CURRICULUM POLICY

Canterbury School Curriculum Standards, revised spring 2010

Standard One: In keeping with Episcopal tradition, Canterbury School strives to create a
school culture that
embodies Judeo-Christian values.
seeks and serves God in all people, invites inquiry, and honors the faith tradition of
others.
encourages self-examination that leads from knowledge of one's self to knowledge of
one's relationship to others.
Standard Two: Canterbury School provides an educational program that
prepares students for the next academic level.
encourages physical, emotional, spiritual, and social health.
gives a central place to both the life of reason and the life of faith.
encourages a commitment to justice, fairness, mercy, integrity, and compassion in
relationships within the school and in the wider community.
takes place in a faith community engaging in a comprehensive and challenging search
for truth.
Standard Three: Canterbury School teaches a curriculum that
emphasizes classical as well as contemporary knowledge.
incorporates diverse cultures, languages, and perspectives.
embraces the arts as an integral part of the human experience.
promotes responsible citizenship through service learning and stewardship of the
natural world
cultivates 21st century skills.
Standard Four: Canterbury school employs research-based instructional methods that
challenge the mind by offering opportunities for students to develop critical thinking,
creative thinking, and problem-solving skills.
employ a variety of age-appropriate multi-sensory and technological approaches to
learning.
cultivate the skills and habits necessary for life-long learning.
Standard Five: Canterbury School uses assessment practices that
encourage self-reflection and self-awareness and promote continuous improvement.
recognize, appreciate, and measure different kinds of success
grow from the Mission and work in partnership with the Desired Results of Student
Learning.


glossary of key terms:
Judeo-Christian values: The Canterbury School community is grounded in JudeoChristian values such as justice, mercy, humility, integrity, tolerance, patience, respect, honor
hard work, forgiveness, and the Golden Rule. The school community focuses its curriculum
around the search for truth about these values, their application in life, and their source in
God.
life of reason and life of faith: The following quotation appear in the School's Statement
of Philosophy:
Consistent with the tradition and practice of the Episcopal Church, Canterbury gives a central place to
both the life of reason and the life of faith. Canterbury's philosophy is that the idea education takes
place in a faith community engaging in a comprehensive and challenging search for truth.
Rather than exploring matters from either a purely academic or spiritual perspective,
Canterbury believes in education students in and atmosphere with mutual respect for the
influence that faith and reason have on one another and on students through the learning
process.
Desired Results of Student Learning

Indicators of Student Achievement

A. The student will possess the skills, techniques,

and strategies for lifelong learning.

B. The student will develop an understanding of

and an appreciation for cultural, social, economic,
ethnic, and religious diversity found within the
school community and throughout the world.

C. The student will recognize the importance of a

develop critical-thinking, creative- thinking, and
problem-solving skills necessary for success in both
academic and real-world settings.

identifying one's own learning style

using effective organizational, study, and time-management
skills
using a variety of learning strategies
using effective strategies for selecting, retrieving, evaluating,
creating, and communicating information in all content areas
demonstrating adaptability and self-direction
demonstrating knowledge of a wide variety of cultures and
religions through the curriculum and exposure to various
social, economic, racial, and religious experiences
being sensitive to and appreciating differences in others
demonstrating knowledge of the diversity found within our
community
demonstrating listening, reading, speaking, and writing skills in
a second language
demonstrating global awareness
demonstrating ability to analyze real-life problems; identify,
evaluate, and carry out solutions; and evaluate outcomes
engaging in divergent thinking
demonstrating ability to consider moral options
collaborating successfully with others


D. The student will demonstrate responsible
citizenship and will respect the dignity of every
human being.

E. The student will understand and appreciate our

natural world and be committed to caring for and
preserving our planet.

conserving and recycling on a regular basis

demonstrating knowledge of the natural world and the
interdependence of all its parts; land, water, air, animals, and
people

F. The student will demonstrate a commitment of

justice, fairness, mercy, integrity, and compassion
in relationships within the School and the wider
community.

abiding by the Lower School Behavior Policy, the Middle

School Social Contract, and the Honor Code.
treating all people with kindness and respect
recognizing and understanding the sources of conflict and
working toward resolution

G. The student will have the knowledge and skills

which will allow him or her to maintain physical,
emotional, and social health.

H. The student will be comfortable exploring and

articulating his or her own spirituality and place in
the world, both as an individual and as a member

of the school, family, faith, and other communities.

I. The student will possess skills in and an

appreciation for the arts, seeing them as vital
elements of human experience.

volunteering to help others in need at school and in the

community
participating in and reflecting on service learning
demonstrating positive self-esteem
interacting positively with people who are different or who
have different backgrounds

demonstrating knowledge of fitness, nutrition, healthy

interaction with others, and exercise
reflecting on habits, attitudes, and learning
articulating personal values
taking responsibility for actions
knowing various ways of praying and meditating
exploring issues of faith and engaging in theological and ethical
discussion
adhering to one's own beliefs and traditions while being open
to forming and integrating new ones
completing a program of study in theology
experiencing personal achievement in the arts
appreciating artistic excellence throughout history
producing, describing, interpreting, and assessing works in the
various artistic disciplines
developing personal creative expression

J. The student will demonstrate effective leadership

skills.

demonstrating the ability to speak in public

serving in a variety of leadership roles at the school
engaging in group decision-making

K. The student will successfully complete the

curriculum of Canterbury School and will have the

academic skills necessary to be successful at the

next level of schooling.

making a successful transition to each grade level and to the 9th

grade
performing successfully on in-class assessments such as quizzes,
tests, writing assignments, homework, research projects, and
daily observations by teachers and on standardized tests.
demonstrating developmental readiness (if student is in early
grades)
using technology and software effectively and responsibly
demonstrating information literacy.


Homework
Canterbury considers homework to be an integral part of daily school life and a valuable
educational tool. Through homework, students are able to master more fully concepts taught in
the classroom, to practice creative thinking or writing skills, and to develop their capacity to
teach themselves. Well-planned assignments encourage the growth of study and organizational
skills and a sense of competency and confidence in each student. The amount of time required
for assignments will increase as a student moves through to the higher grades. Canterbury urges
all parents to arrange a regular time and a quiet, comfortable place for their child to work
without distractions or interruptions. Please contact your child's teacher if you feel your child is spending too
little or too much time and effort in doing homework.
While we believe in the necessity and importance of homework, we also believe in the
importance of leaving some time in a child's day for play, relaxation, family time, and extracurricular activities. For this reason, we will occasionally establish homework-free nights during
the school year.
Though teachers are responsible for making assignments clear and for posting homework
assignments on their Haiku pages each week, it is the responsibility of each student to record
homework assignments, test dates, and project deadlines in his or her Academic Agenda. As part
of our study skills program, all teachers will review and reemphasize how to use the agenda to
record assignments in a routine and uniform way. Students are encouraged to do their best and,
as necessary, to seek help from subject area teachers in the morning before classes begin, at
lunchtime, or after school. Because we are trying to teach students to be responsible and because
homework is important, students are held accountable for assignments and may be asked to
complete assignments during lunch. Canterbury does not allow forgotten homework to be faxed
to the school, nor do we allow students to phone home for forgotten homework.
In addition to regular homework assignments, long-range assignments will occur periodically.
These require students to budget time and organize materials beyond the scope of daily work.
Parental support for our homework policies will be appreciated.
Should any questions arise about homework, parents should contact the individual subject
teacher before contacting the administration of the school. Canterbury is sensitive to religious
holidays. Please contact your childs teacher if you have a specific need. Unless otherwise
instructed, homework is to be completed as an individual effort.
Grades 1, 2
In the early years, homework takes the form of practice and drill in reading, mathematics,
spelling, and penmanship. It usually does not exceed 20 to 30 minutes each evening. Teachers
often assign additional independent reading. Recognizing that weekends are special family times,
homework is assigned only Monday through Thursday.
Grades 3, 4
At this level, homework should require an hour or so for completion. Homework may include a


variety of activities: practicing previously learned materials, reviewing or applying new concepts,
studying for tests, or preparing for the next days lessons. There will be some evenings when
homework will not be assigned in all subjects and some when additional independent reading is
assigned. On occasional weekends, some homework may be given.
Grades 5, 6, 7, 8
Students in the middle school should expect to spend approximately twenty minutes each night
per subject completing assignments and reviewing material covered in class. We recognize,
however, that students may differ in the amount of time needed to complete a given assignment
satisfactorily. The purpose of assignments may be: application or reinforcement of new
information or concepts, reading new material, practice or application of writing and analytical
skills, or studying in preparation for a test. Students will have no more than two tests per day.
Teachers will use their planning time and an on-line calendar to coordinate assignments for longterm projects and tests. This on-line calendar is available on Haiku for students and parents to
access from home as they plan and prepare for major assignments.
It is the responsibility of middle school students to check in with each teacher before a planned
absence and again upon return. Middle school students returning from being sick should also
check in with each teacher about missed assignments.
Lower School Evaluations and Grades
The staff at Canterbury School is committed to providing a comprehensive evaluation of its
students which is age-appropriate, individually assessed, informative, and illustrative of each
student's strengths and weaknesses. They work with each child to see that he or she strives to
achieve his or her potential social, emotional, intellectual, moral, and physical growth and
development. Written evaluations, reports to parents, and the various grading systems stem from
daily assessment according to policies which are detailed on the following pages.
Teachers communicate the child's progress using the following scales:
Kindergarten
The kindergarten and first grade child is not "graded" or evaluated in the "traditional" sense.
Each child is viewed as an individual with a unique endowment which has been and continues to
be influenced by the child's social and cultural environment.
Exceeds
Expectations

Indicates performance beyond that expected of children at this

grade level.

Meets Expectations Indicates expected performance and appropriate progress for this
grade level.
Below
Expectations

Indicates less than expected performance for this grade level.


Grades 1-4
Students in grades 1 through 4 will have effort grades using the scale listed above. However, their
progress will be defined using the following terms:
Excellent

Demonstrates excellent progress on all classroom activities.

Good

Demonstrates good progress on classroom activities.

Satisfactory

Demonstrates satisfactory progress on classroom activities.

Needs
Improvement

Identifies areas of concern where developing patterns need to be

monitored.

(grades 1 and 2)

These categories should not be equated with the letter grades of A, B, C, etc. Furthermore, all
interim (if needed) and trimester reports contain written evaluative comments taking into
consideration strengths and/or weaknesses of the child's overall work habits and growth.
Lower-School Specialty Teachers
This scale will be used each trimester for first through fourth-grade specialty classes: art, music,
computer, Spanish, spiritual development, and physical education. Lower school specialty
teachers also write narrative comments two times each year.
Exceeds
Expectations

Indicates performance beyond that expected of children at this

grade level.

Meets Expectations Indicates expected performance and appropriate progress for this
grade level.
Below
Expectations

Indicates less than expected performance for this grade level.

Middle School Grading Policy

1. All teachers abide by the same guidelines.
2. Grading is on a 10-point scale.
3. Letter grades are awarded in grades 5-8.
4. Honor Roll has been renamed Heads List and is a recognition of grades only. Heads
List is awarded to seventh and eighth grade students with a 90 average and no grade
lower than 87.
5. Electives are included in Heads List designation.
6. We offer a logical progression of difficulty and support with grading, late work, and retests.
7. We grade all students relative to a consistent grade level standard (minimum competency
everybody will be held to).


8. Teachers provide rubrics for every project and major written assignment. Grading
policies are published on the website and at Back-to-School Night.
Classroom Grading Policies (apply to all subjects)
Grading (Grades 5-6)
50% Summative Assessments: Major Tests, and projects
30% Formative Assessments: Daily/Class work for a grade, quizzes, homework accuracy
(anything
checked for some sort of grade)
20% Student Responsibility: class participation, homework completion, notebooks
Grading (Grades 7-8)
50% Summative Assessments: Major Tests and Projects
40% Formative Assessments: Daily/Class work for a grade, quizzes, homework accuracy
(anything
checked for some sort of grade)
10% Student Responsibility: class participation, homework completion, notebooks
Re-tests: Quizzes (Grades 5 - 8)
One re-test allowed per quiz
Final grade will be the highest of the two grades, not to exceed 75
Student receiving a 69 or below is eligible for re-quiz
Must come for extra help session to be eligible for re-quiz
Student responsibility to schedule and take within one week. Teacher responsible to
remind student of re-quiz policy.
Re-tests: Tests (Grades 5-8)
None allowed
Late Work (Grades 5-8)
10 points off assignment per day
Student has one week from due date to turn assignment in. After one week from due date,
the assignment receives a 0. Teacher responsible to remind student of missing work and
late policy on the due date.
Absent Work (Grades 5-8)
On a case-by-case basis
Extra Credit
No extra credit questions on assessments or extra credit assignments.
Extra help sessions will provide the extra preparation
Test corrections for points back is considered extra credit and will not be allowed.


Middle School Evaluations and Grades
Students in grades 5, 6, 7, and 8 receive letter grades according to their achievement. The staff
uses the following guidelines in assigning grades:
A Demonstrates consistently high achievements and thorough understanding of course material.
A+(97-100)
A(93-96)
A-(90-92)
B Demonstrates strong level of achievement and solid understanding of course material.
B+(87-89)
B(83-86)
B-(80-82)
C Demonstrates satisfactory level of achievement and understanding of course material.
C+(77-79)
C(73-76)
C-(70-72)
D Demonstrates unsatisfactory work in most of the necessary requirements but sufficient success
to warrant a passing grade.
D+(67-69)
D(63-66)
D-(60-62)
F Demonstrates a failure to achieve success in even the minimum standards. Below 60
Every middle school student receives an interim report each grading period.
Special Learning Needs and Learning Differences Policy
Canterbury School provides an enriched and challenging educational program in the
independent, Episcopal school tradition for students who are ultimately college-bound. Its
curriculum consists of language arts, mathematics, social studies, science, foreign languages,
spiritual development, music, art, computer and physical education. The curriculum emphasizes
development of essential skills in decision-making, independent critical and creative thinking,
problem solving, study and research, and social awareness. The program is designed to instill in
students a sense of responsibility to, and for, themselves by encouraging self-discipline and selfreliance. Students are required to meet the Schools behavior expectations, and the School looks
to the parents to support and encourage compliance with those expectations as outlined in the
School directory.
Canterbury strives to provide the best learning environment possible to enable its students to
meet the goals of the Schools program. If a student is experiencing significant or persistent
difficulty meeting the academic or behavioral standards of the School, a teacher or parent may
request that a school team, which includes the Lower or Middle School Learning Resource
Specialists, confer and develop a recommended course of action, including whether the parents
must provide a current psycho educational evaluation (no older than three years) by a qualified
community professional for use in developing the recommendation.
If a current psycho educational evaluation by a qualified community professional clearly
indicates the existence of a specific learning difference, then the school team, the students
parents, the community professional and others as may be required by the School will discuss the
methods and level of services needed to assist the student to achieve the academic and behavioral
standards of the Schools program. Based on these discussions and its review of the relevant
considerations, the School will develop a recommended course of action. Reasonable


accommodations will be made unless, in the judgment of the School, they would either cause an
undue hardship on the School, its staff or its students, or result in a fundamental alteration of the
program offered. Adjustments to these accommodations may be necessary if the students needs
or the Schools capacity to provide services changes.
Open and honest communication and participation by all concerned parties is essential to the
process. Evaluations, if necessary, should be obtained in a timely manner, pertinent information
should be shared, and each party is expected to follow through with their part in the
recommended course of action.
Canterbury School does not specialize in serving individual students with specific learning
differences or other special needs, and it cannot guarantee specific results for individual students.
If the School determines that it is unable to meet the learning needs of a particular student at any
time, alternative placement will be discussed, could be recommended and may be required.