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3.0 Curriculum

Offering a strong traditional curriculum, St. Elizabeth Elementary School espouses the "Continuous Growth Program" adopted by schools in the Diocese of Pittsburgh. In this program, students advance through the defined curriculum according to their individual needs and abilities. This curriculum, which meets all requirements set forth by the Pennsylvania Department of Education, is defined by Curriculum Guidelines issued by the Department of Catholic Schools for the Diocese of Pittsburgh. The Curriculum Guidelines no only provide continuity within the educational process, they are specifically designed to meet the individual needs of each student so as to enhance the learning process. In addition, the curriculum gives special attention to integration of Gospel values into the context of learning, growth, and daily living.

All textbooks have been selected from the list of texts recommended by the Curriculum Directors of the Diocese. Approval of textbooks is based on three criteria: (a) consistency with the Catholic philosophy of education, (b) sequential, consistent development of material within the text, and (c) adaptability of material for the Continuous Growth approach to student education and development.

3.1 Basic Curriculum

Catechetics

The basis for daily, formal catechetical instruction is "Growing in God's Covenant" (the Catechetical Curriculum Guidelines for the Diocese of Pittsburgh), which presents a balance of doctrinal content, scriptural understanding, faith formation, and prayer/worship experiences. The instruction incorporates a variety of materials and resources to foster spiritual growth as well as moral development, so that students progress toward an adult faith in both understanding and action.

Computer

The expansion of technology throughout our society has made familiarity with computers a "must", and there is no doubt this trend will continue in the years to come. The computer curriculum, therefore, has as its goal to bring all students to a level of familiarity with computer technology to allow its effective use as a tool in education as well as daily life. Beginning in the primary grades, students are taught keyboarding skills and computer functionality via educational software packages.

Knowledge and skill levels are advanced in each grade such that, by the time a student reaches the upper grades, tools such as word processors, spreadsheets, databases, and graphics as well as formal presentation tools can be used effectively.

Fine Arts

A civilization is measured not only by its technology, but also by its understanding of and its legacy to the fine arts. Part of the Catholic ideal of the development of the whole person, then, must be instruction in the fine arts. Such instruction complements the traditional studies of mathematics, language, and science in many ways"

• It promotes individual expression and exploration of ideas.
• It allows experimentation with diverse materials and elements, creating a "hands on" as well as an academic knowledge of the process of artistic creation.
• It fosters appreciation for the efforts, the talents, and the artistic works of other students as well as of major artists.
• It develops an awareness of and a sensitivity toward the environment.
• It promotes a deeper understanding of heritage and culture.

As an important element in holistic education, the fine arts curriculum integrates with the academic core curriculum to provide each student with a total educational experience.

Health and Physical Education

Each person is a unique creation of soul, mind, and body, and to be truly complete, education must address all three aspects of the person. Thus, physical education and health education are essential parts of the total curriculum.

The Diocesan health and physical education curriculums ("Health for Success" and "Fit for Life") strive to teach students to stay physically active and establish healthy  lifestyle patterns that will serve them throughout their lives. In addition to helping each student develop a healthy self-image and reach their full potential, the programs are designed to teach students to respect the rights and abilities of others, to engage in fair play, and to channel energies constructively. The habits, skills, and attitudes learned are among the essential building blocks for a successful, complete life.

Language Arts

Unless they can be effectively communicated, thoughts, ideas, and feelings die in isolation. Even scientific discoveries, technological advances, and mathematical concepts require the basis of effective communication on which to stand. Language as viable communication is, therefore, an invaluable skill and an art to be enjoyed and treasured.

The Elementary Language Arts Curriculum for the Diocese of Pittsburgh provides students with the essential tools of language - to read fluently with comprehension, to speak effectively with clarity, to compose knowledgably with a sense of pride, to write legibly, and to spell correctly. This entails development and continual improvement of skills in grammar, sentence structure, vocabulary, speaking, composition, handwriting, and spelling. However, the true test of these skills lies in their integration into daily life. Thus, an integrated approach to language arts is emphasized in Kindergarten through Grade 5, while students in Grades 6 through 8 expand these skills in conjunction with study of their aesthetic use in literature. Through exposure to the work of accomplished authors throughout their course of study, students incorporate into their own work the language skills needed in our world as well as an appreciation for the art of language.

Library

Even in today's technologically-based society, a library is an invaluable teaching resource and a necessary part of any educational environment. The librarian and the classroom teacher are truly partners in the instructional process, working together to expand students' horizons of knowledge. Use of the library's resources to augments classroom learning is encouraged in content area classes such as social studies and science, while the library curriculum itself reminds students to respect the integrity of others' authorship as well as the protection provided by copyright laws.

The resources of the school library also nurture the appreciation of reading for enjoyment by making available to students a variety of literature appropriate to all age levels in the school.

Mathematics

The mathematics curriculum is designed (a) to help students meet the mathematical challenges of the present and the future, (b) to provide experience and practice in logical reasoning, (c) to develop the ability to recognize and utilize patterns, and (d) to work effectively within the framework of mathematical structure. Concepts are introduced sequentially, allowing the student to grow in experience and familiarity throughout the program. Basic foundational facts learned in the early years build to the more complex concepts explored in the upper grades. In addition to memorization of essential elements, the curriculum promotes development of problem solving and critical thinking skills. Individual instructional attention is combined with cooperative learning situations such that students not only acquire the communication skills needed to exchange mathematical/technical information, but also come to an appreciation that real-world problems are usually not solved in isolation. By becoming mathematically literate, students can participate more fully in a world where numbers and mathematical concepts are as much a part of the everyday as speech.

Studying the basics of biology and physical science (chemistry, physics), students in Grades 6-8 gain scientific knowledge and experience through "hands-on" learning. Students at these grade levels also complete individual science projects annually to enhance their appreciation of scientific methods and concepts. Participation in the Mon Valley Science Fair (Grade 6), the Carnegie Science Fair (Grade 6), and the Pennsylvania Junior Academy of Science (Grades 7 and 8) by all students is encouraged. All students in Grades 6-8 are required to participate in the annual St. Elizabeth Middle School Science Fair. 

Social Studies

The social studies curriculum begins in the primary grades with an introduction to community helpers, progressing to the study of family and friends and moving to a more in-depth study of community. Beginning in the fourth grade, the curriculum focuses on the study of the United States land regions and Pennsylvania history. This trend is continued in the fifth grade, where the focus is the geographical regions of the United States and United States history through the Civil War. Students' horizons are expanded in the sixth grade through study of world cultures and world geography, with emphasis on the countries of the Eastern Hemisphere. A more in-depth study of the United States is done in the seventh and eight grades to enhance the students' understanding and appreciation for the people and the events which formed our nation.

Throughout the curriculum, basic map and geography skills are taught and practiced. In addition, the curriculum explores topics such as social justice, peace, and cooperation between political entities (states, countries, etc.), integrating these issues into historical and cultural contexts. The effects of attitudes such as racism, sexism, and materialism are likewise explored in conjunction with historical and cultural discussions.

World Languages

The reality of global communication has made familiarity with world languages an asset which cannot be undervalued. Just as students at St. Elizabeth Elementary School are introduced to world cultures and world history, they are introduced to some of the languages of the world. Spanish is taught in grades K-5.  An exploratory French course is offered in grades 6-8. This instruction in language is complemented by introduction to the culture of the countries where that language is primarily used.

3.2 Auxiliary Services

Remedial Reading and Math

The remedial reading and math program, staffed by teachers from the Allegheny Intermediate Unit, is designed to provide additional assistance to students who are not demonstrating grade level proficiency in reading and/or math. Entry of students into these programs, which are government funded via the local public school district, is based on teacher referral, performance on standardized tests, and parental approval. To help students develop mastery of basic skills, alternate teaching/learning strategies are developed based on individual instructional goals. These alternate strategies are also extended to support the student's efforts within the classroom curriculum.

If a parent believes his/her child is experiencing difficulty in reading or math, this concern should be brought to the attention of the teacher who could then initiate screening by the remedial teacher.

Speech/Language

This service, also staffed by personnel from the Allegheny Intermediate Unit, is offered to students to enhance communication skills which directly impact social and academic interactions. Speech/language problems may be either developmental (age-related) or disordered (all other types of speech difficulties) and may include difficulties in articulation, language, fluency, and voice. A student may be enrolled in Speech and Language therapy if a screening and diagnostic evaluation completed by an Allegheny Intermediate Unit Speech and Language clinician indicates that a student is having difficulty.

Psychological Testing

If a child is not performing according to ability and seems to be experiencing difficulty, we can refer the child for testing through your school district. Parents and teachers must be in agreement for this process to begin; however, initiation of this process may be one of the intervention procedures recommended by the Student Assistance Program(see explanation below). Results of the tests along with a set of recommendations from the psychologist are formally reported to the parents, the principal, and the student's teachers. THIS INFORMATION IS KEPT CONFIDENTIAL and is not shared with anyone without prior parental permission.

Counseling

Provided through the Non-Public School Program of the Allegheny Intermediate Unit, this service makes available brief or short-term individual or group counseling services for students who may experience personal, academic, social, or family concerns. While referrals may be made by administration, teachers, parents or students themselves, written permission from parents or legal guardian is required. More serious problems may be referred to outside local professionals. The school counselor, who is a member of the school's Student Assistance Program, is also available for classroom visitations and group meetings that develop social and life skills valuable to all students.

Gifted Program

Enrichment programs for gifted students are administered by local school districts, who set admission standards for students resident in their district. Admission is normally based on standardized test results, cognitive skills test results, and academic performance. Students can be recommended for participation in such enrichment 

programs through a written, formal request submitted to the principal by either a teacher or the parent. Once a request has been received and test scores have been verified, the staff of St. Elizabeth Elementary School forwards the necessary information to the providing school district for processing.

Students who are accepted into the program attend enrichment classes conducted at the local public school; these students are also responsible for any work missed at St. Elizabeth Elementary School during their attendance at enrichment classes.

Student Assistance Program

Mandated by Act 211 of 1990 of the Commonwealth of Pennsylvania, the Student Assistance Program (SAP/E-SAP) is a comprehensive program of prevention, intervention, and support for students in Grades K-12 who are observed to be at academic or behavior risk. The goal of this program is simply promotion of the growth and development of the child, for whom a change in academic progress or behavior has been observed and has become a concern in the classroom.

Referrals to the program may be made by faculty members or by parents. Once the referral has been received, a team of teachers, who have been trained to assess behavior patterns and make recommendations for methods of intervention, assess the situation. The members of the SAP/E-SAP team that make recommendations of strategies to assist the student. Of course, all information is treated as confidential to safeguard the privacy of the student and the family. Recommendations are shared only with parents/guardians and classroom teachers (on a "need to know" basis). If necessary, appropriate referrals may be made to outside agencies when parental consent is given.

Special Needs Program

St. Elizabeth Elementary School also has a Special Needs Program, designed to coordinate assistance to individual students who have been identified as persons with needs such as:

• Slower or faster patterns of learning.
• Learning disabilities
• Attention deficit disorder.
• Attention deficit hyperactivity disorders.
• Syndromes.
• Performance below or above grade level and/or anticipated grade level.
• Medical

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