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School Information

Welcome to Saint Stanislaus Kostka Catholic Academy of Queens, a Catholic elementary school in the Diocese of Brooklyn, serving the Maspeth community since 1930.

Goals

Setting goals facilitates growth to maintain a high degree of educational excellence.

Current Strategic Goals have been identified to assist in transforming the current reality to the desired vision. The goals include further efforts to:

  • Strengthen and expand the development of a Catholic Identity through increased experiences, faith formation and spiritual development for students, families and staff by expanding community service opportunities outside of school,
  • Improve academic quality and student achievement by enriching student experiences with the implementation of a gifted and talented program, an art program, and enhancing the use of current and evolving technology.
  • Develop a marketing effort to increase the awareness of the community about the programs offered at the school and implement strategies to increase the overall student enrollment.

"The Saint Stanislaus Kostka School staff has

created a warm, nurturing school environment.

Parents and students consistently

claimed the school's caring attitude as one of its assets."

The above is a statement made by the visiting Middle States evaluation team. It attests to the commitment we have at Saint Stanislaus Kostka to "teach as Jesus did." It is our goal to continually work toward providing an atmosphere where students can grow and mature and parents can feel that they are a vital and a valued part of their children's education.

In addition, we maintain a strong affinity for development and student growth. This is evidenced by our membership in many professional organizations such as the National Catholic Education Association, Association for Supervision and Curriculum Development, and the Program for the Development of Human Potential.

In recent years, we have responded to the changing needs of our students by developing and implementing both a before school and an after school program. Other after school activities for our students focus on developing physical, mental, moral, and aesthetic qualities through our sports program, scouting activities, church choir, and after school tutoring program.

Academically, we have achieved excellence. As is typical, 100% of the graduating class is admitted to a Catholic High School of their choice. Of those admitted, about 30% receive scholarships.

Of those students who applied to public specialty schools, all are usually accepted. Based on CTB McGraw Hill Terra Nova Complete Battery, our scores on national standardized tests have been consistently above the national performance level in each of the areas tested (reading, language, and mathematics). On New York State tests in English/Language Arts and Math all our students usually score at or above the State Reference Point

Curriculum and Methods

On all grade levels, Saint Stanislaus Kostka School adheres to the basic curriculum of the Education Department of New York State and the Diocese of Brooklyn. All students are expected to master the grade level skills and topics outlined by these agencies.

Pre-Kindergarten, Kindergarten

The pre-kindergarten and kindergarten programs provide a place where children are valued as individuals and where their need for attention, approval, and affection are supported. Both the pre-kindergarten and the kindergarten programs help the children to acquire a solid foundation in the knowledge and skills needed for school success. Children are provided with opportunities to develop concepts by exploring and working with familiar classroom equipment and materials in a variety of ways. Active learning characterizes what takes place at this age level, resulting in programs that reflect an awareness of the enthusiasm and energy of each child. Through the exploration of themes, children practice counting, sorting, and simple adding of groups of objects. Children are also developing many math skills such as problem solving, measurement, geometry and algebra. Children are provided with age appropriate science experiments and experiences that help them to become aware of the environment as well as basic science ideas. Children begin to be aware of social interactions and Christian values as they work and play in small groups. Through the use of children’s Bible stories and prayer experiences, children begin to experience God as a loving creator. Children express themselves through music, the use of arts and crafts materials, and stories are communicated through drawing, dictating and later through writing. Language is developed through the sharing of books, the use of poetry, and finger plays. Children learn to identify letters, to write letters, and to discover how letters function to represent the sounds in words. Relevance of the written word in their world is pointed out. In kindergarten, letter activities are more formalized. A new letter/sound connected to the current theme, is introduced and mastered weekly. Children visit the school library and they attend Spanish and computer classes on a weekly basis. Field trips are arranged to expand the child’s basic knowledge and experience. Motor skills are developed at weekly gym classes and rhythm and a sense of sound are developed through weekly music classes.

Grades One to Three

Guided by biblical faith, the religion program for grades one to three focuses on developing a knowledge and love for God, and a friendship with Jesus. The program fosters a positive attitude toward God, self, family and friends while encouraging a life of love and service to God and others. This message is reinforced through stories, songs, finger plays, dramatizations and daily classroom prayer. Students also participate in seasonal liturgical celebrations and school prayer. Students in grade two receive the sacraments of Eucharist and Reconciliation for the first time. The language arts skills of listening, speaking, reading and writing, as outlined in the New York State Curriculum Standards and introduced in the early grades, are expanded throughout the grades. Listening is highlighted in the Author Study Program, during which the children listen to and learn from stories by renowned children's authors. As the children retell these stories, speaking skills are enhanced. Oral skills are also used as children present reports or memorized speeches, and participate in reader's theater, skits, plays and choral reading performances. The reading program stresses a "whole to part" approach in which stories are read first in their entirety for enjoyment and comprehension and then, through these stories, reading and grammatical skills, story-related vocabulary and spelling are taught. Reading logs are kept for each child and monthly book reports track student independent reading. These reports focus on a specified variety of genre including nonfiction, biographies, mysteries, historical fiction, fairytales, folk tales and poetry. Weekly classes and visits to the school library make wonderful literature available to each student. The program is further enhanced by daily periods of sustained silent reading of both literature being taught and the child's own preference. Webbing is used at all grade levels in writing as are the five steps of the Writing Process. Portfolios of the student's written work are kept and passed on from grade to grade. Mathematics is taught following the NY State Mathematics Standard and Core Curriculum. The structural organization of the curriculum is grade specific for grades one through three. There are grade by grade performance indicators which are utilized by each teacher. The "Five Process Strands" of Problem Solving, Reasoning and Proof, Communications, Connections and Representation, and the "Five Content Strands" of Number Sense and Operations, Algebra, Geometry, Measurement, Statistics and Probability are identified by teachers completing an Overview Plan for the year. Careful consideration is given to pre-March and post-March requirements of the curriculum. The emphasis in grades one through three is on Number Sense and Operations. Algebra builds slowly, beginning with patterns in these early elementary grades. Geometry is also begun in the early elementary years. Measurement is an integral part of all grade levels. In the early elementary years statistics include the collection and display of data. The program takes into account the reading and writing skills necessary for problem solving and mathematical explanations, the available technology to motivate and enhance lessons, a spiral presentation of lessons, the use of literature, the use of manipulatives to insure the understanding of concepts, a connection of mathematics skills to other subject areas and the real world, and a comprehensive assessment program that will lead to remediation when necessary. Within the living environment in Science, students in grades one through three learn the characteristics of living and non-living things, the life cycle of plants and animals, and factors of good health and growth in humans. Within the physical setting, students describe patterns of changes in the environment, observe interactions with heat, the relationship of air and water and identify physical and chemical changes. The students develop critical thinking skills, classify, observe, predict, measure and make models to seek meaning and understanding. In Social Studies, the basic concepts introduced in kindergarten are expanded upon each year. An overview of specific content for each grade includes getting to know self in kindergarten, family in grade one, community (including the borough of Queens and urban and suburban communities) in grade two, and communities around the world in grade three. Methods used include reading and responding to literature, making graphs and timelines, using maps and globes, dioramas, crafts, songs, discussions, journals, primary sources, graphic sources, videos and internet websites. Individual projects are completed in both Science and Social Studies. Participation in either a Science or Social Studies fair is grade dependent. Grades one and three complete Science projects each year, while grade two is responsible for completing individual Social Studies Projects. During the weekly Spanish program, listening and speaking skills are the primary goal of language learning. Students work on building basic vocabulary in the Spanish language. In conjunction with academic development, consideration is given to healthy physical and mental development through Physical Education and Guidance programs taught by licensed educators. Being aware that the world around us is changing, instruction in technology prepares students to meet the challenges of the future. Integrating technology into the curriculum is built on introducing basic skills so that students learn how to find access and assess information. Students in kindergarten through grade three use input devices to operate computers and other tools of technology. They use various media and technology resources and communicate about technology using age appropriate and accurate terminology. They make use of developmental software and resources appropriately, work collaboratively with peers, learn how to act responsibly, to use ethical behavior when using technology, and to use appropriate technology for problem solving and communication. Students learn to use technology to illustrate thoughts, ideas and stories. They gather information and communicate with others using telecommunication and simple desktop publishing. Our primary arts curriculum includes a weekly music program to expose children to rhythm, sound and church music. Children's appreciation of the works of famous artists is developed through exposure to and study of their works.

Grades Four through Eight

Continuing with the Christian formation introduced in the lower grades, the focus of Religion in grades four through eight is to impart knowledge of the four pillars of the Catholic Church: The Creed, the Celebration of the Christian Mystery (Worship: Liturgy and Sacraments), Life in Christ (Moral Living), and Christian Prayer. The religion program includes active participation in monthly school Masses, regular school and class prayer services, bulletin boards which impart Christian values, the study of sacred scripture and the history of the Church, and teaching based upon The Catechism of the Catholic Church. We continue the Rites of Initiation by celebrating the sacrament of Confirmation in grade eight. Each child learns by the tradition of the faith and by the example of the teacher, that she/he is valued, and is encouraged to be a visible, viable representative of the faith community. In the language arts program, grades four through eight continue to elaborate upon skills taught in the primary grades. In keeping with New York State Standards, oral skills are developed as children present reports or memorized speeches and participate in reader's theater, skits and plays. Weekly library classes make wonderful literature available for each child. Library and research skills are also taught. The regular use of computers and the internet, including laptops and Smart board technology, enhances exposure to literature and non-fiction works. Both are further enhanced by daily periods of sustained silent reading of literature being taught, as well as, the child's own preference. Writing at all grade levels encompasses the use of graphic organizers and the five steps of the writing process. Portfolios of children's written work, containing a representative sampling of writing for information and understanding; literary response and expression; critical analysis and evaluation; and social interaction, are kept. Students attend weekly music classes. Instruction includes sound, instrumentation, vocalization, song, both religious and secular, rhythm and theory. The study of mathematics in grades four through eight follows the 2007 Revised Mathematics Curriculum Guides. As in primary grades, attention is paid to process and to content strands. Performance indicators are grade appropriate and planned with regard to pre-March and post-March requirements. At the upper grade level, instruction is aimed at increasing understanding of mathematics, allowing students to communicate mathematically both verbally and in writing, applying math to real life settings, and solving problems through a study of number systems, geometry, data analysis and probability. Students participate in school and Diocesan Math Bees, and students in grades four, six and eight take the NY State Tests in mathematics and language arts. In science, within the living environment, students learn the structure and function of living things and focus on all aspects of the environment. Within the physical setting, students acquire an understanding of the earth's structure and history. Energy, force, motion, matter and the nature of chemical reactions are also covered. Students demonstrate competence by completing controlled experiments, secondary research, field work, and by participating in an annual Science Fair. All science process skills are used to enhance learning of curriculum. The middle school standards are tested by a written and laboratory performance exam given to students in grades four and eight. In social studies, students in grade four study the five boroughs of New York, as well as significant historic events that took place in New York City. Grade five covers exploration, migration and urbanization in the Western Hemisphere, and a comparison and contrast of the government, geography, etc. of the United States, Canada and Latin America. In grade six there is a concentration on the Eastern Hemisphere, most specifically, world civilizations of Asia, Africa and Europe, comparing and contrasting ancient, middle ages and modern periods of their history. The roots of America up to the Civil War are studied in grade seven, and from Reconstruction to the present time are studied in grade eight. Assessments used in social studies include objective, data, short answer, and open essay questions. Levels of thinking and learning range from recall through analysis and evaluation. Primary and secondary sources of information are used for study. Unit projects, research reports and displays are assigned, and a Social Studies Fair is held annually. To continue to enrich knowledge in the Spanish language, students learn the culture, tradition and prayers in the language. Students are encouraged to use their speaking skills, and their reading and writing skills within their level of fluency, and to converse, ask, and reply to questions. In addition to homework, special projects are assigned, and unit tests and quizzes are given to reinforce learned language skills. Students in grades four through eight receive instruction in technology to prepare them to meet the challenges of a changing world. They must have the ability to efficiently and effectively use input and output devices, telecommunication, online resources, calculators, data based information, videos and computer software as resources and productive tools. Students use these tools to create reports and handle and assess information. Students develop skills and learn how to research, use appropriate software, and evaluate the accuracy, appropriateness and freedom from bias of electronic information, and to design, develop and publish products to communicate mastery of curriculum concepts. . In conjunction with academic development, consideration is given to healthy physical and mental development through Physical Education and Guidance programs taught by licensed educators.

Evaluation of student progress is a comprehensive judgment of achievement arrived at after using a variety of measurement tools; namely, day-to-day class work, homework assignments, independent work, projects and written tests. Trimester report cards are distributed at the end of each trimester. Interim progress reports are distributed to students in grades one through eight at six week intervals in sufficient time before trimester report cards so that needed improvement may be made. All tests mandated by New York State (both pupil and program evaluations), as well as the standardized testing programs of the Diocese of Brooklyn are administered each year as directed. Teachers from grades one through eight give teacher made tests and quizzes which parents are expected to sign so that they may monitor the progress their children are making. Results of both New York State and Diocesan standardized tests reflect the success of the school programs. Students in grades three through eight score well above the state reference point in every instance.

Homework is assigned to reinforce previously learned information and to demonstrate a correlation between past and present learning activities. Homework assignments include use of the internet to research primary sources of information and so extend curriculum learning experiences. Students who are absent from school are responsible to complete appropriate homework which is published on the school website (www.ststansschool.org).

Food

Because all students eat lunch in school, students have the opportunity either to bring lunch from home or to purchase it in school. Basic lunch items that have been selected with an eye toward nutritional guidelines and student preferences are on the menu. A NY City certified food handler is on staff.



Health Services

Through the N.Y.C. Department of Health, students in the primary grades undergo an annual on-site vision and hearing screening each year. Helen Keller Worldwide Organization does an annual eye screening for the students in grades five through eight and provides a new pair of glasses for those students who need them.


Guidance

A certified Guidance Counselor is available one day a week to see students who qualify for Title I services on a one to one basis. The guidance service provided is both personal and academic. In addition, Saint Stanislaus Kostka School employs a part time Guidance Teacher. Her role is to visit the kindergarten through grade eight classes weekly to discuss issues that are age appropriate, focusing on topics relating to safety, conflict resolution, peer pressure, etc. Students are made aware of career options during an annual Career Week. Professionals from the neighboring areas visit the classes to make the children aware of the qualifications and responsibilities of their respective careers.


Academic Guidance

Academic guidance is provided to students by the classroom teachers. A ten-hour after school math and reading program is provided free of charge for students who are having difficulties in these areas. Student to student tutoring is also available after school for a small fee. Students who are having difficulty mastering the grade level curriculum are referred for testing through the New York City Board of Education. Students who qualify are eligible for after school support services through this same agency. A child who manifests speech or language difficulties which affect educational performance may be referred for evaluation and, if appropriate, recommended for therapy. A certified speech therapist comes to school to work with the children who qualify and are in need of the service. Students in grade eight who have demonstrated advanced mathematical abilities may register for Integrated Math A, an advanced after school math class. This course covers some of the topics included in high school math classes.


Transportation

Walking: Most students are driven to school by parents who sometimes car-pool. Although families live in relatively close proximity to the school, and walking is not difficult because of the paved city streets, very few of the students walk to and from school since walking involves crossing major thoroughfares and roadways.

School-Sponsored and Public Transportation: Through the Office of Pupil Transportation of the City of New York, a school bus is provided for students in kindergarten through grade two who live one half mile or more from the school. Reduced fare passes for city buses are available, with some restrictions, to students in grades six through eight who live one half mile or more from the school. Free fare passes are provided for students in grades three through eight who live one or more miles from school.

Field Trips: Transportation for local field trips is provided free of charge by the Office of Pupil Transportation. Transportation for trips out of the local area is chartered through safe, reliable, and reasonably priced companies.


Before/After School Program

To accommodate children of working parents, SS Club Kid is a before school program from 7:30 to 8:00 AM. The children have an option of having a light breakfast at the program. An after school program operates Monday through Friday from dismissal until 6:00 PM any day that school is in session. Under adult supervision, the children have an opportunity to work on their homework, to participate in varied activities and to play group games.

61-17 Grand Avenue
Maspeth, NY 11378
Phone: (718) 326-1585
Fax: (718) 326-1745
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