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Learning for a Life of Discernment
The academic program at Saint Jeanne de Lestonnac Catholic School is designed to cultivate mastery of skills that foster discernment and meaningful application across disciplines. Guided by the Educational Project of the Sisters of the Company of Mary, the school integrates rigorous academic Learning Goals—integrating California’s Core Standards in reading and mathematics, the Next Generation Science Standards, Early Learning Foundations for Preschool and Prekindergarten, and the Diocesan Standards for Religion—into a cohesive learning progression framework that spans Preschool through Eighth grade.
Mastery and Growth in a Faithful Learning Journey
Through deliberate curriculum mapping and planning, Saint Jeanne de Lestonnac Catholic School clearly articulates what students are expected to know and demonstrate at each grade level. Mastery-Based Grading (MBG) is consistently applied, guided by research-backed indicators for essential Learning Goals. This intentional framework ensures that every student, regardless of individual ability, engages in a progressive journey of learning that cultivates intellectual rigor, reflective discerment, and a foundation of faith-informed understanding, embodying our commitment to a high-quality Catholic education.
Religion
"I love my religion class. It gives me time to be at peace" - 5th Grade Student
Mathematics
"Math is so important in today's world. I''m so lucky to be learning it here" - 7th Grade Student
Reading/Language Arts
"Comprehending what I read allows me to make informed decisions.” — 8th Grade Student
Science
"Science study trips are my favorite part of learning science" - 2nd Grade Student
Social Studies
"Studying history helps me connect the past to the present" - 3rd Grade Student
Art/Music
World Languages
Physical Education
Progressive Learning Programs
Our curriculum is firmly grounded in the Educational Project of the Company of Mary, reflecting the mission and philosophy of Saint Jeanne de Lestonnac Catholic School, a commitment to a growth mindset, and a focus on mastery of essential skills. It is designed to meet the needs of learners with diverse abilities through clearly articulated learning goals and well-defined success criteria. The school is dedicated to providing teachers with ongoing professional development and encourages innovative instructional approaches informed by research-based best practices.
While the value of formative assessment is well-established and widely supported in educational research, its consistent and sustainable implementation in classrooms remains a challenge worldwide. At Saint Jeanne de Lestonnac, we employ carefully developed curriculum programs that generate meaningful formative feedback for both learners and teachers. These programs maximize instructional effectiveness and contribute to measurable learning gains, ensuring that strategies have a significant and relevant impact on student outcomes.
Each curriculum program includes extensive tiered planning resources, enabling teachers to support learners across the full spectrum of ability levels. Students are given multiple pathways to demonstrate mastery of learning goals while continuing to develop foundational skills. Online interactive components are available to students and parents, providing opportunities for remediation, enrichment, and inquiry-based learning. Adaptive tools foster self-efficacy, allowing students to progress at their own pace—whether mastering essential concepts or receiving targeted support to address learning gaps.
Feedback Is Key
Feedback is not simply a response to student work; it is central to how learning unfolds and matures. Within a mastery-based approach, feedback serves as the bridge between a student’s current understanding and the level of mastery they are striving to reach. When students are invited to revisit and redo formative assessments, feedback takes on a formative purpose in its fullest sense. It moves beyond evaluation and becomes guidance—clear, timely, and specific direction that helps students recognize both what they have done well and where they are being called to grow.
This process changes how students experience learning. Rather than seeing an assessment as a final judgment, they begin to understand it as part of an ongoing journey. Redoing work communicates that learning is not fixed in a single moment, but developed through effort, reflection, and perseverance. Feedback helps students make sense of their mistakes, refine their thinking, and approach the task again with greater clarity and confidence.
Over time, this cycle fosters a deeper sense of responsibility for learning. Students begin to take ownership of their progress, recognizing that growth is within their reach. They develop resilience, learning to persevere through challenges rather than avoid them. At the same time, they become more reflective, thinking critically about their own understanding and the steps needed to improve. Because feedback is aligned to clear learning goals, it also provides a concrete vision of what mastery looks like and how to achieve it.
In a mission-centered environment, this approach reflects a deeper formation of the whole person. Students are continually invited to reflect, learn, and begin again, understanding that growth is always possible. Feedback, then, becomes more than an instructional practice; it becomes a meaningful way to guide students toward excellence with patience, purpose, and a sense of hope in their God-given potential.
“Assessment functions formatively to the extent that evidence about learner achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in absence of that evidence.” – Dylan William
“Feedback is what gives formative assessment its purpose, and the opportunity to redo work is what allows that feedback to take root in real learning.” Rick Wormeli
“Feedback is one of the most powerful influences on learning and achievement.” – John Hattie
Summary or Additional Info
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