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:

• Publication of Programs Approved For Use in the Elementary Schools of the Archdiocese of Philadelphia
• Guidance for Scheduling in Curriculum Areas
• Preparation of Archdiocesan End-of-Year Assessments
• Coordination of Standardized Testing and reporting
• Establishment of assessment, evaluation, and grading procedures
• Establishment of curriculum committee procedures and responsibilities
• Appointment to curriculum committees
• Coordination of curriculum-related staff development programs
• Coordination of Act 48 staff development reporting system
• Coordination of Middle States Accreditation Process and Blue Ribbon Process

Curriculum Guidelines  | Section:  CIA-601 |  Rev:  10/2021

• Be supportive of the curriculum policies of the Archdiocese of Philadelphia
• Be knowledgeable of the subject area curriculum content for which they are
  responsible
• Have adequate teaching experience
• Be interested in promoting excellence in this subject area
• Desire to develop leadership skills and work collaboratively with colleagues
• Desire to grow professionally
• Be willing to assume the role of curriculum coordinator

Responsibilities of Curriculum Coordinators

• Meet regularly with the administrator to report on the progress and/or the needs of the subject area for which they are responsible
• Review curriculum communications from the Office of Catholic Education and disseminate information to the faculty
• Work with the administrator and faculty to establish local curriculum policies and procedures
• Communicate information regarding staff development opportunities to the faculty
• Act as a resource to assist teachers with specific curriculum needs
• Analyze standardized and local test results and aid the faculty in addressing areas of concern in the particular subject area
• Collaborate with the administrator in guiding the evaluation process for the selection of a new program or textbook series
• Oversee the maintenance of teacher materials including: guidelines, teachers’ guides, assessment materials, classroom materials, etc.
• Assist in the ordering process of curriculum materials
• Encourage participation of teachers and students in contests and/or related activities in the specific subject area
• Strive to remain current in the particular curriculum area of responsibility

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.

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.

• Grades 1 & 2 – 30 minutes
• Grades 3 & 4 – 60 minutes
• Grades 5 & 6 – 90 minutes
• Grades 7 & 8 – 120 minutes

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.

• Archdiocesan-prepared end-of-year assessments should be administered in Religion, English Language Arts, Mathematics, Science and Social Studies.
• End-of-year assessments in other subject areas should be reviewed by the administrator for content, professional quality, and format.
• An end-of-year assessment file should be maintained in the school office. These assessments should serve as placement testing for new students entering the school. Assessments should be kept on file for a period of two years beyond the date of administration.

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.