Academic Philosophy
The Assumption faculty and staff continually strive to live the values and core beliefs expressed in our vision, mission, and school-wide learning expectations (SLE prayer) by being faithful disciples who CARE. We are aligned to the broader Los Angeles Archdiocese vision of ongoing growth in the areas of Faith, Academic Excellence, and Stewardship. We follow the example of Jesus to live our Catholic faith with vibrancy and love.
We are committed to high expectations and every student’s optimal growth in faith and academics. We provide a supportive and safe environment that cultivates curiosity and a life-long love of learning.
Academics are focused on mastery of grade level standards and beyond. As per the Archdiocese expectations, we utilize the Common Core State Standards (core subjects) and Archdiocese religion standards. We differentiate instruction through the use of a wide range of instructional strategies and assessments that foster critical, creative, and complex thinking and problem solving. The CCSS emphasize increased use of academic vocabulary, informational text, and primary sources of research information. They create a higher demand for “staircasing” and developing complex critical thinking skills in students. Beyond what students learn, they are expected to demonstrate what they will DO with what they are learning.
Students graduate Assumption well prepared for future higher level educational opportunities, with a belief in the value of hard work, perseverance and moral integrity.
Curriculum
Curriculum for all core classes is derived from the Common Core State Standards (CCSS for math, reading, writing), California standards (science and social studies), and the Archdiocese (religion). Curriculum is periodically checked for alignment vertically and horizontally across the grades and school. For a detailed description of our courses by grade bands and grade level refer to our website www.abvmpasadena.org and/or consult your child’s teacher at Back to School Night.
Basic subjects at Assumption include:
English Language arts (reading, writing, spelling, grammar, handwriting, vocabulary)
Mathematics (concepts taught in number sense, algebra, measurement, geometry, probability/statistics and increasingly rigorous mathematical reasoning and problem solving)
Religion (prayer, sacraments, Commandments, Gospel teachings, Bible study, and Catholic tradition, saints and history) Students attend a school-wide Mass every Wednesday
Science (earth, physical, biological and earth sciences are taught within the context of scientific method). We have transitioned to the Next Generation science standards.
Social Studies – Broad range of topics from kindergarten “communities” to 4th grade California state, to 6th grade world civilizations, culminating in 8th grade civics and U.S. history
Spanish – conversation emphasis in primary grades with more complex writing and grammar structure study beginning in 4th grade.
Other subjects taught once a week include: P.E., art, computers, & music.
Instructional Practices & Learning Supports
Assumption utilizes an array of researched best practices and instructional strategies to ensure the success of every child. Strategies vary from grade level to grade level in alignment with the developmental needs of students as they grow.
All students deserve an “achievable stretch” meaning that every child should be challenged to extend his learning into areas that may sometimes be uncomfortable and demanding, but achievable. This is true no matter where a child is assessed on the learning spectrum – whether above, at, or below grade level. Students need to experience a challenge and become accustomed to the idea of perseverance and hard work. High expectations that all students can meet grade level standards and beyond permeates our approach. All teachers “map” curriculum plans for the year and design daily lessons that include learning objectives, instructional methods, and assessments.
The art of instruction is not a perfect science and varies across and within grade levels. As educators, we commit to doing our best and to continuously reflecting on our practice as more research and data become available. Overall we consistently use the following:
Differentiation of instruction through varied student grouping. We know that every student is unique and that our students vary widely in their learning styles, achievement levels, and interests. Using mini-lessons (direct full group instruction for limited times), partner work, small group instruction, and individual conferencing/coaching allows the teacher to observe and assist students in many different ways and “customize” instruction to better meet student needs. Flexible homogenous and heterogeneous small skill groups are also used to advance learning. These groups encourage students to collaborate with, and learn from each other. Individual work encourages independence and personal accountability.
The integrated use of technology motivates student learning and adds additional opportunities for differentiation. Whether working in iPad literacy centers, integrated content projects, internet research, presentation, and/or assessments, students have ample access to dual platform technology for the purpose of communication, assessment, research, and creative presentation. More recently we have spent time teaching students the basics of coding which increases their understanding and creative abilities to eventually develop their own programs. Technology can afford students opportunities to work at their own pace and level.
Use of inquiry and increased levels of cognitive demand for complex thinking in all content areas. Whether using the scientific inquiry method of experimentation, Socratic dialogue, or understanding how to set up and apply mathematical concepts and skills to solve new problems, students are nurtured and challenged beyond knowledge recitation and memorization (although there is a place for this as well). The goal of learning is not just what students learn but how they apply their learning to complex problems and thinking. Lessons intentionally target specific types of learning rooted in Bloom’s taxonomy, Webb’s Depth of Knowledge (DOK), and other creative ways of demonstrating deeper level learning.
Use of Gardner’s Multiple Intelligence theory helps us approach learning through the learning modalities of visual, auditory, kinesthetic, interpersonal, intrapersonal and other learning preferences and strengths. Students need to be good at learning in many different ways but we use methods that allow them to utilize natural strengths as well. For example a student might learn sight words better when he/she is able to physically engage, sing a song, or see visuals.
Encouraging meta-cognitive skills to help students better understand themselves as learners. For example, we explicitly teach young children the strategies that good readers use. They learn these strategies and assess their own progress in using them to become continuously better readers and writers. Thinking about our thinking helps us “unpack” how we learn so we can better access what we need to advance our own learning.
Use of continuous specific feedback with both informal and formal assessments that allows students to also self-assess. Using assessments all of us see where we are and where we need to go to strengthen our learning. The use of “rubrics” to assess specific skills helps students target specific improvement as well as celebrate mastery of certain standards. Teacher and principal analysis of class and school-wide data helps us guide instruction and is key to continuous instructional effectiveness and success.
Varying materials. Since students develop at different rates, we strive to accommodate and keep them challenged at their “just right” level by providing different types of learning materials such as leveled books, online fluency programs, Accelerated reading recommendations, and other technology applications.
Student choice is not always possible, but when it is, structured choice allows students to be more invested in their work and motivates them to persevere. It provides critical relevance and connection that keeps them interested in learning. For example, in Writing Workshop, when studying the structure of a research essay, students are allowed to choose their own topics related to Native Americans as long as the topic meets the criteria of content learning and research essay traits. Instead of a traditional report describing one tribe, a student may develop a question or observation such as “Daily Life was Difficult for Native Tribes” or “How did the Daily Life of Children Compare for Hopi and Navajo Tribes?” Students would then research information to answer their question and/or validate a thesis statement.
Use of more direct intervention/support is provided as appropriate through the STEP process, use of our reading specialist and other support staff. When possible, we also collaborate with outside providers/tutors to help students succeed. Occasionally, some of our teachers may provide tutoring. STEP assistance can be initiated by a teacher, administrator, and /or parent. STEP meetings involve a process where all those working with the student, including parents are invited to meet together and assess the strengths and needs of a student with the purpose of developing a plan of action. These meetings are coordinated by the Assistant Principal. Frequently the principal also attends and follows the student process. Student surveys are completed by parents, teachers, and students, along with examining class work and standardized test scores. A support plan is jointly developed and monitored for ongoing improvement.
Parents have the right to access the services of the public school district in which they live if their child needs to have psychological/educational assessment. The school is not responsible for this process but can act as a liaison to help the parent facilitate it.
