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Academic Programs

Knights Academics

Evaluation & Records

Recognition & Awards

General Information & Policies

Technology

Schools establish guidelines commonly known as the AUP, Acceptable Use Policy, for the appropriate use of its computer equipment and network systems. The Regis School of the Sacred Heard AUP explains expectations of students when using equipment and services provided by the school.

Testing the new element HERE - Angela June 17

Separated & Divorced Parents

Regis conforms to appropriate Court Orders governing the rights and duties of parents in regard to their child(ren). Divorced and/or separated parents are required to file certified copies of the most recent Court Orders together with all amendments, modifications, and supplements. Parents are to ensure that the School has a complete and unaltered set of certified copies of the applicable Court Orders. Failure to follow this policy may result in the involuntary withdrawal of the child(ren) from the School.

The School will endeavor not to take sides in disputes between parents in recognition of the crucial role of both parents in the lives of their children. It is expected that divorced and separated parents will treat one another with Christian charity and will minimize the involvement of the School, its teachers, and personnel in personal disputes. 

Records

If parents wish to review their son’s cumulative records, they may do so by written request to the Head of School’s office with 24-hours’ notice. Student’s cumulative records include academic transcripts and standardized testing results.

Regis abides by the provisions of the Buckley Amendment with respect to the rights of non-custodial parents. In the absence of a court order to the contrary, the school will provide the non-custodial parent with access to the academic records and to other school-related information regarding the child.  If there is a court order specifying that no information is to be given, it is the responsibility of the custodial parent to provide the school with an official copy of the court order.

Academic Support Services

Academic Support Services are coordinated through the Counselor. These services are provided to those students who have testing documentation on file. This documentation, which is kept private and confidential, includes information from a medical doctor or psychologist that confirms a particular challenge or obstacle to a student’s learning (e.g. visual, hearing, ADHD/ADD, learning disability, physical limitation, chronic illness, emotional issue). Testing documentation, medical reports, and teacher and parent input are included as sources to form an individual learning plan for a student.  All other testing will be assessed on a case-to-case basis. Regis can offer use of a keyboard, preferential seating, and extended time for those students that qualify. Please provide all the information that is requested in response to questions on the Admission Application or as soon as the testing is completed after entering Regis.

Testing documentation should be kept current, which means testing must be updated every three years. Failure to complete this process absolves the school from any obligation to provide accommodations to the student in the classroom, during standardized testing administered at Regis, or HSPT/ISEE testing for high school admission. 

A list of professional and qualified testing diagnosticians is available in the office of the Counselor. Please call or email to request a copy. Once testing is complete and recommendations are made to assist your son in his learning, we encourage you to follow the prescribed recommendations made by the doctor or psychologist. Failure to follow the prescribed recommendations (including medications) absolves the school from any obligation to provide classroom accommodations to the student. 

As a private school, Regis is under no legal obligation to incur additional expenses in order to provide accommodations.

Teachers will have access to a secure file which contains the accommodation list for students who qualify for services. If a teacher needs to review the testing documents, these can be accessed only in hard copy form in the Counselor’s office. Issues surrounding when and where extended time for students or other classroom needs will be left to the discretion of the individual teacher.

Promotion & Retention

A Middle School student must achieve a final average of 65% or better in each academic subject (math, English, reading or literature, religion, science, social studies, and foreign language) in order to be promoted. For early childhood students, developmental maturity may be a factor in promotion decisions.

When a student makes below 65% in any one of the above mentioned areas, a conference will be held at the end of the school year when summer school or summer tutoring will be discussed. At the conclusion of the summer program, the student must pass a test given at Regis in order to advance to the next grade. Failure in two major subjects necessitates a conference with the Head of School and Division Heads to determine if repetition at Regis or a transfer to another school is in the best interest of the student. No student shall be retained more than once during his tenure at Regis. If a teacher judges that a pupil may fail, the parents must be given due notification prior to the re-enrollment period.

Middle School Grading & Exams

Middle School semester grades are calculated per class, and each subject teacher will distribute the grade weights at the beginning of the school year. For students in grades 6-8, final averages are calculated with each semester accounting for 45% and with final exams counting for 10%, if given. Eighth grade students who have a 93 or above in core subjects may choose to exempt one exam with signed permission of the teacher and their parents. This permission slip must be turned in by the appointed date or the student will have to take the exam. Exam lists will be distributed at the beginning of each semester.

Report card grades are averages of student work. Semester averages are of the eighteen weeks' period of daily grades, tests, quizzes and homework. Semester averages may also include a concluding exam grade. Final averages are obtained from the two semester averages.

Report Card Grading

There will be four posted report cards per year. Parent conferences for all students are held twice a year. The final report card is posted online after the close of the school year. When a student has difficulty at other times during the year, written notifications are sent to the parent/guardian. Formal reports will be posted online quarterly. Additional communication will be sent as needed. Teachers may not accept payment for tutoring done for their own students during the academic year.

In the Lower School, third-fourth grade, letter grades are given in all content areas. Lower School (Kindergarten-second grade), participation grades are given in art, music, Library, P.E., MakerSpace and Spanish.  Letter grades are given for core content areas.

All Lower School students begin the school year with an S grade in conduct. The E (excellent) must be earned.

Middle School numerical grades are given in all subject areas. 

Homework Policy

PHILOSOPHY AND GOALS

Homework is integral part of Regis’s academic program. It serves as an extension of the regular school day; it is a time for thoughtful, independent application. Regis’s commitment to its students and parents is to assign work that will have the greatest benefit to the boys and their education. We believe the following points are essential in understanding how and why homework is assigned:  

  • When approached properly, homework supports students to develop independence, responsibility, organizational skills, time management and overall good study habits.
  • Homework is used to reinforce and expand upon concepts taught in the classroom, and Homework offers students the opportunity to reflect upon and practice the lessons and ideas that they have encountered in the classroom.   
  • Homework is not busy work, and it should never be used as a punishment.
  • Homework is defined within each grade level by considering individual student needs and grade-level expectations.

AMOUNT OF TIME ON HOMEWORK 

The amount of time students are expected to devote to homework will vary each night from class to class, grade to grade, individual to individual and may fluctuate within the guidelines given below. Generally, the average amount of time spent on homework is as follows:

Grade Amount of Time (maximum)
Kindergarten 10 minutes
First-Second 20-25 minutes
Third 35-45 minutes
Fourth 45-55 minutes
Fifth-Sixth 50-70 minutes
Seventh-Eighth 60-90 minutes

 

*The times above do not include independent nightly reading and math fact practice, which is encouraged at all grade levels.  

  • Homework is assigned in Kindergarten through Eighth Grade.
  • Depending on the grade, long-range projects and short-term assignments are given throughout the year.
  • Generally, there is less homework on weekends and no homework will be assigned over holidays or three-day weekends except for long-term projects.

HOMEWORK RESPONSIBILITIES


STUDENTS
  • Complete assignments thoroughly and hand them in on time.
  • Take responsibility for make-up work if absent (students receive one extra day to complete an assignment per day they are absent). 
  • Print and prepare all homework assignments at home when applicable. Students should not rely on printing out their homework at school. Printing problems will sometimes occur, but this should not be an excuse for incomplete work. Forgetting a file required for class is like forgetting a textbook or homework; the work will be considered late.
  • Use your assignment notebook and organize your binder daily.
  • Focus on homework and suspend all other activities (phone calls, text messaging, instant messaging, surfing the internet, chat rooms, etc.). 
  • Keep your study area clean and orderly.
  • Develop self-advocacy skills; ask for help when you need it.
    
SCHOOL/TEACHERS
  • Create meaningful assignments and avoid assignments that require adult help.
  • Clearly post homework on classroom boards, handouts, study guides, and web pages.
  • Notify parents when homework is missing or late.
  • When long-term projects are assigned, support students in the use of a written management plan to help manage the different components of the project. 
  • Collaborate with other teachers to avoid over-assignment of homework at one time. 
  • Encourage boys to develop self-advocacy skills around finding clarity in assignments.
  • Emphasize that the learning process happens through effort and commitment and not perfection.
  • Encourage students to take risks in their learning and learn from mistakes.
PARENTS
  • Take an interest in your son’s schoolwork; however, the best approach is to be the “guide on the side” leading your child towards a solution, not providing it. If you find you have the scissors, paste, crayons, laptop, pen, or pencil in your hands, then you are doing too much. Remember that homework is the child’s domain, not the parents.
  • Let your son be responsible for completing work and returning it to the teacher in a timely manner. “Rescuing” your son if he leaves homework at home is neither helpful nor necessary. It is important to allow your son to face the consequences and be held accountable for late/missing homework.
  • If your child asks you to look over written work, go ahead and give him helpful feedback, but don’t go through the work with a fine-toothed comb. Ask what it is your son would like you to look for. Guide your son in his homework; don’t edit it or do it for him. Remember, the teacher needs to see the types of errors your son is making in order to teach to his specific needs successfully. In the end it is about stepping back and letting your child succeed.
  • Provide space, materials and a consistent time for homework to be done—that includes an ending time. A space free of unnecessary and repetitive distractions is usually a better place for concentrated study. If your son has a phone, it would be better off somewhere else during homework time. 
  • Don’t allow homework to become a source of constant stress or a battleground at home. If your son is experiencing difficulties or you have questions, be sure to communicate directly with your son’s teacher and/or advisor.
LATE HOMEWORK POLICY (MIDDLE SCHOOL ONLY)
  • Late homework will result in a deduction of points. 
  • Assignments that are not completed by the start of class but completed before the end of the day will receive 80% of the points for the assignment.
  • Assignments that are not completed until the following day will receive 50% of the points for the assignment.
  • Students are required to email their parents, copying their teacher and their adviser, when they do not have their homework. This email must be sent prior to the conclusion of class. 
  • Assignments that are not completed by the following day will not receive credit, though the student is responsible for any material covered on the assignment. 
  • Please know that the Regis faculty is aware that special circumstances may require leniency and that we never want students to feel punished for events outside of their control. For this reason, if events happen in a student’s life that keep him from being able to complete an assignment on time, we encourage the student to speak with the teacher directly. 
Student Evaluation
EARLY CHILDHOOD (3PK & 4PK) ACADEMIC SCALE
  1. Accomplished: The student, with relative ease, grasps and applies key concepts and skills consistently and independently.
  2. Proficient: The student consistently meets the performance expectations for the grade level.
  3. Progressing: The student is developing an understanding of the concept but demonstrates inconsistent understanding and application of the concept.
  4. Emerging: The student demonstrates inconsistent understanding and application of concepts while often being reliant on teacher support.
  5. N/A - Not Assessed 
LOWER SCHOOL (KINDERGARTEN-SECOND GRADE) ACADEMIC SCALE 
  1. Accomplished: The student, with relative ease, grasps, applies, generalizes, and extends key concepts, processes, and skills consistently and independently.
  2. Proficient: The student consistently meets the performance expectations for the grade level. They complete assignments with limited errors and can grasp key concepts, processes, and skills. 
  3. Progressing: The student is actively developing an understanding of the material. The student is in the initial stages of grasping concepts, processes, and skills for the grade-level, but demonstrates inconsistent understanding and application of the concepts. 
  4. Emerging: The student does not fully grasp key concepts, processes, and skills appropriate for the grade level. The student demonstrates inconsistent understanding and application of concepts while often being reliant on teacher support.
  5. N/A - Not Assessed 
LOWER SCHOOL (THIRD-FOURTH GRADE) ACADEMIC INDICATOR SCALE
  1. Accomplished: The student with relative ease grasps, applies, generalizes, and extends key concepts, processes, and skills consistently and independently.
  2. Proficient: The student consistently meets the performance expectations for the grade level. They complete assignments with limited errors and can grasp key concepts, processes, and skills. 
  3. Progressing: The student is actively developing an understanding of the material. The student is in the initial stages of grasping concepts, processes, and skills for the grade-level, but demonstrates inconsistent understanding and application of the concepts. 
  4. Emerging: The student does not fully grasp key concepts, processes, and skills appropriate for the grade level. The student demonstrates inconsistent understanding and application of concepts while often being reliant on teacher support.
  5. N/A = Not Assessed

 

Academic Scale Grades 3- 8
A 90-100%
B 80-89%
C 70-79%
D 65-69%
F 64% or below
I Incomplete
W Withdrawn
P Pass
* Modified

 

Conduct Scale Grades 3-8
E Excellent
S Meets Expectation
N Needs Improvement

Testing the new element HERE - Angela June 17