St. Joseph Regional Catholic School Salem, New Hampshire
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ACADEMIC LIFE
Books
Some books issued to students at the beginning of the school year remain the property of
SJRCS and will be used by other students in future years. Students must care for these books
and must keep them covered at all times. Students are responsible for any damage to these
books. If a book is damaged to the extent that it cannot be used again, or if it is lost, the student
will be charged the full replacement cost of the book. If the book is still usable, a Damaged
Book Fee will be assessed.
Consumable books are those that cannot be used a second time. Whether these books are
purchased by the school or by the student, they must be kept neat and usable and should be
covered to prolong the life of the fragile cover.
Care must be taken when covering books. Stretch covers are handy and easy to use, but they
put pressure on the book bindings and shorten the life of the books. This is true of even the
large covers, therefore this type of book cover cannot be used. Covers that have adhesive on
the backing are also forbidden. Many of these covers have a disclaimer saying that the
adhesive does not damage the book and can easily be removed. This has not proven to be the
case, and many books have been damaged by this kind of cover. The best cover remains the
brown paper bag. If it is properly applied, it can stay in place for the entire year. A clear or
colored contact paper can be applied to the brown paper to reinforce it and to extend its
durability.
Adhesive tape or paper should never be used on the book itself. If tape is used to keep the
cover securely in place, it must be attached from paper to paper and not from paper to book.
Curriculum
An overview of each grade level’s curriculum and expectations is provided to parents at the
annual Parent Information Night in September. Additional curriculum information is available in
the school office.
Field Studies
Educational field studies are planned to supplement the curriculum and to allow students to
experience learning in a more relaxed manner. These field studies are a student privilege, not
a right.
Students may be denied this privilege for a number of reasons, including (but not limited to) the
following:
1. Lack of effort in class or in the completion of homework
2. Inadequate attendance
3. Poor behavior on previous field studies or at school
Parents/guardians must sign the appropriate Field Study Form before a student may attend a
planned, school sponsored field study. If a student does not submit the necessary signed
forms and fees associated with a particular field study, that student will not be allowed to
participate. Telephone calls in lieu of the permission form will not be accepted. Financial
concerns should be addressed with the Administration. Absence from a field study is
considered as an absence from school.
Students are not allowed to bring cell phones, pagers, headphones, CD or DVD players or any
other type of electronic equipment on field studies.
Grading
The grades received by students reflect their success in meeting the teacher requirements and
expectations within a particular area of study. These include grades earned in effort and
conduct. The following rubrics are used to help determine grades at SJRCS.
A. Conduct Grades
The conduct grade is reflective of how students conduct themselves. Any major infraction of
conduct, even an isolated, one-time incident, will adversely impact a student’s conduct grade as
will more frequent disruptive behavior and a disregard for stated rules.
1- Excellent – The student always follows classroom/school rules and procedures without
being reminded. When working in group situations, the student always works toward the
attainment of group goals.
2- Good – The student usually follows classroom/school rules and procedures and usually
works toward the attainment of group goals.
3- Average – The student needs to be reminded to follow classroom/school rules and
procedures and to work toward the attainment of group goals.
4- Needs Improvement – The student often needs to be reminded to follow
classroom/school rules and procedures and to work toward the attainment of group goals.
Consequences have been applied but the student’s behavior remains inconsistent.
5- Unsatisfactory - The student disregards classroom/school rules and procedures and
frequently fails to work toward the attainment of group goals. Consequences have been
ineffective in resolving behavioral issues.
B. Effort Grades
The effort grade is reflective of how students apply themselves to the learning process. A
student’s failure to complete assigned work, to pay attention during class time, and to follow
directions are but a few circumstances that may result in a low effort grade.
1 – Excellent – The student is always punctual turning in assignments and goes beyond the
stated requirements relative to neatness and adherence to conventions. The student is always
prepared and participates in classroom activities and discussions without being asked and is
attentive and alert. The student works to exceed ability level.
2 – Good – The student is usually punctual turning in assignments and meeting the stated
requirements relative to neatness and adherence to conventions. The student also is usually
prepared and usually participates in classroom activities and discussions and is usually
attentive and alert. The student works at ability level.
3 – Average – The student needs to be reminded to turn in assignments and/or to meet the
stated requirements relative to neatness and adherence to conventions. The student is also
sometimes unprepared and sometimes needs to be encouraged to participate in classroom
activities and discussions and to remain alert. The student works at ability level most of the
time.
4 – Needs Improvement – The student often is not punctual in turning in assignments and often
does not meet the stated requirements relative to neatness and adherence to conventions.
Often, the student is not prepared and does not participate in classroom activities and
discussions and often does not remain attentive and alert. The student frequently works below
ability level.
5 – Unsatisfactory – The student either is not punctual or does not turn in assignments and
does not meet the stated requirements relative to neatness and adherence to conventions. The
student is not prepared and does not engage in classroom activities and discussions. The
student is not attentive and alert. The student does not work at ability level.
C. Additional Code
/6 – The addition of this code to any Conduct or Effort grade indicates that the student lacks
consistency.
/7 – The addition of this code to any Conduct or Effort grade indicates that the student has
performed at the indicated level for most of the quarter but is starting to slip.
D. Academic Grades
Academic grades are based upon several factors. Among those factors are objective and
subjective evaluation by the teacher, test and quiz scores, assigned papers, projects and
homework.
A (90-100) – The student has a complete and detailed understanding of the subject and has no
misconceptions and/or makes no significant errors or omissions. The student is able to
demonstrate this understanding in required assessments and shows complete mastery of the
learning goals for this period.
B (80-89) - The student has a good understanding of the subject and has few mis-conceptions
and/or makes few significant errors or omissions. The student is able to demonstrate this
understanding in required assessments and shows mastery of the learning goals for this
period.
C (70-79) – The student has a basic understanding of the subject but has some
misconceptions and/or makes some significant errors or omissions. The student sometimes
has difficulty demonstrating this understanding in required assessments but can usually show
mastery of most of the learning goals for this period.
D (60-69) – The student has an incomplete understanding of the subject and consistently
makes significant errors or omissions. The student has difficulty demonstrating the skill or
process important to the topic but still accomplishes a rough approximation of the skill or
process.
F (59 and below) - The student’s understanding of the topic is so incomplete or has so many
misconceptions that the student cannot be said to understand the topic. The student makes so
many errors in performing the skill or process important to the topic that he or she cannot
actually perform the skill or process.
E. Weekly Classes
Classes that meet only once or twice a week are graded on a semester rather than a quarterly
basis. In Grades 3 - 8, students receive a Pass/Fail grade. In Grades 1 & 2, they receive a
grade of Satisfactory (S) or Needs Improvement (NI).
F. Junior High Honor Roll
An honor roll is published at the end of each quarter. All subject, effort and conduct grades are
counted toward honor roll standing.
High Honors: All subjects A- to A+ (90-100); all effort and conduct 1 or 2
Honors: All subjects B- to A+ (80-100); all effort and conduct 1,2 or 3
Honorable Mention: All subjects passing; all effort and conduct 1 or 2
G. Grading Guidelines for Parents
1. A “1” in conduct and/or effort will be given with great care. When the grade is given too
easily, it loses its meaning and becomes the expected grade. SJRCS has many well-behaved
children and many good students, but it has few who approach the perfection implied by a “1”. A
student who deserves this grade for one quarter may not deserve it for the next quarter since it
is very difficult to maintain that level of performance. A child who sits quietly during a lesson but
who does not participate actively is not necessarily a “1” student.
2. Students and parents sometimes request extra work as a means of raising low test
scores and/or making up for missed assignments. It is not the policy of SJRCS to assign or
accept work for these reasons. Rather, students are expected to concentrate on the assigned
work and studies in order to maintain acceptable grades or improve poor performance.
Students, therefore, should not rely upon extra work to raise their grades, since no amount of
extra work can ever equate the learning connected to class assignments as developed and
enriched by the teacher’s guidance. Teachers, however, at their discretion, may sometimes
choose to recommend some bonus work to their students for the purpose of curriculum
enrichment.
3. Students should be prepared for tests and should not expect to be given the opportunity to
retake a test that has been failed. At the teacher’s discretion, make-up tests may be given on
rare occasions, especially when there are extenuating circumstances.
Homework
“Homework will be assigned to reinforce skills and understandings learned in the classroom, to
develop independent work/study habits, to encourage creativity and to foster a sense of self-
discipline, personal responsibility, and independent thinking.”
Diocesan Policy Handbook for Catholic Schools (2001)
In compliance with the above statement, SJRCS staff assigns homework on a regular basis.
This homework may be to prepare students for new content, to deepen understanding of a
lesson just taught or to sharpen skills and review material previously learned.
At all grade levels, homework teaches responsibility, fosters good study habits, instills a
positive attitude toward school and helps students realize that learning is an on-going process
that does not only take place at school. In addition to this, research proves that, in the upper
grades, there is a direct correlation (all other things being equal) between the amount of time
spent on homework and a student’s overall grade point average.
Homework is usually assessed in some way, but it is not always graded. Missed homework
may impact a student’s grade, especially at the intermediate and junior high levels. A student’s
effort grade will always be impacted by missed homework.
Parents can play an active role in homework and can help their children foster good work
habits. The parents’ role will change as the children move through the grades, but the following
guidelines apply to all ages.
1. There should be a set time for doing homework so that it becomes part of an expected
routine.
2. A quiet space should be provided. This space should be large enough to accommodate
the books and papers a child will be using. It should be sized so that the child can be
comfortable and can write properly. It should be as free as possible of distracting clutter and
activity.
3. Supplies should be readily accessible. There should be a stock of paper, pencils, pens,
etc.
4. Parents should insist that their children use the assignment pad. Depending on each
child’s level of responsibility, parents may need to check off each assignment as it is done.
5. A timer is a useful tool for any child who is a dawdler. A goal can be set for a certain
amount of work to be completed before the timer rings. For a child who works best in short
spans of time, a short break can be scheduled at the ring of the timer.
6. Parents should be accessible to help and to answer questions, but they must be careful
to maintain the child’s responsibility for the work. It is ideal if parents can schedule some
“homework” of their own at this time. Bill paying, reading, answering email, etc. are non-
distracting and quiet activities which complement the work being done by the child and teach
that homework is a part of life.
Student Responsibilities
Students at St. Joseph Regional Catholic School are expected to carry out the following
responsibilities to assist in creating an environment that is conducive to learning in a Catholic
school setting.
A. Participation
Students are expected to be positive contributors to the Christian environment of SJRCS. They
are expected to fully participate in daily opening and closing exercises, to attend all school
liturgical celebrations and to participate in all faith development activities.
Students are responsible for participating fully in the educational process in accordance with
their age and ability. They must report to school and to all classes regularly and on time,
remain in classes until excused, pay attention to instructions, actively participate in classroom
exchange, complete assignments to the best of their ability and request help when needed.
B. Behavior
Students are responsible for avoiding any behavior that detracts from the Christian atmosphere
or from the learning process at SJRCS. They must cooperate in maintaining reasonable
orderliness in the school, in the classroom or on the playground.
C. Respect for Adults
Students are responsible for showing respect for teachers, staff members, volunteers, and
visitors. Any teacher or staff member has the authority to correct a student. Students must
conduct themselves in an acceptable and courteous manner at all times.
D. Respect for Other Students
Students are responsible for recognizing and respecting the rights and human dignity of fellow
students. They must refrain from harassing, threatening, or fighting with others, from name-
calling, disparaging remarks, and deliberate attempts to embarrass or harm others. A strict
“hands-off” policy is enforced. Students must always respect the personal space of others.
Books
Some books issued to students at the beginning of the school year remain the property of
SJRCS and will be used by other students in future years. Students must care for these books
and must keep them covered at all times. Students are responsible for any damage to these
books. If a book is damaged to the extent that it cannot be used again, or if it is lost, the student
will be charged the full replacement cost of the book. If the book is still usable, a Damaged
Book Fee will be assessed.
Consumable books are those that cannot be used a second time. Whether these books are
purchased by the school or by the student, they must be kept neat and usable and should be
covered to prolong the life of the fragile cover.
Care must be taken when covering books. Stretch covers are handy and easy to use, but they
put pressure on the book bindings and shorten the life of the books. This is true of even the
large covers, therefore this type of book cover cannot be used. Covers that have adhesive on
the backing are also forbidden. Many of these covers have a disclaimer saying that the
adhesive does not damage the book and can easily be removed. This has not proven to be the
case, and many books have been damaged by this kind of cover. The best cover remains the
brown paper bag. If it is properly applied, it can stay in place for the entire year. A clear or
colored contact paper can be applied to the brown paper to reinforce it and to extend its
durability.
Adhesive tape or paper should never be used on the book itself. If tape is used to keep the
cover securely in place, it must be attached from paper to paper and not from paper to book.
Curriculum
An overview of each grade level’s curriculum and expectations is provided to parents at the
annual Parent Information Night in September. Additional curriculum information is available in
the school office.
Field Studies
Educational field studies are planned to supplement the curriculum and to allow students to
experience learning in a more relaxed manner. These field studies are a student privilege, not
a right.
Students may be denied this privilege for a number of reasons, including (but not limited to) the
following:
1. Lack of effort in class or in the completion of homework
2. Inadequate attendance
3. Poor behavior on previous field studies or at school
Parents/guardians must sign the appropriate Field Study Form before a student may attend a
planned, school sponsored field study. If a student does not submit the necessary signed
forms and fees associated with a particular field study, that student will not be allowed to
participate. Telephone calls in lieu of the permission form will not be accepted. Financial
concerns should be addressed with the Administration. Absence from a field study is
considered as an absence from school.
Students are not allowed to bring cell phones, pagers, headphones, CD or DVD players or any
other type of electronic equipment on field studies.
Grading
The grades received by students reflect their success in meeting the teacher requirements and
expectations within a particular area of study. These include grades earned in effort and
conduct. The following rubrics are used to help determine grades at SJRCS.
A. Conduct Grades
The conduct grade is reflective of how students conduct themselves. Any major infraction of
conduct, even an isolated, one-time incident, will adversely impact a student’s conduct grade as
will more frequent disruptive behavior and a disregard for stated rules.
1- Excellent – The student always follows classroom/school rules and procedures without
being reminded. When working in group situations, the student always works toward the
attainment of group goals.
2- Good – The student usually follows classroom/school rules and procedures and usually
works toward the attainment of group goals.
3- Average – The student needs to be reminded to follow classroom/school rules and
procedures and to work toward the attainment of group goals.
4- Needs Improvement – The student often needs to be reminded to follow
classroom/school rules and procedures and to work toward the attainment of group goals.
Consequences have been applied but the student’s behavior remains inconsistent.
5- Unsatisfactory - The student disregards classroom/school rules and procedures and
frequently fails to work toward the attainment of group goals. Consequences have been
ineffective in resolving behavioral issues.
B. Effort Grades
The effort grade is reflective of how students apply themselves to the learning process. A
student’s failure to complete assigned work, to pay attention during class time, and to follow
directions are but a few circumstances that may result in a low effort grade.
1 – Excellent – The student is always punctual turning in assignments and goes beyond the
stated requirements relative to neatness and adherence to conventions. The student is always
prepared and participates in classroom activities and discussions without being asked and is
attentive and alert. The student works to exceed ability level.
2 – Good – The student is usually punctual turning in assignments and meeting the stated
requirements relative to neatness and adherence to conventions. The student also is usually
prepared and usually participates in classroom activities and discussions and is usually
attentive and alert. The student works at ability level.
3 – Average – The student needs to be reminded to turn in assignments and/or to meet the
stated requirements relative to neatness and adherence to conventions. The student is also
sometimes unprepared and sometimes needs to be encouraged to participate in classroom
activities and discussions and to remain alert. The student works at ability level most of the
time.
4 – Needs Improvement – The student often is not punctual in turning in assignments and often
does not meet the stated requirements relative to neatness and adherence to conventions.
Often, the student is not prepared and does not participate in classroom activities and
discussions and often does not remain attentive and alert. The student frequently works below
ability level.
5 – Unsatisfactory – The student either is not punctual or does not turn in assignments and
does not meet the stated requirements relative to neatness and adherence to conventions. The
student is not prepared and does not engage in classroom activities and discussions. The
student is not attentive and alert. The student does not work at ability level.
C. Additional Code
/6 – The addition of this code to any Conduct or Effort grade indicates that the student lacks
consistency.
/7 – The addition of this code to any Conduct or Effort grade indicates that the student has
performed at the indicated level for most of the quarter but is starting to slip.
D. Academic Grades
Academic grades are based upon several factors. Among those factors are objective and
subjective evaluation by the teacher, test and quiz scores, assigned papers, projects and
homework.
A (90-100) – The student has a complete and detailed understanding of the subject and has no
misconceptions and/or makes no significant errors or omissions. The student is able to
demonstrate this understanding in required assessments and shows complete mastery of the
learning goals for this period.
B (80-89) - The student has a good understanding of the subject and has few mis-conceptions
and/or makes few significant errors or omissions. The student is able to demonstrate this
understanding in required assessments and shows mastery of the learning goals for this
period.
C (70-79) – The student has a basic understanding of the subject but has some
misconceptions and/or makes some significant errors or omissions. The student sometimes
has difficulty demonstrating this understanding in required assessments but can usually show
mastery of most of the learning goals for this period.
D (60-69) – The student has an incomplete understanding of the subject and consistently
makes significant errors or omissions. The student has difficulty demonstrating the skill or
process important to the topic but still accomplishes a rough approximation of the skill or
process.
F (59 and below) - The student’s understanding of the topic is so incomplete or has so many
misconceptions that the student cannot be said to understand the topic. The student makes so
many errors in performing the skill or process important to the topic that he or she cannot
actually perform the skill or process.
E. Weekly Classes
Classes that meet only once or twice a week are graded on a semester rather than a quarterly
basis. In Grades 3 - 8, students receive a Pass/Fail grade. In Grades 1 & 2, they receive a
grade of Satisfactory (S) or Needs Improvement (NI).
F. Junior High Honor Roll
An honor roll is published at the end of each quarter. All subject, effort and conduct grades are
counted toward honor roll standing.
High Honors: All subjects A- to A+ (90-100); all effort and conduct 1 or 2
Honors: All subjects B- to A+ (80-100); all effort and conduct 1,2 or 3
Honorable Mention: All subjects passing; all effort and conduct 1 or 2
G. Grading Guidelines for Parents
1. A “1” in conduct and/or effort will be given with great care. When the grade is given too
easily, it loses its meaning and becomes the expected grade. SJRCS has many well-behaved
children and many good students, but it has few who approach the perfection implied by a “1”. A
student who deserves this grade for one quarter may not deserve it for the next quarter since it
is very difficult to maintain that level of performance. A child who sits quietly during a lesson but
who does not participate actively is not necessarily a “1” student.
2. Students and parents sometimes request extra work as a means of raising low test
scores and/or making up for missed assignments. It is not the policy of SJRCS to assign or
accept work for these reasons. Rather, students are expected to concentrate on the assigned
work and studies in order to maintain acceptable grades or improve poor performance.
Students, therefore, should not rely upon extra work to raise their grades, since no amount of
extra work can ever equate the learning connected to class assignments as developed and
enriched by the teacher’s guidance. Teachers, however, at their discretion, may sometimes
choose to recommend some bonus work to their students for the purpose of curriculum
enrichment.
3. Students should be prepared for tests and should not expect to be given the opportunity to
retake a test that has been failed. At the teacher’s discretion, make-up tests may be given on
rare occasions, especially when there are extenuating circumstances.
Homework
“Homework will be assigned to reinforce skills and understandings learned in the classroom, to
develop independent work/study habits, to encourage creativity and to foster a sense of self-
discipline, personal responsibility, and independent thinking.”
Diocesan Policy Handbook for Catholic Schools (2001)
In compliance with the above statement, SJRCS staff assigns homework on a regular basis.
This homework may be to prepare students for new content, to deepen understanding of a
lesson just taught or to sharpen skills and review material previously learned.
At all grade levels, homework teaches responsibility, fosters good study habits, instills a
positive attitude toward school and helps students realize that learning is an on-going process
that does not only take place at school. In addition to this, research proves that, in the upper
grades, there is a direct correlation (all other things being equal) between the amount of time
spent on homework and a student’s overall grade point average.
Homework is usually assessed in some way, but it is not always graded. Missed homework
may impact a student’s grade, especially at the intermediate and junior high levels. A student’s
effort grade will always be impacted by missed homework.
Parents can play an active role in homework and can help their children foster good work
habits. The parents’ role will change as the children move through the grades, but the following
guidelines apply to all ages.
1. There should be a set time for doing homework so that it becomes part of an expected
routine.
2. A quiet space should be provided. This space should be large enough to accommodate
the books and papers a child will be using. It should be sized so that the child can be
comfortable and can write properly. It should be as free as possible of distracting clutter and
activity.
3. Supplies should be readily accessible. There should be a stock of paper, pencils, pens,
etc.
4. Parents should insist that their children use the assignment pad. Depending on each
child’s level of responsibility, parents may need to check off each assignment as it is done.
5. A timer is a useful tool for any child who is a dawdler. A goal can be set for a certain
amount of work to be completed before the timer rings. For a child who works best in short
spans of time, a short break can be scheduled at the ring of the timer.
6. Parents should be accessible to help and to answer questions, but they must be careful
to maintain the child’s responsibility for the work. It is ideal if parents can schedule some
“homework” of their own at this time. Bill paying, reading, answering email, etc. are non-
distracting and quiet activities which complement the work being done by the child and teach
that homework is a part of life.
Student Responsibilities
Students at St. Joseph Regional Catholic School are expected to carry out the following
responsibilities to assist in creating an environment that is conducive to learning in a Catholic
school setting.
A. Participation
Students are expected to be positive contributors to the Christian environment of SJRCS. They
are expected to fully participate in daily opening and closing exercises, to attend all school
liturgical celebrations and to participate in all faith development activities.
Students are responsible for participating fully in the educational process in accordance with
their age and ability. They must report to school and to all classes regularly and on time,
remain in classes until excused, pay attention to instructions, actively participate in classroom
exchange, complete assignments to the best of their ability and request help when needed.
B. Behavior
Students are responsible for avoiding any behavior that detracts from the Christian atmosphere
or from the learning process at SJRCS. They must cooperate in maintaining reasonable
orderliness in the school, in the classroom or on the playground.
C. Respect for Adults
Students are responsible for showing respect for teachers, staff members, volunteers, and
visitors. Any teacher or staff member has the authority to correct a student. Students must
conduct themselves in an acceptable and courteous manner at all times.
D. Respect for Other Students
Students are responsible for recognizing and respecting the rights and human dignity of fellow
students. They must refrain from harassing, threatening, or fighting with others, from name-
calling, disparaging remarks, and deliberate attempts to embarrass or harm others. A strict
“hands-off” policy is enforced. Students must always respect the personal space of others.
Section I
General Information:
General Information:
- Affiliation & Catholic Nature
- Staff & Faculty Ministry
Statement - Parental Commitment
- Non-Discrimatory Policy
- Annual Asbestos Information
Section II
School Policies & Guidelines
School Policies & Guidelines
- Admissions
- Attendance
- Communication
- Emergency Information
- Finance
- Health
- Inclement Weather
- School Security
- Special Education Services
- Arrival & Dismissal of Students
Section III
Academic Life
Academic Life
- Books
- Curriculum
- Field Studies
- Grading
- Homework
- Student Responsibility
Section IV
Student Life
Student Life
- Behavior & Discipline
- Cafeteria/Lunchroom
- Gum, Candy, Food & Drinks
- Lockers
- Personal Property
- School Store
- Uniform & Dress Codes
Student Handbook Section Three
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