All questions regarding Policy 600 – Curriculum, Instruction & Assessment can be referred to:
Sister Edward Quinn, Asst. Superintendent of Curriculum, Instruction and Assessment
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General Policies| Section: CIA-600 | Rev: 10/2021
All curriculum policies and procedures are established by the Office of Catholic Education through the Department of Curriculum, Instruction, Assessment and related Staff Development for PK-8. In establishing curriculum policies and procedures, the Secretary for Catholic Elementary Education through the Department of Curriculum, Instruction, Assessment and related Staff Development for PK-8 is assisted principally by curriculum committees and local school
administrators.
The Department of Curriculum, Instruction, Assessment and related Staff Development for PK-8 provides the following services:
Curriculum Guidelines | Section: CIA-601 | Rev: 10/2021
Religious values should permeate all areas of the curriculum and are key components of interdisciplinary learning at the elementary level. Additional information can be found in Section 400 of Policies and Procedures.
ELA includes instruction in reading, writing, vocabulary, phonics, spelling, grammar, handwriting and library/reference skills. Integration of language skills across the curriculum is strongly encouraged.
The Elementary Mathematics Curriculum is divided into ten levels of instruction beginning with Kindergarten and extending to an Algebra I Curriculum. With the exception of honors math students, students are heterogeneously grouped for mathematics instruction.
Students who complete the Honors Math program and satisfactorily master the Advanced Algebra curriculum according to criteria established by the PK-8 Committee are able to begin their second-year of secondary mathematics in the freshman year based upon the policies of the secondary school they select to attend.
Emphases in the Social Studies Curriculum include: culture; time, continuity, and change; people, places, and environments; individual development and identity; individuals, groups, and institutions; power, authority, and governance; production, distribution and consumption; science, technology, and society; global connections; and civic ideals and practices. Students at every level are asked to commit to memory important patriotic documents and songs.
Qualifications
Role
Responsibilities
Appointment
The Assistant Superintendent of Curriculum and Instruction appoints the Curriculum
Committee Member with the approval of the Secretary for Catholic Elementary
Education.
Responsibilities of Curriculum Coordinators
Information literate students are effective users of information in a variety of formats. The school media information center is the vehicle that provides opportunities for students to attain information literacy and to foster a lifelong interest in acquiring knowledge. To the extent possible, each school should employ a full time certified school media information professional/librarian. The school media information professional’s function in the school is to provide leadership and expertise in the effective use of information and instructional technologies in order to meet the established academic standards.
The school library information professional’s responsibilities include:
Educational field trips are encouraged. Trips to the amusement parks are not considered an educational experience. Overnight trips for elementary school students are not permitted. It is recommended that each class have a minimum of two trips each year. Written permission from parents for students to participate is required for each trip. A faculty member, assisted by other adults, must accompany the students on any field trip.
Field trip permission forms are required for all trips. If both parents have shared legal custody, they both sign the permission form. If one parent is out of town or otherwise unavailable, the fact should be noted on the form. If one parent has sole legal custody, permission must be obtained from this parent with an acknowledgment that this parent is sole custodian of the child. If there are two legal guardians, permission must be obtained as indicated above for two parents. If there is no parent and only one legal guardian, permission must be obtained from the sole guardian with an acknowledgment that he/she is the sole guardian.
As far as possible, school buses and/or leased buses should be used for field trip transportation. The use of private cars to transport students other than a parent transporting his/her own child is strongly discouraged. If private cars/vans are used, parents should sign a separate statement on the field trip form agreeing to the mode of transportation.
If parents are driving their own vehicle (private car), the parent’s auto policy is primary coverage for physical damage and auto liability in the event of an accident during a field trip. If parents/guardians are driving private cars, they should be informed in writing whether the school has insurance coverage noted below that their auto insurance is primary; The Archdiocese is not an Insurer for parent personal vehicles.
The basic principles involved in successful field trips are planning, correlating the trip to the curriculum, recruiting volunteers, implementing the plan and following through after the trip. Basic principles are the same whether trips are to be walking ones, or children are to be transported by bus, van, or car.
Before a field trip is planned, the teacher obtains permission of the administrator. At this time the purpose, objectives, and goals are discussed. The teacher then requests parent/guardian helpers for the trip. The teacher should be well informed about the trip, check safety hazards, rest room facilities, food, parking areas, and the time scheduling of the trip. It is extremely important to plan a “dry run” of the place being visited to assure the appropriateness of what will be said, how it will be conveyed, and exactly what will be shown.
The local school determines how chaperones are selected and, once selected, school personnel communicate various responsibilities that chaperones will have throughout the field trip experience. The school should follow established policy for clearances requiring all chaperones to possess clearances for field trips. Both teacher and chaperones should be apprised of emergency procedures including contact to school and parents, if necessary. In addition, if there is a serious emergency, the school administration should notify the Office of Catholic Education.
It should be carefully noted that on educational field trips, proper supervision is necessary for the safety and welfare of the students. Field trip permission forms are kept for the duration of the school year. In the event that a problem/incident occurs on a field trip, permission forms for that class should be kept for seven years.
Length of School Year
Pennsylvania School Code (Article XV – P.S. 15-1501) requires 180 full instructional days in a school year. Social events or activities with no instructional purpose may not be included as instructional time.
Length of School Day
Pennsylvania School Code (Article XV – P.S. 15-1504) requires between five and five and one half hours of instructional time according to grade level. Directives for the first week of school are sent to each school prior to the opening by the Secretary for Catholic Elementary Education.
Distribution of Time
It is important that all schools follow the time allotments prescribed for beginning and close of the school day. According to the Pennsylvania School Code, instructional time allotments are exclusive of lunch and recess, arrival and dismissal times. Shortening the school day, school year, or any abuse of the official school calendar could result in violation of the School Laws of Pennsylvania, and consequent withholding of state assistance.
Arrival and Dismissal
Homeroom or activity periods may not be included in instructional time. The schedule for opening and closing of school should be arranged to allow time for homeroom or activity periods.
The schedule for the opening and closing of the school day should also allow sufficient time for unpacking and packing of books, clothing needs, and other necessary activities. It is the responsibility of the administrator to arrange the schedule for the opening and closing of school to allow ample time for entering and leaving the building so that there is no loss of instructional time.
Lunch and Recess
Pennsylvania School Code (Article XV – P.S. 15-1504) mandates that all students must be given time allotments for lunch during the regular school schedule. Because lunch and recreational facilities, etc., vary greatly among elementary schools, the scheduling of lunch and recess periods is left to the discretion of the local administrator. However, neither lunch nor recess may be included as instructional time nor may they be used to “make up” for lost instructional time. Sufficient time should be allowed for lunch and recreation without unduly extending the lunch or recess periods. The length of the recess period will vary with the age of the children. Recess should be scheduled in such a way that the length of the school day will be equalized for all grades.
Interdisciplinary instruction and flexible scheduling are encouraged, especially in schools that have embraced STREAM instructional programs. Priority should be placed on covering the content of the curriculum at each level rather than completing a specific amount of time in each content area. The following time allotments are samples only. Each school is encouraged to be creative in their scheduling to insure that the content is being taught.
Instructional time must total 5 1/2 hours daily excluding arrival, dismissal, recess and lunch.
| SUBJECT (not including World Languages) | GRADES 1 & 2 |
GRADES 3 & 4 |
GRADES 5 – 8 |
| Religion | 150 | 175 | 220 |
| English Language Arts (Reading, Writing, Listening, Speaking) |
900 | 750 | 500 |
| Mathematics | 225 | 225 | 275 |
| Science | 45 | 150 | 220 |
| Social Studies | 45 | 150 | 150 |
| Technology | 30 | 45 | 55 |
| Fine Arts (Visual and Performing Arts) |
90 | 90 | 110 |
| Physical Education | 45 | 45 | 45 |
| TOTAL | 1,530 | 1,630 | 1,655 |
| SUBJECT (including World Languages) | GRADES 1 & 2 |
GRADES 3 & 4 |
GRADES 5 – 8 |
| Religion | 150 | 175 | 220 |
| English Language Arts (Reading, Writing, Listening, Speaking) |
855 | 710 | 420 |
| Mathematics | 225 | 225 | 275 |
| Science | 45 | 150 | 220 |
| Social Studies | 45 | 130 | 190 |
| Technology | 30 | 45 | 55 |
| Fine Arts (Visual and Performing Arts) |
90 | 90 | 110 |
| Physical Education | 45 | 45 | 55 |
| World Languages | 45 | 60 | 110 |
| TOTAL | 1,530 | 1,630 | 1,655 |
Curriculum Accommodations
Simply Defined
A small alteration, adjustment or limitation in the existing grade level curriculum expectations which is not commonly done for all students within the regular elementary classroom. The accommodation should maintain the integrity of the subject matter so that the student in this plan achieves the necessary foundation of skills for the grade level.
Applicable To
Students who have undergone a psychological-educational evaluation through the public school district, the intermediate unit, with a certified psychologist and a determination is made that a student is in need of small alterations, adjustments or limiting expectations in certain curriculum areas in order for the student to make progress.
Modified Plan
The specific results of the psychological-educational evaluation for a student should be reviewed by the school instructional support team. Membership on the instructional support team may include, but not be limited to, the principal, the teacher(s), intermediate unit personnel, Title I personnel, parents/guardians.
A modified plan should be maintained for a student requiring accommodations. An accommodation plan should describe the area(s) that will be accommodated and the necessary involvement and responsibilities by all parties, including the student, to ensure the success of the plan. (CIA 610.1 and CIA 610.2)
The plan must continue to bear the integrity of all curriculum areas for a specified grade level. Once the alterations, adjustments and the limiting of expectations become increasingly complex, further decisions need to be made around the best and most appropriate educational setting for the student.
Length of Time
An accommodation plan is valid for one school year. At the conclusion of the school year, the plan must be reviewed by the instructional support team,
including the following year teacher(s) of the student, to determine next steps.
It is not intended that a student remain on an accommodated plan from the beginning to the end of the elementary school experience without serious
scrutiny and the intention of moving the student beyond the need for alterations, where possible.
Re-Testing
Students who are on an accommodated plan as a result of a psychological educational evaluation must be re-tested every three years to see the progress of
the child and to use this tool as an integral part of the ongoing plan.
Notification and Consent
To ensure that parents/guardians understand that their child is on a and Consent: Accommodated Plan and will receive an adapted grade, a written agreement (cf P/P CIA 610.1 and 610.2) must be on file.
Adapted Grading
Grading
Since a child that has received an adapted grading plan has still met and achieved all the expectations of the curriculum, there is no need to denote these on the report card since the parents were informed of this when the 609 plan was developed.
Although the expectations of the curriculum were altered with a child that received accommodated assessments or instruction, there is no need to denote these on the report card since the parents were informed of this when the 609 plan was developed.
Template: Elementary Curriculum Accommodations and Adapted Grading Policies Agreement
Template: Elementary Curriculum Accommodations and Adapted Grading Policies Plan
Template: Elementary Curriculum Accommodations and Adapted Grading Policies Agreement
Homework refers to an assignment made by a teacher that will positively reinforce a concept presented in class and should include both written and study assignments. Homework assignments should be such that they can be done by the student independently. While this does not preclude parental help or interest, the assignments should not require undue parental assistance or supervision. Ample time should be allowed for the completion of out-of-class research assignments or projects.
Homework for the sake of homework should not be given. Unless the assignment has real meaning and value for reinforcement of class work, it serves no purpose. Punishment assignments are absolutely forbidden. While the quality and completion of homework assignments may contribute to a student’s report card grade, academic points should not be deducted solely because of incomplete or undone homework.
The following time allotment is suggested for homework. This includes both written and studied assignments. Homework assignments may not exceed these limits.
Teachers in departmental situations should coordinate assignments to insure that these time limits are adhered to.
The Archdiocese of Philadelphia’s standardized test program is administered in all grades (K-8) in the Spring of the school year. It is recommended that schools opt to test non-mandated grades (K, 1, 2, and 8) in addition to the required grades (3,4,5, 6 and 7).
The administrator is responsible for the effective administration of the standardized test program within the school. Therefore, administrators and teachers new to the Archdiocese are encouraged to attend pre/post test workshops in order to ensure for the effective administration of the standardized test. The administrator is responsible for ordering, maintaining, and securing standardized test materials. It is the responsibility of the school to provide accurate student data for the testing database. A classroom teacher or a member of the support staff may be appointed by the administrator to assist with these duties and/or act as a coordinator of the program. In the event of a breach of security, the Assistant Superintendent of Curriculum and Instruction for PK8 and Staff Development should be contacted immediately to determine the appropriate action to be taken.
Administrators and classroom teachers are encouraged to analyze standardized test reports, share appropriate reports with parent(s)/guardian(s), and use the information gleaned from the reports to plan for the improvement of instruction in the school, in the classroom and for the individual student. Administrators are encouraged to use standardized test results, when appropriate, in marketing the academic program of the school to parents interested in admission to the school and in public relations materials used for this purpose. The administrator may also share school reports with the Home and School Association as a means of providing an academic report on the progress of the school.
End-of-year Assessments in Religion, English Language Arts, Mathematics, Science and Social Studies are administered to students in the elementary schools at the end of the third trimester. The Office of Catholic Education through the Department of Curriculum and Instruction for PK-8 and Staff Development provides an end-of-year assessment schedule to all schools. Schools should follow this schedule so that the integrity of the assessments are not compromised. Parents should be notified regarding end-of-year assessment schedules in a timely manner. Schedules should be designed to provide students with an optimal testing experience.
It is the responsibility of the local school administrator to monitor student assessment and grading. This may be accomplished by reviewing the contents of the assessment folder that should be maintained for each student in his/her respective classroom. Additionally, the administrator should regularly review mark books for adherence to guidelines and policies regarding assessment and evaluation. Parent(s)/guardian(s) have the right to see grades and review test folders and portfolios.
Teachers should have at least five evaluations for each core curricular area per trimester marking period. Evaluation should provide a sufficient and valid measure of a student’s work and progress to warrant giving a specific grade.
Evaluations other than tests should be included in determining the grade of a student. Such evaluations may include, but should not be limited to: projects, performance assessments, cooperative learning projects, class participation, class work, etc. Reporting on areas such as effort, homework, conduct and attitude should be noted in the appropriate spot on the report card and not enter in as factors toward a grade in a content areas.
The report card should be an evaluation of the student’s performance in school as far as the teacher can determine and should show the student and his/her parent(s) / guardian(s) the steps that are necessary for further progress. Report cards are issued three times a year in accord with the schedule set by the Office of Catholic Education.
Every school should have a failure warning policy. When a student is performing in an unsatisfactory manner, the failure warning policy of the local school should be employed. Parent(s)/guardian(s) must be notified of the possibility of a failure prior to the issuing of the report card and a conference should be scheduled. This should be done in sufficient time for a student to improve a failing grade.
The student’s ability must be considered in making judgments concerning the nonacademic portion of the report card. In settings or where more than one teacher is responsible for the student, teachers should collaborate on the grades for the non-academic portion of the report card, that is: Personal & Social Growth and Effort & Study Skills. Infractions for conduct may never be used to deduct points from any academic subject.
If a student has been absent for a prolonged period of time, the teacher, with the approval of the administrator, may assign no marks for that period. Provisions should be made for makeup testing to take place, if appropriate. Otherwise, “prolonged absence” should be inserted in place of the grades in this column.
The marking code as indicated on both primary and upper grade report cards should be consistently followed in all grades. No grades below 70 should appear on the report card. Failures of any grade below 70 should be indicated by “F”. When recording grades on the student roll sheet, exact marks are recorded for 60 and above. No grade below 60 should be recorded on the student roll sheet, permanent record card or in the teacher grade book.
Grades 1- 3
The philosophy of the primary report card is to report the progress of the young child. No numerical values should appear on a report card or on primary grade assessments. The verbal interpretation of the letters should be emphasized with parents rather than numerical equivalents and this should be consistently followed in all primary grades. Letter grades should not be associated with numerical equivalencies. O (Outstanding) and U (Unsatisfactory) should not be used with great frequency. A mark for Social Studies and Science is given only in grade three.
Rubrics for Personal and Social Growth, Effort and Study Skills, Art, Music, Physical Education, Technology and World Languages
The use of rubric grades on the report card in Personal and Social Growth, Effort and Study Skills, Fine Arts, Physical Education, Technology, and World Languages should be preceded at the beginning of the school year and each trimester with an explanation of the rubrics to students and parents.
Careful assessment of a student’s performance and ability must be considered before retention is recommended. Except in unusual cases, retention is discouraged. The administrator and teacher should seek the assistance of the school’s Instructional/Educational Support Team (IST/EST), in making a decision to retain a student. Support services should also be sought prior to making a decision for retention. No student may be retained in a grade for more than an additional year or more than once during the elementary school years.
Parents should be informed in writing of the possibility of retention at the beginning of the second trimester and a conference should be scheduled. During the second and third trimesters, ongoing, consistent communication should take place with the teacher, administrator, and parent(s)/ guardian(s). Every effort should be made to reassure parent(s)/guardian(s) that the decision will be made in the best interest of the child.
Prolonged absence is never the basis for retention. If student achievement is affected due to a prolonged absence, retention in the grade may be necessary. Other alternatives may be pursued prior to the final decision such as: home-bound tutoring, supervised study, and/or summer school.