Crescenta Valley Adventist School La Crescenta CA : Academics

Crescenta Valley Adventist School

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3. ACADEMICS

3.1 Curriculum

3.1.1 Course of Study
As guided by the Department of Education of the North American Division of Seventh-day Adventists, the course of study for the students will be in the following areas:
Bible                     Social Studies       Language Arts
Mathematics          Family                   Reading
Science/Health      Community           English
Computers            Geography            Spelling
Music                    History                   Handwriting
Art                         Physical Education

3.2 Evaluation

Kindergarten – 2nd Grade
Students will be working at their own rate, under the guidance of their teacher. A non-graded report card will be filled out each nine weeks. The grade report card explains the marking system used.

3rd Grade – 8th Grade
Students will receive a report card for each nine-week period. The marking method is explained on the grade card.

3.3 Standardized Testing
Certain tests are given to all students enrolled at CVAS. These tests help the educators assess the students’ academic progress and needs from year to year.
1. Iowa Test of Basic Skills: ITBS tests are administered each September to students in 3rd grade – 8th grade.
2. Cognitive Abilities Test: CogAT tests are administered in conjunction with the ITBS tests each September to students in 3rd grade – 8th grade.

3.4 Textbooks
Textbooks constitute an important resource of the curriculum in all schools including Seventh-day Adventist schools. However, a good class is not based solely on the textbook. In other words, the textbook is not the curriculum of the class. The teacher uses the readings and other resources in the textbook as a major ingredient for student assignments in addition to other carefully selected materials. This does not mean that the textbook should be the "final authority" on the contents of the subject being discussed, but it is one of many classroom resources.

In some subject areas, the Seventh-day Adventist Church invests large sums of money to research and produce their own textbooks. But in other areas, the church has felt they could utilize some of the excellent textbooks already available in the general market. Before allowing a church school to purchase such books, the North American Division of Seventh-day Adventist Church Office of Education follows a very careful process of evaluating and recommending approved textbooks. The evaluators include Adventist teachers and administrators who carefully study the books to determine their suitability for Adventist schools. Textbooks with a pervasive philosophical approach counter to Adventist teachings will not be approved. Other textbooks will meet the high standards required for approval.

Even the best-approved textbooks sometimes contain inaccuracies. Some of these are factual errors while others represent differences of opinion on important philosophical or religious issues. If the textbook your student is reading has such problems, the Seventh-day Adventist teacher will make every attempt to point out the errors or differences. This discussion will give your children opportunity to think about important ideas they will be confronting at the present time or in the future as they further their education. Since the Adventist teacher will be emphasizing that the textbook is not the sole authority of the classroom, students will be taught to read critically and thoughtfully every textbook under the careful guidance of the classroom teacher. As students then enter the broader world, they will be better prepared to deal with the challenges they face concerning their belief system.

3.5 Grade Placement
Appropriate academic placement of the student is a fundamental principle of education. The following factors are to be considered in grade placement:
• A conference with the principal.
• Chronological age
• Emotional, physical, and social development
• Teacher evaluation of academic progress.
• Scholastic achievement as determined by:
o Standardized achievement test scores
o Prior school performance as evidenced by cumulative records, report cards, and conversation with personnel of the previous grade or school.
o Student’s ability to reason, and to express ideas logically.

Grade placement may be reevaluated, resulting from student's performance and testing, and by administrative recommendation.

3.6 Graduation Requirements
A minimum grade of 60 percent in each of the following subjects:
Bible/Religion           Science/Health
Mathematics            Social Studies
Language Arts

3.7 Grade Promotion
Seventh grade students may not have any grade below a 60 percent to be promoted to the eighth grade.

For all other grades, students who receive failing grades in two subjects for the year may not be promoted to the next grade, unless satisfactory completion of an approved summer school program can be verified.

3.8 Class Office Requirements
To hold an 8th grade class office a student must have a "B" average in their core classes and maintain a B in their citizenship grade throughout the year. Grades and citizenship are reviewed at the end of each nine-week period. Failure to meet any these requirements may result in a loss of the office.

3.9 Music Program
Classroom music is a part of the regular curriculum and is taught twice a week. Piano lessons, voice lesson, guitar lessons and select choir are available by contracting with the individual teachers. It is preferable to schedule private lessons outside of regular classroom time.

3.10 Band Program
Band is a required Fine Arts component of the curriculum for 5th-8th grades. All incoming 5th graders will be tested, evaluated and assigned an instrument based on teacher recommendation. All students are responsible for having an instrument of their own for Band; whether the instrument is rented, leased, borrowed or purchased is left to the parents’ discretion.

3.11 Homework
Crescenta Valley Adventist School urges all parents to take an active role in their children's day-to-day work. While homework is not a requirement in all grades, it can be an important part of every student's instructional program and contribute to the student's success by reinforcing, enriching, and maintaining skills taught in the classroom.
Effective homework assignments:
• Teach students to be independent thinkers and learners.
• Give students experience in following directions, making judgments and comparisons, raising additional questions for study.
• Develop responsibility and self-discipline.

A few suggestions that help parents and other family members to help students meet their potential and progress as far as possible:
• Encourage the student to set and attain realistic individual goals.
• Encourage the student to take responsibility for their behavior and study habits.
• Provide a regular quiet time and place for study as needed for work not finished at school. If there is no homework, the child could use the time recreational reading or other educational activity.
• Provide frequent positive support for the student's efforts and successes.
• Keep informed of your child’s assignments, projects and activities by reading the classroom newsletter, checking the class website and talking with your child.

3.12 Computer Use Policy
Technology is an ever-present aspect of today’s society and at CVAS we strive to equip our students with the tools and resources necessary to succeed in a technological world. Students have the opportunity to use computers in the classroom as well as in the school library, but this privilege comes with responsibility.

School conduct guidelines apply in all aspects of computer use – language, safety, honesty, and appropriate behavior. Students who choose to violate any of the school’s guidelines and expectations through their use of computers choose to have this privilege revoked.

Students and parents must sign the CVAS Acceptable Use Policy in order to gain access to the school’s computers.

3.13 Field Trips
Field trips are a part of the education experience at CVAS. The staff and administration at CVAS believe that hands-on, multi-sensory experiences can only serve to enhance the curriculum and provide students with alternate learning opportunities. Students who have to miss out on a field trip due to an emergency or illness or other reason, may, at the teacher’s discretion, be given an assignment to complete in lieu of the experience.

The classroom teacher will communicate dates and times of field trips. These trips often need additional adult supervision. Please let the classroom teacher know if you are able to accompany the class on these trips. It is preferred that chaperones not bring other children or siblings on the field trip. Chaperones serve best when their focus is on the classroom students.

3.14 Parent-Teacher Communication
Communication between the parent and teacher is vital to the academic achievement of the student. The staff and administration at CVAS encourage parents to take an active role in their child’s educational experience by keeping themselves daily informed of the work and activities in the classroom.

3.14.1 Progress Reports
Regular written progress reports are provided for the parents of each student every nine-week marking period. A written progress report in the middle of each quarter is sent home to inform the parents of their child's progress. The midterm report also provides adequate time for the student to strengthen any weak area prior to the end of the quarter. It is also helpful for the student and parents to keep in touch on a weekly basis with the teacher, so that any deficiency can be communicated early enough to correct.

3.14.2 Parent/Teacher Conferences
Parent/teacher conferences are scheduled at the end of the first quarter to review the student’s academic progress and standardized test scores. Other contacts may be necessary by phone or written communication as the need arises. Parents are encouraged to contact the teacher as often as needed.

3.14.3 Scheduling Appointments
Parents wishing to schedule a special appointment with the teacher should call the office before or after school hours so the secretary can communicate accordingly with the teacher.