Educating Minds Hearts Spirit with Faith
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ST. PAUL SCHOOL
EDUCATING MINDS • HEARTS • SPIRIT WITH FAITH
STARTING THE NEXT
63 YEARS OF CATHOLIC EDUCATION
FAMILY – STUDENT HANDBOOK 2017 – 2018 (TK-8th grade) revised July 2017
WCEA/WASC ACCREDITED
St. Paul School 1 TABLE OF CONTENTS Statement of Intent ...... 8 Philosophy of Catholic Education – Diocese of Oakland ...... 8 Mission Statement, Philosophy, and Goals of St. Paul School ...... 9 Student Learning Expectations (SLE) ...... 10 Brief History ...... 10 Office Directory and Daily Schedule ...... 12 St. Paul Parish ...... 13 Personnel ...... 14 St. Paul School Faculty and Staff ...... 16 Definition of Terms ...... 17 Admissions and Withdrawals ...... 17 Admission Policy Application Process and Entrance Requirements Minimum Age Enrollment Fee Records at Entrance Transfer Student Requirements Special Needs Withdrawal Attendance ...... 19 Reporting Process Absence Absence: Non-Medical Truancy Appointments Tardiness Academic Credit Academics ...... 21 Religious Education Statement Accreditation General Curriculum Homework Academic Integrity Standardized Testing Additional Education Experience ...... 23 Class Sponsored Mass Sacramental Program Class and School Performances
St. Paul School 2 TABLE OF CONTENTS (continued) Additional Education Experience (continued) Class Sponsored Mass Sacramental Program Class and School Performances Educational Resources Eighth Grade Caritas Creek Environmental Education Program Field Trips, Education Outside the Classroom Garden/Sustainability Program Guest Speakers and Presentations Expanded Learning Program (ELP) Emergency Before/After School Care Middle School Homeroom Service Learning After School Sports Technology - hybrid learning, e-books, digital citizenship, wearable technology Grading and Assessment Criteria ...... 26 Grade Equivalents Characteristics that Support Learning Progress Reports Report Cards Honor Roll (grades 4-8) Promotion Retention Parent-Teacher-Student-Conferences ...... 30 Parent-Teacher Conference Overview Scheduling Parent-Teacher Conferences Requests by Parents Graduation ...... 31 Graduation Ceremony Graduation and Mass Attire Other Events Emergencies ...... 32 Earthquake Protocol Emergency Information Emergency Forms Individual Emergency Kits (for students) School Lockdown / Shelter in Place Emergency Dismissal Procedure Disaster Drills Medical ...... 34 Illness or Injury Communicable Diseases and Medical Conditions Parent to School Notification
St. Paul School 3 Lice Policy
St. Paul School 4 TABLE OF CONTENTS (continued) Health Requirements ...... 35 Immunization Free Health Examination Medications ...... 36 Policy Responsibility of Parents Pain Relievers and other over-the-counter drugs AIDS Policy Safety ...... 37 Schoolyard Safety Weapons Supervision of Students Traffic Safety Control and Parent Compliance Before School Drop Off Before-School Drop Off Diagram After School Pick Up Traffic Patrol Team Pick-Up for Expanded Learning Program After School Pick Up Diagram Financial ...... 42 Insurance Tuition Withdrawal-Adjustment of Tuition Tuition Assistance Sending Money to School Returned Checks Replacement/Miscellaneous Fees Returning Student Registration Billing Information Registration and Enrollment Policy – Past Due Accounts Additional Obligations Student Activities ...... 46 Morning Assembly Christian Service Program/Stewardship Altar Servers St. Paul Choir Sports Programs - St. Paul Athletics (SPA) Student Leadership Traffic Patrol Team World in Focus -Sustainability/Recycle Program Student Records ...... 48 Review of Student Education Records School Directory/Roster Emergency Disclosure Information
St. Paul School 5 Student Photograph Publication
TABLE OF CONTENTS (continued) Miscellaneous Student Information 49 ...... Special Needs Telephone Cell Phone Use & Other Technology School Supplies Textbooks and e-books Lost and Found Lunch and Snack Policy Student Uniforms 51 ...... Boys Girls Dress Code Scout Uniform policy Sports Uniform policy Uniform Excuse policy Uniform Infractions Non-Uniform Clothing Physical Education (P.E.) Dress Church Attire Free Dress Trips and School Outings policy Student Behavior and Actions 55 ...... School-wide Playground, Hallway, and Classroom Rules Discipline Pets Chewing Gum/Candy Cell Phone Use Illegal Substances Leaving School Grounds During School Day Vandalism/Property Damage Disciplinary Actions 57 ...... Detention Probation
St. Paul School 6 Recommended Transfer Suspension Policies and Procedures Expulsion Policies and Procedures
Nondiscrimination Policy ...... 61
St. Paul School 7 TABLE OF CONTENTS (continued) General Harassment Policy ...... 62 No Bully School Diocese of Oakland Student Sexual Harassment Policy Definition of Sexual Harassment Employee to Student Sexual Harassment Student to Student Sexual Harassment Retaliation Complaint Procedure Child Abuse or Neglect ...... 64 Use of Technology ...... 65 Technology Acceptable Use Consequences for Violation Supervision and Monitoring E-Mail Communication Acceptable Use of Parent/Student Communication St. Paul School Telecommunication Responsible Use Policy ...... 69 Additional Parent Information ...... 72 Parent’s Role in Education School-Home Parent Communication Morning Assembly and Student Body Events Classroom Visitation Policy Custody and Release of Minors Releasing Students during the School Day Contacting Teachers and Staff Emergency Information Change of Address or Telephone Number Social Events and Parties Alcohol/ Smoking Policy Grievance Procedures ...... 75 Complaint/Issue Resolution Family Cooperation/Removal of Student Parent Participation Hours (PPH) ……………………………………………………………………... 76 Volunteers ...... 78 Volunteer Code Megan’s Law Screening Background Screening (fingerprinting) Health Screening Safe Environment Certificate Training Field Trips – Use of Private Vehicles Chaperone Guidelines Lunch Server Guidelines
St. Paul School 8 TABLE OF CONTENTS (continued) Boards, Committees, and Organizations...... 82 St. Paul School Board Parent Teacher Group (PTG) Room Parents Committees Administrative Disclaimer and Severity Clause ...... 83 Handbook Agreement ...... 85 Addendum ...... 86 ...... o Medication Authorization form o Permission to Carry and Self Medicate form o Request for Access to Student Records form o Parent Guide to Standards-Based Grading – Dept. of Catholic Schools o Diocese of Oakland
St. Paul School 9 STATEMENT OF INTENT
The provisions in this handbook are designed to provide parents and students with information and guidance as to the procedures and rules of the school. The provisions in this handbook are not a contract and impose no obligation on the school. This handbook is not a part of the tuition agreement. The contents of this handbook may be changed as necessary at the school’s discretion and, if changed, written notification of such changes will be provided to parents and students. PHILOSOPHY OF CATHOLIC EDUCATION DIOCESE OF OAKLAND The Catholic elementary and secondary schools within the Diocese of Oakland are the expression of the educational ministry of the parishes, religious congregations, and of the Diocese itself. Under the authority of the Bishop, the schools share a common Christian vision, resources and responsibilities as they strive to serve the youth that are reflective of the diverse countries. The Diocese and individual schools are committed to include the poor in Catholic school education. The tenets and the tradition of the Catholic faith are integral components of the philosophy and goals of each school. All facets of Catholic education contribute to the faith development of the students and reflect the commitment to teach and model Catholic principles founded in the liberating love of Jesus Christ and the Good News as proclaimed by the Roman Catholic Church in contemporary society. The schools prepare youth to respect the sacred dignity of the person as an individual and as a responsible member of the community and also enable students to translate the Good News into action within a challenging and disciplined environment provided by caring and capable teachers. Finally, schools acknowledge that parents, who have the primary responsibility for the moral and religious development of their children, are partners with the parishes and the entire Christian community in the continuing education process. Together, they participate in the development of school policies, curricula and the budgetary process based on Christian values within the constraints of the local school resources. Consequently, Catholic schools are committed to provide 1. Activities that allow students to experience prayer and liturgy; 2. Quality educational opportunities for students of varied academic abilities; 3. Financial aid programs to assist those families unable to assume full financial responsibility for tuition; 4. Opportunities for students to serve others in order to fulfill the mandate of the gospel and the demands of justice and to recognize that society requires the cooperation and contribution of each of its members. It is this sense of common purpose which inspires each school community to strive to meet the challenge of the goals set by the Catholic bishops of the United States: "To be communities of faith in which the Christian message, the experience of community, worship, and social concern are integrated in the total experience of students, their parents and members of the faculty."
St. Paul School 10 MISSION STATEMENT
St. Paul Catholic School in the Diocese of Oakland educates children in the Catholic faith and nurtures their minds, bodies, and souls, inspiring them to live the Gospel of Jesus Christ, achieve their highest academic and creative potential, and actively serve and enrich the community ST. PAUL SCHOOL PHILOSOPHY
The philosophy of St. Paul School is twofold: first, to impart through instruction and by example, the truths of the Christian faith as found in the Roman Catholic tradition; second, to provide an academic curriculum and learning environment that enables students to achieve their learning and creative potential and to become responsible individuals in our Church and society. We believe the parents and caregivers are the primary educators and support them in this role. We provide relevant learning experiences to help students become confident and competent individuals who live within their community with integrity and faith. We recognize and celebrate the cultural diversity unique to our school, encouraging students to develop attitudes of mutual respect and understanding. SAINT PAUL SCHOOL GOALS Religious Goal To be a living model of the love and philosophy of showed to us Jesus Christ. Academic Goal To provide a learning environment which enables the intellectual development of each student to his/her fullest potential. Social Goal To help students develop a sense of mutual respect and mutual understanding for others and foster a personal responsibility for their immediate and global communities. They will understand their role as citizens and their responsibility to work with others in promoting quality of life and a sustainable society. Creative Goal To provide students with the skills and opportunities to explore ideas and solutions with curiosity, independence, initiative, reflection and personal expression. Psychological Goal To help students develop positive self-awareness so they can realize their greatest potential. Physical Goal To encourage students to develop a healthy lifestyle, understand the importance of good nutrition, an appreciation of fair play, and an enjoyment of games and team sports. Technological Goal To help students demonstrate knowledge of technology and its implications in society, and be able to use technology for creative activities or innovative solutions to problems.
St. Paul School 11 STUDENT LEARNING EXPECTATIONS (SLE)
A St. Paul School Graduate…
…is a faith-filled human being who demonstrates a basic understanding of the Catholic faith and traditions; values a personal relationship with Jesus Christ; celebrates our faith; demonstrates moral decision-making. …is a responsible human being who takes responsibility for his actions; respects the rights of others; exhibits healthy habits; cares for the environment. …is an effective communicator who uses the basic skills of written and oral expression with ease; listens to and respects the feelings and ideas of others; thinks critically and independently, and applies these skills in problem solving. …has a love of learning and is able to set clear goals and aspire to achieve them; is a self-directed, self-starter who knows the importance of making responsible choices; is actively engaged in using technology resources; has developed an appreciation of the arts. A BRIEF HISTORY OF ST. PAUL SCHOOL
This was then…. A Catholic presence can be traced to March 27, 1772, when Franciscan Father Juan Crespi, traveling with a party of Spanish explorers, celebrated Mass near a swamp that would one day become Lake Merritt in Oakland. A quarter-century later, Franciscan Father Fermin Francisco de Lasuen founded Mission San Jose as the 14th of California’s eventual 21 missions. The friars of the mission sought to catechize and educate the Chochenyo, a division of the indigenous Ohlone people who lived throughout the region prior to the arrival of the Spaniards. As people rushed to find gold, more settlers celebrated their faith under the Diocese of Monterey, the first Diocese established to serve the entire state of California. Mission San Jose would remain the only Catholic parish on the contra costa, the “opposite coast” from San Francisco, for the next 65 years. In 1861, St. Mary of the Immaculate Conception Church in Oakland became the second parish in what would later become the Oakland Diocese. Eight years later, St. Paul Church in San Pablo was named the first parish in the present Contra Costa County.
St. Paul School 12 This is now…… As the Catholic population of the East Bay has grown, so has its diversity. Immigration and new opportunities have drawn Catholics from all parts of the world to our parish in San Pablo. The church represents over 20 different Catholic and ethnic groups that serve and educate the community as the Franciscan Friars still do today. The parish community has maintained its partnership with the city of San Pablo, sharing in education and celebrations. St. Paul School parish began construction of the school on January 15, 1952 and opened its school on September 3rd of that same year with enrollment of 184 students in grades 1 through 4. Each year they added a grade of students graduating its first class in 1957. St. Paul School was under the guidance of the Sisters of Notre Dame. In 1988, the Sisters moved out of the school and lay people filled the demonstrative and faculty positions. St. Paul School is celebrating its 65th year. It is dedicated to educating the “Whole Child” in the Catholic faith and nurture their minds, bodies, and souls, inspiring them to live the Gospel of Jesus Christ, achieve their highest academic and creative potential, and actively serve and enrich the community.” These dedicated teachers, staff and community supporters have continued to serve St. Paul School community to the present.
Please note that all changes if changes are to be made during the named year, these changes will appear as an addendum and found on the website.
St. Paul School 13 ST. PAUL SCHOOL
1825 Church Lane / San Pablo, CA 94806 (510) 233-3080 Fax: (510) 231-8776 www.st-paulschool.org
School Office Hours Monday, Tuesday, Thursday, and Friday from 7:30 am to 4:00 pm Every Wednesday, the Office closes at 3:00 pm. On noon dismissal days the Office closes at noon. Office is closed during holidays and extended vacations Summer hours are subject to change
OFFICE DIRECTORY School Office 510-233-3080 School FAX Number 510-231-8776 School website www.st-paulschool.org Principal Mrs. Natalie Lenz-Acuna [email protected] Office Manager Mrs. Zuleyma Guardado [email protected] Interim Preschool Director Ms. Virginia Garcia 510-232-3080 Expanded Learning Program Director Ms. Victoria Cooper 510-232-3080
DAILY SCHEDULE 7:40 am Students assemble with supervision on the yard 7:55 a.m. First bell -Students assemble on the schoolyard 8:00 a.m. Second bell (tardy bell) –Morning Prayer assembly 8:20 a.m. Yard gates are closed 10:05 a.m. - 10:20 a.m. Upper Grade Recess 10:20 a.m. - 10:35 a.m. Lower Grade Recess 12:05 p.m. - 12:25 p.m. Lower Grades eat lunch; Upper Grades have recess 12:25 p.m. - 12:45 p.m. Upper Grades eat lunch; Lower Grades have recess 3:00 p.m. Monday, Tuesday, Thursday and Friday Dismissal 2:00 p.m. Early Dismissal – Every Wednesday 12:00 p.m. Minimum Day dismissal
Minimum days – noon dismissal - are listed in Panther’s Tale Newsletter and on the website calendar (www.st- paulschoo.org). Unless noted otherwise, EVERY WEDNESDAY is 2:00 pm dismissal day. ELP and Emergency Care will be available, unless noted on school calendar. These days may be subject to change so check the website calendar for the most up-to-date information.
St. Paul School 14 SAINT PAUL PARISH
1845 Church Lane | San Pablo | California | 94806
PARISH STAFF
Pastor Fr. Lazaro Sandoval Secretary Yealenne Sandoval Parish Office 510-232-5931 Parish email [email protected] Parish FAX Number 510-232-1846 CCD Director Carmen Navarro [email protected]
MASS TIMES
Eucharist Sunday 8:00 a.m., 9:30 a.m. & 11:00 a.m. Daily Mass Monday thru Sunday 7:30 am (Bilingual) Friday (the way of the cross, inside) 6:00 pm the church) 8:00 pm Vietnamese) Saturday 8:30am (Khmu) 5:00 pm 6:30 (Spanish) Sunday: 9:00 am (Spanish) 10:30 am 12:00 noon 4:00 pm (Vietnamese) 6:00 pm (Spanish)
Sacrament of Reconciliation Saturdays 3:30-4:30 pm Other times by appointment with a priest
St. Paul School 15 PERSONNEL
Bishop The Bishop, who is the Chief Pastor of the Diocese, is officially responsible for all educational programs within the Diocese. This responsibility extends beyond the spiritual formation of his people and includes all those elements, which contribute to the development of the total Christian community. The Bishop delegates comprehensive regulatory and general supervisory authority on school related matters by appointing a Superintendent. The Diocesan School Board is approved by the Bishop to function as an advisory board to the Superintendent of Schools and to the Bishop.
Superintendent of Catholic Schools As an appointee of the Bishop, the Superintendent is responsible for reporting directly to the Bishop, or his delegate, and the Diocesan School Board in all matters affecting the Diocesan schools. He administers the operation of a School Department and oversees this department in the administration, supervision, and strategic planning for education in the schools of the Diocese. The School Department provides information, guidelines, assistance, and services to the schools that are ordinarily site-based managed and under the leadership of the Principal. Although governance of the schools is at the local level, Pastors and Principals are expected to follow policies and guidelines approved for schools by the Bishop. Schools are also expected to follow curriculum guidelines. In some special circumstances, decisions may need to be made by the School Department that would ordinarily be made at the local level.
Pastor The Pastor, by direction of the Bishop and canon law, is directly responsible for all parish endeavors. One such major endeavor is the parish or area school. The Pastor can render service and leadership to the parish or area school by acting as a religious leader, community builder, and administrator, working together with the Principal, faculty, parents, and other parishioners in a joint effort to advance the education of the children. He is also responsible for the hiring of the Principal and the renewal or non- renewal of the Principal’s employment agreement.
Principal The position of administrative responsibility carries with it a unique opportunity for shaping a climate of Catholic/Christian values and an atmosphere for learning that will nurture the growth and development of each person. The Principal fosters community among faculty and students. She understands the Catholic school as part of larger communities, both religious and secular. The Principal collaborates with parish, area, and/or Diocesan personnel in planning and implementing policies, programs and/or the use of facilities and grounds. The Principal is responsible for implementing school policies.
Office Manager The office manager is responsible to the Principal for the efficient operation of the school office and for the performance of all secretarial, clerical, and other assigned duties related to the Principal’s office.
Faculty St. Paul School 16 The faculty (and students) of the school form a community whose purpose is to develop an atmosphere in which the religious faith of each student as well as his intellectual, moral, and physical capacities may be developed and strengthened.
Other Support Staff Other staff is responsible to the Principal for the efficient operation of the school and for the performance of duties according to their job description.
Diocesan School Board A Diocesan School Board is appointed by the Bishop to act in an advisory capacity to the Superintendent and to himself. The responsibilities of the Diocesan School Board include: discussion of any major change in the operation or organization of a school; recommendation of policies affecting the standards of education, finance, salary scales for school personnel, and promotion of effective public relations on behalf of Catholic education.
St. Paul School 17 ST. PAUL SCHOOL FACULTY AND STAFF
School Site Administration Principal Natalie Lenz-Acuna [email protected] Office Manager Zuleyma Guardado [email protected] Expanded Learning Program Director Victoria Cooper [email protected]
Faculty and Staff Transitional Kindergarten Tanya Garcia [email protected] Kindergarten Ivon Mancillas [email protected] Grade One Liz Gray [email protected] Grade Two Eva Schoenrock [email protected] Grade Three and Vice Principal Erin Tucker [email protected] Grade Four Margo Huff-Sandoval [email protected] Grade Five Constance MacAdam [email protected] 5th – 8th Spanish 6th homeroom, middle school Language Arts Debra Sutter [email protected] 7th grade homeroom, middle school Social Jennifer Wadsworth [email protected] Studies & Religion 8th grade homeroom, middle school Math & Karen Bull [email protected] Science Art & Physical Education grades: K-8 Sarah Palmer [email protected] Music
Support Staff Office Assistant Chelsea Ruiz [email protected] Kindergarten Assistant Gloria Maltagliati [email protected] Grade 1 & 2 Assistant Maria Mendoza [email protected] Grade 3 Assistant Mary Boyett [email protected] Technology Coordinator Sr. Anne Maher [email protected] Life Coach/Counselor Patty Erreca [email protected]
St. Paul School 18 DEFINITION OF TERMS
He: For ease of reading, the pronoun he will refer to both males and females. Expanded Learning Program: ELP includes academic assistance, enrichment, and 21st century skills, integrated with school day activities and Common Core State Standards (CCSS), but occur in the transformational out-of-school time space. Parent: The use of the word parent will be used to refer to the parent(s) or guardian(s). Play Station is no longer being offered as of the 2016-17 school year. Please see Emergency Care section. Power School is an online student information containing important documentation about your student such as grades and academic progress, parent name, parent contact, emergency instructions, medical information, etc. Parents can access classroom information and keep updated on their student’s status in school via Power School. School Messenger is a communication system contained within Power School that allow the school to contact parents using email, telephone and texting. School announcements will be sent by email. However, in case of a school-wide emergency, parents will receive an announcement by email, telephone AND text. It is important for parents to advise the Office of any change of information especially contact information. SPS: This is an abbreviation used for St. Paul School.
ADMISSIONS AND WITHDRAWALS
Admission Policy It is the primary goal of St. Paul School to educate children of Catholic families. Registration means that the family agrees to comply with the programs and policies of the school and actively participate in the activities, which support the school in its programs and philosophy. The purpose of the Catholic school is to assist Catholic families in the formation and education of their children in the Catholic faith, Gospel values, and traditions. St. Paul School admits students of any race, color and racial and ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students. St. Paul School does not discriminate on the basis of race, country of origin, gender or sexual orientation in the administration of its educational policies, admission policies, or scholarship programs. All new students will be admitted on a probationary basis for the first year.
St. Paul School 19 Admission Application Process and Entrance Requirements The Admission process is outlined under the Admissions tab on our website. Once parents have completed and submitted the Admission Application as outlined on our website, your paperwork will be reviewed. Once the review is complete, the Office will contact the parents regarding scheduling an evaluation for their student and an interview with the parents. The visit is for the purpose of acquainting the family with the school and also to answer questions about the school. All new students entering grades K-8 will need to be evaluated. While the child is being tested by the classroom teacher, parents will be asked to fill out a questionnaire, the school will contact you for further interview and admission processes. A waiting list is maintained and priority is given according to the date of receipt of the application and payment of the application fee. All new students will be on probation for the first year. Students will ordinarily not be accepted into the school after the second trimester. The Principal, in consultation with the faculty, may make exceptions.
Minimum Age To be admitted into kindergarten a child must be five (5) years of age on or before September 1st of the current school year. Principals may, on an exception basis, extend this acceptance date to September 15th IF it is in the best interest of the student as determined by the school.
nd th If your child is five (5) years of age between September 2 and January 15 they are eligible for enrollment in Transitional Kindergarten (TK). A Transitional Kindergarten is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate. To be admitted into the first grade a child must be six (6) years of age on or before September 1st of the current school year. Principals may, on an exception basis, extend this acceptance date to September 15th IF it is in the best interest of the student as determined by the school. Where a child has been legally enrolled in another school he may be admitted to the school and placed in a lower grade as is deemed age appropriate at the discretion of the admitting school. Refer to Preschool Handbook for Preschool age requirements.
Enrollment Fee There is a non-refundable Registration/Enrollment fee of $600.00. Students entering 2nd grade and participating in the Holy Eucharist Sacrament will be asked to pay an additional $45. Eighth grader students will add $675 graduation/school-related graduation activities (does not include parent sponsored activities such as graduation dinner) and for Caritas week trip.
Records at Entrance Please check Admissions/Enrollment section of the SPS website for required documents. If a student is transferring from another school, we require their most recent report card and if at all possible standardized testing reports at time consideration. of Students entering 2nd grade and participating in the Holy Eucharist Sacrament will need to provide a baptismal certificate.
Transfer Student Requirements All financial obligations to previous school must be current. A transcript and a copy of the most recent report card are required for students entering grades 1 – 8.
St. Paul School 20 Special Needs Admission of transfer students with special needs will be dependent upon the school’s ability to meet these needs. All current records of an established IEP or 504 plan must be presented at time of interview. See page 47 under Special Needs for complete explanation of services.
Withdrawal Process - See pg. 43 for details
ATTENDANCE
Regular attendance is required of all students in order to ensure student success.
Excessive absence” is being absent from school for six (6) absences per trimester or a total of eighteen (18) days per school year. When the student arrives after recess s/he is a half (1/2) day absent.
“Excessive tardiness” is being late four (4) times per trimester or a total of twelve (12) times per school year. A student is tardy if s/he arrives after the time fixed by school policy for the beginning of the morning, afternoon or any class session.
Excessive absence or tardiness, even if necessary and excused, may be grounds for decreased credit or disciplinary action. School site absence/tardy policies should be consistent with this policy and clearly stated in the local Parent-Student Handbook. An accurate record of tardies and absences of a half (1/2) day or more shall be recorded in PowerSchool.
Reporting Process If a child will be late or absent, parents must notify the school office by 8:00 a.m. Parents shall leave a message on the answering machine AND send an email to the teacher and Office Manager.
Absence If a child is absent more than one day, the office must be notified each day via email. Upon returning, a student who has been absent is required to present a written excuse stating the reason for his/her absence and signed by the parent(s)/legal guardian(s). Once received by the school, the student’s absence will be marked as “Excused” in PowerSchool. These excuses must be kept on file until the first day of the next school year. Missed assignments, homework and tests may be made up at the discretion of the teacher. At no time during the school day shall pupils be allowed to leave the school grounds, even during recess or lunch periods, without written permission of parent. If a student is unable to participate in regular P.E. activities, the student must bring a note from a parent or a doctor. Excessive absence is being absent from school for 10 days per trimester or a total of 30 days per school year. If a student arrives after recess he is charged with a half-day absence. When a student has missed 10 or more days of classroom instruction in a trimester, the student may not receive grades on a report card and grade promotion may be in question. The school may require a physician’s authorization and documented medical reasons for students who are excessively absent due to illness.
St. Paul School 21 Absences: Non-Medical
Family vacations or trips during the school year are strongly discouraged because they cause a disruption of the child’s educational process. Teachers will not be required to provide the student with assignments in advance and will not he be required to provide or accept make-up work. Make-up work will be provided at the teacher’s discretion and only when the student returns to school. Parents are responsible for the loss of educational progress caused by these absences.
Truancy California has a compulsory education law, which requires that children between the ages of six and eighteen must attend school. We are required to abide by this law as a private, accredited educational institution. Truancy is reserved for students whose absences defined as “excessive” but are not related to medical issues that have been documented by a note from a doctor. Medical absences would be noted in PowerSchool as Medical (M). Our goal as educators is to get the student back into the classroom. Parent(s)/legal guardian(s) should be contacted as soon as the school becomes aware of a truant status, before that if possible. A conference should be scheduled to discuss the situation and develop a plan for the student to return to school or transfer to another educational institution. If all methods of communication with the parent(s)/legal guardian(s) have been unsuccessful in resolving the truancy, the Principal, in consultation with the Superintendent may contact their local County Office of Education (Alameda/Contra Costa) and ask for assistance from their school attendance review board (SARB). The student may be referred to a probation officer or district attorney mediation program. Appointments Parents should make all appointments for the child outside of school time to avoid disruption of the child’s learning. Early dismissal for medical/dental or other appointments are clearly exceptions and must be authorized by the office. If your student will be leaving early, please email the teacher in advance so he may provide your student with any materials he may miss because of early dismissal (e.g. homework, fliers, etc.). If you don’t email in advance, your student may not receive material for the next day. Parents are required to sign out the child at the office and list the reason he is leaving. The Office Manager will notify the teacher to send the child to the Office for pick-up. When the student returns to school, he should check in at the Office. If the parent has not previously informed the Office, the parent must send a note with the reason for absence or tardiness. No child is released from the classroom without authorization from the Office.
Tardiness Any student arriving after the second bell rings (8:00 a.m.) is considered tardy. Students who arrive after 8:00 am MUST report to the Office for a tardy slip.
St. Paul School 22 Students coming from a medical/dental/optical appointment should bring a form or note from the doctor. Students will not be admitted to class without a tardy slip from the office. Excessive tardiness is being late more than 4 times per trimester. A student is tardy if he arrives after the second bell at 8:00 a.m. For every five tardies, the parent will incur one (1) additional Parent Participation Hour (PPH)/per student which will be indicated on the trimester financial report.
Academic Credit Excessive absences or tardies can jeapordize your student’s learning successes and advancement to the next grade level. Even if necessary and excused, they may be grounds for decreased academic credit or disciplinary action. ACADEMICS
Religious Education Statement As a Catholic school, St. Paul School is unique because it is a religious community within an academic one. As a religious community, we strive to live the Gospel message of Jesus by providing significant religious activities for our students. Formal religious education is part of our curriculum. Religious education is woven through the entire St. Paul experience. The school day begins with a morning Assembly, an essential start to the day. Once a month, students in each grade level are involved in providing leadership at Sunday Family Liturgies as well as school liturgies and prayer services each Friday. Our parish priests are involved with planning Mass or prayer services with the children and teachers. The parish priests are available for the Sacrament of Reconciliation twice for students in grades 3-8. Those children who are Catholic have the opportunity to prepare for first Reconciliation and Eucharist. Our service program helps the children understand that it is important to serve as Jesus did. We believe that it is the integration of religious community and the academic commitment to excellence that will enable our children to live happy and healthy lives of faith.
Accreditation St. Paul School is accredited through the Western Association of Schools and Colleges and the Western Catholic Education Association. We are currently in our accreditation year and expect to be re accredited through 2019.
General Curriculum Grade level curriculum guides are available online. Local curriculum development is the responsibility of the principal and faculty. Teachers evaluate curricular areas cyclically, reviewing at least two per year. The curriculum areas include: Religion/Family Life Computers/Technology/Online skills Social Studies Science/Health Math Recycling/Sustainability Spelling/Vocabulary Spanish Grammar Music/ Art
St. Paul School 23 Reading/Writing Social/Emotional Skills/ Executive Handwriting Functioning Skills Physical Education/Nutrition The St. Paul School curricula are in accordance with the Diocesan Curriculum Guidelines, which follows the State of California Common Core Standards.
Homework Homework is a regular part of the instructional program. The purpose of homework is to allow students to practice, integrate and prepare for learning. The amount of homework varies, depending upon the grade level of the student and the requirements of the subject. The goal of homework is: Developing personal responsibility for completing assigned tasks; Reinforcing the idea that learning continues at home; Reinforcing and enhancing of that day’s curriculum; Preparing for the next day’s lessons, required assessments, and long-term projects. Contributing to life skills, executive functioning, social and emotional development. Homework may require the use of internet access and a computer/computer tablet. If needed, the computer lab will be available for students and parents except when the school is closed. You must contact the Office to make a reservation in advance. Students are required to ready daily, as determined by their teacher. If a student consistently struggles with completing homework assignments, parents should contact the teacher for assistance. Parents should check Power School daily for students in grades 3 to 8. Students are expected to complete the homework neatly and turn it in on time. Parents are asked to check the student's homework. When a student misses school for any medical reason (refer to Attendance Section): it is the student's responsibility to make up missing work. students have one week from the day they return to school to complete and turn in their missing work for FULL credit. Refer to specifics that are in the Elementary and Middle School teacher’s syllabus provided at Back to School Night. Teachers are not mandated to supply work before or after an elected vacation or unexcused absence. Each teacher provides specific information regarding homework expectations at the beginning of the school year. Parent’s signature may be required for homework agendas. Homework is not reduced for extracurricular activities -- sports, plays, recitals, etc. It is also important to refer to the teacher syllabus when referencing all academic expectations of your child. Extra-credit work will NOT be recorded in the grade book and does not contribute to earning a good grade. We believe that Extra-credit tasks do not necessarily help students learn skills or concepts. If points are given for this work, it may mask a student’s poor performance in learning the standards at a proficient level. Therefore, we will no longer offer Extra-credit points for evaluation. Extra credit work is evaluated for quality and is only used to provide additional evidence of learning. Academic Integrity
St. Paul School 24 Integrity is expected of students in the performance of all academic work. Cheating, plagiarism (such as, but not limited to, copying or sharing the work of another and submitting it as one’s own), or doing another person’s homework assignments are all forms of academic dishonesty. Anyone who violates the policy of academic honesty receives a failing grade on that exam or assignment. Academic dishonesty may lead to other disciplinary procedures. The new “Internet Acceptable Use Policy” addresses copyright issues.
Standardized Testing St. Paul School participates in the Diocesan standardized testing program each trimester – graded K-8th. The results of these tests are available to parents each trimester on their report card. The scores are used by the teacher as a diagnostic tool to more effectively adapt the academic program to the strength and needs of the current class. ADDITIONAL EDUCATIONAL EXPERIENCES
Class-Sponsored Mass Each class is responsible for sponsoring a Sunday mass. Students of the sponsoring are STRONGLY ENCOURAGED to attend and participate in this mass with their classmates. We ask that they wear their uniform to mass. If the student cannot attend, please notify the teacher in ADVANCE. Check the School Calendar for dates. Changes will be posted on our website Calendar.
Sacramental Program Catholic children traditionally receive the sacraments of Reconciliation and Eucharist in the second grade. Parents of students who choose to receive the sacrament are expected to participate in ALL parent meetings of the sacramental preparation. Older students who have not received these sacraments are encouraged to attend preparation for the this Sacrament through the parish’s CCD program.
Class and School Performances These events are planned by teachers and other professionals for the benefit of students, parents/guardians, and extended families. Because of the nature of these activities, participation is required.
Educational Resources Students will be taught with a multitude of methods including but not limited to: periodical subscriptions, text books, novels, informational and narrative texts, educational online sites, YouTube, educational TV, interactive software programs and prescribed Apps.
Eighth Grade Caritas Creek Environmental Education Program The 8th grade participates in a weeklong environmental education program. They spend Monday through Friday at a camp with a trained staff and the 8th grade teacher. This experience helps them appreciate and value our natural environment and community. This is a required program and families are responsible for the cost.
Field Trips, Education Outside the Classroom
St. Paul School 25 Each class should expect to participate in at least two class field trips. The outside-the- classroom activity will teach children to solve problems, focus on self-reliance, teamwork, communication, and personal responsibility.
Each teacher as part of the instructional program plans educational field trips. The parent must submit an official, signed school permission slip to allow a student to participate. The permission form requires certificate of the student’s weight/age requirement for transportation in private car without an acceptable car seat or booster seat. The permission slip must be returned by the date indicated in order for the student to participate. Field trip fees must be pre-paid by check (no cash) and are non-refundable. See pg. 80 for information regarding volunteer requirements to chaperone field trips.
Garden/Sustainability Program This program is an essential educational tool in promoting a healthier lifestyle, more sustainable living habits, leadership/teamwork, and raising environmental awareness. Students will participate in a zero- waste recycle program. They will plant, nurture, and harvest vegetables and herbs from our sustainable garden. These items will be prepared and eaten by the students. The students will also experience the potential entrepreneurial aspects of gardening (e.g. selling lavender sachets and herbal teas). Expanded Learning Program The Expanded Learning Program (ELP) is funded by a 21st Century grant. It will offer one (1) hour homework assistance and academic support. This time is not intended to be a homework completion program. It is important that parents review their child’s homework each night. The program also offers enrichment in the areas of Science, Technology, Engineering, Executive functioning, Arts, Athletics, and Math (STEEAAM) before and after our regular school days. It is in session on some non-school days, and scheduled vacation time. The program will be offered at no cost to families who qualify. Students who enroll must commit to attend the entire time the program is in operation (i.e. all day and on non-school days). A healthy snack and light supper will be provided. Please refer to the ELP Handbook for more details.
Emergency Before/After School Care Starting 2016-17 school year, SPS will no longer offer Play Station. Families whose students are not enrolled in ELP must make other arrangements for before and/or after school care. If students are dropped off prior to 7:40 am or are not picked up by 3:15pm (2:15 pm on Wednesdays or 12:15 pm on noon dismissal days), they will be taken to Emergency Before/After School Care. Parents will be charged a flat fee of $25/per day – no pro-rating for the number of hours used/not used.
Guest Speakers and Presentations Guest speakers will be invited at the teacher’s discretion to enhance student learning by making areas of study relevant to real-life events, and provide interaction with people and events within the larger community.
Homeroom – Grades 6 - 8 Students will, with the guidance of the teacher, learn about executive functioning skills such as interpersonal communication, building self-confidence, setting limits, developing social and emotional skills, etc. St. Paul School 26 Service Learning As part of our Catholic identity, service learning helps students develop an awareness of the needs of others and their place in the community. Students will participate in helping other within the St. Paul community (e.g. Buddy Classes, Faith Families, Student Council activities, etc.) and beyond (e.g. St. Vincent de Paul food drive, visits to elderly care facilities, etc.). Students in5th thru 8th grades are expected to complete service hours according to their grade level outside instructional time.
St. Paul School 27 After School Sports After school sports are offered through St. Paul Athletics. This includes soccer, volleyball, basketball, track and field, and baseball (see pg. 47 for more details).
Technology The Common Core State Standards require the use of technology as a learning and teaching tool. Integrating technology across the curriculum will deepen the learning process and promote active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Students will learn to use the computer lab and tablets with ethical behavior and “netiquette” especially with emphasis on Digital Citizenship in the upper grades. They are expected to bring those values with them when they are interacting outside of school. Wearable technology such as iWatches, other brands of multi-accessible watches, Google Glass, etc. are not allowed to be worn in school. They are considered a potential distraction due to their ability to easily access the internet, texting, emailing, picture taking, etc. without being detected by the teacher. If such devices are worn in school, they will be confiscated and turned into the Office. Parents will be required to come to school and retrieve them. Parents and students are required to sign the St. Paul School Student & Parent Technology User Agreement and Parent Permission form prior to the beginning of school. If the form is not signed, the student(s) will not be allowed to use the computer lab or tablets. This could adversely affect the student’s grade. See TECHNOLOGY section beginning on pg. 65 for more information regarding SPS technology policy.
St. Paul School 28 GRADING AND ASSESSMENT CRITERIA Students are graded on their ability to meet or exceed benchmarks dictated by the Common Core State Standards. Social development and work habits are assessed separately from the student’s academic progress. Power School is an online tool that helps keep parents updated on their student’s status in school. 3rd th through 8 grade parents will receive an information packet including their personal password and login information from the office in order to access their student’s ongoing assignments and assessments. Parents and students can view attendance, class and homework assignments, and grading data on a regular basis. Parent’s and student’s are strongly encouraged to regularly access class information available on Power School.
Grade Equivalents Transitional-Kindergarten (TK) students are evaluated using the following grading criteria: DS = Demonstrates Strength DA = Developing Appropriately NAS = Needs Additional Support NE = Not Evaluated Kindergarten, First, Second, and Third Grade students will be evaluated using the following grading criteria: 4 Advanced/ Using the most recent, comprehensive evidence requiring high levels of cognitive Exceeds demand, the student exceeds learning target by performing at exemplary levels. Mastery 1 In addition to exhibiting standard mastery, student applies conceptual understanding to new situations, shows mastery of next vertical standard, offers alternative perspectives, and/or applies higher order thinking skills. 2 These are not just harder tasks, but learning that requires deeper or more rigorous thinking. 3 Examples of this type of learning may include: applications for real-world use, teaching another person the material, using information to solve problems in a different context, explaining connections between ideas, demonstrating a unique insight, and/or creative application of skills 3.5 Using the most recent, comprehensive evidence requiring high levels of cognitive demand, the student meets and sometimes exceeds learning target as exhibited in performances on basic application, strategic and extended thinking activities. 1 The student who scores a 3.5 has not consistently shown exemplary performance on activities that require a high level of cognitive demand. 2 The student is on track to exceed grade-level standards. 3 Proficient/ Using the most recent, comprehensive evidence requiring high levels of cognitive Mastery demand, the student meets the learning target as exhibited in performances on recall, basic application, strategic and extended thinking activities. This level is the focus for the entire proficiency scale This is the expected level of performance for all students
St. Paul School 29 This level includes essential outcomes, common core and diocesan standards, and related skills and practices The student exhibits mastery on assessment tasks involving fact and vocabulary recall, conceptual application, and strategic and extended reasoning, such as modeling and problem solving. No major errors or omissions with level 2 or 3 elements. 2.5 Using the most recent, comprehensive evidence requiring high levels of cognitive demand, the student almost meets learning targets as exhibited in performances on recall, basic application, strategic and extended thinking activities. The student is on track to meet grade-level standards. 2 Developing/ Using the most recent, comprehensive evidence requiring high levels of cognitive Approaching demand, the student is approaching an understanding of the learning target as Mastery exhibited in performances on recall, basic application, strategic and extended thinking activities This level is the basic learning necessary and serves as the foundation for the higher levels of learning. Examples of this type of learning may include recall questions, fact-based skills, and basic applications. The student occasionally meets standards as demonstrated by a body of evidence that shows incomplete/inconsistent understanding and application of grade-level concepts. No major errors or omissions regarding the simpler details or processes but major errors or omissions regarding more complex ideas or processes. Does not make connections among ideas nor is able to demonstrate their learning without support. Exhibits basic understanding of standard on assessment tasks involving fact and vocabulary recall, basic conceptual application, and strategic and extended reasoning, such as modeling and problem solving. However, there are major errors or omissions with level 3 elements. 1.5 Using the most recent, comprehensive evidence requiring high levels of cognitive demand, the student is beginning to develop necessary skills to meet the learning target as exhibited in performances on recall, basic application, strategic and extended thinking activities. 1 Some skills are above basic, while some are still in need of intervention 1 Needs Using the most recent, comprehensive evidence requiring high levels of cognitive Support/Below demand, the student exhibits limited skills necessary to meet the learning targets Basic as shown in performances on recall, basic application, strategic and extended thinking activities. 2 Student requires more time and experiences; shows limited achievement of the standard(s). 3 The student rarely meets standards as demonstrated by a body of evidence St. Paul School 30 that shows minimal understanding and application of grade-level concepts. 4 Only a partial knowledge of some of the simpler details or processes and/or little to no understanding or skill demonstrated, even with help and support. 5 May be able to complete some low-level assessment tasks involving fact and vocabulary recall with support but struggles on tasks involving conceptual application and strategic and extended reasoning, such as modeling and problem solving. X = Standard Not Assessed - Standard has not been taught and/or measured to date. This symbol is not used third trimester. NOTE: For more information regarding Standards-Based Grading please check the Addendum.
St. Paul School 31 The Fourth, Fifth, Sixth, Seventh, and Eighth Grade students will receive letter grades. A = 95-100% B+ = 87-89% C+ = 77-79% D+ = 67-69% F = 50% A- = 90-94% B = 83-86% C = 73-76% D = 63-66% B- = 80-82% C- = 70-72% D- = 60-62% Teachers will update assignments and assessments in Power School on a regular basis. Redo’s and Retakes – Grades 4-8 With a focus on academic learning, a Standards Based Scoring removes many of the supports, such as extra credit or completion-based homework that some students relied on to mask weaknesses in their learning. This shift can be especially difficult for students who are normally “A” students because of these factors. However, those supports are replaced with the opportunity for a student to continue learning and be re-assessed to improve their score. A student can reassess on previous outcomes to demonstrate a higher level of proficiency if the student scores below 70% on a summative assessment. The Redo/Retake must be initiated by the student, signed by the parent and the submitted to the teacher within One Week of receiving the summative grade. The student will have one additional week to redo or retake the assessment – a two-week process. The student must follow the specifics of the teacher criteria for the redo/retake. The student must also have all formative assessments complete and turned in for credit that helps the student become more successful prior to the redo/retake. This new evidence replaces the old evidence, and the student’s grade improves. Students can retake/redo one summative assessment per subject, per trimester. This opportunity is available to any student at any time but must be completed before the end of the grading period.
NOTE: See Addendum for additional information regarding new grading and Redo/Retake policies for grades 4th through 8th beginning in 2016-17.
Characteristics that Support Learning All students in grades 1-8th will be assessed on Characteristics that Support Learning. Although work habits and social development criteria are reflected separately from Academic Achievement on the report card, they are still a very important part of communicating to parents about their child’s progress. Reporting on such efforts and work habits communicates information to parents about whether their child is working hard, or
St. Paul School 32 hardly working. By including effort and work habits as a separate reporting category, teachers can more honestly communicate about such matters as behavior, participation, homework and completing assignments without distorting a student’s actual achievement in learning. This is the current required coding for grades 1 through 8 E = Exceeds: Student consistently demonstrates the characteristic. M = Meets: Student demonstrates the characteristics most or some of the time. N = Needs Improvement: Student seldom demonstrates this characteristic.
Progress Reports
The purpose of Progress Reports are to inform you of your child's current standing in his class. Notification will be sent via School Messenger when Progress Reports for 3rd through 8th grades are available for viewing on Power School- approximately six weeks prior to report cards. Progress Reports for TK through 2nd grades will be sent home for parent review and signature. The Progress Report Confirmation must be completed by the ALL students and parents and returned to the teacher within one week after the progress report window. Evidence of a well thought out conversation explaining a plan as to how the academic and skill performance of the student will continue to improve must be noted with student/parent signatures. This is needed in order to continue growth in their academic and life skills. First trimester progress reports will be explained at the Parent-Teacher conference in October.
Honor Roll (Grades 4-8)
The purpose of the honor roll is to acknowledge a student's academic achievements. The following point system will determine the honors given at St. Paul School: A=4 points, B=3 points, C=2 points for Religion, Reading, English, Math, Science, and Social Studies A=3 points, B=2 points, C=1 point for P.E., Music, Art and Spanish. Principal's Honor Roll 36 points total, A's in Academic progress. First Honors 33-35 points, A's/B's in Academic progress. Second Honors 30-32 points, A's/B's in Academic progress. Honorable Mention 25-29 points, A's/B's in Academic progress. A student will be disqualified from the Honor Roll if one of the following conditions exists: The student has 2 or more grades of C+ or lower; The student has received even 1 grade lower than C; Social development and/or work habits do not meet expectations. Students who receive a Principal’s Honor Roll Certificate will be invited to an on- campus luncheon hosted by the Principal and teachers.
St. Paul School 33 Promotion A student satisfactorily completing each grade’s work will be promoted.
Retention Retention is only appropriate, for developmental readiness reasons, in grades Trans-K, K, 1 and 2. Beyond those grades it should not be considered without an extraordinary reason and then only after consultation with the Superintendent. Parents, Principal and teachers must consider the necessity of providing special assistance (e.g., tutoring, summer school, etc.) to the student in question or directing the student toward some alternative program, which is more realistically suited to his needs.
St. Paul School 34 PARENT TEACHER CONFERENCES Parent Teacher Conference Overview The purpose of Parent-Teacher Conferences is to support student success by: fostering a home-school partnership in the child’s education, providing information regarding grade level expectations and student performance. The objective of Parent-Teacher Conferences is to focus on student success by: explaining the method of assessment as defined by St. Paul’s report card, identifying areas of academic and social strength via multiple forms of assessment, generating a plan/strategy for success to address strengths and challenges. The scheduling of Parent-Teacher Conferences is to achieve student success by: conferencing with K-8 parents after 40th day of instruction (mid-October) to better support child development and transition to a new learning environment as well as support intervention prior to the end of the first grading trimester. Conference Days will be held on two minimum days and one full day. Conference schedules are created to reasonably accommodate the parents’ availability. Conferences times before school hours must be arranged with the teacher, at the teacher’s discretion. Conferences will not be scheduled later than 5:00 pm unless arranged with teacher. Conferences will be 20 to 30 minutes in length. All efforts will be made to meet with every parent. Teachers, who schedule conferences prior to the official days, shall submit a conference schedule to the Principal prior to the scheduled conference days. Scheduling Parent-Teacher Conferences Parent-Teacher conferences are scheduled once a year. Appointment times will be available in the classroom on Back-to-School Night. Parents can sign-up on a first-come-first-served basis. If parents do not sign up during Back-to-School Night, dates/times will be assigned. Once finalized, all dates/times will be available sent out via Room Parent blast. All parents are required to attend this conference time. Parents are encouraged to prepare by making a list of questions about how their child is doing academically and/or socially.
Requests by Parent Parents desiring longer conferences than those scheduled by the school or parents who wish a conference at times throughout the year must arrange with the teacher a day and time for an appointment, at the convenience of the teacher. Email requests are recommended.
Guidelines for meeting with Teachers
1. To make sure the teacher can give you her undivided attention, please do NOT approach teachers to discuss specifics about your student without first making an appointment. It is not appropriate to stop teachers on the playground, at social events, when picking up students, etc. to discuss specific issues you may have.
St. Paul School 35 2. Please be as courteous to the Teacher as you would expect him to be to you. Questioning the teacher’s authority in front of your child is not helpful. If you have a disagreement, please request a private conference with the teacher. 3. Please try to be open to both sides of the story if a problem arises. Perception differences and information reported incorrectly can lead to unnecessary confrontations with the staff member. Conferences will be terminated due to unacceptable behavior and rescheduled with the administration in attendance. Discuss classroom difficulties with the teacher first, before bringing them to the Principal. GRADUATION
Graduation activities include Baccalaureate Mass, Field Day, an 8th grade spiritual retreat, and graduation ceremony. More details will be provided to the 8th grade class by the 8th grade homeroom teacher.
Graduation Ceremony Graduation is marked by a simple and dignified celebration that gives recognition to the unique value of the Christian education just completed. While these exercises should be scheduled so as not to conflict with high school graduation dates, they cannot take place earlier than five (5) school days before the completion of the school year.
Graduation and Mass Attire Attire should be appropriate for the occasion and modest, as determined by the eighth grade teacher and Principal. For example - dress slacks with button down shirt with tie for boys; modest semi-formal dress with sleeves and low-heeled shoes for girls.
Other Events Any other events are the responsibility of the 8th grade parents to organize and fund.
St. Paul School 36 EMERGENCIES
Earthquake In case of a serious earthquake or disaster, provisions have been made to shelter students who have not been released to the custody of their parents or parents’ designee (according to the emergency card) on site for 12 hours. After 12 hours, students may be transported to the home of a faculty or staff member. This information will be posted on a communication board at the school. Parent will be notified of the school’s status via School Messenger (text, voice and email).
Emergency Information In emergencies, information, such as found on the emergency forms listed below, may be released to appropriate persons if it is necessary in the judgment of the Principal or his designee to protect the health or safety of the student or other persons. It is very important that you keep all that information up to date.
Emergency Forms The school will keep a file containing current emergency care information for each student. Each parent is responsible for updating and making sure the school has the most current information on the following forms: Emergency Authorization o The parents' approval to send the student to a medical facility for emergency treatment should this be necessary if parent cannot be reached. Verification of Insurance Coverage for Student o Contains medical insurance information (e.g. Medi-Cal number, insurance company, policy number, etc.) o Lists name of child’s physician and dentist o Identifies special health conditions or allergies to which the student is susceptible, the emergency measures to be applied, and any current medication. Non-Emergency Contact and Pick Up o Names and phone numbers of the adults that parent has authorized to pick up the student.
Individual Emergency Kits Each student is required to have a food kit that is kept in the classroom for the school year. It must hold packaged nutritional food that does not require refrigeration. NO nuts or nut products (e.g. peanut butter, nut bars, almond butter, etc.) An Individual Emergency Kit flyer will be sent home before the beginning of the school year with more information.
St. Paul School 37 School Lockdown / Shelter in Place In some situations it may be necessary to have a school lockdown. As per police recommendations, the following procedures will be implemented for a school lockdown: doors and window will be locked; drapes and/or blinds will be closed; no one will be permitted to enter or leave the building; lockdown will continue until the school receives an “all clear” signal from emergency personnel. Parents should NOT call the school so that the telephone may be available to emergency personnel. If possible, parents will be notified via School Messenger (phone, text AND voicemail, if available) of the situation. A School Messenger notification will also be sent when the situation is over.
Emergency Dismissal Procedures Children will have been identified and their locations will be known to the Student Release Team. Only parents or previously authorized designee will be allowed to pick up children under this procedure. Parents are responsible for updating the Non-Emergency Contact and Pick Up form. Persons picking up children under this policy must report to the South-West corner of the school building (EXIT driveway). A large sign/banner will mark the location. Persons picking up children will not be allowed onto school field. The child will be brought out to you. Because we must identify everyone picking up a child, please be patient and cooperative. A valid ID is necessary for a child to be released, so please have it ready to show.
Disaster Drills Fire, Earthquake, Shelter in place and Intruder Drills are conducted regularly throughout the school year.
St. Paul School 38 MEDICAL Illness or Injury If a child becomes ill or is injured at school, the office personnel will notify the parents or the chosen alternates. Please make sure your family emergency information is current and notify the school of any changes.
If a child becomes seriously ill or sustains a serious injury, school personnel will contact the parent. In the event they cannot be contacted and school personnel judge that a doctor should see the child, school personnel will contact the doctor listed on the Verification of Insurance Coverage form and transport the child or dial 911 if so advised. If the illness or injury is judged life threatening by school personnel, 911 will be called; then the parent will be notified. An accident report is also recorded in the Office.
If a student sustains a minor injury or is complaining of minor illness (e.g. headache, cough, small scrapes, etc.) that requires Office personnel to provide the student with ice, a band-aid or similar “very basic first aid,” the Office will fill out an Office Visit – Record of Treatment form. A copy will be kept on file in the Office and a copy will be sent home with the child.
Communicable Diseases and Medical Conditions In the school environment, many communicable diseases or conditions are easily transmitted from one individual to another. Among the most common school communicable diseases or conditions in students are chicken pox and pink eye. Parents are urged to safeguard the health of the school population – if your child is vomiting or has a fever, he should be symptom free for 24 hours before returning to school. Keep in mind that symptoms of a common cold are often the same as early signs of many communicable diseases.
Allergies: Notify the school of any allergies as this is necessary for your child’s safety. Asthma: Students with asthma should have an asthma action plan on file at school. Your student’s asthma action plan from his physician must be updated each year. Parents must send this form to school at the beginning of each school year.
Parent to School Notification Parents should notify the school immediately if their child has come into contact with or has any contagious disease or condition, such as but not limited to, chicken pox, pink eye, and/or head lice.
Lice Policy If you detect lice at home, you must notify the school immediately. The parent will be contacted if your student is found to have lice. At the end of the school day the student will be sent home with a packet of information to assist parent in eradicating the St. Paul School 39 problem. After treatment, the child will be re-examined and, if lice and egg free, be admitted to class.
HEALTH REQUIREMENTS The health chairperson (or Office Manager) coordinates the school’s health program with services available through Contra Costa County Health Care Agency. These services include: Snellen Vision Screening for grades 1, 3, 5, and 7 students. Kindergarten, all new students, referrals from above screening, and referrals from teachers receive MCT vision testing. Audio metric testing (hearing test) for grades K, 2, 5, and 8 students, all new students, and referrals from teachers. Scoliosis – as of 2016-17 school year, scoliosis screenings will no longer be required. Health records are maintained by the health coordinator (or Office Manger) and reviewed annually by the Diocesan health chairperson. It is mandatory that parents inform the school personnel if their child has any serious health problems such as seizure disorder, diabetes, serious allergic reaction, asthma, etc. NOTE: No child will be admitted to school unless the proper medical forms are on file.
Immunization As of August 2015, all students entering grades K-12 will be required to comply with the California Department of Public Health Grades K-12 Immunization Requirements (Form IMM- 231). The only permissible exemption will be a Physicians order based on a medical condition that prohibits a child from receiving required immunizations. All students currently in our schools will be expected to comply with this policy as well effective August 2015. Prior to school admission in the State of California, each student is to have on file in the school office a report of their immunization against polio, measles, mumps, rubella, diphtheria, tetanus and pertussis, the three hepatitis B shots, the second MMR vaccine, and proof of TB test results* (Tdap required for students entering 7th grade). Medical and dental forms may be obtained from the school office. The Oakland Diocese is taking this action to safeguard all children and in particular those children who have serious health conditions, such as being immune compromised due to transplants or malignancies, that make it impossible for them to be vaccinated, and where exposure to a communicable disease could be life threatening.
* explanation of TB test requirement: Students must be seen by a doctor to determine that no risk factors are identified. The results must be noted on the immunization form. No further testing is required unless circumstances change (e.g. visit country with high TB risk, exposed to TB carrier, etc.)
St. Paul School 40 IF risk factors are identified, then further testing may be required, which may include the PPD/Mantoux skin test, a chest x-ray or a Quantitative Feron Blood Test. These TB test results must be evaluated by the school prior to admittance. Health Screening Examination California law requires specific health screening procedures for all children entering school for the first time. For new students in grades 2 through 8, a physical examination completed within the last 2 years meets the requirement.
Physical exams for Preschool, T-K, kindergarten, and 1st grade must be within one year of entry to school.
For students who register late, parents have thirty (30) days to comply. The State of California allows private institutions to put a stricter interpretation on the law.
Free Health Examination If your child is on Medi-Cal or your family meet the income requirements, your child may get their exam FREE. Call the CHDP Program for eligibility information:
Contra Costa County Health Services Public Health Division Child Health & Disability Prevention Program (CHDP) 595 Center Avenue, Suite 310, Martinez, CA (925) 313-6150
Parents are required by law to report contagious diseases to school personnel--chicken pox, conjunctivitis, measles, lice, etc.
MEDICATIONS Guidelines for the ADMINISTRATION OF MEDICATIONS AT SCHOOL Policy Schools may not furnish any medications. All medication administration requires parent written authorization. All prescription medications and aspirin require physician and parent written authorization. A Medication Authorization form must be on file. All medications must be secured in the school office. Because of the risk of students sharing medication, NO student may carry their own medications. If a student is seriously at risk without an epi-pen or inhaler on their person, a Diocese of Oakland Permission to Carry and Self Medicate form must be completed and signed by the student’s physician and parent (see Appendix).
St. Paul School 41 The school will call 911 in the event of epi-pen use. The student must be instructed in the indications, administration, side effects, responsibility not to share, and the responsibility to notify the teacher immediately after use. Responsibility of Parents Parents will assume full responsibility for supplying of all medications. Parents shall deliver or authorize delivery by an adult or an authorized employee of a pharmaceutical supplier any medication to be administered. The medication must be delivered to the Office in original containers, labeled with the name of the child, the medication dosage, and frequency of administration. Over the counter medications should be in original sealed packages with directions for administration. Medication Authorization form must be on file in the Office. Pain relievers and other over-the-counter drugs The dispensing of aspirin will be treated as a prescription drug. School personnel will NOT administer aspirin to students without written authorization from the student’s physician. Authorized school personnel assist students requiring over-the-counter drugs. This is done in accordance with the parent’s instructions provided in the signed Medication Authorization form.
AIDS Policy The Diocese of Oakland's School Department has issued guidelines on what procedures schools are to follow if a student, teacher or member of the staff is diagnosed with AIDS. The guidelines are based on recommendations of the Centers for Disease Control of the US Public Health Service and current understanding of the AIDS virus by scientific and public health experts. These guidelines are available from the Principal. SAFETY
First and Foremost All drop-offs and pick-ups must be made in the back lot. For the safety of your children, do NOT drop your children off at the curb and drive away before insuring they have entered the school building. NO stopping or parking in the driveways before the gates open
Schoolyard Safety The safety of our children during the school day is essential. Except for designated times, no cars are allowed in the schoolyard. No motorcycles, mopeds, bicycles, skateboards, roller blades, or Razor-type scooters are to be used on school and parish property at anytime. Speed Limit is 5 St. Paul School 42 mph on parish and school property. Any person who shall disregard any traffic provisions such as speeding, talking on a cell phone or direction given by a member of a school safety patrol can put our children’s safety at risk.
No students or siblings are to play on the play structure at any time unless there is school supervision. Once a student leaves the campus after school, they may not return without pre-arranged permission from the Principal.
Students may only play soccer during lunch/recess only if there is proper school supervision – only on the field. No hard footballs are allowed; soft footballs are provided.
Weapons Possession and/or assault with a deadly weapon and/or any object, which can be used to cause harm to another, will result in very serious consequences up to and possibly including expulsion and/or arrest.
St. Paul School 43 Supervision of Students The school does not assume liability for injuries to any person in or on the school premises 15 minutes after dismissal or before 7:40 am on school days or anytime on weekends. The exception to this are students who are checked into the Expanded Learning Program. If you drop off your children prior to 7:40 am you MUST physically sign them into Expanded Learning Program.
Traffic Safety Control and Parent Compliance The regulations of the local police department in the matter of traffic control and safety must be complied with explicitly. School Traffic Patrols (middle school students) are used to ensure the safety of delivery of elementary children to their prospective vehicles for pick up. The students are trained to conform to the regulations set by police officials and the teacher. Any person who shall disregard any traffic signal or direction given by a member of a school safety patrol shall be reported to the administration. Before School Drop Off Carefully follow direction arrows on attached diagram. Drive and park only in the designated area of the schoolyard. Orange traffic cones designate the “safe” area for children. Do NOT drive inside the coned off area. The schoolyard speed limit is 5 mph. As you enter the yard pull all the way up to the basketball poles. Drop your child off as close to exit gate as space is available. Students are dropped off from the passenger side only. If children must exit out of the right side of the car, please allow them to cross in front of your car as you are most aware of your own passengers. For safety reasons only right hand turns are allowed upon exiting. Any child not in the Expanded Learning Program who is dropped off before 7:40 a.m. will be placed in Emergency Care at the parent's expense - $25/per day. Cars must be off the yard by 8:20 a.m. School Gates will be locked at 8:00am and reopened at 8:20 am to allow parked cars to exit. They will be locked again at 8:25 am until 5 minutes prior to dismissal
St. Paul School 44 After School Pick Up Please do not arrive before the gates are open. Cars backed up onto Church Lane while waiting to enter the yard is a dangerous safety hazard. Cars stopped (with or without a driver) in the driveway may be subject to ticketing and/or towing. The gates will be opened 5 minutes prior to dismissal. They will be locked 15 minutes after dismissal. As you enter, form three rows of cars as indicated on diagram. Pull up as close to the exit gate as possible before stopping directly behind the car in front of you. One should
St. Paul School 45 never park in the spaces between the rows of cars. Please DO NOT leave your car unattended. Children will be brought to your car by a teacher or adult volunteer. Once children are in the car, carefully pull out into the lane between the rows of parked cars, and proceed to the exit gate. For safety reasons, only right hand turns are allowed upon exiting. Cars should be off the yard 15 minutes after dismissal. If your child is not available for pick up, you must park outside the school yard and come into the school. If students are not enrolled in ELP, they will be taken to Emergency Care, at the parent’s expense if they are not picked up 15 minutes after dismissal. Cost for Emergency Care is a flat-fee of $25/per day. No students are permitted to leave the school’s campus without supervision. If your child is in grades 5 through 8, you may fill out the Diocese of Oakland Parent Permission Walking Home from School form which authorizes you child to leave school unattended. A new form must be filled out for each school year. Traffic Patrol Team (after school only) The 6th and 7th grade students who have volunteered for this service to their school have the jurisdiction to direct drivers while on school property. Drivers are asked to respect their directions, even if the driver disagrees with it. Students shall be assigned to serve on patrol with written parent(s) consent. Students must be at least ten (11) years old or enrolled in 6th grade to serve on the traffic patrol. Comments and suggestions should be directed to Madam Sutter, the faculty advisor to this group. This should not, however, be done during arrival or dismissal time, as her attention is on the process at hand. We ask that you send an email or make an appointment.
Pick-up for Expanded Learning Program Gates to the Schoolyard will be closed 15 minutes after the dismissal. Gates will reopen at 5:30 pm provided there are no Expanded Learning Program students in the back lot. At this time you may drive into the schoolyard and park.
If the back doors are not open, you must walk to the school entrance and ring the intercom bell in order to be let into the building and sign-out your child. On Thursday evenings, if you pick up your student at 6:00pm or later please park outside the school premises and enter through the front door. The back lot is reserved for CCD parking.
St. Paul School 46 FINANCIAL
Insurance Students are covered by the Student Accident School Time Insurance Program (North American Life and Casualty Co.) through the Diocese of Oakland. Should an insurance claim be necessary, parents are asked to come to or call the school office for a claim form within 3 days of the accident. The policy covers injuries received going to or coming from school-sponsored activities. Only 90 days are allowed after the date of the loss to complete an initial claim.
St. Paul School 47 When private cars are used for field trips, drivers must provide the school with a copy of their current driver's license and current proof of adequate insurance (the diocese requires $100,000 liability per person, $300,000 per accident). All passengers must wear seat belts or car seats as specified by law.
Tuition This amount is payable annually, semi-annually or monthly. Parents may select to pay their tuition annually (1 payment at the beginning of the school year), semi-annually (2 payments) or monthly. Those electing to pay tuition monthly may select one of the following: 11-month plan with payments beginning in July & ending in May; or 10-month plan with payments beginning in August & ending in May. All payments are due no later than 4:30 pm on the last business day of the month after which time they are considered delinquent. A late fee of $25.00 will be assessed unless arrangements for a late payment have been authorized by the Principal in writing. No late fee will apply to automatic electronic payments (ACH) except when returned because of insufficient funds. In this case, a $25.00 late fee AND a $30.00 insufficient fund fee will be charged. Careful reading of your Tuition Agreement (contract) is advised. The school reserves the right to do any of the following with regard to the payment of past due accounts for which no payment arrangements have been made:
Deny daily attendance of student till tuition is current. Deny a student enrollment for the following Trimester. Deny a student enrollment for up-coming academic year. Tuition at St. Paul School covers 83% of the cost of educating a student. The School Community supplements tuition through parents’ efforts with participation in the Black and White Gala/ Auction for Education, Building a Foundation for School One Brick at a Time, the Annual Giving campaign and other fundraising events.
St. Paul School 48 Withdrawal and Adjustment of Tuition Students are accepted at the St. Paul School with the understanding that they will remain for the entire year. The school's operating budget is based on projected enrollment and the school's financial obligation does not change when students withdraw. The tuition adjustment policy is based on the principle that the family of a student who does not complete the school year nonetheless bears the financial obligations incurred by the school. The parent must inform St. Paul School in writing of the student’s withdrawal date 30 days in advance. Tuition fees are not refundable. Enrollment Fees (except Caritas trip fee) are not refundable. Caritas trip fees are not refundable after October 15. If you choose to withdraw your student before the end of the school year, you are still responsible for the amount of your Tuition Agreement. However, the school is willing to pro-rate that amount as follows: If you leave by October 31, you are responsible for 1/3 of your tuition; If you leave by December 31, you are responsible for your 1/2 tuition; If you leave on or after January 1 you are obligated to pay your full tuition. However, if due to a unique set of circumstances, a parent feels that an adjustment or refund is in order, they may request such in writing from the Principal. The consideration of the request is at the Principal’s sole discretion. If any refund or adjustment is deemed allowable, a check will be mailed to the parent.
If a student withdraws, the student’s new school must request records, they will not be sent automatically. Financial matters must be settled before student records will be released. No adjustment is made because of late registration, absence from class, leaves of absence or the suspension or dismissal of a student by official action of the school.
Tuition Assistance PSAS (Private School Aid Service) If you are requesting a subsidy from St. Paul School, F.A.C.E. and/or BASIC fund you must complete a PSAS form by deadline specified on the PSAS website. PSAS provides an assessment of each family’s ability to pay for the education of their student(s) at a private Catholic school. If a family does not provide ALL the required information, the application will not be processed and the student may not receive any tuition subsidy including from St. Paul School for their tuition. PSAS website: www.psas.org If you miss the application deadline you must still file a PSAS form if you want to be considered for a St. Paul subsidy. You may obtain an application from the St. Paul School website (www.st-paulschool.org). You must also provide the Principal with the
St. Paul School 49 W-2, prior year tax return and itemized list of major expenses of all parties responsible for the payment of tuition. The school website (st-paulschool.org) provides a link to the Diocese of Oakland webpage for F.A.C.E. and BASIC Fund. Deadlines other than the PSAS March deadline are published on the funding organizations’ websites. Parents are notified of grant awards from mid July. They, traditionally, are notified before the school receives information. BASIC Fund 268 Bush Street, Suite 2717, San Francisco, CA 94104, phone is (415) 986-5650 website is www.basicfund.org. May not be combined with F.A.C.E. or any other subsidy except St. Paul School subsidy. You must reapply EVERY year Applicable if a child is entering private school for the FIRST time. If a new student has an enrolled sibling and the new student is selected, the sibling automatically receives BASIC, too. Award can be up to $1,600 Has a time sensitive deadline, often different than the PSAS deadline. F.A.C.E. (Financial Aid Catholic Education) 3014 Lakeshore Avenue, Oakland, CA 94610 see the Diocese of Oakland website for details: http://www.oakdiocese.org/giving/face/applying-for-a-grant May not be combined with Independent or BASIC fund grant. Requires you to re-apply and re-qualify each year even if you are currently funded. Award can be up to $1,600 Funding can continue through high school if enrolled in a Catholic high school and circumstances don’t change once you are chosen. Has a time sensitive deadline. Each year, approximately 10% of the total school budget is earmarked to help families who may or may not qualify for financial assistance from the outside agencies or who still need an additional reduction in tuition costs in order to send their child(ren) to St. Paul School. As a Catholic community, each family’s tuition helps to pay for those families who are in need and receive subsidy from the school . This yearly financial commitment to our families in need causes a shortfall in other budget items that the school needs such as hiring aides in the classroom, grounds and garden maintenance and other major projects that will help move the school forward. Therefore in exchange, the School requires those families receiving a School Subsidy to work a minimum of 40 Parent Participation Hours (PPH). If parents do not fulfill this obligation, it may jeopardize their being awarded a School Subsidy in the future and they will be billed at the end of the year ($35/per each outstanding PPH).
St. Paul School 50 Sending Money to School We ask that money owed to the school be mailed or brought in by an adult. You may also pay fees using a credit card by calling the Office with your information. If you choose to participate in class fund raisers (e.g., Jamba Juice, pizza day, etc.) you may send the money with your child in a sealed envelope with the child(s) name, the REASON for sending money, and amount written on it. Please instruct your child to give it to his teacher. All envelopes will be sent to the office by the classroom teacher daily. A receipt will be rendered and returned with the child.
If the office is not open, there are envelopes provided for parents on the shelf in front of the Office window. Please fill out the face of the envelope, place the payment inside the envelope, and seal it. Deposit the envelope in the mail slot located to the right of the front door, below the intercom. This slot goes to a locked location so your payment is safe. It will be credited to your account on the next business day. The school is not responsible for loss of money you send with your student. If you send tuition payments, etc. with your child, you will be responsible for any late fees associated with late delivery of those funds.
Returned Checks All payments for tuition can be made by electronic transfer of funds, money order, cash, and credit card for your convenience. A $35.00 fee is charged each time a check or electronic payment (ACH) is returned unpaid by the bank. You will also be assessed a $25 late fee if a payment misses a due date because of non-payment by the bank.
Replacement / Miscellaneous Fees $3.00 fee for a replacement report card. $8.00 fee for replacement Student Planner (grades 3-8) $5.00 for each transcripts sent to more than 2 high schools. Returning Student Registration Parents of all returning students will receive an invitation via email requesting them to register their students for the following school year. Parents should follow the instruction on the online registration form. A non-refundable registration fee/ per student is due by the date specified on the Enrollment Fee – Payment Options form. If paid after the deadline, additional late fee(s) may be assessed. ALL fees owed for the previous school year MUST be paid before your student will be considered enrolled for the next year. Any exception granted by the Principal must be in writing. Any money received for registration, class fees, etc. will first be applied to outstanding balances.
St. Paul School 51 During the Admission’s Process for new students, projected vacancies are determined by the payment of the Registration Fee. The newsletter will announce the date we will begin accepting new students. Until then returning students will be given enrollment priority.
Billing Information All families will receive an updated statement of their financial and PPH status a week after the end of the first and second trimester and prior to the end of the third trimester. This includes an update on PPH hours worked and payments toward required fundraising events and activities. Families who have outstanding balances will receive a statement of their financial status within the first week of each month. It will become delinquent if not paid by the 15th of each month unless arrangements are made with the Principal in writing. Registration and Enrollment Policy – Pass Due Accounts: Families with any outstanding money due will NOT BE ALLOWED TO REGISTER in order to hold a spot for the upcoming year. Unless all monies owed to St. Paul School are paid, the student will not be allowed to enroll for the upcoming year. Any money received for registration, class fees, etc. will first be applied to outstanding balances. Additional Obligations In addition to tuition fees each family will be required to purchase two tickets to the Auction for Education (cost of tickets will be determined at a later time), contribute a minimum of $100.00 to the Annual Giving Campaign, secure a minimum of $50 in contributions for the school’s annual Jog-a-thon, and pay for any unworked PPH. STUDENT ACTIVITIES
Morning Assembly We begin each morning dedicating our day to God. Brief announcements for the day are made. Parents are encouraged to attend but we ask that they assemble with their child’s class. Late students must wait in the entrance area to the Parish hall, not to disturb the Assembly with movement or noise, and may join her/his class when appropriate. There is no Morning Assembly when raining or on Fridays, for students will attend a School-wide weekly mass. Parents are invited to the 9:00 am mass.
Christian Service Program/Stewardship We believe that service is integral to the Christian community. Our Service Program helps the children to understand that they are needed and that their efforts are important in the growth and enrichment of the community. Several times during the year, we sponsor a school wide service project, i.e. collecting food, clothes, etc. for needy families.
St. Paul School 52 As part of their religion requirement, students in grades 5 – 8 will be required to participate in our Service Hour Program.
Altar Servers Students in 4th through 8th grade may be involved in the parish altar server program. Our parish priest trains the students and moderates this activity.
St. Paul Choir – Heavenly Voices Our Children’s Choir features all students committed to the program after school. Choir members participate in school performances and concerts, school liturgies and family liturgies, and service projects. Choir curriculum flows from and builds on the St. Paul’s music program. Students 4th through 8th grade are eligible to join the choir (or as determined by the Choir Director).
St. Paul School 53 Sports Program – Saint Paul Athletics (SPA) Sports are an important aspect for the school, students, and parents. At St. Paul School your child has the opportunity to play soccer, volleyball, basketball, track and field, t- ball, and baseball. Each season (fall and spring) offers every grade a sport to play and the opportunity to belong to a team and develop techniques that will enhance their participation in that sport. Students who belong to a team learn how to interact with others, resolve conflicts among peers, and develop a healthy physical routine of exercise. Parents are given an opportunity to be an active participant in their child's extra curricular activity, volunteer as a coach, and assist their child in making healthy choices. Coming together as a community for games and practices allows parents the chance to monitor their child's progress in a sport as well as giving them the opportunity to develop friendships among peers. It is important for children to witness their parents positively interacting with other adults. It makes children feel good to have their parents around them. Fall Sports Coed Soccer (Kindergarten-Fourth) Girls' Volleyball (Third-Eighth) Boys' Basketball (Third-Eighth) Spring Sports Coed TBall/Coachpitch (Kindergarten-Third) Coed Track and Field (Kindergarten-Eighth) Girls' Basketball (Third-Eighth)
Student Leadership St. Paul School Student Council promotes leadership, school unity and spirit. All students will be entering the 5th thru 8th grade are invited to apply for election to Student Council. Students who are on Student Leadership must meet and maintain all qualifications and responsibilities below. Qualifications o You must be in 5th thru 8th grade in the current academic year o You must be free from academic or behavioral probation o You must have and maintain a “B” average, no D or F. o You must be able to attend weekly after school meetings with the Student Council Advisor(s). o ALL Student Council members must attend the week-long Leadership Workshop scheduled during the summer in order to serve on the Student Council. Expectations/Responsibilities o Being spirit-driven and carry forth the Mission of the St. Paul School o Devoting out-of-class time to set up for rallies, liturgies, prayer services or to otherwise serve St. Paul School 54 o Serving as a spirit-filled leader on campus o Be active in the planning various “spirit” activities around the school o Be a model student academically, spiritually, and behaviorally at all times in and out of school Failure to meet any of the Qualifications and/or Expectations/Responsibilities will result in temporary or permanent removal from your post as student leader. Removal of a student from the Student Council will be at the discretion of the Principal in conjunction with the Student Council Advisor(s).
Traffic Patrol Team The 6th and 7th graders may volunteer for Traffic Patrol Team. They will be dismissed 10 minutes prior to dismissal time to gather the students in grades K – 4th . Parent Permission slips and training are the responsibility of the Traffic Patrol Team Advisor. Please see pg. 38 for additional information. Once scheduled, parents may not make changes without prior written notification.
World in Focus Students in 4th thru 8th grades are eligible to be members of a club that focuses on teaching students about their responsibility to the environment. Students take an active role being stewards of our school and parish helping to educate our students and their parents on the importance of recycling, reuse and sustainability. The organization will be overseen by teachers during lunch and afterschool.
STUDENT RECORDS
Review of Student Education Records Parents of students currently in attendance at St. Paul School may review the student’s education records by completing and turning in a Parent Request For Access To Student Records to the Office in order to set up an appointment to access cumulative records. Student records are available for inspection by the student's parent in the presence of the teacher or Principal. Records may not be removed from the school grounds.
School Directory /Roster Release of detailed student information (names, addresses, telephone numbers, email addresses) for St. Paul School students shall be for legitimate parish and school use only. With the permission of the Principal, a Family Directory (name / grade of student, mother’s name & email address, father’s name & email address) will be compiled and
St. Paul School 55 emailed to St. Paul families at the beginning of each school year. You may opt-out of this Directory by checking the appropriate field on Handbook Agreement. This information is for the use of St. Paul School families to contact one another and shall not be shared. It shall not be misused by any party.
Emergency Disclosure Information The school is required by law to disclose personally identifiable information from a student’s education record to law enforcement, child protective services, health care professionals and other appropriate parties in connection with a health and safety emergency if knowledge of the information is necessary to protect the health and safety of the student or other individuals.
Student Photograph Publication Photographs of students may appear on the school Web site or in other publications. Parents who do not wish their children’s photographs to be placed in public media must check the box on the Handbook Agreement. MISCELLANEOUS STUDENT INFORMATION
Special Needs The mission of the Special Needs Program in the Diocese of Oakland is to support Catholic education by being advocates for students with special needs in areas related to academic growth, social development, and emotional health. Admission of students with special needs will be dependent upon the school program’s ability to meet those needs. At St. Paul School, all teachers, a member of the Administration and a Special Needs Coordinator will meet with the parents to discuss the student’s progress in their classes and ensure this mission is being achieved. The Special Needs Coordinator monitors the overall program and chairs Student Success Team (SST) meetings. An SST - members include the administration, teacher, parents and student and is designed to assist a student who is experiencing ongoing difficulty that impedes educational success.
Telephone The school telephone is reserved for school business, student illness, or emergencies. Students may use the office phone during recess and lunch only. Teachers may call parents from the classroom phone and then allow the student to speak to the parent. It is important if the student is to leave a message when phoning a family member, they leave a reason for the call. A student may call home for reasons at the discretion of the teacher or office manager.
Cell Phone Use & Other Electronics
St. Paul School 56 Students must turn off their cell phones and give them to their classroom teacher (homeroom teacher for middle school). No students in grades K – 4 are allowed to bring cell phones to school. They will be returned at the end of the school day. If attending Expanded Learning Program, the cell phone is required to be turned off and kept in the student’s backpack. Failure to comply with this policy will result in loss of cell phone privileges.
See Pg. 25 for policy regarding Wearable Technology.
School Supplies At the beginning of school year, parents receive a list of supplies needed for classroom use beginning in the fall. The supply list is posted on the school’s website. Students are expected to bring all of these supplies on drop off day or the first day of school. It is the responsibility of the student and parents to monitor the replacement of supplies throughout the school year. Occasionally this list is updated throughout the school year. Students are to bring no supplies to school other than those specifically requested by the staff. All unauthorized supplies are subject to confiscation.
Textbooks and e-books Families are responsible to make sure that textbooks are covered at all times with regular, not sticky, paper. Lost or damaged books will be replaced at the parent’s expense and there will be no refund if the lost book is later found. It will be the parent’s responsibility to purchase any resources assigned as e-books to access on student’s personal electronic devices.
Lost and Found All belongings should be marked with student’s name and grade. If something is lost, please check at the "lost and found box" located in the Office. The school bears no responsibility for returning items to students. At the end of each trimester unclaimed, unmarked items will be donated. Lunch and Snack Policy St. Paul School has a NO NUT policy. Students are not allowed to bring nuts or nut products (e.g. peanut butter, Reese’s peanut butter cups, cookies made with nuts, almonds, cashews, etc.) for lunch or other school functions. This policy has been put in place because of the increase in the number of children with nut allergies. Seeds such as sesame seeds, poppy seeds are allowed. Fast Foods: Eating of fast foods is discouraged. If a student has fast food for lunch or snack, he will be required to eat separately from his classmates. Late Lunch Delivery: Parents may no longer drop off lunches for their students after 10:45 am. Lunches delivered after that time cause disruption not only to your student’s lunch time but also to other students. If you are unable to comply, you will be asked to have a meeting with the Principal.
St. Paul School 57 Lunches delivered to the school by a parent or friend are not to be taken to the student’s classroom. They must be left in the assigned area outside the front Office and clearly labeled with child’s name and grade. Students are responsible for checking at the Office. Food4Thought provides lunch service for the school. You can register your child for a daily lunch at: www.f4tc.com Click on “create a new account” and follow the instructions. Then proceed to the menu you wish to purchase from and place the order. SCHOOL CODE IS: SPS Emergency Lunches Food4Thought will NOT supply emergency lunches. If your student does not have a lunch, the Office will be provided an emergency lunch. It will consist of a starch, fruit and water. You will be charged $5 for the lunch.
St. Paul School 58 STUDENT UNIFORMS
All students are required to wear a complete uniform unless otherwise noted in weekly school emails. All uniforms can be purchased through CLASSIC DESIGNS, 1551 Taraval Street, San Francisco, CA 94116, Toll Free (888) 770-4700 or (415) 661-4700 www.eclassicdesigns.com
BOYS Shirts (required) – TK is required to wear navy blue shirts Shirts can be long or short sleeve White polo collared shirt with or without SPS logo White turtle neck shirt White button down collared shirt – can be worn with tie or bowtie Tie/bowtie must be Classic Navy Blue or SPS plaid Please note: if an undershirt is worn, it must be white- TK may wear white undershirts Pants (required) Classic Navy Blue Chino pants can be pleated or flat front may have reinforced knees may have elastic waist pants should be hemmed to proper length Shorts (optional) Classic Navy Blue Chino shorts can be pleated or flat front may have elastic waist must be no shorter than 2” above the knee Sweatshirts/Sweaters Sweatshirts Navy Blue long sleeve –no hood SPS Spirit Sweatshirts sold at school (e.g. SPA, SPS class) Sweaters/Vests Cardigan or V-neck pull over Navy Blue with or without SPS logo SPS Letterman cardigan Navy Blue V-neck sweater with or without SPS logo Blazers Classic Navy Blue blazer – single breasted, 2-4 button front GIRLS Shirts (required) – TK is required to wear navy blue shirts Shirts may be long or short sleeve White polo collared shirt with or without SPS logo
St. Paul School 59 White turtle neck shirt White overblouse with Peter Pan collar White button down collared shirt – can be worn with tie or bowtie Tie/bowtie must be Classic Navy Blue or SPS plaid Please note: if an undershirt is worn, it must be white – TK may wear white undershirts Pants (may be worn instead of Jumpers or Skirts) Classic Navy Blue Chino pants can be pleated or flat front may have reinforced knees pants may not cling to the leg (no jeggings) may have elastic waist pants should be hemmed to proper length Shorts (optional) Classic Navy Blue Chino shorts can be pleated or flat front may have elastic waist must be no shorter than 2” above the knee must not cling to the leg Jumpers & Skirts (required) Grades TK–3: SPS Grey/Navy Plaid Jumper Grades 4–8: SPS Grey/Navy Plaid A-line Skirt Shorts must be worn under jumpers or skirts (must not be longer than jumper/skirt) Hems cannot be more than 2” above knee. No rolling at waist Sweatshirts/Sweaters Sweatshirts Navy Blue long sleeve –no hood SPS Spirit Sweatshirts sold at school (e.g. SPA, SPS class) Sweaters/Vests Cardigan or V-neck pull over Navy Blue with or without SPS logo SPS Letterman cardigan Navy Blue V-neck sweater with or without SPS logo Blazers Classic Navy Blue blazer – single breasted, 2-4 button front
School uniform and non-uniform attire should be clean, neat, well-fitting and in good condition. All clothing items must be permanently labeled with student's names. Belt Black or navy – mandatory for grades 3 through 8 boys
St. Paul School 60 Hair Styles Neat, clean, and moderate (at the discretion of the administration); no altering of the child’s natural hair color; hair must be off the face. Boys’ hair must be above the eyebrows, above the ears, and above the collar. No excessively long hair or pony tails for boys. Spiking hair longer than 1” is not permitted. Hats/Scarves No headscarves, feathers, extreme headbands, or wraps. Hats, caps or visors are only allowed outdoors. Hoodies Hoodies may NOT be worn with the exception of 8th grade class or SPS spirit sweatshirts (e.g., SPA, Panthers sports teams, etc.). Hoodie may be worn on Free Dress Days as long as the hood remains off in the classroom. Jewelry For safety reasons no jewelry except post earrings for girls and boys and/or a very small necklace with a religious pendant. A maximum of three (3) friendship, rubber band, or silicon bracelets may be worn at one time (total 3, not 3 of each type). The jewelry policy is also enforced during Free Dress Days. Leggings/Tights Navy blue or white - leggings must be to ankle and socks must be worn with leggings. Legging or tights may ONLY be worn under skirts or jumpers, not alone. Make-up / Nails No make-up, lip gloss, artificial nails or nail polish may be worn at any time - also enforced during Free Dress Days. Outerwear If worn in the classroom, outwear MUST be uniform approved jackets, sweaters, etc. Non-uniform jackets, sweaters, etc. can only be worn outdoors. NO team sweatshirts/jackets (e.g., Raiders, 49er, etc.) may be worn EXCEPT on Free Dress Days.
Panther Spirit sweatshirts (sold by SPA or class) may be worn with the uniform.
Socks Navy blue, black or white (except on Free Dress Days) Shirts Shirt tails must be tucked into pants and skirts (except Peter Pan collared over-blouse). Must have sleeves. Cap/partial sleeves are not allowed, even on Free Dress days. Shoes Rubber soled only - Black or white shoes preferred. For safety, only flat-soled shoes are allowed. In addition, NO slip-ons, boots, light-ups, wedge-heels (visible or not), Ballet spinners, or Wheelies. Shoes must be secured at all times with laces, straps or Velcro. Shoelaces must match one another and be solid in color (no patterns, stripes). High top converse or equivalent are
St. Paul School 61 allowed. Laced shoes above the ankle are only allowed on Free Dress days. Since it is not possible to list all categories of inappropriate attire, it will be at the Principal’s discretion to decide if something is inappropriate. The parent may be called to bring the appropriate clothing to school. Girl Scout/Boy Scout Uniform Students may wear their Scout uniform shirts or vests on Fridays. School uniform pants/skirts must be worn with the Scout shirt and vests.
Sports Uniform Students may wear their sports uniform shirts on the Monday AFTER their games. School uniform pants/skirts must be worn with the sport uniform shirts. Uniform Excuse Policy A written excuse from the parent is required when a student is unable to be in uniform. Otherwise parents will be called and required to bring the appropriate clothes to school for student to change into. In this case, a uniform infraction would NOT be issued unless this occurs too often.
Uniform Infractions Students will be issued Uniform Infractions for breaking the SPS uniform rules. This also applies to Dress Code infractions on days uniforms are not required. Infractions will result in teachers sending a notice to parents that must be signed and returned the next school day. Three infractions will result in the loss of Free Dress for the remainder of the trimester.
P.E. Dress Students may wear Navy Blue sweatpants only on P.E. days. Tennis shoes should be worn on P.E. days.
Church Attire On days in which the entire student body is attending a liturgy at the Parish there is NO free dress or P.E. sweats allowed. Students must wear full uniform with the exception of Scout attire (see above).
Free Dress On specific days during the school year, children are allowed to wear non-uniform attire. Only moderate styles are allowed. No clothing items such as tank tops, halters tops, sleeve-less shirts, mini-skirts, bare mid-riffs, jeggings, tight skinny jeans, clothing that clings to the body, overly baggy or sagging pants, or jeans with holes or ragged bottoms are allowed. Shoes must meet regulation uniform standards.
St. Paul School 62 Trips and School Outings Uniforms are required unless an exception is made by the Teacher.
St. Paul School 63 STUDENT BEHAVIOR / ACTIONS
School-Wide Playground, Hallway and Classroom Rules Respect, responsibility and reverence for each other are imperative to create an atmosphere where optimal learning/growing can take place. The following are the guidelines for this atmosphere:
No glass or ceramic containers of any kind shall be sent with students to school. No school sports equipment may be taken out or used on the yard before or after school. Any device or item that the teacher or administration deem inappropriate at school (including, but not limited to radios, CD players, iPod/mp3 player, sports equipment, electronic devices, trading cards, or toys of any kind) will be kept at the office and returned to the parent at the end of the week. Repeated offenses may warrant the item being held until the last day of school. Students must walk while inside the school building at all times. Standing, sitting, or sliding down the stair railings is never allowed. Students must be clear of the hallways and stairways during the recess and lunch periods. Students will always use the stairway closest to their classroom. Food may be eaten in the classroom only on rainy days or with teacher permission. Snacks must be eaten outside at recess, not on stairways or in the halls. Lunches are eaten in designated areas by class. The eating area must be clean before playing. Students do not enter the hallways before school, during recess or noontime unless with permission from a yard supervisor. When the ending recess bell rings children are to freeze in place and wait for yard supervisor to direct them to line. Students are to walk to their respective lines. Students are to tuck in their shirts/blouses and quietly enter the building after recesses, one class at a time.
Discipline Students should be instructed that their actions and attitudes should reflect a Christian ethic and that their behavior should be in accordance with the moral and religious expectations as outlined by each school in its philosophy and goals. Discipline in the Catholic school is to be considered as an aspect of moral guidance and not a form of punishment. The purpose of discipline is:
St. Paul School 64 To provide a classroom situation conducive to learning. To educate students to an appreciation of the importance of developing responsibility and self-control. To build a sense of Christian community. Families are expected to honor and support our policy regarding matters relating to student disciplinary issues and actions.
Pets No dogs, cats, or pets of any type are to be on the playground, brought to class, or brought into the school building unless authorized by the Principal. Pets are not allowed on the playground at any time, except for the celebration of Blessing of the Animals.
Chewing Gum / Candy The use of chewing gum by any individual is prohibited on school or church property at all times. A student caught with gum will earn a detention by any teacher or staff. Eating of food or candy in the classroom during classes is not allowed without permission of the teacher and only in the teacher’s presence. Cell Phone Use See Cell Phone Use pg. 49.
Illegal Substances The use, possession or exchange (whether or not for sale) of illegal substances on or near school premises or at school sponsored activities, including but not limited to tobacco, drugs, alcohol, and various types of inhalants is prohibited and is grounds for disciplinary action up to and including expulsion.
Leaving School Grounds During School Day No student may leave the school grounds during school hours without the permission of the Principal and written authorization of parents. All students will be signed out. Disciplinary actions may be taken if a student ignores this policy.
Vandalism/Property Damage Students and their parents/legal guardians will be liable for all damage to equipment or school property caused by the student. It is the responsibility of the parent to pay for property damages not to exceed ten thousand dollars ($10,000) due to willful conduct by the child. Child may be suspended for an indefinite period of time and grades, transcripts or diploma may be withheld until the damages are paid.
St. Paul School 65 DISCIPLINARY ACTIONS
Detention Requiring a student to serve a detention at the teacher’s discretion is an acceptable disciplinary measure. Students may be required, at the teacher's discretion, to attend detention during lunch, before or after school for 15 to 45 minutes. Middle school students who have not finished homework in preparation for work to be done in class will serve a lunch detention. Parents will be notified before the student serves any detention that goes beyond 15 minutes via phone or e-mail. Students will not be detained for more than one hour. (Parents will be notified during the Back-to-School meeting regarding the class policies.)
Probation Types of Student/Family Probation We encourage each student to do well in school. In addition, we seek cooperation with every St. Paul family to partner with us, to be happy and cooperative with the administration, staff, and policies of the school. At times it may be necessary to place a student on probation for a specific period of time. At times this type of parent partnership may not be possible due to lack of cooperation. Therefore, the requirements of probation will be discussed and determined at a conference with the Principal, teachers, parents and student. The normal probation period will be one trimester.
Disciplinary Probation The Principal and teacher may place a student/parent on disciplinary probation. To be placed on disciplinary probation, the student/parent must have violated school standards of conduct or committed an offense of a serious nature. The administration, child and parents will meet together to formulate a behavioral contract that must be followed by all parties. A follow up meeting will be called to reassess the progress mandated by the contract. Parents who violate the policies within this handbook, exhibit uncooperative behavior toward the administration and/or staff may be placed on probation.
Academic Probation In Grades 4-8, a student may be placed on academic probation if the student has D's or F's in any academic subject. In Grades K-3, a student is place on academic probation as determined by the Principal in consultation with the teachers.
Terms of Probation At the end of the probation period the student's/parent’s progress and/or conduct will be reviewed by the Principal and teachers.
St. Paul School 66 If sufficient progress has been made, the probation will be terminated. If there is insufficient progress, the student/parent will remain on probation. A conference will be scheduled with the Principal, the teachers, parents, and student to discuss further terms of probation. Participation in school sponsored extra-curricular activities (sports, student council, etc.) will be restricted during the probation period. If there are still difficulties after first probation period, the Principal, together with the teachers and parents, will determine whether or not the academic learning environment of St. Paul School is appropriate for the student.
Procedures for Recommended Transfer It may become necessary to recommend the transfer of a student to another educational institution for the following reasons: 1. The student is clearly unable to profit from the school by reason of ability, serious emotional instability or repeated uncooperative or destructive behavior: For students with academic, social or emotional challenges, all means to meet the needs of the child should be attempted through the SST process. 2. The repeated uncooperative or destructive attitude of parent(s)/legal guardian(s): Parents should be made aware that their attitude and/or behavior must change or it could result in the transfer of their child from the school. All attempts to reconcile the parent’s actions with the school should be attempted. 3. Failure of the family to fulfill their financial obligations: Parents who are unable to meet their financial obligations should be offered alternative tuition payment plans and/or tuition assistance if possible. When the school has explored every reasonable means to resolve the above circumstances and has been unsuccessful, the transfer is to take place at the end of a grading period (trimester) or preferably at the end of an academic year. The Principal, in consultation with the Pastor and Superintendent, makes the final decision. Suspension Policies The Principal or pastor may suspend a student's attendance at school for a period of time, though not for more than five consecutive days. However, when exceptional circumstances exist, such as the need to complete an investigation, a student who poses a chronic discipline issue, the student may be suspended for an indefinite period of time —up to and including the end of a term. This long-term suspension may be necessary
St. Paul School 67 when the student’s return poses a threat to the safety of others. The student may be given the opportunity to “make-up” work that was given during the time of the suspension. Student suspensions may occur for the following reasons: Leaving school premises without permission Disrespectful/harassing conduct toward students, teachers, or other adults Repeated failure to observe school rules or academic expectations Excessive tardiness Physical use of hands and body on purpose with malicious intent/intent to harm Serious misconduct as determined by the Principal/Pastor -e.g. fighting, hitting Inappropriate use of social media by student while in school Inappropriate use of social media by student which defames any person attending St. Paul School or St. Paul School in general. At the Principal's discretion, an "in house" suspension may result. The student would be suspended from regular school activity and will do their school work but will not receive grade credit for that work. The student would remain under supervision on the school premises.
Suspension Procedures 1. In cases where the absence of immediate disciplinary action (suspension) would pose a real threat to the health and welfare of another student, the students in general or school staff, the Principal may remove the student from class, or the yard, etc. and contact the parent as soon as possible. In cases such as this, where the suspension has occurred, requirements as to due process as stated in #2 below may be adhered to after the fact. 2. In all other cases where suspension is necessary, but no real or immediate danger to the health and welfare of another student or the students in general or school staff exists, the following procedures should occur:
o NOTICE: This is satisfied by telling the student that you are going to suspend him; informing him of what school rule or regulation has been broken; and indicating to the student, by way of reference to the rule, that such violation is a suspendable offense.
o EVIDENCE: This is satisfied by making the student aware of what information the Principal has which would lead the Principal to reasonably believe that a rule has been broken and that this student is the one who is responsible.
o OPPORTUNITY TO RESPOND: This means an informal discussion between student and Principal. In other words, “Do you have anything to say?” etc., and listening to his side. Then, the Principal may make a
St. Paul School 68 decision to suspend based on the evidence and student’s responses to the presentation of such evidence.
o PARENT CONTACT: It is always necessary to inform the parent of the procedures that have been followed, including a review of the steps listed above. Where possible, a parent might be included in these steps so that the parent is aware of the total situation prior to the decision to suspend. When this is not possible, a parent has an absolute right to be informed of the specifics of the procedure within a reasonable time thereafter.
o RIGHT TO APPEAL: The parent may appeal the decision, first to the Principal and Pastor, and later to the Superintendent. However, it is presumed that neither will overturn the decision if the established procedures have been followed and sufficient reason for suspension exists
o A WRITTEN RECORD of the procedures followed in the case of the suspension (including the procedures followed after the fact in cases where immediate suspension is necessary) shall be kept in a file separate from the cume folder by the Principal.
Expulsion Policies Expulsion is an extreme but sometimes necessary measure for the best interest of a student and for the common good. Consultation with the Pastor and Superintendent of Schools is required before expulsion can take place. Consultation with the Diocesan lawyer may also occur. The following offenses, including but not limited to, committed by students while under the jurisdiction of the school are reasons for expulsion.
Continued willful disobedience/consistent violation of school rules. Persistent defiance of school authority by any student or his parents. Habitual profanity or vulgarity Use, possession or exchange (whether or not for sale) of tobacco, drugs or alcohol on or near the school premises or at school sponsored events. Theft and/or vandalism to school property. Habitual truancy. Assault or battery, or any threat of force or violence directed towards any school personnel or students. Possession and/or assault with a deadly weapon and/or any object which can be used to cause harm to another, including laser pointers. Verbal or physical harassment of any student, teacher or administrator. Non-compliance with academic requirements as established by staff and administration. Parents or family members who are hostile to the administration, faculty, staff or other parents and repeatedly refuse to follow the Code of Christian Conduct in St. Paul School 69 their actions, words, and demeanor after several reminders from the administration Inappropriate use of social media by student or family /extended family member which defames any person attending St. Paul School or St. Paul School in general. Procedures for Disciplinary Expulsion 1. Cases of Cumulative Disciplinary Difficulties The Principal or his delegate shall arrange a conference with the student and the parent who shall be informed of: The pattern of conduct which at this time would lead the school to believe that expulsion is being contemplated. The evidence upon which this assessment is based. The right of the student at this time to present a statement or information in support of being retained. What specific courses of action or improvement in attitude will be sufficient in the school’s view so that expulsion will not be necessary? If adequate improvement is not forthcoming within a reasonable time: A second conference with the student and parent shall be arranged by the Principal or his delegate. At this time the procedures outlined above shall again be followed. After this conference a final decision will be made by the Principal in consultation with the Pastor and Superintendent. Written records of the various proceedings must be on file.
2. Cases Involving Serious Offenses or Threats to Safety
o There is no requirement that the school follow progressive discipline in cases involving serious offenses or threats to safety, which may include a possible criminal conduct or outrageous actions. The student is immediately suspended, the initial parent-Principal conference is dispensed with, and the process begins with the procedures outlined in bullet 2 under the Suspension heading. 3. Right to Appeal The parent may appeal the decision, first to the Principal, then to the Pastor, and later to the Superintendent. However, it is presumed that neither will overturn the decision if the established procedure has been followed and sufficient reason for expulsion exists.
NONDISCRIMINATION POLICY
St. Paul School 70 “The Church shares in the mission of Jesus Christ who called all followers to lead a just life. In fidelity to that mission, the Diocese strives for justice in employment practices. To this end, the Diocese promotes equal opportunity for all persons with regard to recruitment, hiring, training, transfer, promotion and separation from employment. Employment decisions are made on the basis of qualifications that meet the needs of the Diocese, and not on the basis of race, color, national origin, ancestry, gender, age, religion (except where ordination or religious belief or practice is determined by the Diocese, in its sole discretion, to be a qualification for a position), marital status or veteran status, sexual orientation, physical or mental disability or medical condition, or any other characteristic protected by law.”
St. Paul School 71 GENERAL HARASSMENT POLICY
The schools of the Diocese of Oakland prohibit any form of unlawful harassment of students or employee; whether verbal, physical or environmental. It is a violation of this policy for any employee, agent, student, volunteer, or third party at a school site to harass a student or employee. Complaints may be reported to the Principal or school counselor. Formal written complaints may also be filed at the office of the Principal or designee. A complaint does not have to be written in order to be investigated.
St. Paul School is a NO BULLY School Student to student harassment in connection with school activity or attendance is prohibited whether it occurs: o While on school grounds o While going to or coming from school o During the lunch period whether on or off campus o During, or while going to or coming from, a school sponsored activity o On social media Any student who engages in the harassment of another student is subject to disciplinary action, up to and including expulsion. The school when it is made aware of such harassment will take appropriate action. It is each student's responsibility to: o Conduct himself or herself in a manner which contributes to a positive school environment o Avoid any activity that may be considered discriminatory, intimidating, harassing, bullying or hazing o Not engage in acts which tend to injure, degrade, embarrass, or threaten the safety, privacy, or respect of other students or school employees, independent contractors, volunteers, or anyone in a school setting or at school-sponsored event. o Inform the other person, if possible, that the behavior is offensive and unwelcome. Report all incidents that may be considered discriminatory, intimidating, harassing, teasing, bullying, or hazing to the Principal, teacher or support staff o Complete a formal written complaint (as appropriate and if asked) that the school will investigate thoroughly and will involve only the necessary parties; the schools will maintain confidentiality as much as possible. o Each student is encouraged to “step up” so others aren’t “stepped on”. Report or stop harassment when you see it.
St. Paul School 72 Catholic Schools Diocese of Oakland Student Sexual Harassment Policy The schools of the Diocese of Oakland prohibit any form of sexual harassment of students whether verbal, physical, or environmental. It is a violation of this policy for any employee or agent of the Diocese to harass a student or for a student to harass another student in a sexual manner as defined below. Definition of Sexual Harassment For purposes of this policy, sexual harassment is defined as including but not limited to unwelcome sexual advances, requests for sexual conduct or physical conduct of a sexual nature directed toward a student under any of the following conditions: Submission to, or toleration of, sexual harassment is an explicit or implicit term or condition of any services, benefits, or programs sponsored by the Diocese; Submission to, or rejection of, such conduct is used as a basis for academic evaluation affecting a student. The conduct has the purpose or effect of unreasonably interfering with a student’s academic performance, or of creating an intimidating, hostile, or offensive environment. Submission to, or rejection of, the conduct is used as the basis for any decision affecting the individual regarding benefits and services, sponsored by the Diocese. Employee to Student Sexual Harassment Employee to student harassment is prohibited at all times whether or not the conduct occurs on school property or at school sponsored events. Amorous relationships between a student and an agent or employee of the Diocese are strictly prohibited. Any employee or agent of the Diocese who participates in the sexual harassment of a student is subject to disciplinary action including, termination of employment.
Student-To-Student Sexual Harassment This policy prohibits student-to-student sexual harassment in connection with any school activity at any time including, but not limited to, any of the following:
While on school grounds While going to or coming from school During the lunch period whether on or off campus During, or while going to or coming from, a school sponsored activity.
St. Paul School 73 Any student who engages in the sexual harassment of another student is subject to disciplinary action including verbal warnings and reprimands, counseling, suspension, and expulsion.
Retaliation The Diocese forbids retaliation against anyone who reports sexual harassment or who participates in the investigation of such a report.
St. Paul School 74 Complaint Procedure The Diocese has adopted administrative procedures for filing sexual harassment complaints. A copy of the complaint procedure is contained in the Administrative Handbook for Catholic Schools, Diocese of Oakland and listed below. Complaints may be reported to the school counselor or the Principal. Written complaints may also be filed at the office of the Principal or designee. Complaints should be presented in written form to the Principal. CHILD ABUSE OR NEGLECT
Child abuse is any act of commission/omission that endangers or impairs a child’s physical or emotional health and/or development. This includes: Physical abuse or corporal punishment Emotional abuse or deprivation Physical neglect and/or inadequate supervision Sexual abuse and/or exploitation
School personnel are required by law to report any reasonable suspicion of child abuse. The Diocese of Oakland Safe Environment for Children Project requires that school personnel be trained. Their training fully explains the components of the project and raises awareness of child abuse signs and reporting procedures. A reasonable suspicion of child abuse means that “it is objectively reasonable for a person to entertain such a suspicion, based upon facts that could cause a reasonable person in a like position, drawing when appropriate on his training and experience to suspect child abuse.” (Penal Code Section 1166a) Determining whether or not the suspected abuse actually occurred is not the responsibility of the educator, but that of the child protective agency. The Diocese of Oakland Safe Environment for Children Project requires that ALL parish and school volunteers be trained. Each trained session fully explains the components of the project and raises awareness of CHILD ABUSE signs and reporting procedures.
St. Paul School 75 USE OF TECHNOLOGY
Technology Acceptable Use The Diocese of Oakland and St. Paul School requests that all parents, students, and employees follow these guidelines to reduce the amount of spam, phishing, and malicious e-mail the school receives. Protect your e-mail address. Use discretion when posting your address or sending it to others. Always read the privacy policy when submitting your address. Never forward chain e-mail. This increases the overall e-mail volume, perpetuates hoax e-mails, and allows suspicious parties to see your e-mail address. Many of the chain messages are created by spammers as a technique to harvest e-mail addresses. Refrain from using Reply to All when responding to an individual’s email message. Never use a school issued e-mail account to register or log into Social Networking and Media Sites that include but are not limited to Instagram, Vine, Snapchat, Facebook, and Xanga. Some sites require members to be 18 or older to participate. Users of these sites have little control over the content that "friends" post on their sites because these sites are in the public domain. If you choose to let your underage child establish a site then be aware that you will be placing them in harm’s way. Educate your children on the dangers involved in social networking. With this in mind, no student or parent shall create or maintain a public electronic presence that in any way links to or publicizes the St. Paul School. The following guidelines apply: St. Paul School families/students may not use the school’s information such as logos, official seals, or photographs. St. Paul School families/students may not link their personal website to the school’s website. St. Paul School families/students may not post inappropriate photographs or content containing any form of St. Paul School identification, or faculty or staff members. St. Paul School families/students may not post content, including blogs or online journals, linking them in any way to St. Paul School. St. Paul School families/students may not post content, or engage in any topics that are not in keeping with the mission of St. Paul School.
Be mindful that on-line content is not private and there could be long-term ramifications.
St. Paul School 76 Cyber bullying is being cruel to others through electronic means by sending or posting harmful material using the Internet. This can be done through e-mail, instant messaging, chat rooms, or online sites included but not limited to as Instagram, Vine, Snapchat and Facebook. In some states this is considered criminal behavior. Any form of harassment is in direct violation to the mission of our school. St. Paul School will not tolerate harassment in any form whether conducted on or off campus. Harassment will be handled as outlined in the school discipline policy. Parents or students who feel that they have been the victims of cyber bullying should print a copy of the material and report the incident to the Principal. Reports will be investigated fully. Consequences for the student or adult perpetrator may include, but are not limited to, the loss of computer privileges, detention, suspension, and dismissal from school, and/or police involvement. Students are expected to: Respect and protect the privacy of others Use only assigned accounts Do not view, use, copy passwords, data, or networks, which they are not authorized. Do not share passwords nor use another user’s password. Do not distribute private or personal information about others or themselves. Respect and protect the integrity, availability, and security of all electronic resources. Observe all network security practices, as posted. Report security risks or violations to a teacher or network administrator. Do not destroy or damage data, networks, or other resources. Conserve, protect, and share network, hard drive, and printing resources with others Respect and protect the intellectual property of others. Do not infringe upon copyrights Do not make illegal copies of any type of digital content. Do not plagiarize. Respect and practice the principles of community. Communicate only in ways that are kind and respectful. Report threatening or inappropriate sites or materials to a teacher. Do not intentionally access, transmit, copy, or create material that violates the school's code of conduct, such as sending messages that are inappropriate, threatening, rude, discriminatory, or meant to harass. Do not intentionally access, transmit, copy, or create material that is illegal, such as obscenity, stolen materials, or illegal copies of copyrighted works. Do not use the resources that are criminal or violate the code of conduct. Do not send spam, chain letters, or other mass unsolicited mailings. Do not buy, sell, advertise, or otherwise conduct business.
St. Paul School 77 Students are to notify an adult immediately, if by accident, he encounters material that violates the rules stated above.
St. Paul School 78 Consequences for Violation Violations of these rules may result in disciplinary action, including the loss of computer/Internet access, suspension, and/or dismissal, depending on the nature of the infraction. In instances of criminal issues the police may be involved.
Supervision and Monitoring School and network administrators and their authorized employees monitor the use of information technology resources to help ensure that uses are secure and in conformity with this policy. Administrators reserve the right to examine, use, and disclose any data found online or on location, in order to further the health, safety, discipline, or security of any student or other person, or to protect property. They may also use this information in disciplinary actions, and will furnish evidence of crime to law enforcement. Parents, please discuss these rules with your children to ensure they understand them.
E-Mail Communication Although e-mail has become a valuable communication tool, it is important to remember that it is not always a completely secure and confidential method of communications. We would like to make e-mail available as another possible way for parents to communicate with their child's teachers where appropriate.
Staff will use a school provided e-mail account for parent / student communications. Staff will retain copies of all professionally sent/received e-mails. E-mail will never be used to discuss contentious, emotional or highly confidential issues. These issues should be dealt with face-to-face or by phone. E-mail messages to parents/students will be consistent with professional practices for other correspondence. This includes grammar, format and salutation. All e-mails that reside on the school’s computer may not be confidential. E-mail messages may be requested by the public under the Right-To-Know Law and may, unless they are exempt under the law, be open to public inspection. E-mails will be short and directional in nature and only include facts. Teachers will communicate with parents at e-mail addresses listed Power School or in reply to a parent’s e-mail. Teachers will be discreet when using student names and will refer to students by first name, initials or as your son/daughter depending on the content. Teachers will not discuss non-related students.
St. Paul School maintains e-mail accounts for teachers to facilitate parent / teacher communication and internal staff communication. St. Paul School reserves the right to
St. Paul School 79 block or filter e-mail messages to staff that are not directly related to school business or to the school’s educational mission.
St. Paul School 80 Acceptable Use of Parent/Student Communication E-mail should be used for general information such as; class activities, curriculum, assignments, tests, deadlines and special events. To arrange for a meeting/telephone call regarding a student issue including a general description of the issue e.g. I would like to arrange a meeting to discuss my daughter's attendance. Follow-up on an issue that has previously been discussed.
Unacceptable Use of Parent/Student Communication E-mail should not include: Any discussion related to other students Personal information about other students Any discussion related to other staff Any sensitive student information that would normally be discussed face-to-face or by phone Any discussion that is angry, vulgar, hostile or derogatory tone and/or content Any discussion that is contrary to the school’s Code of Christian Conduct Any discussion that contains threats or insults. Parents and students must read the Telecommunications Responsible Use Policy AND sign the St. Paul School Student & Parent/Guardian Technology User Agreement and Parent Permission Form (also referred to as the Telecommunication Agreement) stating that they have read and fully understand their responsibility. Parents and students must ensure they understand the possible consequences of not adhering to this policy.
The Telecommunications Responsible Use Policy AND the Telecommunication Agreement are part of the SPS Enrollment Packet. A copy of the Telecommunications Responsible Use Policy is also provided in this handbook, for easy reference.
The school must have the Telecommunication Agreement signed by student and parent(s) on file before any devices or the Internet is used in the name of St. Paul School. For students in grades K – 2, a parent’s signature on the student’s signature line indicates that policy has been discussed with the student.
St. Paul School 81 St. Paul School Telecommunications Responsible Use Policy
Introduction
The Diocese of Oakland recognizes the various ways, both positive and negative, that students, personnel, and parents can use technology both in school and at home. Our schools seek to educate 21st Century learners through 21st Century teaching. Our objective is to fully prepare students to use the resources available in ethical, constructive, productive and intelligent ways as Christian citizens in a global community. As a community of faith that embraces technology, we recognize the following:
Words transmitted using the Internet and related technologies are published materials, available for worldwide access, and are public documents The values of dignity and respect for every person apply to all of our interactions with each other, be they in person or by virtual means Using technology to publish opinions which are obscene, work against the values of dignity and respect of each person, or bring harm to the individual as well as to our school community are contrary to the mission of each of the schools
The Diocese of Oakland discourages students, personnel, and parents from using technology in irresponsible ways both at school and at home and will hold all users responsible for their published words if they effect the school, administration, faculty, staff, students and families. Students, personnel, and parents who use technology in ways that are contrary to our mission will face disciplinary action, up to and including expulsion/dismissal. Code of Conduct
St. Paul School students are expected to model a code of conduct reflecting the school philosophy of St. Paul School at all times. This includes all school events and activities, and extends beyond the physical boundaries of the school. The school’s jurisdiction with respect to conduct includes: At all times when the student is on school grounds
St. Paul School 82 At all times during the school day, both on and off school grounds At all officially sanctioned school-sponsored events Outside of the school day when the student's behavior reflects upon the school. Note: The school retains the right to discipline students for their actions, regardless of when or where they occur, when those actions negatively impact the school’s image, reputation, and/or the safety and well- being of the school community. This covers inappropriate behavior in cyberspace including but not limited to messages, chat room commentary, comments/pictures, postings on social networking sites
St. Paul School Telecommunications Responsible Use Policy
Adapted from NCEA’s From the Chalkboard to the Chatroom.
As a school technology user, I agree to follow the rules and code of ethics in all of my work with telecommunications while attending St. Paul School:
1. I recognize that all computer users have the same right to use the equipment; therefore, I will not use the computer resources for non-academic purposes. I will not waste or take supplies such as paper, printer cartridges, and discs that are provided by the school. When I am in the computer lab, or utilizing mobile technology within the classroom, I will work in ways that will not disturb other users. I will keep my computer work area clean and will not eat or drink in the computer lab or around the mobile lab equipment. 2. I recognize that copyright laws protect licensed media; therefore, I will not make unauthorized copies of software and I will not give, lend, or sell copies of software to others. I understand that I will not be allowed to bring software applications, games, or CD-ROMs from home to be used on school equipment without proof of licensure and prior approval of appropriate school personnel. 3. I recognize that the work of all users is valuable; therefore, I will protect the privacy of my password and not share it with others; I will also protect the privacy
St. Paul School 83 of others by not trying to learn their password; I will not copy, change, read, or use files from another user without prior permission from that user; I will not attempt to gain unauthorized access to system programs for computer equipment; I will not use computer systems to disturb or harass other computer users or use inappropriate language in my communications. If I become aware of any misuse by others, I will notify the school site administrator immediately. I will honor my school’s procedures for the storage of information. I realize that after prior notice has been given to me, files may be deleted from the system to protect the integrity of the network or because of space limitations on the computer’s hard drive. 4. Each student who receives Internet access will be instructed in the proper use of the network. The use of the Internet must be in support of education and research consistent with the educational objectives of the school. Students using network or computing resources must comply with the appropriate rules for that network or resource. As a user of a network, I will not use bulletin boards or chat lines for personal use. In addition, I will not reveal my personal information, home address, or personal phone number or those of students, teachers, or other staff members. Transmission of any material in violation of any U.S. or state regulation is prohibited. This includes, but is
St. Paul School 84 St. Paul School Telecommunications Responsible Use Policy
Adapted from NCEA’s From the Chalkboard to the Chatroom.
not limited to: copyrighted material, threatening or obscene material, or material protected by trade secret. The use of school computers and networking resources for commercial activities is not permitted. Their use for product advertisement or political lobbying is also prohibited. 5. Parents must realize that their students may encounter material on network/bulletin board that they do not consider appropriate (vulgar jokes, statements of belief that some might consider immoral, etc.) The student is responsible for not pursuing material that could be considered offensive. 6. The use of technology is a privilege, not a right, and inappropriate use will result in the cancellation of these privileges. Vandalism or intentional modification of system settings will result in cancellation of privileges and/or school disciplinary action. The school reserves the right to seek financial restitution for any damage caused by a student or other user. The system administrators will deem what is inappropriate use, and their decision is final. The administration, faculty, and staff of the school may request that the system administrator deny, revoke, or suspend specific user privileges. Violations of the rules and code of ethics described above will be dealt with seriously. 7. Cyber-bullying, cyber-harassment, and cyber-stalking are forms of bullying that utilize electronic means including, but not limited to email, texting, inappropriate images, posting, and instant messaging. These forms of harassment are taken seriously and are prohibited. 8. Students, personnel and parents may not take or transmit images that violate the Responsible Use Policy. Taking pictures, videos, or recordings without a person’s knowledge is a violation. The transmission, display, and sharing of inappropriate images is subject to disciplinary and legal action. 9. Students are allowed to bring personal computers or mobile devices onto campus for educational purposes only and at the discretion of the classroom teacher or school administration. This privilege can be revoked at any time if the student violates the Responsible Use Policy. The school will not be
St. Paul School 85 responsible for the security, troubleshooting or repairing of student or personnel-owned computers. Students/parents/guardians and personnel accept full responsibility for the loss or damage to their computers or mobile devices. Violation of Telecommunications Responsible Use Policy
Any user who violates the Responsible Use Policy or local, state, or federal law, faces the loss of technology privileges, disciplinary action, and may face legal prosecution.
St. Paul School 86 ADDITIONAL PARENT INFORMATION
Parent’s Role in Education Homework: We, at St. Paul School, consider it a privilege to work with parents in the education of children because we believe parents are the primary educators of their children. We will need you to provide an environment that promotes learning through homework assignments and monitor your student(s) academic progress and completion of homework assignments. We expect your student(s), with their teacher's help, to manage and organize homework assignments, due dates, and materials. We ask that you encourage them to ask questions and that they understand what is expected of them by the teacher to allow successful completion of homework Please remind them that although they may do the homework, they will need to submit completed assignments to the teacher on a regular basis. Your choice of St. Paul School involves a commitment and exhibits a concern for helping your child to recognize God as the greatest good in his/her life. Good example is the strongest teacher. Your personal relationship with God, with each other, and with the Church community will affect the way your child relates to God and others. Ideals taught in school are not well rooted in the child unless these are nurtured by the example of good Catholic/Christian morality and by an honest personal relationship with God in your family life. Once you have chosen to enter into a partnership with us at St. Paul School, we trust you will be loyal to this commitment. During these formative years, your child needs constant support from both parents and faculty in order to develop his moral, intellectual, social, cultural, and physical endowment. Neither parents nor teachers can afford to doubt the sincerity of the efforts of their educational partner in the quest of challenging, yet nourishing, the student to reach his potential. It is vital that both parents and teachers remember that allowing oneself to be caught between the student and the other partner will never have positive results. To divide authority between school and home or within the home will only teach disrespect of all authority. If there is an incident at school, you as parents must make investigation of the complete story your first step. Evidence of mutual respect between parents and teachers will model good mature behavior and relationships. Students are naturally eager to grow and learn. However, sometimes in the process of maturation new interests may cause them to lose focus. As this natural process occurs, the student needs both understanding and discipline. At times, your child St. Paul School 87 may perceive discipline as restrictive. However, it is boundaries and limits that provide a young person with both guidance and security. It is essential that with your help a child take responsibility for grades he has earned and be accountable for homework, long-term assignments, major tests, service projects, and all other assignments. This responsibility also extends to times of absence. Together, let us begin this year with a commitment to partnership as we support one another in helping your child to become the best person he is capable of becoming.
St. Paul School 88 School-Home Parent Communication Parents are responsible to retrieve information from Power School and are expected to log-in at least once a week to view updates.
If the parent does not have access to the internet, he may make an appointment to use the school computers. The weekly newsletter will be sent to each family via email. Calendar changes/additions, information on school and PTG activities, Student Council updates, as well as other information may be included with the newsletter. Also check our website for the official School Calendar, PTG minutes, and Board agenda and minutes: www. st-paulschool.org.
Any flyers and other information to be sent via a student or email posting to families must be approved by the Principal and must be emailed to the office.
Morning Assembly and Student Body Events Parents are welcome to attend the events intended for the student body. Parents who choose to attend need to be respectful of the rules guiding student behavior. During morning-prayer all parents, are to withhold all conversations and respect the nature of the ceremony.
Classroom Visitation Policy All visitors - any person who seeks permission to enter school premises - must report to the office where they will be issued a badge to be worn throughout their time on campus. Checking in at the office will ensure the Principal is aware of who is in the building at all times. Please do not enter the classrooms without getting permission from the Office. Late lunches must be left in the cubicle outside the Office. Your child should be instructed to check the cubicle when the lunch bell rings. All messages for students will be left with the office only. Please try to keep messages to a minimum. Persons coming into the classroom environment should contribute to a positive learning experience and the faith formation of students. Therefore, parents are welcome to participate in field trips, classroom projects, and activities as deemed appropriate by and under the direction of the classroom teacher. All parents working or accompanying children on field trips must have a completed the Safe Enviroment Certificate Training before the event as well as have been cleared by LifeScan via the Diocese of Oakland. This participation may also be in consultation, if needed, with the Principal.
St. Paul School 89 When parents are participating in the class, they are under the same ethical expectations as school personnel. Namely, they will respect the dignity and rights of each student and the classroom teacher. In order to preserve this dignity, anything observed about a student or a student-teacher interaction should be discussed exclusively with the teacher. Parents who wish to observe at other times must arrange a mutually agreeable time with the teacher. Whatever takes place in the classroom must remain confidential, whether it pertains to a teacher, a child’s comments, behavior or school work.
Custody and Release of Minors No unauthorized organization, agency, or person may be allowed to visit or assume custody of any student on school premises during school hours or immediately before or after school unless explicitly authorized in writing by the parent or guardian. The school requires that the custodial parent file a court-certified copy of the custody section of divorce decree or a court-certified copy of the custody decree with the school. In the absence of that order, equal rights will be afforded to both parents.
Releasing Students during the School Day Students will be released only to a parent or to an individual authorized by the parent on the Non-Emergency Contact and Pick Up form. Please sign out at the Office before removing your student from campus.
Contacting Teachers and Staff Parents must make an appointment with respective teachers regarding concerns about their child. Classroom instruction should not be interrupted nor delayed. All concerns should be shared directly with the teacher or staff; after which they may be shared with the Principal. Email is the preferred contact for a teacher or staff member. Also, a message can be left at the Office or a written letter/note can be sent to school. The teacher’s intention is to respond to the initial contact within 24 hours - Monday through Friday (e.g. do NOT expect a response on the weekend if you email your teacher on Friday). Please keep in mind that the goal of all communications is to benefit the student’s success. All communication therefore, should maintain respect and uphold the dignity and integrity of all members of our community. Teachers, staff and Principal should not be contacted at home.
Emergency Information See EMERGENCY INFORMATION pg. 32 for details
Change of Address or Telephone Number
St. Paul School 90 Parents must immediately inform the Office of a change in address, telephone number, email address, cell phone number or emergency contacts so Power School can be updated. Email notification is preferred.
Social Events and In-School Birthday Celebrations The teacher plans class parties in conjunction with the room parents. Classroom parties are to be simple and contained within the classroom. Birthday party celebrations in the classroom must be communicated to and approved by the teacher at least a week in advance. The teacher through the room parent will contact parents with particulars involving the need to eliminate lunch or snack for that day. A flyer will be sent out at the beginning of the school year outlining the rules/procedures for in-school birthday celebration. Food must be nutritious, with a minimum of sugars and considerate of student’s allergies. ABSOLUTELY NO NUTS or NUT PRODUCTS (e.g. peanut butter, nuts in candy, almonds, cashews, etc.) are allowed. Please check with the classroom teacher before sending any food/treats for classroom consumption.
The fire code does not allow the use of the hallways for social events or parties.
Out of School Party Invitations Unless everyone in your child’s class is invited to a party, invitations are not to be brought to and/or distributed at school.
Alcohol /Smoking Policy Alcohol will not be served or consumed on school premises during the workday or while children are present. Alcohol will not be served by children. Alcohol will not be served or consumed during any school-sponsored field trip by anyone. The Roman Catholic Welfare Corporation is committed to a philosophy of good health, a safe working environment. In keeping with this policy all school site buildings are 100% smoke-free at all times. GRIEVANCE PROCEDURES
Complaint/Issue Resolution Concerns regarding individual school staff members should first be directed to that staff member. If the issue is not resolved, the parent should then address it with the Principal. Finally, if the concern is still unresolved, the Pastor should be contacted.
Family Cooperation/Removal of Students Resulting from Parental Attitude
St. Paul School 91 Under normal circumstances a student should not be deprived of a Catholic education on grounds relating to the attitude of the parents. Nevertheless, a situation may arise in which the uncooperative or destructive attitude of parents so diminishes the effectiveness of the school that the student may be asked to withdraw from the school.
Should a parent have a grievance about or with a teacher, the following procedure shall be followed:
If a parent has any grievance with or about a teacher the parent must first discuss the complaint with the teacher involved. This discussion shall take place with all parties present and never over the telephone or email. Should the matter not be resolved to the satisfaction of the parent or teacher, a “written notice” of complaint shall be forwarded within a reasonable length of time by the parent or teacher to the Principal with a copy to all parties involved. This written notice should state that the parent met with the designated teacher and should also state the specific date and time of set meeting. A brief summary of the conference and outcome should be stated in this written notice. After review by the Principal, the Principal and teacher shall review and discuss the complaint at hand. A meeting shall then be scheduled between the parent, the Principal and the teacher to discuss the grievance. If there is a need to confer with the Pastor on any unresolved issue, the Principal shall notify the Pastor and a meeting shall be scheduled between the parents, the teacher, the Principal and the Pastor.
Should a parent have a grievance with or about the Principal, the following procedures shall be followed:
The parent must first discuss the complaint with the Principal. This discussion shall take place with all parties present and never over the telephone or over email. Should the matter not be resolved to the satisfaction of the parent or Principal, a “written notice” of complaint shall be forwarded within a reasonable length of time by the parent or Principal to the Pastor with a copy to all parties involved. This written notice should state that the parent met with the Principal and should also state the specific date and time of set meeting. A brief summary of the conference and outcome should be stated in this written notice. After review by the Pastor, the Pastor and Principal shall review and discuss the complaint at hand. A meeting may then be scheduled between the parent, Principal, Pastor to discuss the grievance.
St. Paul School 92 If there is a need to confer with the Superintendent on any unresolved issue, the Pastor and or Principal shall notify the Superintendent for any possible intervention.
The parent and Principal will be advised to follow the established procedure. The parent is to refrain from speaking about Principal, teacher, staff, student, or other parent in manner that violates the Christian Code of Conduct. Spreading gossip about a situation resulting from a grievance is harmful to the Christian community of the school. The parent who maliciously spread rumors or purposefully malign the character or professionalism of the Principal, teacher, or staff will be asked to leave the school. The use of e-mail, blogs or other public forms of communication to negatively characterize the Principal will result in being asked to leave the school as well. No school venue should ever be the place for gossip or the spreading of rumors. PARENT PARTICIPATION HOURS (PPH)
Each family is required to work thirty (30) Parent Participation Hours (PPH). Those families who receive a St. Paul School subsidy are required to work forty (40) PPH. Extended family and friends may work towards completing the family’s PPH obligation. See VOLUNTEER section for requirements. NOTE: Starting 2016-17 school year, families will NOT be allowed to donate PPH to other families. Each family must work to fulfill their PPH obligations.
St. Paul School 93 As a reminder: See Tardies –For every five tardies, the parent will incur one (1) additional Parent Participation Hour (PPH)/per student which will be indicated on the trimester financial report.
Mandatory Town Hall Meetings – If you do not attend the mandatory Town Hall meeting, the parent will incur two (2) additional PPH per meeting missed. This will be indicated on the trimester financial report.
You may donate goods to fulfill your general PPH. You must turn in a receipt to the Office in order to receive PPH credit. Each $25 worth of goods equals one (1) PPH. If you are unable to fulfill your PPH and would rather choose to buy-out your hours, the following is the rate for the buy-out option. If you do not buy-out your PPH prior to second Friday in December, you will be charged $35/per PPH for ALL PPH: 1 – 15 PPH valued at $25.00/hour 16 – 40 PPH valued at $35.00/hour If you do not complete your PPH prior to second Friday in May, you will be charged $35.00/hour for any outstanding PPH. CUT OFF FOR WORKING PPH IS ON OR BEFORE the second Friday in May – any exceptions must be in writing and given to Office. If you work PPH after that date it will be applied to the following school year. You receive an invoice end of the year stating the amount of money you owe for outstanding PPH. Reporting Parent Participation Hours (PPH) The cut-offs days for having PPH input to Power School are as follows: The fall deadline is the last day of the 1st trimester The winter deadline is the last day of the 2nd trimester. The end of year deadline is the second Friday in May. There will be a sign in/ sign out sheet for every PPH opportunity. It is the participant’s responsibility to sign in AND sign out. If this procedure is not followed, it will at the discretion of the event leader to award or not award PPH. Each family is responsible for keeping track of their own PPH. Parents will only have access to information about their own PPH. Hours exceeding the 30 hour requirement (40 hours for families receiving subsidy) will NOT be rolled over to the next school year or transferred to other families. Bills for any incomplete hours will be sent home.
St. Paul School 94 Payment must be made by the last Friday in May. A $25 late fee will be assessed if not paid by due date. For 8th graders, all financial obligation must be paid by last Friday in May in order for the student to participate in any graduation activities or graduation. Unpaid balances may jeopardize your child’s ability to begin school on time the following school year.
VOLUNTEERS
Volunteers serve to enhance the school's ability to provide for the students' development and to benefit the school. Parents receive Parent Participation Hours (PPH) for the hours worked (see pg. 76 for details regarding your PPH obligation) ALL volunteers must complete the Safe Environment Certificate Training AND must have completed a background check (fingerprinting) BEFORE being allowed to volunteer. Some volunteers are also required to have a health certificate on file. See below for detailed information regarding these requirements. Volunteer Code Volunteers serving in the school will support and model the moral teachings of the Catholic Church and function faithfully within the mission and structures of the school, parish, and Diocese with proper respect for those serving in ministries. Volunteers are asked to recognize confidentiality as a living principle and respect the dignity of those with whom they work and come into contact. Volunteers accept responsibility to use contacts made through the school in such a way so as not to disrupt the peace, order, and tranquility of the school community. Should volunteers come into conflict on school/parish related issues, it is the responsibility of both to resolve the dispute through personal diplomacy and/or an executive decision by school Principal and/or the Pastor of the parish. Any person who has a conflict with a school/parish volunteer outside of the boundaries of school/parish activities must settle that dispute outside of and without involving or using school/parish resources.
Volunteer – Megan’s Law Screening A Megan’s Law screening must be done for any volunteer who falls under the categories listed below:
All volunteers who work at the school site or in school-sponsored activities must be screened pursuant to the identification process established under California’s Megan’s Law. St. Paul School 95 All volunteers who participate in any overnight experiences (e.g. Caritas educational camp) must be screened pursuant to the identification process established under California’s Megan’s Law. The screening results must be returned to the school by the Department of Justice prior to participation in the overnight field trip. Conviction of a sexual crime will bar an individual from volunteering in either of the capacities listed above. When Megan’s Law screenings are completed, the school is mandated to fill in the required Information on the Megan's Law Verification form and forward to the Safe Environment Project Office of the Oakland Diocese by OCTOBER 31st.
Volunteer Background Screening (fingerprinting) The Diocese of Oakland requires that all volunteers over the age of 18 who work with minors must be Live Scan fingerprinted and cleared through the DOJ PRIOR to volunteering at schools. SPS will provide two (2) free fingerprinting events per year for adults who will directly work with students in the classroom as chaperones on field trips and/or work on the school yard. The dates will be announced via email. The school is unable to accommodate individual parent schedules. Parents will be required to make advance reservation with the Office. If you do not participate in this event and you later decide to want to volunteer, you will be responsible for contacting the Diocese of Oakland to arrange for fingerprinting and paying for the service yourself. It takes approximately 3 – 4 weeks to receive fingerprint clearance. Clearance dates may be kept electronically for each volunteer. Live Scan is done one time only; sites will be notified by the Safe Environment Coordinator if subsequent arrest issues arise that would affect the volunteer. The Diocese has print services available at the chancery by appointment. In addition, any live scan provider can finger print a volunteer, but the diocesan form must be used. Contact the Safe Environment Project Coordinator for a copy of the required form. Again, if you do not have fingerprinting done during the two (2) events provided by the school, you will have to pay for fingerprinting yourself. If you have any reservations regarding this policy, please contact the Office to schedule an appointment with the Principal.
Volunteer Health Screening All Volunteers who work at the school site twelve (12) or more hours a month must have a TB risk assessment performed by their physician. The results must be turned into the office. St. Paul School 96 If no risk factors are identified, no further testing is required unless circumstances change (e.g. visit country with high TB risk, exposed to TB carrier, etc.) If risk factors are identified, then further testing may be required, which may include the PPD/Mantoux skin test, a chest x-ray or a Quantitative Feron Blood Test. o They must submit evidence of freedom from active tuberculosis, based on an X-ray of the lungs OR an approved intradermal negative tuberculin test taken within the immediate past six (6) months. This category of volunteers shall submit evidence of freedom from active tuberculosis every two (2) years. o If a skin test is positive, a chest x ray is needed, one (1) time only. There after, a symptom screening is recommended each year, documented by a physician
St. Paul School 97 Volunteer Safe Environment Certification The Diocese of Oakland Safe Environment for Children Project requires all school volunteers to take a Diocesan online course that raises the awareness of CHILD ABUSE signs and reporting procedures. The online course and instructions can be found on our website: st-paulschool.org: Go to the PARENTS tab and select Volunteer. Click on the Safe Environment Certificate Training link then follow instructions. After completing the course, you will receive a certificate of completion notice. Please submit this to the Office. This certificate is good for three (3) years. After that time, volunteers are required to complete the course again.
Field Trips – use of private vehicles The school policy is not to use private vehicles for field trips. If, however it is deemed appropriate, the following are the rules: There must be two (2) adults present in each car.
Each passenger must wear a seat belt and when appropriate a car seat or booster seat.
When private vehicles are used, the driver must provide the school with a current, unrestricted California driver's license and proof of current insurance with adequate liability coverage ($100,000 per person and $300,000 per incident). Out-of-date copies of the driver’s license and insurance declaration must be updated at least one week prior to the field trip. Deadlines must be met for parents to drive on a field trip.
Drivers must drive directly to the point of destination and follow the planned route with no side trips. Due to new laws in California, drivers are asked to use a hands-free device while talking and not to text on their cell phones and obey all laws of the road while driving. Insurance and school policy dictate that only students enrolled in the class participating in the field trip may attend; no siblings may attend a field trip. No exceptions.
Chaperone Guidelines Chaperones MUST meet all volunteer requirements BEFORE volunteering. See above for requirements You will receive a confirmation from the classroom teacher that you have been selected. If you are driving and transporting children, immediately check with the office and make sure that your insurance documentation and copy of the St. Paul School 98 California driver’s license are up-to-date. Update these at least one week before the field trip. Volunteer many NOT use their cell phones (talking, texting, reading e-mail, etc.) while on a field trip except as needed to communicate with the teacher or St. Paul School directly. Complete “Certification and Authorization” form and turn into the teacher at least three (3) days before the field trip. (Form found on Power School) Arrive to your designated meeting place a few minutes early to receive important instructions or information from the teacher. Model appropriate behavior, be prepared to be “on duty”, observant and aware of all safety issues and procedures. Remember that you are acting in the capacity of CHAPERONE for a group of children, not as the parent of your child. Therefore all children in your group must be treated equitably. You should not make special purchases or exceptions for your child. Show interest in the field trip activities, participate actively, and model appropriate behavior. Learn the names of your designated group of students. Interact with students other than your own child. Periodically count heads of your group and ensure presence. Report any discipline problems to the teacher immediately. Compliment appropriate behavior, correct inappropriate behavior, and maintain order.
Lunch Server (food supplied by Outside Vendor) St. Paul does not provide lunches. We contract an outside vendor who delivers the lunches daily. Please go to our website to find out more information about the vendor and how to order lunches for your child. Under the STUDENTS tab select the LUNCH option. Also see pg. 50 – Lunch and Snack Policy for more details. Lunch Servers are responsible for setting up the boxes of condiments, plastic ware, side selections, etc. They are also responsible for serving lunches to those students who ordered them AND making sure those names are checked off on the list supplied by the vendor. When openings for Lunch Server positions occur, they will be announced via the newsletter. All interested parents may put their names on the list. The position will be filled by lottery. Lunch Servers may choose to receive lunch credit for their child or receive PPH, but NOT both. You must communicate your choice to the St. Paul School Office.
St. Paul School 99 St. Paul School 100 BOARDS, COMMITTEES, AND ORGANIZATIONS St. Paul School Board St. Paul School Board is a consultative board. It consists of members who are appointed by the Principal and approved by the Pastor (a maximum of three members may be selected by the School Board). The primary purpose of this body is to act as advisors to the Principal and Pastor in school-related areas such as, strategic planning, policy formation, development, financial management, and communications. All parents are encouraged to attend the monthly School Board meetings, which are scheduled for the third Tuesday of each month at 6:30 p.m. Attending School Board meetings will go towards fulfilling your PPH obligation.
PTG (Parent Teacher Group) All parents, by virtue of being parents of students at St. Paul School, are members of St. Paul PTG. St. Paul PTG board members are elected by the St. Paul School parents at large at the end of the school year. The primary purpose of St. Paul PTG is: To plan, provide direction and coordinate parent support to the school through specific activities, social functions, and fund raisers. To promote communication, good will and cooperation among parents, teachers, parishioners, and administration. To provide parents and teachers with information to aid in all aspects of the students’ education, growth and development. To provide a voice, nourish the spirit, and cultivate and educate the parent community at St. Paul School.
Annual dues are assessed as part of the registration fees. All parents are encouraged to attend the monthly PTG meetings, which are scheduled for the second Tuesday of each month at 6:30 p.m. We will offer childcare for your students. Attending a PTG meeting will go toward fulfilling your PPH obligation.
Room Parents A Room Parent is the liaison for communication between the teacher and the parent community of that class, as well as the vehicle for the administration and PTG to be able to reach the same parents with important information. Room parents are selected by individual teachers from a list of those wishing to volunteer for the position.
The Room Parent Coordinator (Head Room Parent) organizes the room parents for all of the grades. Ideally, each grade should have two room parents. Together the room parents facilitate personal contact with classroom families through email. The room parents also help the teacher organize field trips, class activities, and other classroom volunteer support, as requested by the teacher.
St. Paul School 101 Each grade will be assigned a school event (there may be more than one grade assigned to one event.). Parents will work with the room parents to find volunteers and coordinate that function. Room parents are NOT responsible for leading this effort unless they volunteer to do so. They are only responsible for sending out information, given to them by the event leader, regarding this event to the parents.
Committees Committees shall be created to carry on a particular function that is required to promote the objectives and interests of the organization. Committees shall carry out their responsibilities as assigned by the Parent Teacher Group (PTG).
Committee chairpersons (and co-chairs, as needed) shall be approved or appointed by the PTG Executive Committee. Chairperson terms shall be for one year, and a chairperson may be appointed to successive one-year terms.
Starting 2015-16 school year, each class will be assigned the stewardship for a major school event. The class assignments will be communicated via School Messenger, Room Parent emails, and the Panther’s Tale newsletter. Each event will require at least one Chairperson from the appropriate class to lead the effort.
It is the responsibility of the Chairperson(s) to complete an Event/Activity Request form (available on our website Parent Portal: PTG) a minimum of 45 working days before the beginning of the event. After approved, it will officially be added to the calendar and advertised to the school community.
Parents may volunteer at any event but the parents of the class that is assigned the event are responsible for organizing, recruiting volunteer, securing supplies, etc. In short, they are responsible for the success of the event.
The events being assigned, on an ongoing basis, are: Fall Festival - October Book Fair – November Breakfast with Santa/Holiday Boutique – December Father/Daughter or Mother/Son dance - January Auction for Education – date changes depending on Lent Rummage Sale – date changes (usually in April or May)
ADMINISTRATIVE DISCLAIMER
St. Paul School 102 The Handbook is a living document. The most current copy will be accessible on our website. St. Paul School, under the discretion of the Principal and/or Pastor, may amend this Parent/Student Handbook at any time. All interpretations of the handbook, where there may be question, will be decided by the Principal/Pastor. By signing the Handbook Agreement Form, parents are consenting to any and all additions to the Handbook as long as they remain consistent with the philosophy and the mission of the School.
St. Paul School 103 SEVERITY CLAUSE
The rules in this handbook do not attempt to cover every eventuality of the school day. It is necessary, from time to time, to make judgment calls to address a particular situation. These decisions will be made only after careful consideration on the part of the administration and faculty, and in accordance with the Diocese of Oakland School Department. Circumstances may warrant an occasional exception to the written rules; again, this is done only after careful consideration by the parties involved.
The goal of the administration and faculty is to follow the spirit, as well as the letter of the rules.
St. Paul School 104 ST. PAUL SCHOOL ACKNOWLEDGMENT & RECEIPT OF FAMILY-STUDENT HANDBOOK AGREEMENT
The St. Paul School’s mission is to foster Catholic values for the families it serves by teaching and modeling Christian moral development, service, community, respect, and self-esteem.
St. Paul School has prepared the Family-Student Handbook for you. It will not answer all questions but should direct you to the best informational sources. Please keep this information for your personal use only. It is important that parents and students are familiar with the contents of this handbook. We ask you to read it thoroughly, sign and return this form to the Office by July 28, 2016. Your child will not be allowed to attend school until it is returned.
Student Name(s)______Grade______Grade______Grade______
Please check the appropriate boxes below:
My child(ren) may appear in photos/videos on the school’s website or in other forms of school sponsored media publications as long as no form of my child(ren)’s identification is disclosed. YES NO
I am requesting to withhold ALL personal information published for the SPS digital Family Directory (neither the student’s name or grade will appear in Directory).
By signing below, I also certify that my student(s) and I have read and understand the contents of St. Paul School Family-Student Handbook. We agree to abide by the guidelines as set forth in the handbook.
Parent/ Guardian 1 Signature: ______Date______
St. Paul School 105 Parent/ Guardian 2 Signature: ______Date______
ADDENDUM
St. Paul School 106 St. Paul School 1825 Church Lane 510.233.3080 San Pablo, CA 94806 www.st-paulschool.org MEDICATION AUTHORIZATION REQUEST FOR MEDICATION TO BE TAKEN DURING SCHOOL HOURS THIS FORM MUST BE RENEWED EACH SCHOOL YEAR TO BE COMPLETED BY PARENT: (for all medications)
Name of Student ______Grade______
______Name of Medication Dose Time(s) to be Given Number of Days
I request that my child, named above, be assisted in taking the prescribed or over-the-counter medication at school by authorized persons and will comply with the school's policies and procedures. I have provided the prescription medication in its original container with label listing, prescribing physician, dose, time(s) to be given and number of days.
______Date Daytime hone Number Parent/Guardian Signature
TO BE COMPLETED BY A LICENSED PHYSICIAN (FOR ALL PRESCRIPTION MEDICATION AND ASPIRIN)
______Name of Medication Purpose of Medication
______Dosage Prescribed Time Schedule Dose Form (tablet, liquid, etc.)
______Date of Prescription Length of Time This Medication Will Be Necessary
PRECAUTIONS, SPECIAL INSTRUCTIONS, POSSIBLE ADVERSE EFFECTS, COMMENTS: ______The student named above, for whom this medication is prescribed, is under my care.
______Print Name of Physician Signature of Physician
______Telephone Number Date
St. Paul School 107 St. Paul School 108 DIOCESE OF OAKLAND PERMISSION TO CARRY AND SELF MEDICATE
Date ______
______has been instructed name of student in the proper use of (inhaler/medication/epi-pen). Please list the name of the medication, if applicable ______The child’s well-being is in jeopardy unless the inhaler/ medication / epi-pen (circle appropriate item) is carried on his/her person; therefore, we request the he/she be permitted to carry the inhaler/ medication / epi-pen (circle appropriate item). The student has been instructed in the indications, appropriate method and frequency for administration, side effects, responsibility not to share, and the responsibility to notify the teacher immediately after use.
Physician’s signature ______Date______
Physician’s name (print) ______Phone ______
Hospital/Clinic ______
Address ______
Please initial indicating you have read and agreed to each statement: ______I permit my child to carry the above listed inhaler/ medication / epi-pen (circle one) as ordered by his/her physician. ______It is my responsibility to check the expiration date of the inhaler/ medication / epi-pen (circle one) for my child. ______I understand that sharing this inhaler/ medication / epi-pen (circle one) with other students will result in disciplinary action.
______I will provide the inhaler/ medication / epi-pen (circle one) at my own expense.
______I understand that use of the epi-pen will necessitate (require) a 911 call.
Parent’s/Guardian’s signature ______Date______
The Medication Authorization form is required in ADDITION to this form.
St. Paul School 109
St. Paul School 110 St. Paul School 1825 Church Lane 510.233.3080 San Pablo, CA 94806 www.st-paulschool.org PARENT REQUEST FOR ACCESS TO STUDENT RECORDS
We/I the parent(s) of ______Herby request to examine and review his/her school records, as provided under P.L. 94- 142. We/I understand that I will be contacted within five (5) days after receipt of this request to schedule an appointment. ______Parent/Guardian Signature 1 Date
______Print Parent/Guardian Name 1 Phone Number
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St. Paul School 111 St. Paul School 112 Page 113
St. Paul School is instituting Standards-Based Grading in Kindergarten through Third grade for the 2016-17 school year. There are plans to include other grades in the future.
Parent Guide to Standards-Based Grading
Grades Kindergarten ~ Fifth
2016 - 2017
Mission Catholic Schools in the Diocese of Oakland educate children in the Catholic faith and nurture their minds, bodies, and souls, inspiring them to live the Gospel of Jesus Christ, achieve their highest academic and creative potential, and actively serve and enrich the community. Engage, Educate, and Empower Every Student, Every Day.
Diocese of Oakland Department of Catholic Schools 2121 Harrison Street Oakland, CA 94612 Page 114 Parent Guide to Standards-Based Grading
In the schools of the Diocese of Oakland, we believe student achievement occurs through clearly defined standards and authentic learning opportunities. The schools of the diocese strive to provide accurate, meaningful, and timely feedback to both students and parents throughout the learning process. Reporting of student achievement should reflect student progress toward mastery of key academic concepts and identify multiple pathways to deeper learning.
GRADES ARE NOT ABOUT WHAT STUDENTS EARN; GRADES ARE ABOUT WHAT STUDENTS LEARN.
Why have we moved towards a standards-based reporting system?
A report card is an ongoing conversation between the teacher, the student, and the parent or guardian about what is expected of students and how to help them to be successful in a rigorous academic program. For this purpose to be accomplished, however, the reporting system must accurately mirror the instructional model that exists in the classroom. In the past, grades reflected not only what had been achieved academically, but also how students behaved or how they compared with classmates. Reporting systems did not reflect the academic standards and performance assessments that exist in today’s classrooms. Our instructional model has shifted away from a focus on basic skills and moved toward a deeper analysis of content that requires our students to think, plan, integrate, and construct. In this environment, the traditional grading system is inadequate.
Traditional Report Card Standards-based Report Card Subjects are listed by name with one Major subjects are defined by curriculum grade given per subject or content standards and indicators with a grade given for each learning goal Letter grades (A-F) reflect and individual Numerical levels indicate mastery of the teacher’s expectations and student grade level standards. Achievement and achievement with effort as a factor effort are reported separately Curriculum and instruction are teacher Curriculum and instruction are aligned centered, textbook driven, and not with state and diocesan standards necessarily aligned to the state standards Grading is based on teacher determined Student work is compared to state and criteria diocesan criteria and student performance is measured against predetermined performance levels Uses an uncertain mix of achievement, Measures only achievement; behaviors attitude, effort, and behavior; uses reported separately; no penalties or penalties and extra credit bonuses given Includes every score regardless of when Emphasizes the most recent evidence of it was collected; scores are averaged learning Includes group work scores Includes individual evidence only
Explaining Standards… Page 115 Standards are specified learning goals applied to all students. They provide consistent and clearly defined targets for students, teachers and families to meet. By defining students’ academic responsibilities, standards by implication define the teaching responsibilities of the school. At the heart of the standards movement is the belief that effort leads to ability. In other words, the harder students work, the closer they will come to achieving the standard. The standards movement strengthens the classroom ethic. Additionally, standards provide clear expectations. Standards establish for all stakeholders what it is that students are expected to know and be able to do. Sustained effort over time should make it possible for all students to achieve these expectations because the standards always remain constant. The time needed to meet them, however, may vary from student to student. In a standards-based classroom the focus is on student performance, not simply on taking quizzes and tests. Just as artists use portfolios to showcase their talent and a professional educator must first be a “student teacher,” our students must be able to demonstrate their competencies through actual demonstrations, performances, and portfolios that show evidence of their learning.
What is standards-based grading?
Standards-based grading communicates how students perform on a set of clearly defined learning targets called standards. The purpose of standards-based grading is to identify what a student knows, or is able to do, in relation to those learning targets - as opposed to simply averaging grades/scores over the course of the grading period, which can mask what a student has learned or not learned.
Standards-based grading A Standards-based approach What it is NOT….. includes: A one time test Indicates what students know and are able to do An interim test (benchmark, midterm, final, Scores indicate a student’s progress etc.) toward the attainment of a standard Average of grades Clearly communicates expectations ahead of time Based on percentages Is based on complex tasks, as opposed to rote memory Unknown expectations/grades do not Assessment occurs when appropriate, necessarily reflect what skills and concepts not just on scheduled days a child knows Factoring homework, extra credit, Emphasizes the more recent evidence attendance, bonus points of learning Based on a bell curve Multiple methods of grade calculation are used to determine grades
Why standards-based grading?
Standards-based grading reports what students should know and be able to do within each content area at each grade level. The real-time monitoring of student performance reflects a more accurate picture of student achievement. Other reasons for standards-based grading include: Current methods of grading do not accurately indicate what a student knows and is able to do. Students will be able to explain what they learned or did not learn rather than recite a percentage. It can benefit all learners - students who struggle and accelerated learners. Parents are provided information on specific standards while receiving meaningful feedback.
What is a Standards-Based Report Card? Page 116
A standards-based report card reports student progress toward meeting the content and performance standards that are set forth by the Diocese of Oakland Department of Catholic Schools. Benchmarks are used to determine if the student is making progress toward meeting the standards. Teachers will be assessing students through common benchmark assessments on a regular basis. The report card also provides information on your child’s work habits. The new standards-based report card will look different than the traditional one that has depended on a single letter grade for each subject. Because our schools want to communicate to families what it is we expect students to know and be able to do, every school in the Diocese will utilize a standards-based system, which will give parents more accurate information on their students' progress towards attainment of the content area standards. Students will be held to high expectations, and the goal for all students is to be proficient in all of the standards by the end of the school year. The standards-based report card is extremely helpful because parents can clearly see which big ideas and concepts their child has learned and also what work still needs to be done to make sure their child is ready for the next grade level. The final grade represents the student’s most current level of performance.
Where did the language on the Standards-Based Report Card come from?
The language is based on the Diocesan Religion Standards, the California Common Core State Standards for English Language Arts and Math, and the National Next Generation Science Standards. How does standards-based differ from traditional grading?
A standards-based grading system measures a student’s mastery of grade-level standards by prioritizing the most recent, consistent level of performance. A student who may have struggled at the beginning of a content or course when first learning new material, may still be able to demonstrate mastery of key content/concepts by the end of a grading period. In traditional grading systems, a student’s performance for an entire quarter is averaged together. Early quiz scores that were low would be averaged together with more proficient performance later in the course, resulting in a lower overall grade than current performance indicates. Standards-based report cards also separate academic performance from work habits/behavior in order to provide parents a more accurate view of a student’s progress in both areas. Effort, participation, cooperation, and attendance are reported separately, not as a part of academic performance. How are my student’s “grades” determined?
A student’s performance on a series of assessments will be used to determine overall mastery, much as it has in the past. The difference will be reporting of mastery levels instead of numbers of letters (“Developing/Approaching Mastery” instead of “B”). Levels of achievement will be clearly defined. Practice assignments and homework will serve primarily as a source of feedback and instructional support for both students and teachers.
When will the Standards-Based Report Card be utilized in the Diocese of Oakland?
2016-2017 First year of implementation for Diocesan Standards-Based Report Card for schools that are ready for implementation (K-2 or K-5). Page 117 All teachers will use Standards-Based Grading for ELA, Math, and Science. All teachers will be at 90/10 Summative vs. Formative when assessing. 2017-2018 All teachers, K-2 will have fully implemented the Standards-Based System into instructional, grading, and reporting practices.
2018-2019 All teachers 3-5 will have fully implemented the Standards-Based System into instructional, grading, and reporting practices. All teachers will be at 100% Summative when assessing
What will the report card look like? The report card will seek to provide meaningful feedback so both students and parents can track progress toward mastery of key academic concepts, as well as reflect upon strengths and weaknesses. In a standards- based approach, parents and students will see consistent grading practices throughout each school—and throughout the diocese. Teachers will grade based on what each student has learned and how that student meets the standards. In no way does a 4, 3, 2, 1 relate to A, B, C, D letter grades!
4 Advanced/ Using the most recent, comprehensive evidence requiring high levels of cognitive demand, the student exceeds Exceeds learning target by performing at exemplary levels. Mastery 4 In addition to exhibiting standard mastery, student applies conceptual understanding to new situations, shows mastery of next vertical standard, offers alternative perspectives, and/or applies higher order thinking skills. 5 These are not just harder tasks, but learning that requires deeper or more rigorous thinking. 6 Examples of this type of learning may include: applications for real-world use, teaching another person the material, using information to solve problems in a different context, explaining connections between ideas, demonstrating a unique insight, and/or creative application of skills 3.5 Using the most recent, comprehensive evidence requiring high levels of cognitive demand, the student meets and sometimes exceeds learning target as exhibited in performances on basic application, strategic and extended thinking activities. 3 The student who scores a 3.5 has not consistently shown exemplary performance on activities that require a high level of cognitive demand. 4 The student is on track to exceed grade-level standards. 3 Proficient/ Using the most recent, comprehensive evidence requiring high levels of cognitive demand, the student meets Mastery the learning target as exhibited in performances on recall, basic application, strategic and extended thinking activities. This level is the focus for the entire proficiency scale This is the expected level of performance for all students This level includes essential outcomes, common core and diocesan standards, and related skills and practices The student exhibits mastery on assessment tasks involving fact and vocabulary recall, conceptual application, and strategic and extended reasoning, such as modeling and problem solving. No major errors or omissions with level 2 or 3 elements. 2.5 Using the most recent, comprehensive evidence requiring high levels of cognitive demand, the student almost meets learning targets as exhibited in performances on recall, basic application, strategic and extended thinking activities. The student is on track to meet grade-level standards. 2 Developing/ Using the most recent, comprehensive evidence requiring high levels of cognitive demand, the student is Approaching approaching an understanding of the learning target as exhibited in performances on recall, basic application, Mastery strategic and extended thinking activities This level is the basic learning necessary and serves as the foundation for the higher levels of learning. Examples of this type of learning may include recall questions, fact-based skills, and basic applications. The student occasionally meets standards as demonstrated by a body of evidence that shows incomplete/inconsistent understanding and application of grade-level concepts. No major errors or omissions regarding the simpler details or processes but major errors or omissions regarding more complex ideas or processes. Does not make connections among ideas nor is able to demonstrate their learning without support. Page 118
Exhibits basic understanding of standard on assessment tasks involving fact and vocabulary recall, basic conceptual application, and strategic and extended reasoning, such as modeling and problem solving. However, there are major errors or omissions with level 3 elements. 1.5 Using the most recent, comprehensive evidence requiring high levels of cognitive demand, the student is beginning to develop necessary skills to meet the learning target as exhibited in performances on recall, basic application, strategic and extended thinking activities. 6 Some skills are above basic, while some are still in need of intervention 1 Needs Using the most recent, comprehensive evidence requiring high levels of cognitive demand, the student exhibits Support/Belo limited skills necessary to meet the learning targets as shown in performances on recall, basic application, w Basic strategic and extended thinking activities. 7 Student requires more time and experiences; shows limited achievement of the standard(s). 8 The student rarely meets standards as demonstrated by a body of evidence that shows minimal understanding and application of grade-level concepts. 9 Only a partial knowledge of some of the simpler details or processes and/or little to no understanding or skill demonstrated, even with help and support. 10 May be able to complete some low-level assessment tasks involving fact and vocabulary recall with support but struggles on tasks involving conceptual application and strategic and extended reasoning, such as modeling and problem solving. X = Standard Not Assessed - –– Standard has not been taught and/or measured to date. This symbol is not used third trimester. Page 119
Characteristics that Support Learning To accurately communicate to students and families specific information about achievement, grades must be a pure measure of student learning and achievement of the standards. Characteristics that Support Learning are indicators which describe the student’s efforts, actions, behaviors, social skills, and work habits in the school setting and are reported on in a separate section of the report card. Although work habits and social development criteria are reflected separately on the report card than academic achievement, they are still a very important part of communicating to parents about their child’s progress. By including effort and habits as a separate reporting category, teachers can more honestly communicate about such matters as behavior, participation, homework and completing assignments without distorting a student’s actual academic achievement.
Work Habits ∗ Shows positive attitude towards learning ∗ Listens attentively ∗ Follows directions ∗ Is a self-directed learner ∗ Demonstrates self confidence and seeks help appropriately ∗ Organizes self, materials, and belongings ∗ Completes quality classroom assignments on time ∗ Completes and returns quality homework on time ∗ Produces quality work consistently ∗ Has appropriate attention span ∗ Works to ability
Behavior/Social Development ∗ Actively serves and enriches the community ∗ Contributes to the learning environment ∗ Practices self-management skills ∗ Cooperates with others and solves problems appropriately ∗ Collaborates effectively with others ∗ Takes responsibility for his/her own choices and actions ∗ Follows classroom and school routines and procedures ∗ Respectful of rights, opinions and property of others
Reporting separate grades for academic standards and learning characteristics makes grades more meaningful and students take them more seriously.
Grading Scale for Characteristics that Support Learning: E = Exceeds: Student consistently demonstrates the characteristic. M = Meets: Student demonstrates the characteristics most or some of the time. N = Needs Improvement: Student seldom demonstrates this characteristic.
Remember: All parts of the reporting standard need to be met with proficiency before a student earns a “Level 3” Proficient/Mastery grade. Many of the reporting standards combine several instructional standards. For example, a report card standard may represent four different instructional standards. Before the student can receive a “Level 3”, all four instructional standards need to be met with Page 120 proficiency. Similarly, a student pilot may pass assessments for takeoffs, flying and navigation, but if the student pilot has not been taught and/or has not yet mastered landing, that student pilot would not be considered proficient and would not receive his/her license. Standards-Based Grading does not average, but rather assesses a student’s overall body of work – especially the most recent evidence or artifacts. The grade should reflect what the student has learned. In a Standards-based system, teachers always consider the recency of evidence. The most recent evidence is the most accurate and valid to show a student’s current level of proficiency for a standard. A “Level 3” is to be celebrated! A “3” is the goal for students to earn by the end of the school year on all standards. A “Level 4” is only used when a student consistently and independently demonstrates indepth understanding beyond what was taught and practiced in the classroom and exceeds required performance of the standards. Only evidence gathered after learning is completed should be used for reporting purposes. The academic grade should focus on achievement of the standards only. Homework, work habits, behavior and social skills are important and thus reported in a different part of the report card. The 4, 3, 2, 1 Standards-Based scale is not synonymous with the A, B, C, D Traditional grading scale. A Level 4 is not equal to an “A”. Grades and proficiency levels do not correlate with each other. Traditional grading systems average academic and non-academic factors over a grading period. Standards-Based grading measures student knowledge over time by reporting the most recent, consistent levels of performance. Many times a student may struggle when a new concept is first introduced, but then after much practice, the student is able to demonstrate a proficient level of performance by the end of the school year.
Students with Specialized Learning Needs
Students with Individualized Learning Plans (Catholic school ILPs) and/or Students with Individualized Education Plans (Public school IEPs) All students in the Diocese of Oakland are expected to achieve the same rigorous learning outcomes; the standards are the same in all of our schools for all of our students. Students with exceptional needs may have ILPs and/or public school IEPs that include specific accommodations and/or modifications that enable a student to meet the standards. Students with exceptional needs must be provided with the same opportunity to receive passing grades and advance in grade level with their peers. The same range of grades available to ALL students must be available to students with exceptional needs. Students with exceptional needs may require special services and supports to achieve certain grade-level standards. For students with accommodations, the content of the standard remains the same, but the method for learning and demonstrating mastery of that standard may be adjusted. If a student with consistently implemented accommodations is still not making progress towards achieving the grade level standards (similar to his/her peers who are also progressing towards meeting the standards), then the accommodations are not having the planned impact to remove the barriers (related to the student’s exceptional needs) and other accommodations may be needed. Modification, on the other hand, could mean changing the standard itself, Page 121 which includes identifying standards that are fundamentally related but also developmentally appropriate. The SST team, including the parents, makes decisions regarding what content areas (if any) require modification of the grade-level standards through the processes described in the Guide for Serving Students With Exceptional Needs. For all students with an ILP, a supplemental report of progress can be provided that identifies which standards are modified, how a student is performing, and the details regarding achievement of the grade. This lets parents and the student know how the student performed on appropriately challenging learning tasks.
Since the Diocese of Oakland schools are using the curricular standards and current level of student performance to guide instruction, it is important to accurately communicate this information to parents. Student achievement towards the standards is reported through progress reports and report cards. It is recommended to use the same verbiage from the standards when writing the narrative. Detailed progress towards the standards may be outlined in a separate, additional report/narrative under a separate cover.
For example: A 4th grade student has been assessed and is functioning at a 2nd grade level in reading and math. Through his ILP, the student is receiving modifications and participating in special intervention programs. In order to report how the student is progressing on the 4th grade level standards listed on the report card, an asterisk (*) should be placed next to the curriculum area to indicate that the curriculum has been modified, and progress towards the standards may be outlined in a separate, additional report/narrative under a separate cover:
Sample comments from the additional report/narrative: While the student continues to need support decoding text at the 4th grade level, with auditory support the student is able to determine the main idea; explain how it is supported by key details, and summarize the text. The student is currently working on the perquisite skills of identifying basic fractions and demonstrating fluency in division facts through 12. The student is working towards expressing fractions, decimals, and percent.
ACCOMMODATIONS AND MODIFICATIONS
Accommodations are changes in how a student learns. Accommodations make it possible for students with learning challenges to access grade level/common core curriculum. They provide different ways for students to take in information or communicate their knowledge to the instructor. Accommodations are changes in presentation, location, timing/scheduling, student response, and/or other attributes which are necessary to provide access for a student with learning challenges to be successful in a classroom environment and which DO NOT fundamentally alter or lower the standard or expectations of the curriculum/standard/test. An accommodation is a change in HOW a student demonstrates understanding.
Some examples of accommodations are: Use of manipulatives, and in certain situations, calculators Preferential seating Rephrasing directions Extended time Specialized equipment (i.e. enlarged reading materials, overheads)
Modifications are changes in what a student is expected to learn. Modifications refer to changes made to curriculum expectations in order to meet the needs of the student. Modifications are made when the grade level expectations are beyond or below the student’s level of ability. The changes are made to provide a student the Page 122 opportunity to participate meaningfully and productively, along with other students, in classroom and school learning experiences. Changes can be made to grade level, common core standards, test presentation, location, timing, scheduling, expectations, student response, and/or other attributes which are necessary to provide access for a student with exceptional needs to participate in a curriculum/grade level common core standard/test, but may fundamentally alter or change the standards expectation, or expectations of the curriculum/standard/test. Modifications are changes in the delivery, content, or instructional level of subject matter or test.
Some examples of modifications might include: Rigor change to match ability Varied materials used and expectations accomplished Grading changed to Pass/No Pass In certain situations, calculator use
This definition of Accommodations and Modifications is from the Diocese of Oakland Guide for Serving Students with Exceptional Needs.
Content Accommodation Modification 2nd grade Writing Student uses a content Student draws and labels 2nd grade: Analyze ideas, vocabulary list to support pictures of scientific select topic, add detail, and journal writing of scientific observation of bees. elaborates observation of bees. 3rd grade Math Represent an equation 3 boxes, 4 apples in each. Represent multiplication as (3x4=12) by using Build the 3 groups of 4 using repeated addition, arrays, manipulatives: Build the arrays, manipulatives. Focus on 3 counting by multiples, and use number lines to make equal equal groups. equal jumps on the number jumps, draw or build a set model.
5th grade Reading 5th grade: From a list of resources A 5th grade student reads a Analyze appropriateness of a provided by the teacher, a 3rd grade level book to gather variety of resources and use student highlights key points in information for them to perform a task or several texts. investigate a topic.
English Language Learners
Students who are English Language Learners come to our communities with a variety of educational backgrounds. Some of these students may require a variety of supports to access the curriculum standards; at times, the educational program for a student may be adjusted to enable the student to acquire more academic vocabulary. Decisions regarding changes to the academic program, assessment, or reporting for students who are English Language Learners should be made in a collaborative manner (including the principal, teacher, learning support coordinator if needed, and parents/ guardians of the student.) If the curriculum standards are modified, this should be noted with an asterisk and described in a separate, additional report/narrative under a separate cover. Page 123 Sample Standards Based Report Card (This is a working draft) Page 124
Will my student still receive teacher comments on his/her report card? Yes. Individualized feedback is an essential component of standards-based grading. Effective feedback is a more useful source of information than simply assigning a numeric value or letter grade to student work. A goal of using standards-based grading is to improve communication between students, parents, and teachers regarding student achievement. Each assessment of a Priority Standard (standards printed on the Report Card) will be accompanied by an Assessment Rubric specifically pointing out a student’s mastery of the given standard. This is the best form of communication a parent can have to judge their child’s progress. The final assessment to be placed on the Report Card is a reflection of these Assessment Rubrics. How will I access my student’s report card? The classroom teachers will communicate with each student and his/her parents regarding accessing PowerSchool. Parents will receive a link to access student reports via computer. The ongoing status of a student’s mastery level and end-of-term (quarter/semester) grade reports will be available. Paper copies of reports will also be available if needed.
Where can I find grade level learning targets? We encourage all parents to be informed regarding the academic content and concepts students will learn Page 125 each year in school. Information on grade-level learning targets can be found on the school’s website at the following link: (create a link to your website)
What if I have additional questions? Please visit with your child’s classroom teacher about learning targets and standards –based grading, as well as with your school principal.
GRADES ARE NOT ABOUT WHAT STUDENTS EARN; GRADES ARE ABOUT WHAT STUDENTS LEARN. Questions & Answers: How should a student/parent view student grades now that a 4-point scale has replaced the system of A-F? You cannot really compare a traditional grading system to standards-based grading. It is like comparing “apples to oranges”. Standards-based grading identifies a standard and indicates whether or not a student is meeting the standard at a given point in the school year. A score of (3) is defined as meeting grade level standards and indicates that a student has demonstrated mastery of the skills that were expected to be learned by that point in the grading period.
Is it possible to achieve a grade of 4? Yes it is. However, a score of (4) indicates performance that is consistently above what is expected for mastery at that point in the school year. Level 4 work would indicate a much deeper understanding of a standard, the ability to apply that knowledge, make connections and extend learning beyond the targeted goal. If a student is being accelerated in any grade level/subject area with above grade level standards or materials, is that student required to get a 4 on his report card? By definition, level 4 work reflects higher order thinking, application, connection and extension of targeted goals. While being instructed above grade level is not required in order to achieve a (4), students who are taught above grade level have consistently shown mastery of a subject at their current grade level. Achieving a (4) does not preclude a teacher from suggesting areas for improvement in the comment section of the report card. Receiving a (4) does not guarantee that a students’ performance would remain at that level across all reporting periods, or for all course standards.
If a student receives 1’s all year, does that mean the student will be retained? Intervention opportunities are in place at most of our Catholic schools to support learners who are behind in math and reading. If a student receives 1’s or 2’s, it means his/her work is not yet meeting grade level standards. A number of academic interventions will be offered to those students who are struggling to meet the established standards. Grade level retention is not a practice that is generally supported by research and is only rarely used in grades K-2 and decided in consultation with parents.
How will I know if my child needs help? Receiving a 1, 2, or IE (insufficient evidence) on a grade report/report card can be a sign that a student is in need of extra support in the areas where they are receiving low marks. This is one benefit of a standards-based report card; areas in need of support are clearly evident.
What student evidence determines grades? Teachers carefully consider the following in determining progress: independent daily written or oral tasks; application of skills; periodic assessments (quizzes, tests), performance tasks, and teacher-student questioning. Students can retest to show they know the concept or skill. Consistent descriptive feedback (such as benchmark test results, summative unit assessments, Reading A-Z assessments) will be given to let students know what improvements are needed and what they are doing right. The information that provides the most accurate depiction of students’ learning is the most current information. If students demonstrate that past assessment information no longer accurately reflects their learning, that information must be dropped and replaced by the new information.
What is the standard of proficiency? On a proficiency scale, the standard of proficiency is a 3.0. This means that on an assessment or across a series of assessments, no major errors or omissions regarding any of the information were made. Mastery of the standard has been achieved. A score of 4.0 means that in addition to the proficient performance, the student goes above and beyond to make in-depth inferences and extended applications of what was learned, including connections to other experiences.
What does the number scale (4, 3.5, 3, 2.5, 2, 1.5, and 1) on the rubric mean? The scores on the scale represent a learning continuum and are NOT equated to grade point average. Each of the levels builds on the others and explains the learning students have to demonstrate in order to earn that score. Students must demonstrate proficiency as they move up the scale. For example a student may not earn a 3 until they demonstrate proficiency of the level 2 concepts or skills. The scale designations are as follows: 4 – The student demonstrates an in-depth understanding of the material by completing advanced applications of the material. 3.5 – In addition to a 3.0 score, the student demonstrates in-depth inferences and applications with partial success. 3 – The student demonstrates proficiency of the targeted knowledge and skills for the grade. 2.5 – In addition to a 2.0 score, the student demonstrates partial knowledge of 3.0 elements. 2 – The student understands the foundational material, but is still working to master application of the concepts and skills 1.5 – The student demonstrates understanding of 2.0 elements with help and independent understanding of some 2 elements. 1 – Even with assistance from the teacher, the student shows little or no understanding of the material. What about extra credit? Extra credit does not measure learning. In a standards-based system, students are actually able to demonstrate their learning in many different ways and timeframes. In a traditional system in which points determine everything, extra credit and extra points will influence a grade and not reflect any additional learning. For instance, a student that has a 2.0 on a specific learning goal may have multiple opportunities to demonstrate their learning at the 3.0 level. However, in a traditional system in which extra points are simply added in to the overall grade, extra points can be earned regardless of whether or not learning may have occurred.
Why is averaging scores to determine a grade not the best method? Averaging does not always provide an accurate description of what students have learned. Teachers must consider other central tendencies such as median, mode, or new learning replacing old.
Does retaking a test teach children to do their best the first time? In a Standards-Based Education System, students have multiple opportunities to achieve a standard by retaking a test or portions of a test. What does this teach them about the real world where it’s necessary to do one’s best? In the real world, only people who master certain information or skills are able to receive certain privileges. Our new system puts more focus on student learning, and yes, it allows for multiple attempts for success. It’s actually a more accurate reflection of real-world experience, where a person must meet a certain standard before receiving certain privileges. Some “real life” parallels are the ACT, SAT, professional exams—even the driver’s test. There are no penalties for the number of attempts on these tests, but failing them gets expensive and wastes time. A person who truly wants the privilege becomes intrinsically motivated to succeed because he or she wants the benefit that goes with passing the test, i.e., getting accepted into a good college, getting licensure in a certain profession—or driving a car.
And what about cheating and plagiarism? If a student cheats or plagiarizes on a test or assignment, can he or she retake the test or re-do the assignment? In this case, the school and/or teacher must separate the behavior from the student's achievement. Cheating and plagiarism is an unethical behavior that the schools of the Diocese of Oakland will not condone. The penalty for plagiarism has ranged from a lowered grade, a zero, and even suspension. These consequences, however, do not often include completing the assignment appropriately. When a student does not have to make up the test or assignment, we send the message that the test or assignment wasn't important, and we let him or her off the hook regarding demonstrating proficiency on that standard. In standards-based grading, students will be expected to retake a test or complete the assignment. In addition, they also will receive the appropriate discipline in accordance with school site and diocesan policy.
If homework and practice do not count as part of the student’s grade, how will we promote the importance of homework? How will we motivate them to complete it and turn it in? When teachers return homework to students with a grade, most students shove it in their backpack or binder and never look at it again. Imagine the enhanced learning opportunity for the student if instead, the teacher returned the homework with two or three meaningful comments rather than a grade? As teachers, we realize that homework and practice tied directly to learning targets is an important component of student achievement. So when teachers use homework as a mechanism for extensive and timely feedback to the student, it conveys the message that homework is important and necessary. Providing students with nonjudgmental written or verbal feedback enables teachers to formatively assess student understanding and provides the student safe opportunities to practice—without judgment.
Why are we allowing students to turn in late work or re-do work without penalty of a zero? How does this teach responsibility and accountability? In a standards-based system, the emphasis is on learning. When a student doesn’t do the work, the inherent consequence is that he or she doesn’t learn the content or practice the skill. When we do not allow a student to turn in late work or re-do work, we deny that student the opportunity to grow character traits that are vital to student achievement, such as perseverance and persistence. If a teacher doesn’t accept late work, the teacher sends the message that the assignment had little educational value. It’s as if teacher is saying, “Hey, it’s okay if you don’t do the work, and it’s okay if you don’t learn the content or skill.” As professional educators working to prepare students to successfully navigate the 21st century world, we can no longer accept these messages. Granting a reduced grade or zero doesn’t teach responsibility to students who are not intrinsically motivated. It actually allows the student to avoid the accountability of demonstrating what he or she has learned, and it teaches them to shrug off important responsibilities.
What research has the diocese used in developing standards-based assessment and grading? The diocese has utilized research from a number of experts in the field. A resources and reference page is attached. Grading and Assessment Definitions: Assessment: Gathering and interpreting information about student achievement using a variety of tools. Benchmark Assessment: An assessment that measures a student’s achievement level on all standards in a course that will be repeated periodically to check for improvement. Common Assessment: The same assessment that is given and graded by common grade level/subject classrooms at about the same time to collect data. Diagnostic Assessment (Pre-Testing) – takes place prior to instruction; designed to determine a student’s strengths, knowledge or skills in order to identify student needs. Teachers will communicate these results but not include them in the overall grade. Formative Assessment (Practice) – Periodic assessment tool for learning that is used to adjust instruction for individual students or a whole class. Includes: quizzes, initial drafts/attempts, homework, and questioning during instruction. Teachers may communicate these results and provide feedback, but not include them in the overall grade. Grade: A simple, clear, and concrete summary representation of student achievement based on what a student knows at the end of a given time period. The number (or letter) reported at the end of a period of time as a summary statement of student performance. Mastery: Demonstration of student performance against standard criteria at a pre-established level. Score: To mark, evaluate, or place a value on a single product as compared to a standard or objective. The number (or letter) “score” given to any student test or performance. Proficiency Scale: A proficiency scale is a set of descriptions that describes a stage in the development of competence in a standard, typically with a range of 0 to 4. Standards: Statement that describes what and/or how well students are expected to understand and perform. Standards-Based Grading: Achievement level based on mastery of essential standards—a grading system where scores denote progress toward the understanding of a specific standard. Summative Assessment (Assessment of Learning) – designed to provide information to be used in making judgments about a student’s achievement at the end of a period of instruction, including quizzes, tests, exams, quarterly assessments, final drafts, assignments, projects and performances. Summative assessments provide measurable evidence of learning and therefore will be counted for the overall grade. Reassessment of summative assessments will be required on any score below a proficient level. When reassessment is offered, all students may reassess. Test: An assessment intended to measure the student’s knowledge or other abilities. 4.0 Rubric: A grading tool to provide feedback on an identified learning goal. The score signifies the knowledge a student has towards that learning goal. It moves from simple (2.0) to more complex (3.0) with a score of 4.0 requiring synthesis and analysis. A score of 3.0 is the proficient level of mastering the targeted learning goal. Resources and References
Ainsworth, L. (2003). Power standards: Identifying the standards that matter the most. Englewood, CO: Advanced Learning Press. Guskey, T. R. (Ed.). (2009). Practical solutions for serious problems in standards-based grading. Thousand Oaks, CA: Corwin Press. Guskey, T. and Bailey, J. (2001) Developing Grading and Reporting Systems for Student Learning. Corwin Press, Thousand Oaks, CA. Marzano, R. J. (2006). Classroom assessment & grading that work. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. (2010). Formative assessment & standards-based grading: Classroom strategies that work. Bloomington, IN: Marzano Research Laboratory. Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., & Haystead, M. W. (2008). Making standards useful in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development. O’Connor, Ken. (2010). A repair kit for grading: 15 fixes for broken grades. Boston, MA: Allyn & Bacon. O’Connor, Ken. (2009). How to grade for learning: K-12 (3rd ed.). Thousand Oaks, CA: Corwin. Reeves, D. (2011). Elements of grading: A guide to effective practice. Bloomington, IN: Solution Tree Press. Schmoker, Mike. (2011) Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development. Schmoker, Mike. (1999) Results: The key to continuous school improvement. Alexandria, VA: Association for Supervision and Curriculum Development. Stiggins, R. and Arter, J. and Chappuis, J. and Chappuis S. (2004) Classroom Assessment for Student Learning: Doing it Right – Using it Well. Assessment Training Institute, Portland, OR. Vatterott, Cathy. (2009) Rethinking homework: Best practices that support diverse needs. Alexandria, VA: Association for Supervision and Curriculum Development. Wormeli, Rick. (2006) Fair isn’t always equal; Assessing & grading in the differentiated classroom. Portland, ME: Stenhouse Publishers. Seven Reasons for Standards Based Grading http://goo.gl/Cq8F StandardsToolBox http://www.standardstoolbox.com/ St. Paul School - New Grading and Redo/Retake Policies for 2016-2017
Characteristics that Support Learning (Grade Scale) Although work habits and social development criteria are reflected separately from Academic Achievement on the report card, they are still a very important part of communicating to parents about their child’s progress. Reporting on such efforts and work habits communicates information to parents about whether their child is working hard, or hardly working. By including effort and work habits as a separate reporting category, teachers can more honestly communicate about such matters as behavior, participation, homework and completing assignments without distorting a student’s actual achievement in learning. Work Habits and Social Development Completes Quality Work Is Prepared to Learn Participates in Learning Follows Classroom Expectations Shows Behavior/Social Development SLE/Catholic Identity Grades 1-8: This is the current grading scale M = Consistently Meets Standards A = Approaching Standards N = Needs Support Reporting separate grades for academic standards and learning characteristics makes grades more meaningful and students take them more seriously. Standards-Based Grading – introduced in grades K-3 in the 2016-2017 school year The purpose of Standards-Based Grading is to align grading practices with the content standards by more accurately measuring and reporting students’ proficiency in meeting those standards. Standards- Based grading provides accurate information to students and families on student’s progress and mastery toward meeting grade level standards. Grades must be meaningful, consistent, accurate, and supportive of learning. Standards-Based Grading includes the following guidelines: • Grades must be related to academic standards • Grades should be based only on individual academic achievement • Grades are based on quality assessments and properly recorded evidence • Work samples and public criteria are reference points for grading (U.S. Department of Education) In a Standards-Based System, a grade or mark is a tool to communicate student’s progress and performance based on specific learning criteria. In a Standards-Based approach, parents and students will see consistent grading practices throughout each school—and throughout the diocese. Teachers will grade based on what each student has learned and how that student meets standards. In no way does a 4, 3, 2, 1 relate to A, B, C, D letter grades. Diocesan Grading Policies and Practices 1. Formative and Summative Assessment Students need ample time to “practice” new standards in order to successfully learn them. Practice is learning time and is not graded for report cards. When students are learning a new topic or standard they may go through a period of ”wrestling” with it before eventually mastering it. It is expected students will make mistakes during this learning process. Any work done during this learning period is considered Formative Assessment or Academic Practice.
The purpose of Academic Practice is not to judge a student’s final achievement of the practices, but to evaluate where he/she is in the learning process and provide intervention, re-teaching and help if needed. Academic Practice may consist of many different types of learning opportunities including: • Diagnostic or Pretests • Some quizzes • Classroom discussions • Some practice sheets • First drafts of writing • Most homework • Tests (written, oral, performance) • Presentations • Projects • Final drafts of writing
After a student has had sufficient instruction and practice on a topic or standard, it is then reasonable to judge their mastery of the information or standard. Any work done after this point is considered Summative Assessment or Academic Achievement.
The purpose of Academic Achievement is to evaluate how well a student has learned the material or standard(s). Academic Achievement may consist of different types of assessment opportunities including: • Tests (written, oral, performance) • Some quizzes • Presentations • Projects • Final drafts of writing The type of learning opportunity or assessment does not distinguish Academic Practice and Academic Achievement, but rather the time in the learning cycle the activity or assessment occurs. • If a student is learning something for the first time or is still in the early stages of learning the material, it is Academic Practice (Formative.) • If a student has had sufficient instruction and practice on a topic so that it is fair to judge him/her on the material, then it is Academic Achievement (Summative.)
Diocesan Benchmark assessments may be used for diagnostic purposes and would be considered Academic Practice (Formative). If a standard has been taught and students have had ample practice time, a teacher may use Benchmark scores for a particular standard as one piece of evidence for Academic Achievement (Summative).
All teachers will be at 80/20 Summative vs. Formative. It is important that the most recent evidence of learning (whether practice or achievement) should be used to determine grades. Student work is assessed frequently (Formative Assessment) and graded occasionally (Summative Assessment). “Scores” on formative and other practice work (e.g. homework) are used descriptively and diagnostically to inform teachers and students of what has been learned and the next steps in learning.
2. Body of Evidence Before making a determination regarding student academic proficiency and marking it on the report card, a teacher should analyze a student’s progress over the course of the trimester. This analysis for student proficiency is based on key pieces of evidence and artifacts.
3. Homework Homework is considered a Formative Assessment. The student’s commitment of doing his/her homework is reflected in the “Life Skills” section. The purposes of homework are to allow students to practice, integrate and prepare for learning. In addition, homework needs to be related to instructional objectives and/or content standards. Actual time required to complete assignments will vary with each student’s study habits, academic skills and selected course load.
** Independent reading assignments are in addition to assigned homework. Below are suggested times for an average student. Students that have challenges may take longer and those who have mastered the material may finish sooner. Parents, we ask that you track and report any patterns of more or less time taken on homework with your children to their classroom teacher:
Grades 4: 40-60 minutes Grades 5 and 6: 60-90 minutes Grades 7 and 8: 65-95 minutes
4. Extra Credit Extra-credit assignments are not given at St. Paul School because they may mask a student’s poor performance in learning the standards at a proficient level. Credit is not awarded merely for completion of work. Students need to show what they know and have learned.
5. Redo’s and Retakes – Grades 4-8 only With a focus on academic learning, a Standards Based System removes many of the supports, such as extra credit or completion-based homework that some students relied on to mask weaknesses in their learning. This shift can be especially difficult for students who are normally “A” students because of these factors. However, those supports are replaced with the opportunity for a student to continue learning and be re-assessed to improve their score. A student can reassess on previous outcomes to demonstrate a higher level of proficiency if the student scores below 70% on a summative assessment. The Redo/Retake must be initiated by the student, signed by the parent and the submitted to the teacher within One Week of receiving the summative grade. The student will have one additional week to redo or retake the assessment – a two-week process. The student must follow the specifics of the teacher criteria for the redo/retake. The student must also have all formative assessments complete and turned in for credit that helps the student become more successful prior to the redo/retake. This new evidence replaces the old evidence, and the student’s grade improves. Students can retake/redo one summative assessment per subject, per trimester. This opportunity is available to any student at any time but must be completed before the end of the grading period.
6. Grading Practices Only include scores that relate to the achievement of the standards. Use a variety of assessment methods to collect high quality, organized evidence of achievement. Use grading and assessment procedures that support learning
7. Proficiency Scales Some assignments will be scored using proficiency scales/comments/points and some will not. First attempts and beginning practice should be corrected but no mark given. This gives students opportunities to learn new skills in a risk-free setting. Only after a skill has been taught and practiced should grades be kept in a grade book. In general, 3-4 pieces of successful evidence in a row should be collected to determine mastery. If there is an insufficient number of summative assessments to show mastery of content standards by the end of the 1st or 2nd Trimester due to late, missing or incomplete work then a student can receive an “Incomplete” until the work is turned in and the grade can be updated. If the work is not completed and there are an insufficient number of summative assessments to show mastery of content standards by the end of the 3rd trimester, students in grades K-3 would receive a “1” and students in grades 6-8 would receive an “F”. In these cases, the student would not be promoted or allowed to re-register without completing a summer course of study (transcripts provided) showing a passing grade in the content area. The only other option would be “Transferring” the student to the next grade after consultation with the Department of Catholic Schools and a discussion and written letter to the parents of what this means (the student has not completed the grade level course of study but is being moved to the next grade).
8. Late/Missing Work If the student is absent due to illness, the student has 1 week from the day they return to school to complete and turn in their missing work for FULL credit. If the student is not present for a test/quiz and/or final project due while he/she is absent due to an elected absence such as a family vacation, the student will not be eligible of a redo/retake for that assessment. If the student is absent for reason other than illness, the student has 3 days from the day he/she returns to school to complete and turn in their missing work per the teacher’s syllabus. If the student does not turn in their work done at home or during class on time, full credit for the assignment will be reduced per teacher criteria. If the student leaves for an unplanned absence such as a family emergency and/or on vacation, it is suggested the parent and student check their classroom website for work expectations, descriptions and due dates. Always communicate with the teacher in such cases.
9. Cheating/Plagiarism If a student cheats or plagiarizes on a test or assignment, the school and/or teacher must separate the behavior from the student's achievement. Cheating/plagiarism is an unethical behavior that the schools of the Diocese of Oakland will not condone. Our Diocesan Code of Conduct states, “Students will not receive credit for plagiarized work; students will be required to do an alternative assessment per teacher’s criteria and a receive an approved consequence for the behavior resulting in a meeting with the student, parents, principal and pastor.