Saint Maurice, a Catholic Elementary school, serves
the Parish of Saint Maurice and the surrounding communities by providing
instruction for students in kindergarten through grade eight.
Saint Maurice School is rooted in the absolute
truths of the Gospel message given to us by our Savior, Jesus Christ. As stated in Psalm 127:1, “Unless the Lord
build the house, those who build it labor in vain.” The goals of Saint Maurice School reflect the belief in an
education system that is Christ-centered.
These goals are:
1.
To
provide an education centered around the commitment to Catholic Doctrine.
2.
To
respect the individuality and nurture the intellectual, personal, and spiritual
development of each student.
3.
To
establish an environment that is safe, educationally sound and updated, and
emphasizes community and respect.
4.
To
extend opportunities to practice Gospel values.
5.
To
challenge and prepare students to make choices based on and rooted in their
faith.
The Saint Maurice School Community believes and
teaches that all we do, all we say, and who we are must reflect the Christ-like
image in which we are created.
DEPARTMENT FOR
CATHOLIC SCHOOLS
The Vision for the Department for Catholic Schools
is to promote and to sustain Catholic Schools of unparalleled quality, which
integrate faith into every aspect of life and culture, producing graduates who
continually strive for human and Christian perfection. These well managed schools, in light of
their great value, will be open to all and made as accessible as possible by
seeking support from the total Catholic community, as well as from the
community at large.
The Sisters of Mercy and dedicated lay teachers
staff St. Maurice School. All teachers
have State and Diocesan Certification as well as additional credits and/or
Master's Degrees.
The Middle States Association of Colleges and
Schools accredits St. Maurice School. This accreditation validates publicly the
quality education that is happening at St. Maurice School.
Middle States accreditation is an expression of
confidence in our mission, goals and objectives, performance and resources.
The Middle States Evaluation is an on-going process
requiring the submission of updated plans every three years. After ten years the school is re-evaluated
for continued accreditation.
Liturgies are celebrated weekly for the students and
faculty. Attendance is scheduled
according to grade level. Also, the
entire school attends Liturgies for Holy Days of obligation and special feasts.
Special consideration is given to students in the
second and eighth grades concerning their sacramental preparation. The students use a text specifically devoted
to preparing them for the reception of the sacraments of Reconciliation, First
Eucharist and Confirmation. . They are
also given the opportunity to gain spiritual enrichment through their
participation in retreat programs.
Parents are given the opportunity to attend parent
preparation meetings in order to provide adult education concerning the
sacraments. Parents are an integral part of the sacramental preparation
program. They are the primary catechists of their children and therefore serve
as the teacher and role model for their children.
Quality academic education is dependent on an
organized plan of basic content with special attention given to the integration
of Gospel values.
Curriculum Guidelines for all subject areas are
utilized by the Catholic elementary schools and provided through the Department
for Catholic Schools. The guidelines
endeavor to give continuity to the teaching/learning process, and are geared to
meet the individual needs of students and to guide the teaching/learning
process.
The use of a Multiple Intelligence approach is
incorporated in all curriculum areas.
The integration of subjects is a primary goal for planning instruction
at all levels.
The computer curriculum in the primary levels
develops familiarity with the functional uses of the computer. This is accomplished through the use of
programmed software.
In the upper school levels, skills such as word
processing, database, composition and entry, and the use of spreadsheets are
emphasized.
Graphics programs are utilized at all levels,
particularly in the intermediate levels.
Along with these technical skills, it is important to focus on the
ethics and responsibilities that come from using a powerful communication
machine.
Fine
Arts
Fine Arts is an important entity in contemporary
society. Through music, art, and the
movement experiences, values and needs of individuals are revealed and savored.
Instruction in the Arts contributes to the
development of the whole person; promotes individual expression; allows
experimentation with diverse materials and elements; enables exploration and
appreciation of the works of other students and major artists; develops an
awareness and sensitivity toward the environment and finally promotes a deeper
understanding of heritage and culture.
The Fine Arts curriculum provides a wholistic
approach to education, which incorporates many aspects of the core curriculum
and can be integrated into the total educational experience.
Foreign language studies enter the curriculum in the
5th grade with an introductory course of French and Spanish offered
each semester. At the end of the 5th
grades, students commit to three additional years of study in either French or
Spanish.
Foreign language students learn the sounds and
syntax of their chosen language.
Students are also introduced to French or Spanish culture. A variety of materials and methods are used
for instruction.
Health and Physical Education
Health education, which leads to the total well
being of each student, is the goal of the Diocesan “Health for Success”. “Health for Success” is a complete,
comprehensive approach to developing our students physically, mentally,
emotionally, spiritually, and socially.
A health text, along with current periodicals such
as CURRENT HEALTH, is used. Guest
speakers are invited to speak to the students about various health related
topics.
A quality Physical Education program recognizes the
value of teaching students to stay physically active and develop skills needed
for present and future leisure. To
achieve this goal, St. Maurice incorporates the Department of Catholic Schools
Curriculum, “Fit for Life” into the program.
This program assists students in identifying their strengths and
weaknesses and encourages students to build on their strengths to achieve
personal goals.
The students learn to respect the rights of others
and follow rules through games and physical activity. Learning to constructively channel energies helps the student to
develop a good self-image and perform well in life. The skills, habits and attitudes developed within the program
will provide opportunities for greater success in the student’s lives.
The health and physical education curriculums strive
to establish healthy, active students so that each child can develop to his or
her full potential.
Language Arts
The Elementary LANGUAGE ARTS CURRICULUM Guide for
the Diocese of Pittsburgh has been developed to enable each student to be
introduced to language as a viable form of communication, as an invaluable
skill, and an art to be enjoyed.
Language, as a skill, provides the student with the
important tools to speak fluently, to read and comprehend, to compose, to write
legibly and to spell correctly. An
awareness of the history of language and the continuous development of
vocabulary also are important phases of skill development.
Students in grades K-5 center on a whole language
approach to reading while developing the necessary phonetic skills.
For grades 6-8 an appreciation of literature as art
enriches through experiences with skillful authors who vicariously open new
worlds of adventure that envelop far off places, times long past, and modern
trends of good reading. Having
developed a love for good literature, this aesthetic element will overflow into
the student's personal oral and written expression.
English classes center on improving writing, grammar
and speaking, as well as expanding vocabulary and improving spelling.
Library
The school library exists primarily to support and
enrich the curriculum. It is a service
and teaching agency as well as a place of purposeful learning.
The librarian and classroom teacher are partners in
the instructional process. They plan
and implement these activities so that the goals of both the content area and
the library program are achieved.
Significant changes have occurred in the practice of
mathematics, (computers and calculators) which require adjustment in the
content approach to virtually every topic in school mathematics.
Basic facts are taught in the lower grades and must
be drilled and memorized throughout the
years. Concepts are taught
sequentially.
Teachers need to promote problem solving skills and
an exploratory inquisitiveness in all students to assure each one the necessary
critical thinking skills for life.
Cooperative learning in the classroom is essential to heighten student
awareness in the value of cooperation in group situations, to strengthen
communication skills in mathematics, and to promote a mathematically literate
society.
In primary grades, students are introduced to many
ideas that lead naturally to algebra.
Algebraic topics are taught in the older grades and a full year of
algebra is taught in the eighth grade.
Our Catholic faith is presented accurately,
authentically, completely, and is consistent with the age and readiness of the
child. We empower children with
Catholic knowledge and ways to best practice their Catholic faith. A genuine, personal relationship with God
and the response of worship and service are ultimate goals of the catechetical
program. The family, school, and parish
are engaged in faith sharing and scripture study.
The children are taught the doctrine of the
Church. Appropriate prayers are taught
at each grade level. Children study the
sacraments, commandments and scripture.
Experience is provided through participation in the Liturgy, Prayer
Services, and the Sacrament of Reconciliation.
Children are provided with the opportunity to participate in service
projects. Class time is devoted to
discussion for the purpose of providing the children the opportunity to express
how their faith affects their lives.
The science curriculum in the elementary school
focuses on an inquiry-based process and fosters collaborative learning.
A sound, basic education in science will enable
students to use scientific principles and processes in making personal
decisions and in being pro-active in the solution of scientific problems that
affect society.
A solid education in science strengthens life skills
such as creative problem solving, critical thinking, team cooperation, use of
technology, and the values of life-long learning.
A respect for the sacredness of all life, the
pursuit of peace and order in the world, an awareness of the responsibility to
be co-creators of life giving designs and protectors of the environment are
primary goals of the teaching of science in the Catholic Schools in the Diocese
of Pittsburgh.
Students in grades 6-8 submit a science project
yearly and the 7th and 8th grade students take part in
Pennsylvania Junior Academy of Science.
In addition to meeting all the requirements of the
Department of Education in the Commonwealth of Pennsylvania, the Social Studies
class in the Catholic School provides many opportunities for teachers to help
students understand, appreciate and lean how to live Christian social values.
The curriculum begins with an introduction to
community helpers. It progresses to the
study of family and friends, and later encompasses a more in-depth study of the
community. Beginning in fourth grade,
the curriculum focuses on the study of the United States land regions and
Pennsylvania history. At the fifth
grade level, United States history through the Civil Was and a study of the
United States geographical regions is covered.
Sixth grade students study World Cultures with an emphasis on the
countries of the Eastern Hemisphere.
Seventh grade covers World Geography and eighth grade studies United
States history beginning with the Civil War.
Map and geography skills are taught at all levels. Values such as social justice, peace,
cooperation between states and governments’ opposition to the “isms” such as
racism, sexism, and materialism are integrated into the Social Studies program.
AIDS
INSTRUCTION
The State of Pennsylvania, Department of Education
under Title 22, Pennsylvania School Code 22 Chapter 5, has mandated AIDS
instruction at all grade levels.
PROGRAM
REQUIREMENTS:
Each school will provide instruction about Acquired
Immune Deficiency Syndrome (AIDS) and related issues at least once each year at
all grade levels. In Catholic
education, it is most important that information regarding HIV/AIDS be
communicated within a religious and moral context. Within this perspective, the challenge of HIV/AIDS education for
children and young adults is to prepare them for a mature and responsible
Christian life by helping to develop attitudes of respect, trust,
self-discipline and self-esteem.
Catholic teachers and parents can help young people to understand how
their moral choices and their actions affect their own welfare as well as the
welfare of others.
The instruction, using the NCEA program AIDS: A
Catholic Educational Approach to HIV, will be part of the Health Curriculum
in conjunction with the Diocesan Catholic Vision of Love Program.
The Catholic Vision of Love is the designated
sexuality program for all schools in the diocese. This program, for grades five through eight, presents a clear
articulation of the Church’s vision of love and human sexuality so essential in
today’s society in order to strengthen the family, to help love endure, and to
enable God’s people to live faithfilled, joyous and meaningful lives.
By fostering strong partnerships with families, the
Catholic Vision of Love is designed to assist parents in fulfilling their
responsibility as the primary educators of their children.
Effective education requires teamwork between the
school and parent/guardian. The goal of
St. Maurice School is to help each child reach his/her highest potential, both
academically and socially.
The school year is broken into four (4) nine-week
periods. During the 5th week of each period deficiency notices will
be sent home for those students who are not performing as expected.
Report cards are given four times a year.
The following scale, which was approved by the
Catholic Diocese of Pittsburgh, will be the grading scale used by St. Maurice
School.
GRADES 1 &
2
The letter at each quarter indicates the overall
progress in performance of that subject area.
Quizzes, class work, homework, observations, projects, and daily work
determine the letter. If a child
indicates a particular strength or an area for improvement, a sub-code will be
used.
A –
Advanced Performance The student demonstrates a thorough understanding of the
skills and concepts with ease and is working at developing advanced skills and
concepts.
B –
Proficient Performance The student demonstrates proficiency in important skills
and concepts and is able to exemplify these skills and concepts in detail.
C –
Basic Performance The student demonstrates an understanding of the basic skills
and concepts.
D –
Below Basic Performance The student demonstrates an incomplete understanding of
the basic skills and concepts with possible misconceptions.
-A = Outstanding Progress
-B = Good Progress
-C = Satisfactory Progress
-D = Needs Improvement
-E = Experiencing Difficulty
-A = 93-100
-B = 85-92
-C = 75-84
-D = 70-74
-E = 69 and below
A final grade is determined by averaging the four-
(4) nine-week periods together.
(APPENDIX B
& C)
If a student does not achieve a final grade of “D”
or above in any subject, he/she will have to take a make-up course at an
approved summer school.
A copy of the summer school grades will be needed
before the student is permitted to advance to the next grade at St. Maurice.
The Kindergarten Report is given twice a year, January
and June.
This report is used as a tool to show the
conceptual, physical, and social growth and development of your child.
The only subjects/areas that will be evaluated are
Religion, Language Arts, Mathematics, Gross and Fine Motor Skills, and Character
Development.
(APPENDIX D)
In accordance with Diocesan Guidelines, the students
of St. Maurice are tested using the standardized testing format
Kindergarten – Readiness Test -
Administered in the spring.
Grades 2-8 -
Iowa Test of Basic Skills Administered in the spring.
Grade
5 - Writing Assessment
Administered
in the spring.
The Title I program, which is Federally funded, is
designed to provide additional assistance to students who are not demonstrating
grade level proficiency in reading.
Selection is based on multiple criteria: standardized tests, teacher
observations, and other measures of student progress in the classroom.
Parents/Guardians are informed of the decision to
have their child receive this additional assistance and must sign a permission
form. Title I teachers are certified as
Reading Specialists because they must diagnose and remediate student needs.
Increasing parent/guardian knowledge about Title I
activities and ways to help their children at home can enhance the Title I
program. Student achievement in the
regular classroom should increase when learning is reinforced, both in Title 1
classes and in the home.
St. Maurice School receives instructional support in
Math from the Allegheny Intermediate Unit.
(AIU) Remedial services are
provided for those students requiring additional help in Math, based on teacher
referrals, standardized test results, and parental approval. Students meet in small groups outside of the
regular classroom once/twice weekly.
Alternate strategies are planned for students in
accordance with individual instructional goals and in support of the classroom
curriculum in order to help students develop mastery of basic math skills.
The A.I.U. counselor provides individual and small
group counseling sessions to children in grades K-8. Children are referred by teachers, the principal or parents for a
variety of school-related issues.
Additionally, the counselor makes herself/himself
available for teacher consultation regarding classroom issues after observing
classroom dynamics.
The counselor provides support for the school’s CORE/ESAP
team, as requested. The counselor
sometimes helps to screen and refer children who might need more specific or
intensive help than school counseling can offer.
SERVICES
The Allegheny Intermediate Unit provides speech and
Language services to St. Maurice under ACT 89.
It is a special service offered to students to repair or enhance
communication skills which directly impact social and academic interactions.
Students are identified by one or more of the
following procedures: 1) failing a speech/language screening, 2) teacher
referral, 3) parent referral, 4) referral from an outside agency and/or 5)
pupil service team referral.
The
service can be provided in a variety of ways based on each student’s needs:
1) individual therapy, 2) small group therapy, 3)
classroom speech and language programs, 4) consultation and/or 5)
collaboration/team teaching.
Students may need to be enrolled for articulation,
language, fluency, and/or voice therapy.
The length of therapy depends on the severity of involvement, learning
styles and attendance.
Admission to the Gifted program for students in the
Woodland Hills School District is based on the results of standardized academic
testing and I.Q. tests.
Students can be recommended by the teacher or parent
by submitting a letter to the Principal or to the Woodland Hills School
District. St. Maurice fills out the
original forms for the program and forwards them to the School District.
Students who are accepted in the program can
participate in classes offered in the Woodland Hills School District once a
week. The students miss some of their
classes at St. Maurice but are responsible for making up the work.
STUDENT
ASSISTANCE PROGRAM
The Student Assistance Program (SAP) is mandated in the
Commonwealth of Pennsylvania by Act 211 of 1990. It is a comprehensive program of prevention, intervention, and
support for students in grades K-12.
The members of the Team are the principal and faculty members of the
school who have received special training through the Allegheny Intermediate
Unit.
The program exists in order to promote the growth
and development of the whole child. The
team members work with students who are experiencing educational, social,
physical and/or emotional difficulties in the school environment.
The team identifies these students through referrals
that are made by the faculty and/or parents.
After the referrals have been received forms are
given to each of the child’s teachers to be completed. When the forms have been processed, a team
member interviews the child. The team then makes informed assumptions as to
what is needed to help the student, conveys this information to parents and
evaluates the result. If necessary, appropriate referrals to outside agencies
are made after consultation with the parents.
The team also assists the faculty in coping with
students who exhibit behavior that is disruptive to classroom teaching and
learning.
Team members must maintain all information regarding
students and their families under safeguards of privacy and
confidentiality. Access is limited to
individuals who have a legitimate educational interest.
“To teach as Jesus taught” is our commitment at St.
Maurice School. Self-discipline is the
key to good conduct and proper consideration for other people and us. It is the training that develops
self-control, character, orderliness, and efficiency.
Because each of us holds within us a unique image of
God, mutual RESPECT is essential to a school community. Respect of oneself, student respecting
students, student respecting teacher, teacher respecting students and teacher
respecting teacher are all needed. It
is the responsibility of the students and teachers
to exemplify and extend mutual respect to staff, volunteer
parents, and guests.
Students are responsible for their own actions and
choices. A student chooses whether or
not to follow the classroom rules, to study for a test, and to be a
friend. If a student chooses an
acceptable action, a positive consequence will result. Examples are: teacher or peer praise, good
grades, etc. If a student chooses an
unacceptable action, a negative consequence such as a reprimand by a teacher,
loss of friend, or a decline in grades will result. Our behavior policy was developed to enforce these ideas.
It is understood that all students must abide by the
rules of the school. The infractions
listed are examples and are not all-inclusive.
Other consequences may occur at the discretion of the teacher and
administration. Behavior deemed
unacceptable by any teacher will be handled in a discretionary manner.
Students in Kindergarten – 4th grade will
follow the following guidelines for a happy environment conducive to learning:
1.
Respect
the property of others and of the school
2.
Respect
and follow the directions of teachers, staff, and parent volunteers
3.
Respect
the classroom, cafeteria, and playground
4.
Walk
and whisper in the halls
5.
Be
truthful, honest, and considerate of others in words and actions
6.
Grow
in their responsibility for their personal belongings, their assignments, and
their respect for school property
7.
Be
accountable for their actions
8.
Value
and appreciate their friends as Jesus has taught
Students in grades 5-8 will follow a Behavior Policy
that includes detention, forgiveness, and reward. Students will earn a detention after 6 points and a detention for
every 6 points after that. Detention
will be scheduled after school from 2:30 – 3:30.
Students can erase points through good
behavior. Two points will be erased for
every 14-calendar days the student goes without receiving additional
points. Any student who does not earn a
detention by a specific day at the end of the school year will be permitted to
dress down during the last week of school.
The students will earn 2 points for each of the
following infractions:
1.
Violation
of classroom rules
2.
Non-compliance
with dress code
3.
Inappropriate
dress for dress down days (this includes a loss of privilege for next time)
4.
Eating
outside of the cafeteria
5.
Wearing
hats in school
6.
Littering
7.
Inappropriate
display of affection
8.
Tardiness
to class
9.
Passing
notes or other items in class
The following will result in 5 points:
1.
Violation
of cafeteria or playground rules
2.
Running,
shouting or pushing in the halls
3.
Chewing
gum
4.
Throwing
any object
5.
Possession
of unauthorized electronic devices
6.
Disrespectful
behavior/verbal abuse to other students
The following will result in
10 points:
1.
Vulgarity
and obscene gestures
2.
Disrespect/insubordination
to faculty, staff or parent volunteers
3.
Lying
4.
Cheating
– including but not limited to tests and homework
5.
Throwing
or tossing food or other items in the cafeteria
6.
Writing
on desks, books, or other school property
7.
Inappropriate use of school materials or athletic equipment
The following infractions
will result in 25 points for students in grades 5 – 8 and a possible in-school
suspension for students in grades K – 8.
Parents will be notified immediately if a student engages in any of the
following behaviors:
1.
Dangerous
horse-play
2.
Fighting
3.
Cutting
class or truancy from school
4.
Leaving
school building or property without permission
5.
Stealing
6.
Changing
written correspondence – including report cards
7.
Forging parents/guardians signature
8.
Vandalism
9.
Racial
or Ethnic intimidation
The following infractions will result in automatic
suspension and the possibility of expulsion according to Diocesan Guidelines:
1.
Deliberate
bodily harm
2.
Possession
or use of tobacco
3.
Possession
or use of weapons or any object that can be used as a weapon.
4.
Arson
5.
Possession
or use of explosive devices – including but not limited to firecrackers, smoke
bombs, and stink bombs
6.
Assault
and battery on a student or adult
7.
Possession
or use of drugs or alcohol
Students who accumulate 25 points or exhibit inappropriate behavior will be referred to the Student Assistance Team for an evaluation. This evaluation will include a meeting with the parents.
STUDENT MISCONDUCT OUTSIDE OF SCHOOL
In order to avoid liability
for actions outside of our control, principals are not to take responsibility
for actions that occur off school property.
Principals are asked to
forward disciplinary notices given by public school bus drivers to parents and,
in that way, support the responsibility of both driver and parents for the
child's action.
Any person carrying a weapon onto school property,
including, but not limited to, the school building, outdoor areas, outdoor
facilities, vehicles used to transport students, or school related activities
poses a clear and present danger to other students and staff. For the purpose of this policy, a weapon is
defined to be a gun, knife or any other article that could be used to cause
injury. Such person in possession of a weapon violates state criminal statutes
and school regulations and shall be subject to the following discipline and
penalty:
1.
Parents
will be notified immediately
2.
Local
police will be called
3.
The
student will be expelled
SUBSTANCE
ABUSE POLICY
PREFACE
The education system within the Intermediate Unit
Consortium and the Diocese of Pittsburgh recognizes that chemical abuse and
dependency seriously impair the ability of individuals to develop their full
potential. We also recognize that
problems created by chemical abuse and dependency have adverse effects on the
ability of all members of each school community to achieve personal educational
goals.
Our policy is based on the belief that chemical
dependency is a life threatening illness that affects individuals in all areas
of their lives, emotionally, intellectually, and socially. Because it is our conviction that chemical dependency
is a treatable illness, the following substance abuse policy has been adopted.
The schools of the Intermediate Unit Consortium and
the Diocese of Pittsburgh, recognizing that chemical abuse is a serious
problem, adopt the position that a student must be chemically free to develop
in the most productive manner.
It is therefore, the intent of this policy to
prevent and to prohibit the possession, use, sale, distribution and/or intent
of distribution of any illegal or controlled mood-altering medication or
chemical. These are prohibited on
school property and at any school-sponsored event.
Violations of this policy
may result in the following consequences:
1.
Appropriate
disciplinary response consistent with each individual school's philosophy.
2.
Notification
of parent/ guardian
3.
Notification
of municipal authorities when appropriate
4.
Suspension
or expulsion from school
5.
Referral
of student to appropriate drug and alcohol agency
This policy will be implemented through the
cooperative efforts of administration, faculty, parent/guardian, staff, student
and community.
Students at St. Maurice School wear uniforms. We need your cooperation to ensure that all
are adhering to the dress code.
The students must have shirts tucked in and belts
must be worn AT ALL TIMES with pants that have belt loops. Pants must be worn at the waist. Excessively baggy or form fitting types of
clothing will not be permitted.
Skirts and shorts for the girls must be no more than
four inches above the knee.
For the safety of the children, in lieu of dress
shoes, they may wear athletic shoes with white soles only. The black soles make marks on the floors.
SHIRTS (white
or navy only)
1.
Short
or long sleeved “golf shirt” with a St. Maurice logo or plain (NO insignias of
any kind). All shirts must have
collars.
2.
Oxford
style dress shirts – with collar. (Only
a plain white T-shirt or tank top is permitted under the dress shirt).
3.
Turtlenecks-
long sleeved – white or navy only – no logos
1.
Any
St. Maurice sweat shirt
2.
Plain
(no logo) navy blue sweat shirt