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| Curriculum Policy |
| Curriculum policy at Cardinal O'Hara High School is developed
in the context of the school's philosophy and objectives, regulations of
the Department of Education of the Commonwealth of Pennsylvania, and directives
of the Secondary School System of the Archdiocese of Philadelphia. |
| Academic Requirements can be summarized as follows: |
| Freshmen: |
required to earn at least 6.6 credits, including both major and minor
courses.
|
| Sophomores: |
required to earn at least 6.4 credits, including both major and minor
courses.
|
| Juniors: |
required to earn at least 6 credits |
| Seniors: |
required to earn at least 5 credits, although college bound students
are encouraged to take 6 credits. |
| Vo-Tech: |
required to earn three credits at O'Hara and three credits at Vo-Tech. |
|
The following credits are required
for graduation:
|
| Theology |
four credits
|
| English |
four credits
|
| Mathematics |
three credits
|
| Science |
three credits
|
| Social Studies |
three credits
|
| World Language |
two credits
|
| P.E./Health* |
one credit
|
| Electives |
four credits |
|
*may be waived if full-time Art or Music student. If student leaves Art
or Music Department, the P.E./Health credit must be fulfilled before graduation.
|
| Placement
of Freshmen |
At the time of registration, each incoming freshman has an
opportunity to indicate a desire to enroll in Art Class or in Band, and
to indicate any foreign language preference. Theology, English, Mathematics,
Science, Social Studies, World Language or Skill Enrichment, and Physical
Education are all required courses for freshmen, and the Studies Office,
working with the academic department chairs, places each freshman in a specific
track for each of these subjects. If a freshman is in the full-time Art
or Music program, the Physical Education requirement is waived. If a student
leaves the program, the requirement must be fulfilled.
The basis for our tracking begins with the seventh grade final marks,
the eighth grade semester marks, and the local percentile
results of the Terra Nova test administered in the fall to all eighth
graders in our parish schools. Each academic department at O'Hara weights
these marks and scores to develop an index intended to predict the success
the student would experience in that department.
For example, the English Department emphasizes the reading mark and level,
and the English and spelling marks from seventh and eighth grades, as well
as the Terra Nova scores showing reading vocabulary and comprehension,
language mechanics and expression, spelling and study skills. The mathematics
department puts greater emphasis on the school mathematics marks and the
Terra Nova scores showing math computation, concepts and applications. Thus
a student's English index might differ significantly from math index, so
the tracks for those two subjects could be different.
After tracks are determined in this way, the eighth grade teachers in our
parish schools are asked to review them and point out any individual circumstances
leading them to recommend a track change. Any recommendations for track
changes made by the eighth grade teachers are reviewed by O'Hara's department
chairs who determine the final tracking.
In June notification of each student's preliminary placement for freshman
year is mailed to his or her parents.: |
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| Course
Selection for the Upper Classes |
Shortly after the end of the first semester freshmen, sophomores
and juniors begin the course selection process for the following year. This
Academic Catalog which lists O'Hara's course offerings, and a personal course
selection sheet is distributed and explained to the students. On this individualized
sheet will be the required courses and electives recommended by the school
in light of the student's academic performance to date. For example, the
English course listed will be in the track recommended by the teacher, and
the electives listed will be based on the courses already taken by the student.
One recommendation of those working nationally for greater excellence in
schools is that students be guided more in the course selection process,
and this procedure is O'Hara's response to that recommendation.
Parents should make sure that they are involved in this process. If the
courses selected all appear on the course selection sheet, no further permissions
from the school will be required, so the form can be submitted together
with the Registration Fee. To register for a course not on the course selection
sheet, or to take a course listed but in a different track, will require
an Exception Form. These forms are available from the Studies Office, and
will require your signature as well as signatures from O'Hara personnel
who will be giving you their recommendations. At a parent's request a student
may take a course or have a track change not recommended by the school,
but the parents will be asked to sign a contract declining the school's
recommendation.
The deadline for course registration is noted on the school calendar. After
the deadline a late fee is imposed. This is an attempt to get all the course
selection forms in at the beginning of the rostering process. Students who
register after the deadline often lose opportunities to take elective courses,
since in rostering for these courses priority is given to those who registered
on time. All registration forms will be dated upon their receipt. |
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| Course
Changes |
O'Hara permits limited roster changes at the beginning of
the year. The various steps in the roster change process are meant to ensure
that the change is really in the student's best interest, that class size
and total teacher load are not compromised, and that a "domino effect" is
not created involving course changes or track changes in subjects other
than the one requested. It is extremely difficult to drop or add a course.
However, for a good reason it is possible to change a course or change a
track, but only with the approval of all the teachers involved.
Students have approximately a week to pick up roster change application
forms. There is a fee for the application which will be refunded if the
change cannot be made. This charge is meant both to emphasize the seriousness
with which roster changes should be made, and to offset the real costs involved-updating
the data base, and producing new rosters for the student and the various
school offices. Changes in lunch periods or to obtain early dismissals will
not be considered.
This planning of how to accomplish the desired course change is meant to
be a learning experience; it can help prepare the student for the college
rostering process. The student must determine when the desired course is
offered, and how any conflicts with his or her other courses could be resolved.
The teachers must consider how additional students in the desired class
will affect both class size and total teacher load: neither parents nor
teachers want excessive class size, and increasing the teacher load affects
the marking of tests and papers.
Completed applications with all the necessary approvals must be in the Studies
Office by the published deadline. The Studies Office will handle real conflicts
or any mistakes on a student's roster without charge.
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| Grading |
The highest report card grade that may be given is 100; the
lowest passing grade is 70; and the lowest failing grade is 60. In the rare
instance that a student is permitted to withdraw from a course during the
school year, the drop will be reflected on the permanent record card as
WP (withdraw/pass) or WF (withdraw/fail).
The quarter grade is determined by the teacher and, depending on the academic
discipline, may include major tests, quizzes, term papers, homework, classroom
participation, portfolio assessment, group/individual projects and a quarterly
assessment. At least three major assessments and a quarterly assessment
must be included in the quarter grade; these major marks should be distributed
over the quarter and returned to the student in a timely fashion so that
the student is aware of his or her progress.
The semester grade consists of 50% of each quarterly grade.
The final grade is the average of the two semester grades and determines
whether the student has passed or failed the course. Only semester grades
and the final grade appear on the permanent record. The first and third
quarter grades are meant to be progress reports to the students and their
parents.
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| Report Cards |
Student academic reports are processed by our administrative
computer system. In addition to the grades, the report cards provide an
opportunity for teacher comments; they also contain the students' absences,
lateness, and the conduct grade. Report cards are distributed in November,
February, and April on the day assigned by the Studies Office; final reports
are mailed to the parents at the end of June. Pastors of Roman Catholic
parishes receive copies of their students' academic reports.
Only the first semester grade and the final grade in June appear on the
students' permanent record cards which become their transcripts. The record
of absence and lateness is also part of the permanent record; the conduct
grade is not.
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| Testing Schedule |
| Day 1 |
Theology, Fine Arts, English |
| Day 2 |
Language, Business, Math |
| Day 3 |
Science, Social Studies |
| Day 4 |
English, Theology, Fine Arts |
| Day 5 |
Math, Language, Business |
| Day 6 |
Social Studies, Science |
|
To allow students to prepare adequately for tests and to avoid multiple
tests on the same day, the Testing Schedule is followed for major tests.
A major test extends over most of the class period and reviews extensive
subject matter. The schedule is given by numbered days; an alternate testing
day for the department is given in italics. Quizzes may be given
at the discretion of the teacher.
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| Tracking |
The tracking system is designed to place students in classes
according to ability and achievement. It is possible for a student to be
in different tracks for different subjects. The following tracks are offered
at O'Hara:
- TRACK 1 Advanced classes for honor students.
- TRACK 2 College preparatory classes for above average students.
- TRACK 3 College preparatory or general classes for average students.
- TRACK 5 Specialized classes for Advanced Placement students.
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| Honor
Roll |
| The Honor Roll is determined by general average, and is independent
of the tracks of the courses which the student is taking. Partial credited
courses are counted as such in this calculation. Honors are calculated on
the first quarter grades, first semester grades, third quarter grades and
the final grades. General averages are not rounded up to meet the following
criteria: |
| 1st Honors |
93.0 with no grade below 85 |
| 2nd Honors |
88.0 with no grade below 77 |
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| Rank in Class |
Rank-in-class considers the track level of each course. In
the track system all subjects are divided into tracks or levels which place
different interpretations on the grade received for a given course. It is
an attempt to show greater justice to students who select difficult subjects
and also, an attempt to encourage other students to earn a higher grade.
Tracking enables classes to be taught on the basis of difficulty of subject
matter and the ability of the students taking the subject. The grade is
meant to indicate whether or not a student is working to his or her level
and it is independent of the track; thus students in lower tracks can make
the Honor Roll just as easily as students in the upper tracks. Rank-in-class,
however, is determined by an Adjusted Quality Point average which gives
greater weight to the more difficult courses in the higher tracks. The student
who ranks first in the class has the highest Adjusted Quality Point Average.
The weighting is accomplished by assigning quality points to each mark according
to the track of the course, as detailed in the accompanying Quality Points
Table. Current and cumulative rank in class appears only on the semester
report card.
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| Quality Points Table |
| Grade |
AP |
Track |
| 5 |
1 |
2 |
3 |
4 |
| 100 |
54 |
48 |
44 |
40 |
36 |
| 99 |
53 |
47 |
43 |
39 |
35 |
| 98 |
52 |
46 |
42 |
38 |
34 |
| 97 |
51 |
45 |
41 |
37 |
33 |
| 96 |
50 |
44 |
40 |
36 |
32 |
| 95 |
49 |
43 |
39 |
35 |
31 |
| 94 |
48 |
42 |
38 |
34 |
30 |
| 93 |
47 |
41 |
37 |
33 |
29 |
| 92 |
46 |
40 |
36 |
32 |
28 |
| 91 |
45 |
39 |
35 |
31 |
27 |
| 90 |
44 |
38 |
34 |
30 |
26 |
| 89 |
43 |
37 |
33 |
29 |
25 |
| 88 |
42 |
36 |
32 |
28 |
24 |
| 87 |
41 |
35 |
31 |
27 |
23 |
| 86 |
40 |
34 |
30 |
26 |
22 |
| 85 |
39 |
33 |
29 |
25 |
21 |
| 84 |
38 |
32 |
28 |
24 |
20 |
| 83 |
37 |
31 |
27 |
23 |
19 |
| 82 |
36 |
30 |
26 |
22 |
18 |
| 81 |
35 |
29 |
25 |
21 |
17 |
| 80 |
34 |
28 |
24 |
20 |
16 |
|
| Grade |
AP |
Track |
| 5 |
1 |
2 |
3 |
4 |
| 79 |
33 |
27 |
23 |
19 |
15 |
| 78 |
32 |
26 |
22 |
18 |
14 |
| 77 |
31 |
25 |
21 |
17 |
13 |
| 76 |
30 |
24 |
20 |
16 |
12 |
| 75 |
29 |
23 |
19 |
15 |
11 |
| 74 |
28 |
22 |
18 |
14 |
10 |
| 73 |
27 |
21 |
17 |
13 |
9 |
| 72 |
26 |
20 |
16 |
12 |
8 |
| 71 |
25 |
19 |
15 |
11 |
7 |
| 70 |
24 |
18 |
14 |
10 |
6 |
| 69 |
23 |
17 |
13 |
9 |
5 |
| 68 |
22 |
16 |
12 |
8 |
4 |
| 67 |
21 |
15 |
11 |
7 |
3 |
| 66 |
20 |
14 |
10 |
6 |
2 |
| 65 |
19 |
13 |
9 |
5 |
1 |
| 64 |
18 |
12 |
8 |
4 |
0 |
| 63 |
17 |
11 |
7 |
3 |
0 |
| 62 |
16 |
10 |
6 |
2 |
0 |
| 61 |
15 |
9 |
5 |
1 |
0 |
| 60 |
14 |
8 |
4 |
0 |
0 |
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| Failure
Warnings |
Any student who is in danger of failing for the semester,
third quarter or for the entire school year must receive a failure warning
notice six weeks before the close of the marking period; suggested dates
are noted on the school calendar. A failure warning may be issued later
in the marking period if the student's academic performance changes dramatically.
Although instructors are not obligated to issue failure warning notices
during the first quarter, progress reports are mailed in October to keep
parents aware of scholastic progress.
Students who fail three subjects at the end of the school year are subject
to dismissal. Ninth grade students with five failures at the end of the
first semester are liable for dismissal, as are upperclassmen with four
failures at the end of the first semester.
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| Academic
Probation |
| Although students are encouraged to participate in the activities
program of the school, great care should be exercised so that the degree
of participation in these activities does not have a harmful effect upon
their academic progress. Students who fail to receive a passing grade in
two or more major subjects will become ineligible to participate in sports
and other activities during the next marking period. Students with two or
more failures for the first quarter will be ineligible during the second
quarter. Students with two or more failures for the first semester will
be ineligible during the third quarter. Students with two or more failures
for the third quarter will be ineligible for the fourth quarter. Students
who demonstrate significant academic progress during a period of academic
ineligibility may appeal to the Assistant Principal for Academic Affairs
to review the period of ineligibility. Students must wait 20 class days
after receiving their report card to appeal. Forms for the weekly progress
review are available from the student's guidance counselor. It is the
responsibility of the student to secure review forms, have their teachers
complete these forms on a weekly basis and return them to their counselor
who will forward them to the assistant principal for a review. The student
will receive written notification from the assistant principal once a decision
on the appeal has been made. |
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| Summer
School Policies |
A failure for the school year means that the average of the
first and second semester grades is below 70; it is also a judgement on
the part of the teacher that the student has not worked according to his
or her ability. Archdiocesan policy stipulates that seniors with failures
for the school year do not participate in the graduation exercises. Seniors
with any failures for the year must successfully make up those failures
in Diocesan Summer School in order to receive the diploma; this applies
even if the failure was in an elective.
Underclassmen with any failures for the year must successfully make up those
failures in Diocesan Summer School in order to return to O'Hara the following
September. Another archdiocesan regulation states that students with excessive
absences do not successfully complete the school year until they make up
the time they have missed in Diocesan Summer School; this applies even if
the student has no academic failures - in this case the student attends
the classes in which he or she received the lowest grade.
Diocesan Summer School is held at several centers throughout the archdiocese-O'Hara
students attend summer school at Monsignor Bonner High School, Lansdowne
Avenue and Garrett Road, in Drexel Hill. Summer School registration takes
place on the Tuesday after school closes in June. Classes begin on the following
Monday and extend for five weeks. There is a registration fee and an additional
fee for each subject; these fees must be paid at the time of registration.
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| Educational
Media Center (EMC) |
The Educational Media Center (EMC) is a three floor facility
with over 50,000 books, 90 periodicals, 100 newspapers, and a wide variety
of CD-ROM programs. Compact Disc-Read Only Memory programs are available
to the students: encyclopedias, dictionaries, Infotrac, Newsbank, SIRS,
Time Magazine Almanac, Time Tables of History, USA Factbook, the works of
Shakespeare, Discovering Authors, The World Atlas, The United States Atlas,
etc. The holdings are computerized through the Winnebago Circulation and
Catalog programs. Students may use the computerized CAR') CATALOG to develop
their research projects. The EMC is also included in the state wide ACCESS
PENNSYLVANIA database of library holdings. Several Internet sources for
periodical information have been made available from the state under the
program called POWER Library, which includes access to EBSCO periodical
index, SIRS index to current topics, AP PHOTO collection, and the Encyclopedia
Americana. The EMC has also subscribed to the ELECTRIC LIBRARY periodical
index. These materials can be made available in the EMC, the classrooms
as well as emailing the articles home. Another valuable resource is GALENET
with a biography index and a literary criticism index to authors.
Students are encouraged to use the EMC before, during and after school.
Students have access to the EMC during the school day from Study Hall (which
is presently located across from the EMC) and from their Lunch periods (1,y
using a Pass obtained in the morning). Students who have early dismissal
may also use the EMC by obtaining a PASS for the EMC in the morning each
day.
Teachers and their classes can be scheduled to use the EMC for research
projects (whole classes may be booked into the EMC, partial classes, or
even individuals may be sent to the EMC during a class period). The EMC
encourages the O'Hara community to use the facility so that students may
become lifelong library users and so that they may gain familiarity with
the resources available. The addition of new technology in the EMC provides
a basis for learning and practice for the business world and higher education.
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| Diocesan
Scholars |
| Twelve Catholic colleges in the Philadelphia area in cooperation
with the Secondary School System of the Archdiocese of Philadelphia sponsor
the Diocesan Scholars Program. The top thirty juniors are invited to interview
for the program during their senior year. The O'Hara students selected take
up to two courses each semester during their senior year. There is no college
tuition for these courses, but students receive both high school and college
credit. Diocesan Scholars must supply their own transportation between the
high school and the college, and maintain at least a B average. |
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