1:1 Ipad program
Each child will be provided an iPad for their use while registered at our school. It is the family’s responsibility to provide a screen protector and a case to keep the iPad in good condition. The use of the iPad within the curriculum is determined by academic needs of your child’s grade.
The Archdiocese of Los Angeles Department of Catholic Schools, in partnership with Sprint, launched the Catholic Communication Collaboration (C3) initiative to help expand the use and access of technology for educational purposes. This initiative has allowed Santa Rosa de Lima students to become connected with iPads that support and enrich their educational career here at the school.
The Archdiocese of Los Angeles Department of Catholic Schools, in partnership with Sprint, launched the Catholic Communication Collaboration (C3) initiative to help expand the use and access of technology for educational purposes. This initiative has allowed Santa Rosa de Lima students to become connected with iPads that support and enrich their educational career here at the school.
Non-Discrimination Policy
The school, mindful of its mission to be a witness to the love of Christ for all, admits students regardless of race, color, national origin, and/or ethnic origin to all rights, privileges, programs, and activities generally accorded or made available to students at the school.
The school does not discriminate on the basis of race, color, disability, medical condition, sex, or national and/or ethnic origin in the administration of educational policies and practices, scholarship programs, and athletic and other school-administered programs, although certain athletic leagues and other programs may limit participation and some archdiocesan schools operate as single-sex schools.
While the school does not discriminate against students with special needs, a full range of services may not always be available to them. Decisions concerning the admission and continued enrollment of a student in the school are based upon the student's emotional, academic, and physical abilities and the resources available to the school in meeting the student's needs.
The school does not discriminate on the basis of race, color, disability, medical condition, sex, or national and/or ethnic origin in the administration of educational policies and practices, scholarship programs, and athletic and other school-administered programs, although certain athletic leagues and other programs may limit participation and some archdiocesan schools operate as single-sex schools.
While the school does not discriminate against students with special needs, a full range of services may not always be available to them. Decisions concerning the admission and continued enrollment of a student in the school are based upon the student's emotional, academic, and physical abilities and the resources available to the school in meeting the student's needs.
Multi-age classroom setting
For the 2024-2025 academic school year, Santa Rosa de Lima Catholic School will continue providing a multi-age classroom setting. The multi-age classroom setting is a model that lends itself to our small enrollment and faculty.
As a school, teachers and students alike have learned much from our pilot year back in 2020. In a multi-age classroom setting, students still work on mastering grade-level standards. The younger students feel challenged and rise to the occasion of reaching higher-level thinking and learning. Meanwhile, the older students enter a leadership role that strengthens all skill levels and promotes self-confidence while reviewing and expanding on foundational skills. Overall, students show a higher self-esteem and deeper sense of belonging to the school in a multi-age classroom setting. This way of learning models a collaborative environment that is closer to real world situations and needs.
As a school, teachers and students alike have learned much from our pilot year back in 2020. In a multi-age classroom setting, students still work on mastering grade-level standards. The younger students feel challenged and rise to the occasion of reaching higher-level thinking and learning. Meanwhile, the older students enter a leadership role that strengthens all skill levels and promotes self-confidence while reviewing and expanding on foundational skills. Overall, students show a higher self-esteem and deeper sense of belonging to the school in a multi-age classroom setting. This way of learning models a collaborative environment that is closer to real world situations and needs.
