court of Honor and Awards Assembly is held at the end of each quarter, at which time students will receive their awards.
The following criteria are used in presenting the awards:
1. Principal’s Honor List (recommended by teachers, one or two students per quarter) awarded to those who best exemplify the ideals of St. Mary’s School: at least a 2.5 GPA with no “F” grades; satisfactory conduct, positive attitude, i.e., exemplary scholarship and effort, Christian behavior, citizenship, sportsmanship, voluntary service to the school, classmates and the community. Service is emphasized.
2. Honor Roll: requires a computed GPA of 3.0 in all subjects and graded behavioral traits with no individual grade below “C”. The homeroom teacher according to the following point values computes Grade Point Average:
A = 4.0
B = 3.0
C+ = 2.5
C = 2.0
C- = 1.5
D = 1
3. Certificates of Recognition in subject areas, improvement, participation, and effort.
Awardees have at least 2.0 GPA, satisfactory citizenship, G or above in effort and teacher recommendation.