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by Caren Creppel
June 29, 2008
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School Programs
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The following listing is an assortment of the major programs provided by St. Rosalie. This listing does not reflect the core curriculum provided by the school. The various programs listed help to meet the particular needs of the students at St. Rosalie.

Accelerated Reader (AR): AR is a reading program designed for students in grades one through twelve. Students make their book choices, read at their own pace, and then take a computerized test featuring 5, 10, or 20 multiple choice questions.

Character Critters: Character Critters is a story and activity approach to teaching character to preschool and kindergarten children, ages 3-5. The program was developed for use by teachers or Extension educators and volunteers visiting preschool classrooms in public and private programs. Teachers, librarians, child care providers, coaches, health care professionals extend the learning.

The program teaches six concepts of character:

  • Trustworthiness
  • Respect
  • Responsibility
  • Fairness
  • Caring
  • Citizenship

Goals and Objectives

  • Increase young children's understanding of character concepts.
  • Increase parents' understanding of character concepts.
  • Increase teachers' understanding of character concepts.
  • Increase parents' involvement in developing their children's character.
  • Increase teachers' involvement in character education.
  • Increase community involvement in character education.

Too Good for Drugs: Too Good for Drugs™ K–4 is a school-based prevention program designed to reduce risk factors and enhance protective factors related to alcohol, tobacco and other drug (ATOD) use among students. Too Good for Drugs™ K-8 has a separate, developmentally-appropriate curriculum for each grade level for Kindergarten through Eighth Grade. Each curriculum builds on earlier grade levels, an instructional design which enables students to learn important skills sequentially and retain them year after year.

TGFD builds five essential life skills:

  • Goal setting
  • Decision making
  • Bonding with pro-social others
  • Identifying and managing emotions
  • Communicating effectively

Too Good for Violence: Too Good for Violence(TGFV) is a school-based violence prevention/character education program that improves student behavior and minimizes aggression. TGFV helps students in grades K–12 learn the skills they need to get along peacefully with others. In both content and teaching methods, TGFV teaches students positive attitudes, beliefs, and behaviors. TGFV builds skills sequentially, and at each grade level provides developmentally appropriate curricula designed to address the most significant risk and protective factors.

TGFV promotes a CAREing approach to violence prevention by teaching:

  • C onflict resolution
  • A nger management
  • R espect for self and others
  • E ffective communication

Unitedstreaming: It is a rich collection of more than 50,000 video segments from among 5,000 full-length educational videos from Discovery School and other award-winning producers. It provides teachers with the tools to incorporate fresh, vibrant digital media into student learning environments.Unitedstreaming is the largest and most current K-12 digital video and digital video segment library available today. It is the only standards-based video-on-demand application shown to increase student achievement. It has practical and easy-to-use learning resources for students and educators.

Steps to Respect: Offered to 3rd/4th and 6th grade students. It is a bullying prevention program which helps adults and students decrease bullying and establish a safe, caring, and respectful school-climate. Students practice friendship-making skills, learn to recognize bullying behavior, learn bullying-refusal skills, learn how to reach out to someone who is being bullied, and develop bullying-reporting skills. Steps to respect is presented in a variety of formats, including role-play, small group, whole group, posters, photo cards, and videos.

Duke Tip: Duke TIP offers a 4th/5th Grade Talent Search and a 7th Grade Talent search. These talent searches help gifted students and their families find out how advanced the students' abilities truly are. Traditional testing often fails to measure the variation among many gifted students who reach the upper limits of scoring on grade-level exams. By taking advanced above-level (at least two years above a student's current grade placement) testing through Duke TIP's talent searches, gifted students and their families gain a far better understanding of where the student stands in relation to his/her gifted peers and what level of educational challenge is appropriate.

Channel 1: We are Channel One Network, the pre-eminent news and public affairs content provider to teens. Our mission is to spark debate and discussion among teens, and also discussion between young people and their parents and educators, on the important issues affecting young people in America.

Elementary Foreign Language: This program provides foreign language instruction for students in Kindergarten through eighth grade. Spanish provides students with cultural enrichment opportunities.

Everyday Counts Math: Everyday counts helps students with math understanding over time at an individual pace through continuous exposure to critical math concepts. These concepts include patterns, place value, measurement, time, money, graphing, statistics, mental math, geometry, and estimation.

Project D.A.R.E.(Drug Abuse Resistance Education): D.A.R.E. for 5th/7th is designed to equip elementary students with skills for resisting pressure to experiment with drugs and alcohol. D.A.R.E. instructors are police officers who visit classrooms once a week to present the curriculum to children in fifth and seventh grades.

Project LEAD:Legal Enrichment and Decision-Making is offered to 5th grade by the District Attorney Office. Discusses legal issues, self-esteem and decision making. St. Rosalie School is the only private school receiving this program.

Title I (Catapult): This specialized program designed by the Sylvan organization for the U.S. Department of Education's Title I program. The program incorporates pre-assessments, quarterly assessments, post-testing, and beautiful hands-on materials in the areas of reading and math.
Catapult aids students who are lacking in reading and/or math skills appropriate for the grade levels in K-8. Catapult uses an achievement curriculum in the area of reading which consists of phonics, comprehension, and writing skills.

Title IV (Safe and Drug-Free Schools and Communities Act):Title IV is a critical part of President Bush's National effort to ensure academic success for all students. Effective July 1,2002,the SDFSCA State Grants program authorizes a variety of activities designed to prevent school violence and youth drug use, and to help schools and communities create safe, disciplined, and drug-free environments that support student academic achievement.

Title II (Professional Development):

The purpose of Title II, Part A is to increase the academic achievement of all students by helping schools and districts improve teacher quality.

Title V:This program is to provide a continuing source of innovation and educational improvement, including support for library services and instructional and media material.

Individual Needs Committee (INC): INC provides modifications, accommodations, and interventions to eligible.

Southern Association of Colleges and Schools (SACS):

SACS holds its primary mission as the improvement of education by recognizing and encouraging institutional quality through accreditation.

 Accreditation is a process for institutional improvement through a systematic program of evaluation and the application of educational standards or criteria. Accreditation means not only that an institution meets prescribed standards, but also that the institution demonstrates a commitment to providing quality educational programs and engaging in continuous improvement.

Montessori Method: This approach to teaching and learning include the following:

That children are capable of self-directed learning. It is critically important for the teacher to be an "observer" of the child instead of a lecturer.This observation of the child interacting with his/her environment is the basis for the ongoing presentation of new material and avenues of learning. Presentation of subsequent exercises for skill development and information accumulation are based on the teacher's observation that the child has mastered the current exercise(s).

That children have an "absorbent mind" from birth to around age 6, processing limitless motivation to achieve competence within their environment and to perfect skills and understandings. This phenomenon is characterized by the young child's capacity for repetition of activities within sensitive period categories.

That children most often learn alone during periods of intense concentration. During these self-chosen and spontaneous periods, the child is not to be interrupted by the teacher.

That the hand is intimately connected to the developing brain in children. Children must actually touch the shapes, letters, temperatures, etc. that they are learning about-not just watch a teacher or TV screen tell them about these discoveries.


The Spalding Method is a total language arts approach because it provides explicit, sequential, multisensory instruction in phonics.


Rhymes-N-Times uses the multi-sensory method. This is a term describing an instructional approach that combines visual (seeing),auditory (hearing),kinesthetic (movement), and tactile (touch) elements into a learning task. In theory, the incorporation of multiple senses within the learning process ultimately engages all students because all 4 learning styles are addressed. Thus, the implication is that not only will all students learn, but all students will learn at a faster rate because the concerted sensory coordination to a specific learning task will be maximized.



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