The Case for a CLE Curriculum Th Redefining Catholic Education through Faith, Character, and Virtue
Enrollment and Test Score Trends St Monica Enrollment Test Scores Redefining Catholic Education through Faith, Character, and Virtue
Redefining Catholic Education through Faith, Character, and Virtue
St Mary's School – Closed 2003 St Joseph, Kalamazoo – Closed 2005 St. Joseph, Watervilet – Closed 2015 Redefining Catholic Education through Faith, Character, and Virtue
St Monica 20YR Enrollment CSGK Formation 600 500 400 300 200 100 0 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 In the past 20 years: (K-8) enrollment declined 51% (269 students) Redefining Catholic Education through Faith, Character, and Virtue
US Test Scores Continue to Decline Redefining Catholic Education through Faith, Character, and Virtue
US Test Scores Continue to Decline Redefining Catholic Education through Faith, Character, and Virtue
Common Core is is Being Replaced Redefining Catholic Education through Faith, Character, and Virtue
Redefining Catholic Education through Faith, Character, and Virtue
2017 NAEP National Test Scores Redefining Catholic Education through Faith, Character, and Virtue
2017 NAEP National Test Scores Redefining Catholic Education through Faith, Character, and Virtue
Dio iocesan Test Scores Redefining Catholic Education through Faith, Character, and Virtue
Dio iocesan Test Scores K 1st 2nd 3rd 4th 5th 6th 7th 8th Average Math 6% 5% 3% 1% 1% 0% 2% 3% 4% 3% Reading 6% 5% 4% 2% 3% 2% 2% 3% 4% 3% Language 2% 2% 2% 7% 4% 4% 4% Science 2% 3% 3% 2% 3% 4% 3% When you compare the actual scores, Kalamazoo Diocesan Schools perform only 3% better than the National Average Redefining Catholic Education through Faith, Character, and Virtue
Cla lassical Education Test Scores Based on results from over 50 schools, Classical Christian curriculum is resulting in significantly higher SAT test scores than independent (+8%), public (+18%), or standard curriculum Christian schools (+11%); and ACT scores significantly higher (+20%) than the National Average Redefining Catholic Education through Faith, Character, and Virtue
Cla lassical Education Test Scores Based on results from over 50 schools, Classical Christian curriculum is resulting in significantly higher SAT test scores than independent (+8%), public (+18%), or standard curriculum Christian schools (+11%); and ACT scores significantly higher (+20%) than the National Average Redefining Catholic Education through Faith, Character, and Virtue
CLE Personal Experience Redefining Catholic Education through Faith, Character, and Virtue
CLE Personal Experience Redefining Catholic Education through Faith, Character, and Virtue
CLE Personal Experience Redefining Catholic Education through Faith, Character, and Virtue
Transition for Teachers Lesson Plan Comparison Teacher Implementation Redefining Catholic Education through Faith, Character, and Virtue
A Day in the Life of 2 nd Grade Common Core vs. Classical Jen Whiting
What does 2 nd grade look like? • I have taken two days from my 2 nd grade class to sample. • The first day was November 15, 2017 (a common core day). • I will share the schedule of our day, what we accomplished, and the standards I hit (using our CURRENT CURRICULUM). • The second day was October 22, 2018 (a classical day). • I will share the schedule of our day, what we accomplished, and the standards I hit (using the CLE curriculum).
November 15, 2017 • Theology ~ We were studying a saint unit. I taught the students about Saints Juan Diego and Therese of Liseaux. (2V6d, 2V6j) (2) • Math ~ We were studying a unit on Mental Addition. I taught the students to add multiples of 10 to 2-digit numbers. (2NBT5, 2NBT8, 2NBT9) (3) • Reading/ELA ~ We were studying a Jellyfish unit. I taught the students about contractions, informational texts, and informative writing. (W2.6, RI2.8, W2.1, W2.2, SL2.1c, L2.2c) (6)
November 15, 2017 • Social Studies ~ We were studying a unit on using our environment. I taught the students about air pollution. (2G501, 2G502) (2) • Science ~ We were studying a unit on matter. I taught the students about liquids and solids. (2PS1.1, 2PS1.2) (2) • I ENDED UP TEACHING 15 STANDARDS THAT DAY , ALTHOUGH THE CONTENT WAS CHOPPY (THE SUBJECTS HAD NOTHING TO DO WITH EACHOTHER).
October 22, 2018 • Theology ~ I read the story of ‘Horatius at the Bridge.’ We discussed the virtue of courage and St. Ignatius of Loyola. We also compared this story to that of David and Goliath. (2I1, 2II6, 2III1, 2VI. 2L1, 2L2, 2L3, CCRAR2, CCRAR3, 2SL1, 2W8) (11) • Math ~ We talked about “Horatius at the Bridge’ again. We talked about the Tiber River, which was vital in slowing down the Etruscan Army. The students then discussed the dimensions of the river, where it was in respect to Rome itself, and the dimensions of the bridge into Rome. (2MDA1, 2MDA2, 2MDA3, 2MDA4, K2ETS11, K2ETS12) (6)
Math – Designing Roman Bridges
October 22, 2018 • ELA ~ We talked about ‘Horatius at the Bridge’ again. We took 1 stanza from the story and discussed the meaning and the grammar involved with the particular stanza. The students copied the stanza in their Common Place Workbooks, after we reviewed the concepts of capitalization of proper nouns, quotation marks, and commas. (2L1, 2L2, 2L2b, 2L3, 2RF3. 2RF4, 2RF4a, 2RF4b, 2W5) (9) • Reading ~ We talked about ‘Horatius at the Bridge’ again. The students and I summarized the story, talked about beginning – middle – and end, and the students started their 1 st draft of the retelling of ‘Horatius at the Bridge.” (2L1, 2L2, 2RF3, 2RF4, 2RF4a, 2W3, 2W5, 2W8). (9)
Retelling of Horatius & The Etruscan War
October 22, 2018 • History ~ We talked about ‘Horatius at the Bridge’ again. We then discussed Rome during 500BC. We used my Roman timeline and compared it to my Biblical timeline. We also looked at a map of Rome. The students used tracing paper to trace a map of Rome. We also compared communities in 500BC Rome compared to our community today. (2G102, 2G201) (2) • Science ~ We talked about ‘Horatius at the Bridge’ again. We talked about bridge design and engineering. The students then began to design their own bridge to Rome, that the Romans destroyed, so the Etruscan Army could not invade Rome. (2GA1, 2PS12, K2ETS11, K2ETS13) (4)
October 22, 2018 • I ENDED UP TEACHING 35 STANDARDS THAT DAY , MANY OF WHICH I TAUGHT UP TO 3 TIMES IN ONE DAY . I WAS ABLE TO USE 1 CONCEPT FOR THE ENTIRE TEACHING DAY AND I TAUGHT TWICE THE STANDARDS FROM THE LESSON LAST YEAR (MANY REPEATED MORE THAN ONCE OR TWICE). • WHICH WAY WOULD YOU WANT TO LEARN??? CHOPPY WITH 15 STANDARDS COHESIVE WITH 33 STANDARDS (many taught more than once)
Benefits of f Latin in Why Latin? Map Test Connections The Relevance of Latin in Everyday Life Goal of Latin Studies ELA Standards Addressed in Latin Lessons Redefining Catholic Education through Faith, Character, and Virtue
Parents Perspective Benefits of Teaching Virtue St. Jerome Visit 3 rd Grade Experience Redefining Catholic Education through Faith, Character, and Virtue
Parents Perspective Redefining Catholic Education through Faith, Character, and Virtue
Coll llegiate Perspective CLE Prepares Students for Higher Education Personal Perspective of CLE Redefining Catholic Education through Faith, Character, and Virtue
Melissa Sparks Fulfilling the American Dream: Liberal Education and the Future of Work/2018 Employers Survey May-June 2018 Hart Research for AAC&U
Fulfilling the American Dream: Liberal Education and the Future of Work/2018 Employers Survey May-June 2018 Hart Research for AAC&U
“The utilitarian or servile arts enable one to be a servant – of another person, of the state, of a corporation, or of a business – and to earn a living. The liberal arts, in contrast, teach one how to live; they train the faculties and bring them to perfection; they enable a person to rise above his material environment to live an intellectual, a rational, and therefore a free life in gaining truth.” – Sister Miriam Joseph Rauh in The Trivium: Fulfilling the American Dream: Liberal Education and the Future of Work/2018 Employers Survey May-June 2018 Hart Research for AAC&U
Fulfilling the American Dream: Liberal Education and the Future of Work Key findings from surveys of business executives and hiring managers conducted May-June 2018 Conducted on behalf of with support from
Employers’ Priorities for College Learning and Sense of Recent Graduates’ Preparedness Fulfilling the American Dream: Liberal Education and the Future of Work/2018 Employers Survey May-June 2018 Hart Research for AAC&U 39
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