Middle States Description of Accredited School

Founded in 1904, Saint Paul School is a Catholic elementary school committed to a three-fold purpose of educating youth: to teach the Good News of Jesus; to build a Christian Community of Faith in which we help the students to serve the needs of others and themselves; to provide an academic atmosphere in which each individual is challenged to reach his/her highest level of spiritual, moral, intellectual, physical, and social development.

A large, decorated bulletin board in the school foyer portrays our mission statement.

“Let it be known to all who enter here, that Christ is the reason for this school, the unseen but ever present teacher in its classes, the model of its faculty, the inspiration of its students.” --Author unknown

Teachers’ methods and objectives in the classroom are designed to ensure that students master the curriculum, and complete quality work; so as to pass to the next grade level.

To facilitate the goals of Saint Paul School , we offer our students the opportunity to supplement their classroom experiences with a wide range of extracurricular activities.

PAST GOALS

Nature of the Project
In the fall of 2000, the administration, faculty, and staff of St. Paul School launched a program entitled “Peaceful Solutions for Christian Living.” Designed to enhance students’ social, emotional, and spiritual intelligences, “Peaceful Solutions for Christian Living (PSCL)” offered students information and guidance they would need to become positive contributors in a complex world.

Various activities, programs, research, and evaluations have been necessary to ensure that PSCL assists all students. Of course, parental support has been a key factor to program success. Evaluation of this program focuses on positive experiences and outcomes. Positive focus creates an atmosphere of emotional success, supporting individual student development.

Need for the Project
While the 21^st century holds an enormous amount of opportunity and advancement in every domain of human life, it is also true that this century offers a world where chronic violence, inequality, and insensitivity are prevalent. In the past, the structure of the family, the family’s extended support systems, and the interdependence of the community were equalizing buffers to the negative aspects of our world. Children of today belong to families who are met with more responsibility than ever before with less support.

The question for many schools is this: How do we assist our students in reaching their full potential under such circumstances? We have a responsibility to help our students develop their emotional, social, and spiritual intelligence in a meaningful and constructive manner. We have an obligation to provide a safe place, both physically and emotionally, where students can express and share feelings, and a place where the human spirit will nurture and grow. We created, launched, and implemented Peaceful Solutions for Christian Living as a way for our students to develop into healthy, productive adults.

Desired Outcomes
We want our students to have a bright vision of the future, a willing spirit, and the determination to contribute to their families, their schools, and their communities. Peaceful Solutions for Christian Living will provide the opportunity to learn and practice new ways to think, feel, and act. The program will encourage our children to verbalize their feelings as a way to deal with their conflicts. The program will establish the building blocks for our children to become responsible, caring, and productive adults. This sound foundation will sustain them through life’s most difficult challenges. We wish to enlighten our students to the realization that a single change in their words and actions can have a profound effect not only in their lives, but also in the world in which they live. Our goal is to establish a total Christian environment where our students act not only in their own best interests but also in the best interests of others. We want our students to recognize the importance of honesty, respect, and flexibility in leading a happy and successful life.

NEW GOALS

Peaceful Solutions for Christian Living—2005, 2006, 2007
Since its creation and launch in 2000, Peaceful Solutions for Christian Living has become part of the fabric of St. Paul School . Each of our primary grade classrooms displays four small posters reminding the students to Stop and Think, Be Honest, Show Respect, and Speak Kindly. Our intermediate classrooms display these reminders: Stop and Think, Be Honest, Show Respect, Speak Kindly, Respectfully Confront Problems, and Help Others. Our middle school classrooms advise all students to Be Honest, Be Complimentary, Show Respect, Respectfully Confront Problems, Compromise, Chill Out, Use “I” Messages, and Help Others. Students are encouraged to reward each other when they live out peaceful solutions. A large poster is displayed in each classroom so students can mark with a sticker or a stamp those occasions when they have employed one of the peaceful solutions.

Peaceful Solutions for Christian Living has become so much a part of our daily school life. In what ways will Peaceful Solutions for Christian Living grow in the next three years?

Let Peace Begin With Me
Our daily routine begins like many others: students arrive noisily via car or bus; they assemble on the playground, talking and laughing; teachers emerge from morning prayer, reviewing the day’s news, and proceed to the playground to greet students; our Principal leads us in reciting the Pledge of Allegiance together. At the end of the Pledge of Allegiance, when we all chorus, “God Bless Our Flag,” a hush settles over our students and teachers alike. Rising over the playground, we hear the strains of the lovely hymn: “Holy Ground. We’re standing on holy ground. For the Lord is here, and where He is, is holy. This is holy ground. We’re standing on holy ground.” Students file into school, down corridors, up stairs, and into classrooms where they unpack their backpacks and prepare for their morning classes in respectful silence, listening to “Holy Ground.”

PROJECT EVALUATIONS
Progress on the Project
We evaluated the progress of the PSCL project utilizing a staff survey.

As staff members, we feel we have made positive progress achieving our project goals. Our primary level teachers have observed “the majority of the children are using these skills daily.” Children are becoming aware of the skills needed to become peaceful people. The staff and students have built the PSCL skills into each day through academics and socialization skills.

Our intermediate grade teachers have noticed that their students are positive and becoming more aware of their behavior and their actions. “I have seen lower grade students treating one another with more kindness. I have witnessed great strides in the upper grades; those who have been here since PSCL began. They are discussing problems and in arguments outside, other children, not involved, are stepping in to mediate.”

At the middle school level, “We are beginning to see the fruits of our labor.” Students are more aware of how they should act and understand that their words and actions have consequences. The students are able to work out problems and cooperate more; they are not as resistant to change. “Our goals have remained constant since the beginning of the project. Our students have received support and direction from teachers and staff, who are firmly grounded in faith and focused on encouraging students to be authentic Christians.”

We see skills that were introduced at St. Paul School having a positive effect on a larger community. One of our graduates, now in high school, said he learned to walk away when he is angry and wait until he is calm before dealing with a situation.

Impact of the Project
Staff members feel that students who have been with us since the onset of the project have a real understanding of what Peaceful Solutions for Christian Living means. Throughout the school, at all developmental levels, PSCL is at work everyday. Visual and verbal reminders help our school community keep PSCL skills a main focus. One student called these skills “… the good commandments from Sr. Peter and the teachers.”

Students are aware that problems can be solved peacefully. When students have the skills they need to solve their own problems, less teacher time is needed to mediate and our students become more confident in handling difficult situations. Now students think and react, on their own, in ways that reinforce the self-images of their peers.

As a whole, the community solves its problems in a more peaceful and timely manner. The entire school works to maintain a non-combative attitude. All of the peaceful solutions have been taught to our children since they were very young; the skills are theirs. The reinforcement from PSCL has helped to remind them what is right.

With consistency and constant reinforcement, we believe the skills learned in this project will become part of the students’ lives.

Changes in Our School
Because of the PSCL project, St. Paul School is now a calmer, validating environment where students feel free to be themselves and accept fellow students, as they are…children of God. The primary teachers report that students are kind and courteous to one another. They are more compassionate to their fellow classmates’ needs. The children are learning to verbalize their feelings, be aware of others’ feelings, and think out solutions to difficult situations.

Intermediate teachers have seen wonderful changes here at our school as a result of our PSCL project. “The boys and girls who were once excluded are “fitting in” and being accepted. Children are defending each other and making good choices.”

Our teachers have worked hard to include all these skills in their everyday teaching. Our middle school students rely on PSCL as a process to follow for solving problems through dialogue and mediation. Our students have strong coping skills and relate well with adults.

Peaceful Solutions for Christian Living has established a strong Christian environment and ethic for children and adults in St. Paul School . Because our environment is safe and healthy, our students are able to become the people God intended them to be. At least they have begun the journey.

Future Project Development
The basic plan for Peaceful Solutions for Christian Living is in place, and many of the necessary resources have been identified. It is imperative that we infuse the program with new enthusiasm over the next three years so as to encourage students to internalize the ideals put forth by this project.

Since the inception of the Peaceful Solutions project, some of our staff members have retired or moved on to other pursuits; therefore, as we begin the next three years of PSCL, we will begin with a renewal. We plan to renew our familiarity with current resources. More experienced staff members will take the lead in presenting summaries of books, magazines, and videos currently in our professional development library during our monthly staff meetings. In addition, we will augment our professional development collection with materials that are beneficial and pertinent to the future of our project.

In addition to renewing ourselves as a faculty, we will reintroduce our school families to the important skills of the Peaceful Solutions project. At the first PTA meeting of the school year, we will outline for the parents and families the goals of our project. We will keep parents up-to-date on the progression of PSCL through our weekly letter from the principal and also through our bi-monthly PTA newsletter. We want our students to internalize the goals of PSCL so that they will choose to utilize these skills both at school and at home. We will emphasize a school-home continuation and the furtherance of our goals.

We admit most of our new students to our St. Paul family in kindergarten and first grade. Our intention is to invite new students to fully participate in the project and to become an important part of it.

New Goals
The faculty, as a whole, discussed ideas for moving PSCL forward into the next three years. We will renew our familiarity with information for own edification, and we will continue to add to our library of relevant resources.

We will, as a school, introduce the Peaceful Solutions for Christian Living program to all students, new and returning, in September. We will continue by identifying and emphasizing one skill at a time. For example, upper grades (with eight skills) will highlight one skill each month, beginning in October. Lower school grades (with four or six skills) will highlight one skill every two months.

We will renew our efforts to make PSCL a vital part of our curriculum. We begin to live according to God’s plan for us when we practice these skills. It is in Religion classes that students gain the understanding of the foundation of peaceful solutions. They will take the lead in spreading their faith. Students in Integrated Language Arts (ILA) classes will be encouraged to write, illustrate, and present essays and skits on each peaceful solution. Students will take their writing to the Computer Lab and prepare PowerPoint presentations. Students will be afforded the opportunity in their Math classes to apply the concepts of probability, percentages, and ratios to calculate and report the occurrence of significant gains in skill development. Students will also have an opportunity to graphically represent their findings. Students in their Science classes will focus on respect for life and all its forms. Students in Social Studies classes will investigate and highlight peaceful solutions as they are acted out on the world’s stage. In Physical Education classes students will practice Peaceful Solutions skills through socialization games. We aim to realize that God’s plan for us is to live peacefully with each other.

Many of the skills we learn help us in our relationships with others. Being honest, speaking kindly, showing respect, helping others, and discussing problems are good examples of “relationship” skills. These life skills are invaluable for our students as they grow and develop. There are many Bible passages that refer to these skills and encourage us to meet society’s challenges, with Godly solutions. We need to do this.

We will partner upper and lower grade students as “Peaceful Partners.” Upper grade partners are expected to visit lower grade classrooms, and to model peaceful solutions. Stories, skits, and presentations created in ILA, Religion, and Social Studies classes will be used as tools to demonstrate appropriate behavior. In addition, when lower grade students have watched and demonstrated peaceful solutions, upper grade students will award them, perhaps with certificates that they make themselves or with a treat.

Beginning in September 2006, we will post a visual representation of all Peaceful Solutions skills in every classroom. We like the idea of presenting peaceful solutions in a circle, because peaceful solutions spiral. When students see others practicing a peaceful solution, they will add a colorful marble to a jar in their classroom. We will use a different color marble to represent each skill. In addition, we will renew our Constitution and review with our students our Handbook, which clearly outlines school rules and identifies consequences.

We have utilized self-assessment surveys for students to track their own progress in recognizing their use of PSCL skills. In the past three years, students were assessed twice each year, in September and in May. For our next phase of PSCL, we will design an updated student assessment survey. Students will be involved in creating this new assessment tool, which we will debut in May 2007.

Every day we counsel students, modeling for them appropriate relationship skills. When the students leave the classroom and move onto the playground, they experience opportunities to practice what they have seen and heard in the classroom. To remind students that they should continue to follow PSCL, we will post our skills posters facing out, so that they can be seen from the playground.

To encourage children to organize play, we will paint hopscotch lines on the blacktop, provide chalk and other playground games, and also utilize some equipment from PE. We will establish stations, so that children move from one activity to another. The students in grades 3—8 will continue to have access to the ball bin. During inclement weather we will open the game room. We will recruit, train, and monitor a core team of cafeteria/playground volunteers who will prompt students to utilize their PSCL skills.

Team members, including the Senior Associate Superintendent and the Secretary of Education, from the Diocese of Trenton visited St. Paul School on October 26—27, 2004. They talked with every teacher, visited numerous classrooms, observed lessons in progress, and interviewed students and support staff. Their report confirmed that “St. Paul School Community enjoys a well-earned reputation in this and neighboring communities, as it provides quality, Catholic education to 500 children kindergarten through 8 in the Burlington area.” A few of their commendations are listed below.

The Office of Catholic Schools commends:
“The passion demonstrated by (our) principal, Sister Peter Damian, rooted in mercy and in her commitment to children. The faculty strongly affirms Sister’s leadership, spirit, availability, support and presence to them as well as the obvious friendship and support that is extended to each other on a daily basis.”

“Administration and faculty for upholding high standards for student learning through a well-rounded, value-enriched program.”

“The faculty and staff for their commitment and dedication to Catholic Education, sharing their faith and fostering a deep spirituality with students and colleagues while breaking new ground in exploring ways to accommodate the varied needs of all students.”

“The shared commitment to continue to enhance the Catholic Identity of the community through meaningful prayer and worship experiences, balanced by opportunities for reaching out to the need through specific projects.”

“The learning environment which is permeated by creativity and mutual respect among students, parents, teachers and administrators, setting high standards, raising the bar for achievement and providing support needed to meet learning challenges.”

“The many initiatives put forth to nurture and sustain children as they encounter challenges in their development stages; for prioritizing music, art and drama through semi-annual school shows.”

“The parish and school community for providing and supporting incredible facilities. The plant is a rich resource, providing modern facilities, and attractive, well-maintained buildings and grounds.”

St. Paul School in Burlington , New Jersey , is a Catholic elementary school that provides a Christian environment for the academic education of youth under the direction of the Sisters of Mercy. The Congregation of the Religious Sisters of Mercy (RSM) was founded by Catherine McAuley in Dublin , Ireland in 1831. Shortly thereafter, a group of Sisters of Mercy came to the United States . In 1873, a mission was established in New Jersey and the sisters concentrated all their resources on education, at the request of the Bishop. The sisters of Mercy staffed schools on the elementary, secondary, and college levels in the Trenton diocese. Their mission in Burlington began in 1884 and remains alive and vital to the people of Burlington to this day.

Our principal of nearly twenty years, Sr. M. Peter Damian, RSM, and our newly appointed pastor, Fr. Mike Santangelo, administer the school. St. Paul School is developing a Faculty Advisory Board to serve in an advisory capacity to the principal and the pastor. The PTA Executive Board acts in an advisory capacity to the administrative team as well.

The written policies and guidelines established by the Office of Catholic Education provide the basis for the educational and organizational policies of St. Paul School . The administration and faculty work jointly to interpret and implement these guidelines.

In addition, our school has well-defined policies outlined in the Handbook for Parents and Students, which is revised annually and distributed to all staff and families registered in our school. Our school’s philosophy, student code of conduct and consequences, academic policies, tuition and admission requirements, dress code and seasonal uniforms are all addressed in the handbook.

St. Paul School proudly opens its doors each day to approximately 500 girls (55%) and boys (45%), representing 327 families. There are approximately 60 students per grade enrolled in K—8. Our student population reflects all ability levels within the normal range. Furthermore, 48 of our students take advantage of our comprehensive Speech Remediation program, while 70 students are enrolled in Compensatory Education classes. An additional 15 students enjoy Supplementary Instruction. We ask the families of students with special needs to meet and consult with us about those needs to be certain our school can adequately serve them.

Our student population represents a diversity of ethnic backgrounds; 77% are Caucasian, 15% are Black, 2% are Hispanic, and 1% are Asian. Five percent of our students represent other ethnic lineage. Additionally, our student population includes 72% Catholic and 28% non-Catholic children.

Primary Grades (K—2)

Our goal for the students in grades K—2 follows the diocesan standards. In order to implement these goals, we use a variety of teaching methods: manipulatives, games, role-playing, stories, audio-visual, teachable moments, music, and movement. Primary literacy standards are clear: Students will be able to speak for a variety of real purposes and audiences; to listen actively; to write in clear, concise, organized language; to read various materials and texts with comprehension and critical analysis; to view, understand, and use related visual clues.

Religion
Students learn about God, church, prayer, and Scripture as they prepare to receive first Holy Eucharist in second grade.

Integrated Language Arts
Vocabulary is a tool for both language and concept development. Students develop vocabulary on four levels: sight, decodable, meaning-based, and usage vocabulary. Students practice listening strategies, focus on development of verbal language, and create competencies that become more refined as students move through grades. Reading strategies lead the learner to greater reading independence by developing critical and creative thinking skills. Students in grades K and 1 receive instruction to accurately reproduce letters and numerals. Students entering second grade develop fluency with manuscript writing and are gradually introduced to cursive writing. The student’s spelling competence develops gradually. The writing process used in this curriculum has five parts: prewriting, drafting, revision, editing, and publishing.

Mathematics
Students will develop number sense, an ability to represent numbers in a variety of forms, and use numbers in counting, adding, and subtracting; develop an understanding of patterns and relationships and use them in practical situations; develop an understanding of systems of measurement and will use them accurately; identify basic geometric shapes and employ spatial sense to solve problems in mathematics and every day life. The students will achieve this by solving problems individually or in groups.

Science
Students develop the skills necessary for scientific inquiry. Students observe and identify the five senses; the life cycle of plants and animals; weather; objects in the sky; and the water cycle. By the end of second grade, students have been exposed to the following concepts: properties of earth and space; protection of the environment; and the classification of objects according to physical properties. Students recognize scientific ideas and understand that scientists from many cultures have contributed to science.

Social Studies
Students learn about themselves, families, home life, and neighborhoods; discuss appropriate behavior and safety rules; look at communities, rules and laws that govern them, traits of good citizenship, and diversity of Americans. Students gain a familiarity with maps and globes, landmarks, and landforms; explore holidays and customs of multicultural families; and discuss concepts such as patriotism.

Physical Education
In the primary grades, physical education is a program emphasizing movement—incorporating dance and social interaction intended to enhance gross and fine motor skills.

Spanish
Students enjoy learning numbers, colors, greetings, and conversational Spanish through puppetry, videos, songs, and games.

Computers
Students learn computer vocabulary and mouse skills. They use programs that reinforce primary level technology concepts in mathematics and language arts.

Music
K—4 students are involved in an annual Christmas musical production. Many weeks of musical and dramatic rehearsal result in a professional-level performance. Professional choreographers, musicians, lighting and sound technicians coach our students through dance routines, choral singing, and stage, sound, and light changes. In every aspect of preparation of the production, PSCL skills are imperative. Students respect each other, offer each other support, and celebrate each other’s talents.

Intermediate Grades (3—5)

Teachers apply a variety of teaching methods to support and motivate the pre-adolescent learner, including whole class and small group instruction; role playing; and cooperative learning. Teachers use manipulatives; songs, CDs, and videos; hands-on experiments, models, and projects; maps, charts, and graphs; and research assignments.

Religion
The program focuses on understanding and living the Gospel message. Students are encouraged to live as if God were in the classroom, to respect and love all people and other living things, and to treat others as they would like to be treated.

Integrated Language Arts
Instruction continues to strengthen students’ decoding skills and comprehension abilities. Students speak clearly and read aloud with expression. They read from many genres, authors, cultures, and subjects to build an understanding of new information. Students apply strategies to appreciate the written word, such as identifying author’s purpose; understanding context clues; identifying the main idea and supporting details; identifying cause and effort; recognizing story elements; generalizing, and drawing conclusions. They answer all questions in complete sentences. They continue to practice the steps in the writing process, using graphic organizers.

Mathematics
Students continue to hone computational skills, number sense, and their ability to represent numbers in a variety of forms through the use of “Math Minutes,” multiplication drills, fraction games, and the construction of 3-D geometric figures. Students use metric and standard systems of measurements to solve every day problems. Students meet and master the process of long division.

Science
Students further develop the skills needed for scientific inquiry, meet scientists and inventors, and explore science-related careers. Topics of study include physical sciences such as energy and motion; biological sciences such as the life cycles of animals and plants; earth and planetary sciences such as rocks, minerals, weather, and planets; and life sciences such as the systems of the human body.

Social Studies
The people, history, and culture of the Western Hemisphere , the United States , and New Jersey is studied in the intermediate grades. Students explore the workings of the U.S. government as related to the concept of democracy. Current events point out connections between classroom study and relevant communities.

Physical Education
Students in grades 3 and 4 perform a modified movement program similar to that of the primary grades. Students in fifth grade follow these dynamics; their games coincide with the sport they are studying each month.

Spanish
Students practice conversational Spanish; study the cultures of Spanish-speaking people; and begin to write simple sentences.

Computers
The curriculum drives the technology. Students use applications, such as Microsoft Word, typing tutors, and math software, to enhance the learning experience.

Art
One of the main objectives of Art is to develop students’ self-reliance in thinking, confidence in their ability to express themselves, and to instill in them a knowledge of and feeling for order, arrangement, and design.

Middle School Grades (6—8)

Teachers apply a variety of strategies that reflect Catholic beliefs and values. They use technology and manipulatives as an integral part of instructional and assessment activities. Teachers use a variety of formal and informal assessments and provide varied learning situations, such as small group, whole class instruction, hands-on learning, cooperative learning, differentiated instruction, and peer leadership opportunities. Teachers collaborate with their colleagues to ensure the continuum of learning.

Religion
The curriculum outlines the study of the Old Testament, the New Testament, and the history of Catholic Church. Eighth grade is a sacramental preparation year, culminating in the reception of Confirmation.

Integrated Language Arts
Students are given the tools and opportunities needed to develop effective language skills that are necessary to participate fully in our culture as literate, informed, productive citizens. Students read a wide range of literary and practical texts from a variety of genres, authors, cultures, subjects, and styles to build an understanding of new information. Students apply strategies to comprehend, interpret, and appreciate the written word, such as anticipating author’s purpose; understanding context clues; identifying the main idea and supporting details; identifying cause and effort; recognizing story elements (character, plot and plot structure, setting, theme); generalizing, and drawing conclusions. Students increase their proficiency with word analysis, spelling, vocabulary, and fluency. They create graphic organizers and word webs, and perform extemporaneous skits to reinforce new vocabulary concepts. Students engage in modeled, shared, and interactive writing activities using the five-step writing process as facilitated by the use of technology. Forty wireless, networked, laptop computers are available for student use in their research and writing assignments.

Mathematics
Students develop logical and critical thinking skills that will be utilized for life. Students speak and write using appropriate, mathematical terms, and use a wide range of approaches in the application of problem-solving techniques. Students master fractions, decimals, percentages, negative and positive exponents, rational numbers, graphing, probabilities, polynomials, solid and plane geometry, and one- and two-step equations and inequalities. In addition, we offer an accredited Algebra I class to qualified, eighth-grade learners.

Science
Students experience inquiry learning at its best through questioning, investigating, and collaboration. They learn to apply the scientific method and to approach problems in an organized and creative manner. Students continue to develop the skills to make science meaningful to everyday life. They learn to express ideas orally and in writing, using correct terminology. Students acquire skills that will enable them to respect and appreciate diversity and to adapt to an ever-changing world. Finally, as members of a global society, students gain the ability to think critically about issues and arrive at ethical, responsible decisions to function in today’s world. In seventh grade, students participate in a Pine Barrens project that is cross-curricular, including language arts, math, history, computer technology and physical education and art.

Social Studies
Students examine the governments of ancient Greece , Rome , Egypt , and China . They analyze examples of art and literature of these civilizations and discuss their influence on the modern world. Students trace the development of the United States from the 15^th to the 21^st century. Students report on current events, answering the questions who, what, when, where, and why.

Physical Education
Students also play regulation non-contact games.

Spanish
Students are treated to a native, Spanish-speaking volunteer who brings cultural differences, conversational language, and grammatical lessons to our middle school students. She adds depth to the program at this developmental level.

Computers
Students use applications, such as Microsoft Word, Excel, and Power Point to create, organize, and present individual and group work.

Art Students utilize charcoal, watercolor, tempera, pen and ink, markers, and pastels to produce original compositions.

Homework Policy
In accordance with the principles of good education, the school’s policy is to assign homework, either written or study. Homework assignments reinforce material covered in class. Homework may also be used to prepare students for upcoming classes, or to review material.

Failure to complete homework results in a loss of privileges for the student. A student will be held accountable for neglected homework.

Food
All students must eat in our well-supervised cafeteria, where a variety of nutritious hot lunches are prepared and served daily. A la carte items, such as hamburgers and hot dogs, are also available. Wednesday is pizza day, and fresh, hot pizzas are delivered from a local pizzeria. Students may choose to bring a lunch from home. Drinks and snacks are also sold. A comprehensive menu is sent home monthly.

Health
A full-time nurse supervises our health office. Our nurse conducts annual health screenings for vision and hearing; she monitors students’ height and weight. She also performs annual scoliosis screening. St. Paul School also has available the services of a qualified doctor to address the students on health issues.

Guidance
Personal guidance is available at St. Paul School . Classroom, teacher-conducted guidance in the form of our Peaceful Solutions for Christian Living program is one of our strengths. We continually model and emphasize positive attitudes and responses to real-life situations, demonstrating for our students Christian values in action.

The services of a professional counselor are available to students on an as needed basis. Students may receive counseling during times of divorce, death in the family, or other life-altering circumstances.

Our eighth graders participate in a series of career awareness seminars. Professionals representing many different fields and industries explain their job responsibilities, outline their education and training, and describe the future of their occupations.

STARS Program
Staff and Teachers’ Assistance Regarding Students (STARS) is an intervention program designed to help the students of St. Paul School succeed spiritually, academically, socially, and physically.

Administered by the principal and a core team of six teachers and staff members, STARS seeks to improve the daily education of our students by implementing strategies specific to an individual student’s needs.

Remediation
Basic Skills classes are available to strengthen language arts and mathematics concepts for earnest learners. We are fortunate to have two in-class support teachers who work with identified students in the mainstream environment. Teachers and staff work with members of the local Child Study Team to create and implement IEP documentation for those members of our student population who are classified.

Transportation
Students arrive at and depart from school in cars and school-sponsored buses. Most of our students are car riders and bus riders. A few students walk to and from school within a 5-block radius. Sidewalks are adequate in this pleasant, safe, suburban neighborhood.

For a well-rounded education, we offer a balance between academics and extracurricular activities so that each student has opportunities to develop spiritually, intellectually, emotionally, physically, and culturally.

Student Council
St. Paul School , a member of The Association of Catholic Student Councils (TACSC), is committed to the formation and training of future Catholic leaders. To support this organization, St. Paul School provides training for qualified students. Training addresses not only the traditional Student Council agenda, such as elections, meetings, and planning student activities, but also encourages the development of essential critical thinking skills, as well as stressing the importance of goal setting and responsible decision making. St. Paul School Student Council also encourages social awareness and participates in community service.

St. Paul School Student Council presently consists of elected and appointed representatives from each grade level. The executive council includes 8 members from seventh and eighth grade who are elected by students in grades 3—7. Students who wish to be on Student Council must meet standards set by TACSC. Meetings are held after school on a weekly basis.

Members of Student Council implement and maintain our “Peaceful Playground” for students in Grades 3—5. The purpose of “Peaceful Playground” is to organize younger students into smaller groups, to keep them more active, and to organize their games. Student Council monitors the “Ball Bin” during recess, signing out playground balls and collecting them.

Safety Patrol
The Safety Patrol is comprised of responsible and dependable seventh and eighth grade students who assist with the dismissal process. The safety patrol members work with teachers to monitor the hallways, stairways, and parking lots. Safety patrol members are responsible for helping students leave the school building and grounds safely. Students may apply at the end of their sixth or seventh grade year. Parents must sign a consent form to allow their children to serve. Students must write an essay and gain teacher approval as part of their application process.

Johns Hopkins University Talent Search
Students who score in the 97^th percentile on the Terra Nova tests in a major subject area are eligible to participate in the Johns Hopkins University Talent Search. Eligible students in sixth grade will prepare for the SSAT. Eligible students in the seventh and eighth grades will prepare for the SAT. The Johns Hopkins University Talent Search meetings are held after school.

Peer 2 Peer Problem Solvers
Peer Mediation affords the opportunity for students to resolve their own conflicts with the help of other students and faculty moderators. Any student may request mediation or be referred by faculty, administration, or parents. All parties involved agree to maintain strict confidentiality.

Mediators receive extensive training in sixth and seventh grades.

REBEL 2
Reaching Everyone By Exposing Lies is an anti-tobacco program. Students in grades 6, 7, and 8 are eligible to participate. Their mission is to reach out to fourth and fifth graders and support a no-smoking life choice.

Music Instruction
St. Paul School offers music instruction for students in grades 3—8 on piano, all band instruments, violin, and tonal chimes. Classes meet once each week. Student musicians perform in a recital at the end of the school year.

Sign Language Club
Sign Language Club is open to students in grades 2—8, and meets every other week for 45 minutes. Class size is limited to 20 students who are grouped by grades, 2—4 and 5—8. The purpose of this club is to offer students an opportunity to learn another language, one that is widely used by individuals who are deaf or hearing impaired. The instructor, who is a parent volunteer and a member of the deaf community, introduces finger spelling, numbers, basic vocabulary, and facial expressions that will be essential in everyday conversation.

Rosary Club
Under the direction of a parent volunteer, students meet weekly to pray the Rosary and to learn about Mary and the Catholic faith. Students are encouraged to pray for peace in our school, in our homes, and in our world. Members of the Rosary Club take an annual trip to a local prayer garden.

Science Club
The purpose of this club is to help our youngest students explore scientific concepts through safe, lively experiments. Science Club is a good introduction to laboratory safety and procedures. The club meets once a month for an hour in the school’s science lab. Students in grades K—4 are eligible to participate in Science Club.

Each session requires the help of at least two Lab Assistants. These positions are open to students in grades 5—8. Parents are also encouraged to participate in Science Club.

Pine Barrens Project
As a part of their environmental and ecological studies, seventh grade students take a day trip to the New Jersey Pine Barrens. Upon return, they form student-led groups to independently study the ecology; plants and animals; history and industry; folklore, art, music; recreation and governance; physical conditions and land formations of this protectorate. Cross-curricular activities involving science, language arts, history, mathematics, physical education, and computer sciences culminate in a group-designed, Power Point presentation that they show to their peers.

Athletics Programs
Boys and girls in grades 4—8 may participate in CYO-sponsored basketball teams. Requirements for participation in basketball include maintaining a “C” average and demonstrating consistent behavior in keeping with the standards of St. Paul School .

St. Paul CYO also sponsors cheerleading squads for girls in grades 4—8. The selection of cheerleaders is done with faculty approval. The Head Cheerleader must be in eighth grade.

Eighth Grade Memory Book Club
The purpose of this club is to create a multimedia Memory Book of the students’ years at St. Paul School ; all eighth grade students receive a videotape of the Memory Book on the night of graduation. Currently we are using Power Point as a vehicle for this project; scanning, audio recording (both voice and music), and digital photography are also used. The club is comprised of dedicated, responsible, and creative eighth grade students. Those who are interested in participating in Memory Book Club are asked to write an essay in application. Essays are reviewed by the moderator, who then selects Club members.

Childcare Student Workers
Eighth grade students are eligible to work after school at childcare. Childcare student workers serve snacks for students of all ages, assist younger students with homework, and supervise play areas.

Crafty Kids Club
This club is for the crafty (and not-so-crafty) in grades 2—8. Crafters meet after school. Membership in the Crafty Kids Club is limited to 25 students chosen on a first-come, first-served basis. The Club completes six different seasonal crafts from October through April. There is a fee per student per project.

Drama Club
Drama Club has recently been expanded to include students in grades 4—6. Drama Club meets bi-weekly. Sessions focus on voice projection, use of space, gestures and props, and the power of improvisation. Students in the Drama Club may participate in skits or dances for the Talent Show in the spring.

Talent Show
Sponsored by St. Paul School Student Council, the Talent Show is an annual spring event. Open to performers in grades 3—8, the Talent Show offers students the opportunity to perform comedy routines, singing, dancing, and original skits as individuals or in groups. Talent is auditioned weeks before the performance, and all acts are subject to the review of the Student Council moderators.

St. Paul School engages the talents of 21 full-time, dedicated, professional teachers who are committed to the development of the spiritual, academic, physical, and social growth of our students. With an average of over 16 years experience (13 at St. Paul School ), our teachers create a stable environment in which our students flourish. Our teachers set high goals for our students, and then support them in their efforts to meet these goals.

Our faculty also includes a full-time physical education teacher, a full-time library staff, a part-time art teacher, two part-time computer technology teachers, 7 full-time classroom aides, and 6 part-time classroom aides. We also have 2 full-time Basic Skills teachers, 2 in-class support teachers, and 1 part-time speech therapist. One full-time nurse oversees the health of our students.

Our teachers are required to attain and maintain catechetical certification in accordance with Diocesan standards. Teachers are also required by the Diocese and the State of New Jersey to write personal improvement plans and to complete 100 hours of professional development through workshops, conferences, seminars, and graduate courses. Teacher performance is evaluated by the principal and by an outside consultant.

One full-time secretary manages our school office, assisted by a volunteer one day each week. Three full-time cafeteria staff members prepare the daily hot lunch that is served to our students by parent volunteers. Three full-time and two part-time custodians oversee the appearance of our building and grounds; cleaning services are provided by an outside service. Although they are not part of our faculty and staff, our parent volunteers are among our greatest resource. They share their talents as classroom aides, playground monitors, clerical assistants, coaches, library aides, kitchen and cafeteria helpers, as well as staging, lighting, audio, and choreographic specialists for our musical presentations. At St. Paul School , parent volunteers are welcomed and encouraged to take an active part in the school life of their children.

Welcome	Goals	Where We Excel	Governance	Students	Curriculum and Methods	Student Support Services
Student Activities	Faculty and Staff	Building & Grounds	Enrollment Procedures	Tuition & Fees	Student Dress Code	SPS Index

Welcome	Goals	Where We Excel	Governance	Students	Curriculum and Methods	Student Support Services
Student Activities	Faculty and Staff	Building & Grounds	Enrollment Procedures	Tuition & Fees	Student Dress Code	SPS Index

Welcome	Goals	Where We Excel	Governance	Students	Curriculum and Methods	Student Support Services
Student Activities	Faculty and Staff	Building & Grounds	Enrollment Procedures	Tuition & Fees	Student Dress Code	SPS Index

Welcome	Goals	Where We Excel	Governance	Students	Curriculum and Methods	Student Support Services
Student Activities	Faculty and Staff	Building & Grounds	Enrollment Procedures	Tuition & Fees	Student Dress Code	SPS Index

Welcome	Goals	Where We Excel	Governance	Students	Curriculum and Methods	Student Support Services
Student Activities	Faculty and Staff	Building & Grounds	Enrollment Procedures	Tuition & Fees	Student Dress Code	SPS Index