St. Madeleine Sophie School Curriculum Framework 2016-17
To actively live out the Gospel values.
To read with comprehension, write with skill, and communicate effectively and responsibly in a variety of ways and settings.
To know and apply the core concepts and principles of religion, mathematics, the natural and social sciences and the arts.
To think analytically, logically and creatively and to integrate experience and knowledge to form reasoned judgments and solve problems.
To acquire skills and exhibit attitudes that enhance self-ownership of the learning process and to understand the importance of work and how performance, effort and decisions directly affect future educational and life opportunities.
To develop skills and attitudes that facilitate successful participation within, and positive enhancement of, local, regional and global communities.
To know and apply the principles and practices of active, healthy and responsible lifestyles.
Our Curriculum Goals serve as the foundation of our educational mission. Your child’s progress toward mastery of these Goals is evaluated each trimester in two ways. The first, a PERSONAL GROWTH ASSESSMENT, represents a general analysis of his/her development as reflected in feelings, values, beliefs, learning skills and responsible actions. Overall student potential is rated as:
|Progress to date consistently EXCEEDS THE STANDARD. Student regularly exceeds expectations for his/her developmental station.
|Progress is considered to have MET THE STANDARD. Student performs within range of expectations of normal development.
|Progress has been made. IMPROVEMENT SHOWN this trimester toward expected performance but has yet to demonstrate comprehensive mastery of complex processes and concepts.
|Progress is behind expectations. MORE IMPROVEMENT NEEDED to reach student potential. Little understanding or skill demonstrated.
The more cognitive skills are represented by an ACADEMIC ACHIEVEMENT CODE. These observations are intended to reflect progress toward mastery of the local curriculum framework, diocesan standards and WA State Essential Academic Learning Requirements (EALRs). They may be measured using numerous indicators such as performance, projects/assignments and daily evaluation.
|In addition to exhibiting Level-3 performance, in-depth inferences and applications that go beyond what was taught in class are consistently shown. Student work demonstrates thorough and consistent understanding of grade level standards and objectives. Student exhibits an ability to think critically in new situations; produces work that integrates and applies learned skills in creative and complex ways.
|STANDARD HAS BEEN MET. No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught. Student work demonstrates thorough and consistent understanding of grade level standards and objectives. Student can succeed independently and integrates learned concepts and skills.
|No major errors or omissions regarding the simpler details and processes BUT major errors or omissions regarding the more complex ideas and processes are observed. Student work demonstrates some familiarity with grade level standards and objectives. Student struggles to complete work satisfactorily and apply expected skills to work.
|With help, a partial knowledge of some of the simpler and complex details and processes. Student work demonstrates a minimal understanding of grade level standards and objectives. Product is most often limited and inconsistent. Student completes independent tasks only with assistance, struggles with grade level standards and objectives producing less than expected work.
|Even with help, no understanding or skill demonstrated.
Use of NA = standard or topic NOT ASSESSED during this period.
Use of * = indicates additional information attached or incomplete.