ORATORY ACADEMY Academic Guide … · ORATORY ACADEMY of St. Philip Neri The Formation of the...

ORATORY ACADEMYof St. Philip Neri

CATHOLIC CLASSICALLIBERAL ARTS PROGRAM

ORATORY ACADEMYof St. Philip Neri

The Formation of theService to GOD

-Very Rev. Leo-Francis Daniels, C.O., Headmaster

CATHOLICIDENTITYEducation in the light of faith.––Since true Catholic education is directed, first and foremost, to the advancement of God’s glory and, then, to the promotion of man’s dignity, a teacher or student cannot fully reap of its benefits unless he actively participates in the study and interpretation of human experience in the light of faith.

The educator––be he parent, teacher, administrator or pastor––is responsible for creating the unique climate in which a truly Catholic philosophy of education can be effected. Needless to say, Catho-lic educators should be committed to both profes-sional excellence and spiritual growth in their Chris-tian lives. This desire to be good both profession-ally and spiritually should carry with it a humble awareness that it is by God’s grace alone that any good might come of one’s efforts. This is Catholic thinking; it should help the educator, on the one hand, to see the student not solely as a professional challenge but as a child of God with special needs and gifts and, on the other, to see himself as the learner’s humble resource, guide and companion.

The Oratory Schools have the unique focus and the challenge of educating students to be Christian ladies and gentlemen in the following areas:

Students are inspired to be ever-mindful of the presence of God. The shared experiences of worship, celebration, and dedication, allow the students to understand Christianity within the context of Oratory Schools community.

Develop a Christian Community

Intellectual curiosity is fostered within the school community. Systematic inquiry in dialectic promotes logical thought, giving students the opportunity to develop higher levels of thinking and knowledge. The Oratory Schools teach students how to use knowledge within real life situations.

Develop a Pursuit of Knowledge

Teachers are aware of their roles as models in the virtuous life. Through them students learn to value culture universally, by recognizing and responding to truth, beauty, goodness, unity, and social responsibility and grace.

ValueCulture

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The Pharr Oratory of St. Philp Neri School System

CLASSICAL LIBERAL EDUCATION AND CATHOLIC CLASSICAL LIBERAL EDUCATION

Classical liberal education and Catholic classical liberal education serve humanity in two ways: First, in purely secular terms, classical liberal education aims to help learners by means of natural reason alone to:

Second, in theologically Catholic terms, classical liberal education aims to help learners understand not only what human beings can learn by natural human reason alone, but what they, by faith, can learn by opening their minds to Divine Revela-tion ; i.e., that:

Human beings were created out of pure unselfish love in the image and likeness of God, their Creator;The likeness human beings share with God is freedom; especially, the freedom to choose God willingly as He, first, willingly chose human beings to be the very summit of His creation;Because human beings have failed God choosing to love other things in His stead, God has not abandoned human beings but, instead, has given them another chance freely to restore the original order of creation: i.e., to place God before all other things;Even though human selfishness and disobedience have alienated human beings from their Creator and have damaged man’s spiritual powers, clouding his intellect and weakening, God the Father set about, hopefully, to help human beings make things right with their Creator;To get our attention and to show us how much He loves us, God the Father, sent his only-begotten Son “enfleshed in huma-nity”, so that, what human beings could not do alone, Jesus Christ, as both God and man, might take upon Himself man’s irreparable offense against Divine Goodness; so that, by one bloody sacrifice on the cross, Jesus Christ representing both human and divine natures, might willingly suffer and die, sacrificing Himself to reconcile God with man, to buy back humanity, to open once more the gates of heaven so all human beings of good will might live forever in union with Divine Goodness, Divine Truth, Perfect Beauty and Eternal Happiness;Evidence and guarantee of this eternal hope is seen is Jesus’ power over death: When, after three days, Jesus Christ the Son of God was resurrected from among the dead by his heavenly Father;God, finally, sent his Holy Spirit, so that the living Spirit of love between the Father and the Son might always be visibly present among those baptized in His name: The visible body of those baptized is called the Catholic Church through which human beings are assured of eternal happiness and salvation.

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Know their nature as human beings;

Know what is true, good, beautiful and the source of unity;

Be aware of their natural human intellectual powers (i.e., intellect and free will) and to feel obligated to use those faculties responsi-bly in the pursuit of truth and of goodness, both earthly and transcendent;

Identify secure pathways of truth and goodness for veritable happiness and an authentic human fulfillment;Be aware of their ability and responsibility to love other human beings unselfishly, working toward the realization of humanity’s common good, and personally clothed with the excellence of personal competence, objectivity, integrity, logic, reliability, humility, other-centeredness, virtue, valor, and self-sacrifice; and, finally, to

Know that human beings need leisure, daily, to deliberate upon and rest in what is truthful and good and beautiful and unifying both for this earthly life and for their ultimate end; namely, for their eternal rest in the Transcendent Reason for all human existence.

Catholic Classical LiberalArts Program

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Religion: Creed, Faith, and Morality,Trilingual Prayer, Mass and Divine Mercy

Spontaneous play:

Kinesiological Development Kinesiological Development Stretch-n-Grow ofRio Grande Valley

Religion: Creed, Faith, and Morality,Trilingual Prayer, Mass and Divine Mercy

Ignatius Press

PK 3 PK 4 Publishers and Programs

Language Arts/Math/Integrated Studies Bilingual Curriculum (50% English Instruction & 50% Spanish Instruction)

Integrated social emotional develop-ment activities are put into content areas. Include activities dealing with sharing, cooperating, following rules, learning about one’s feelings, one’s self-esteem, and the ability to express one’s feelings, etc.

Integrated: Library, Fine Arts, and Technology

Guidance: Includes topics / activities / resources that address the social, emotional, physical, spiritual or educa-tional development of the students (e.g., personal and interpersonal skills, health behaviors, moral values, career planning, etc.)

Pre-Kindergarten 3/4: The Oratory Academy Preschool program is designed to develop cognitive abilities, physical stamina, emotional stability, and spiritual growth. Relying on their personal history of experiences, each child is offered an assort-ment of carefully planned opportunities to promote and enhance Christian development. An understanding of the self, of others, and of God is accomplished by strategic interactive teacher-student and student-student dynamics. Parents are invited to partici-pate in such interpersonal activities that, perforce, reflect spiritual, social, emotional, and cognitive dimensions. In Pre-Kindergarten, phonics becomes the basic building block for language acquisition, gradually becoming integrated into a bilingual curriculum–containing 50% English instruction and 50% Spanish instruction. Attendance & Prayer: At the beginning of each class. Encouragement: To encourage healthy attitudes and expectations for academic success, the following awards are used: St. Philip Neri Spiritual Award Virtue Certificate

- Indoor or outdoor exploration- Supervised self-directed activities

Development of interpersonal skills

Spontaneous play:- Indoor or outdoor exploration- Supervised self-directed activities

Development of interpersonal skills

Integrated: Library, Fine Arts, and Technology

Guidance: Includes topics / activities / resources that address the social, emotional, physical, spiritual or educa-tional development of the students (e.g., personal and interpersonal skills, health behaviors, moral values, career planning, etc.)

Music for Little Mozarts, Starfall.com, and abcmouse.com

NCEA (National Catholic Educa-tion Association)/Project Wisdom

Language Arts/Math/Integrated Studies Bilingual Curriculum (50% English Instruction & 50% Spanish Instruction)

Integrated social emotional develop-ment activities are put into content areas. Include activities dealing with sharing, cooperating, following rules, learning about one’s feelings, one’s self-esteem, and the ability to express one’s feelings, etc.

PK 3: Frog Street Press, Toddler, Handwriting Without Tears, and Santillana.

PK 4: Saxon, Handwriting Without Tears, Starfall Publish-ers, and Santillana.

PRE-KINDERGARTEN


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Activities:

Optional Extracurricular Activities (Additional cost):

Other Services:

School/Home Communication: The following tools are used topromote communication between school and home:

Parent/Teacher Conferences:

PRE-KINDERGARTEN

St. Jude's Trike-A-Thon“Semana de la Hispanidad”Red Ribbon WeekAll Saint’s Day ParadeChristmas MusicalMardi GrasVia Crucis

Easter Egg HuntCarnivalsField ExcursionsSpring KermessJoy of Giving Program“Noche de Alegría” Thematic ProjectOur Lady of Guadalupe Procession

KarateFolkloricChoir

Semestral lunch card program Library resources accessible to studentsCounseling Medical Assistant (First Aide)

“SchoolReach”“PowerSchool”School Web pageParent/Teacher Conference

Individual conferences by appointment

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Artes del Lenguaje

Ciencias/Science

Santillana/Oratory Schools Curriculum/Step Up To Writing (Spanish)Harcourt/Memoria Press

KINDERGARTEN

Subjects

Recitation

Publishers/Programs

Memoria Press

Religion: Creed, Faith, and Morality, Trilingual Prayer,Mass and Divine Mercy.Social Studies/Read Aloud/ScienceGuidance Integrated social emotional developmentactivities are built into the content areas.- Activities dealing with sharing, cooperating, followingrules, learning about one’s feelings, one’s self-esteemand the ability to express one’s feelings, etc.

Ignatius Press

Memoria PressNCEA (National Catholic Educational Association)Project Wisdom

Integrated Studies:

Language Arts/Phonics/ReadingLatin (Prayers)

Fine Arts

Technology

Physical Education/Recess

Mathematics

Memoria Press/ Step Up To Writing /Handwriting Without Tears

Music for Little Mozarts

Easy-Tech, IXL, Library resources such as DiscoveryEducation, Brain Pop, etc.

Stretch-n-Grow of the Rio Grande Valley

Rod & Staff

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KINDERGARTEN

SubjectsOf the basic Classical Liberal Education triad (i.e., grammar, dialectic, and rhetoric) kindergarten is concerned primarily with the basics of grammar. Phonics, reading, writing, spelling, and arithmetic build the base of the child’s education. This is given lofty priority in Kindergarten. It is of great importance that the child’s attitude, basic skills and responsibility are properly configured in the early development of the child. Bilingual Curriculum (50% English Instruction & 50% Spa- nish Instruction).

Attendance & Prayer: At the beginning of each class.

Encouragement: To encourage healthy attitudes andexpectations for academic success, the following awardsare used:

St. Philip Neri Spiritual AwardAcademic AwardVirtues CertificateAcademic Achievement Certificate“A”/“A & B” Honor Roll

Activities:

St. Jude's Trike-A-Thon“Semana de la Hispanidad”Red Ribbon WeekFall Festival Fashion ShowChristmas MusicalMardi GrasVia CrucisEaster Egg HuntCarnivalsSpring KermessCultural ExcursionsJoy of Giving ProgramTry Prayer It Works!“Noche de Alegría” Thematic Project: Family Works ofMercy Quilt

Optional Extracurricular Activities(Additional cost):

FolkloricKarate

Choir Guitar

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KINDERGARTEN

Grades 1- 8Subjects

Recitation Grades 1-5

Publishers/Programs

Memoria Press

Artes del Lenguaje Grades 1-5 Artes del Lenguaje Grades 6-8 Ciencias/Science

Oratory Schools Curriculum/Step Up To Writing (Spanish)McGraw Hill/Larousse Harcourt/Science Olympiad

School/Home Communication: The following tools areused to promote communication between school and home:

“SchoolReach”“PowerSchool”School Web pageParent/Teacher Conferences

Parent/Teacher Conferences:Individual conferences by appointment

Other Services: Semestral lunch card programLibrary resources accessible to studentCounselingMedical Assistant (First Aide)

Religion: Creed, Faith, and Morality, TrilingualPrayer, Mass, and Divine Mercy.Social Studies.Classical Studies (Students study Greek myths andGreek, Roman, and Medieval history).Guidance.

Ignatius Press

Memoria Press/MacMillan/McGraw Hill/Person/HMHMemoria Press

NCEA (National Catholic Educational Association)Project Wisdom

Integrated Studies:

Language Arts/Reading Latin Grade1 (Prayers) Latin Grades 2-8 Spelling 1-7

Fine Arts Technology

Physical Education/Recess

Mathematics 1-7Mathematics 8Logic 6-8

Memoria Press & Step Up To WritingMemoria PressMemoria PressRod & Staff

Oratory Schools Curriculum

Easy-Tech, IXL, Library resources such as DiscoveryEducation, Brain Pop, etc.

Stretch-n-Grow of the Rio Grande Valley

Rod & StaffSaxonMemoria Press

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Academic, social, and religious skill components in the primary years:

GRADES 1- 8:

Activities:

Attendance & Prayer: At the beginning of each class.

Encouragement: To encourage healthy attitudes and expectations for academic success, the following awards are used:


Prepare for Sacraments of Reconciliationand Holy Communion Preparation Grade 2Holy Communion Grade 3Group RetreatsConfessions Legion of Mary Cultural Field ExcursionsMother/Daughter Retreat Grades 4-8Father/Son Retreat Grades 4-8“Semana de la Hispanidad”Red Ribbon WeekFall Festival Fashion Show

Quality handwritten work completed in an accurate time Legible handwriting and precise spellingQuick and exact arithmetic skills Reading comprehension Vocabulary acquisitionMemorization of Scripture passages

St. Philip Neri Spiritual PinAcademic Achievement PinVirtues CertificateAcademic Achievement Certificate“A”/”A & B” Honor Roll

Private Schools Interscholastic Association (PSIA) Science Olympiad Grades 6-8National Elementary Honor Society Grades 4-5National Junior Honor Society Grades 6-8Memorization of Scripture passages

Recitation of poetryHonorable classroom behaviorDiscipline and obedience of God’s creationFollowing procedures to respect adults and classmatesExemplifying a virtuous life

Christmas Musical/ProgramTry Prayer! It Works!“Noche de Alegría”Thematic Project Grades 1-2Via CrucisCarnivalsSpring KermessStudent Council Grades 6-8PSIA Campus ContestScience Olympiad DayJoy of Giving ProgramHomecoming Dance 6-8

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GRADES 1- 8:

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Optional Extracurricular Activities (Additional cost):

School/Home Communication: The following tools are used to promote communication between

school and home:

Parent/Teacher Conferences:

Other Services:


“SchoolReach”“PowerSchool”School Web pageParent/Teacher Conferences

PSIA (Private Schools Interscholastic Association) Grades 1-8Science Olympiad Grades 6-8Boys & Girls Sports: - Pop-Warner Football Grades 4-6 - Football Grades 7-8 - Cheerleading Grades 6-8 - Football soccer Grades 4-8FolkloricViolin GuitarKarateTheaterCreative Writing

Semestral lunch card program Library resources accessible to studentMedical Assistant (First Aide)Study Hall after school twice times a week

Individual conferences by appointment

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METHODOLOGIES ANDINSTRUCTIONAL STRATEGIES

STUDY AREAS ARTES DEL LENGUAJE (SPANISH)

CLASSICAL STUDIES

A method typically involves a set of actions that can be followed in a given situation. A strategy involves a plan for how to solve a problem. While methods tend to be fairly constant, strategy can be updated depending on the circumstances or the actions of others.

The Academy uses a classical liberal arts education frame-work and the school’s pedagogy has adapted to this reality. Liberal arts education requires students to memorize basic facts, to understand how the facts fit together cohere-ntly and to present these facts in a convincing way. Within this context teachers not only help students to think well; but also to know and love God above all things. Memorization and recitation are important methodologies especially in the younger years. Use of rhymes, chants, and songs also help students memorize basic facts. To conceptualize and abstract students must have memorized content to be able to see relationships; in this way they will see how one thing is related to another. In the lower and upper elementary grades, students learn to organize facts. Students learn Logic at this stage to develop correct argumentation. Teachers use advanced graphic organizers, critical questioning, helpful clues, and other learning strategies to develop abstract and independent thinking.

Current educational research renders insightful instructional strategies, innovations, and activities. Based on Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock’s “Class-room Instruction that Works,” teachers receive a quarterly list of instructional strategies in both English and Spanish. Each strategy is related to the school’s writing curriculum Step Up to Writing or Bloom’s Taxonomy.

Pre-Kindergarten and kindergarten students study Spanish with a Santillana program. Grades 1-5 use a curriculum published by a special Pharr Oratory School editorial staff. For grades 6-8 there are three source materials: McGraw Hill series, stories from recognized Hispanic writers, and a Larousse publishing house grammar program. For grades K-8 the Step Up to Writing program is used.

A justification for a serious study of classical education comes from the mind of the Spanish writer Jorge Santayana:

Western civilization of which we form a part begins with Greek and Roman antiquity. To discover who we are we must go to our ancient roots. Our ethical underpinnings, moreover, are Judeo-Christian and must serve as our starting point. Whether or not we choose to accept a West-ern heritage is a matter of choice. However, not to acknowledge from where we came is to tamper with our identity, something very dangerous, indeed. We must be clear about who we are, what we are rejecting, and what we are putting in its place. The question and place of history in education is not simple. The following dialogue-whether true or not–helps us to see the complexity of the problem:

A proud American spoke about certain events in the history of the United States. He was confronted by an exasperated Englishman with the following: “America, unlike England, has no history; only current events.” What is expressed here in sarcastic humor is the inability–because of a lack of sufficient time and perspective–for us to see America and our past with enough distance and, therefore, with adequate objectivity; that is, where exactly do we stand in relationship with the history of the mankind. We begin a sound analysis of who we are by studying Greek and Roman antiquity. The Pharr Oratory Schools engage the Memoria Press program to give students a proper perspec-tive and orientation of the culture in which they live.

Progress, far from consisting in change, depends on retentiveness. When change is absolute there remains no being to improve and no direction is set for possible improvement: and when experience is not retained, as among savages, infancy is perpetual. Those who cannot remember the past are condemned to repeat it. In the first stage of life the mind is frivolous and easily distracted, it misses progress by failing in consecutiveness and persistence. This is the condition of children and barbarians, in which instinct has learned nothing from experience. (The Life of Reason: Reason in Common Sense. Scribner’s, 1905: 28)

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LANGUAGE ARTS

Having command of reading, writing and speaking is the unique mark of an educated person. Studying Latin increases competence in English, requiring years of practice to master. Second grade begins with grammar and vocabulary in both Latin and English. The Rod and Staff series is the standard English grammar and spelling texts.

The study of notable classical literature further develops the student’s language skills, something critical to their language development. Reading the classics provides students with correct English and a taste of brilliant literature.

For each age level, there is a gradual increase of complex-ity in both literature and poetry. Carefully chosen literature–besides enhancing reading and comprehension skills–inspires students to adopt a noble, righteous, and disciplined life. Upon reaching 7th grade, these students are ready to study Shakespeare.

In the study of classical books, the process is slow, making use of accompanying literature guides. Poetry, moreover, is complex, requiring repeated and careful reading. Mor-timer Adler has something important to say about slow reading:

Unreadable handwriting must be avoided at all costs, for it is a blatant disrespect to others. Children begin printing at the very start of school, but, very soon, in first grade they learn to write cursive. Penmanship is a high priority in every grade and class.

Most of us have been taken in by the notion that speed of reading is a measure of our intelligence. There is no such thing as the right speed for intelligent reading. Some things should be read quickly and effortlessly and some should be read slowly and even laboriously. The sign of intelligence in reading is the ability to read different things differently according to their worth. In the case of good books, the point is not to see how many of them you can get through, but rather how many can get through you–how many you can make your own. A few friends are better than a thousand acquaintances. If this be your aim, as it should be, you will not be impatient if it takes more time and effort to read a great book than it does a newspaper.

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LATIN

LOGIC

Latin teaches the learner to gain academic vocabulary, critical thinking, and the formal system of grammar. Besides critical thinking skills taught in math, Latin is the best skill taught for early childhood development. The Latin Curriculum follows a course of grammar, logic, and rhetoric stages of the trivium, which is uniform with traditional scope and progression. Grades 2 and 3: Utilizes Prima Latina. Grades 4 and 5: uses Latina Christiana and Grade 6 First Latin Form. Grades 7-8: Concentrates on the study of syntax and translation skills using Second and Third Form Latin.

Logic teaches right reasoning with language, and is an essential tool for successful communication. The Academy logic curriculum is recreated by the work written by Martin Cothran. The text used in grades 6-8 is Traditional Logic 1. In the textbook, students learn the four logical statements, and the four ways statements.

Latin vocabulary is an important tool in understand-ing English words. Understanding prefixes and suffixes from their Latin origins enhances our use of English.

Latin study is a great aid in being able to master Romance languages. Another fringe benefit of Latin study is being able to quickly pick up the other Romance languages French, Spanish, Italian, Cata-lan, Romanian, and Portuguese.

Latin study gives students a better grounding in the rules of English and Spanish, in particular, and of language, in general. Latin promotes in the student in-depth conceptualization and an eventual steel-tight dialectic. Students so intellectually formed will not settle for shabby reasoning or for today’s perva-sive fallacious thinking. Daily involvement in such mental exercises serves to develop in students a sound intuitive logic and a clear and precise expression in their communication with others.

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MATHEMATICS

The notion of liberal arts began to take form around the year 500 BC, when curiously wise human beings thought seriously about the meaning of the reality they perceived: Did they actually grasp what their senses reported to their awareness? Were their senses truly reliable? With the many different opinions held among human beings, how was a person to know which opinion represented the truth of reality? Faced with these questions, the cosmos became the curriculum and the subject matter to be studied. These free, inquisitive and insightful human beings who, as both teachers and students, became the agents and catalysts in recording and organizing their discoveries. And, so, began liberal education. Around 570 BC, the mathematical mind of Pythagoras of Samos (about 570–about 496 BC) came onto the historical scene. Pythagoras was fascinated with how the cosmos and universe were so mathematically and geometrically harmonious. Moreover, because Pythagoras, for many years, lived in Egypt, scholars have surmised that the Egyp-tians taught him much about mathematics, cosmology, and philosophy. Pythagoras, upon discovering the wonderfully ordered organization of the celestial bodies and the reliably regulated elements of the earth, came to the conclusion that mathematics and the coherent beauty of number, ratio and proportion had to be the very first principles of everything that existed. Eventually, Pythagoras’ disciples were able to examine and uncover how the four arts of astronomy, mathematics, geometry and music were uniquely related to one another, thereby calling these four arts the Quadrivium; i.e., the four ways. In designing his Republic, Plato made use of the mathematical sciences for laying the socio-political foundations of his society. Mathematics, music, and Latin–considered three universal languages–are given special attention throughout the entire course of study. The importance of mathematics in today’s society is indisputable; it is, therefore, of high priority in making the Oratory student competent. Mathematical and dialectical thinking are similar, yet different: Ontologically and psychologically, an analysis of different mathematical definitions and representations demonstrate that abstract notions, such as number or function, can be conceived in two basically different ways: structurally as objects and operationally as processes. Both approaches, although

apparently incompatible, are, to be sure, complementary. For example, Anna Sfard, in an article titled “On the Dual Nature of Mathematical Conceptions: Reflections on Processes and Objects as Different Sides of the Same Coin” (Educational Studies in Mathematics, 22: 1-36, 1991), dealt with structural/operational reality. Because mathematics is cumulative, meticulous, and challenging, it serves to develop a thinking habit that is logical, precise and error-free. Mathematics is the language of science and a necessary tool for studying the earth and the universe. Arithmetic is different from mathematics: Arithmetic is the art of counting and calculating. Because arithmetic is concrete, dependent on memorization and deals with the practical and not-too-complicated world, it is ideal and attractive for children. Mathematics, on the other hand, is the abstract science of number, quantity, and space. It is suited for the more mature mind, for it may be studied as pure mathematics or as applied to other disciplines; e.g., physics and engineering. Today, many textbooks pay little attention to the above-mentioned distinction between arithmetic and mathematics, presenting algebraic notions as early as Kindergarten. The Pharr Oratory approach is challenging and careful; that is, there is always the feared possibility that a discouraging hurdle arise with the introduction of algebraic concepts. Therefore, the Oratory teachers are not afraid to present certain very pertinent algebraic topics, but gently and appropriately. Surely, they will never compromise any much-needed teaching time set aside for the delivery of those scheduled arithmetic skills that have been established for each grade level. Our textbooks and teaching strategies at the Oratory Schools serve to ensure that students learn arithmetic and mathematics in age-appropriate scope and sequence, precluding the possibility of unduly engaging in both ill-suited and ill-timed materials and notions. From Kinder-garten through grade 7, the Rod and Staff math textbooks meet our needs. In using these texts, the Oratory Schools have adapted their content to the schools’ needs.

Two things need mentioning: first, the classes are acceler-ated by one year; e.g., Kindergarten students use first–grade books. Second, at the end of grade 7 an Algebra Readiness exam will determine whether an 8th grade–student studies either Algebra 1 with high school credit or 8th grade Math.

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PHONICS AND READINGFOR GRADES 1-2

RECITATION GRADES 1-5

RELIGIONWe are all called to holiness as our primary vocation. As the Church teaches:

To achieve this goal the Eucharist plays a central role. Students, teachers, and parents actively participate in weekly Mass. Students and teachers use their talents to prepare readings, hymns, and prayers of the faithful for all weekly school liturgies. The Holy Mass is offered piously and in faithful observance of Christ mandate, “do this in remembrance of me” (Luke 22:19; 1 Corinthians 11:24.)

For the healthy formation of conscience. Students may ask for the Sacrament of Reconciliation at any time during the day. Yet, the school sets aside certain times to encourage both students and staff to take advantage of this sacrament of peace. Prayer is part of all school activities: school assamblies, classes, staff meetings, days of recollection, and social gatherings, are all steeped to pray. The school arranges student retreats, staff retreats, and parent–student retreats.

The Sacraments and prayers compliment the school religious education program. The Ignatius Press Faith and Life series provides the standard text for grades PK-8th. The Faith, Family, and Friends guidance program provides additional information for individual religious growth.

In the Church, everyone . . . is called to holiness. . . . [T]his holiness . . . is unceasingly manifested, and must be manifested, in the fruits of grace which the Spirit produces in the faithful; it is expressed in many ways in individuals, who in their walk of life, tend toward the perfection of charity, thus causing the edification of others. (Paul VI, 1964. Lumen gentium, no. 39)

Phonics explained: To read and spell correctly in English, children must begin their study with a secure footing. The phonics method has, by far, shown itself to provide this needed sense of security as eager minds venture forth to learn English. Their first challenge is to become familiar with how written letters are related to their corresponding sounds. This letter-sound association–that is called “phonics”–has been proven effective for early childhood language development, especially in English. As a text for beginning phonics, the Oratory Academy makes use of the Memoria Press First Start Reading publication for teaching kindergarten children consonant blends, long vowels, short vowels, and silent vowels; consonant and short vowel sounds, three-letter-word formations, and correct manuscript. After children learn to blend three letters, they learn more common words that do not fit into any word family. First Start Reading prepares students to read in kindergarten; this program uses stories with ninety-percent phonetic words. First Start Reading is supplemented with SRA phonics.

Spelling: In the 1st and 2nd grade progress takes on the challenge of spelling; in this effort the SRA Phonics publi-cation is engaged. The teacher must take care that students are not visually imprinted with misspellings.

Practice: Teachers will attempt to engage parents in the development of their child’s reading: at school children will memorize poems, Bible verses, and other appropri-ate pieces of literature. Teachers will read aloud for their children such suitable options as fairy tales, Aesop’s Fables, Uncle Remus, Bible stories and other classical favorites.

In the development of cognitive abilities, recitation helps learners memorize through the process of repeating mate-rial. By applying memorized material in realistic situations, students are able to make associations and learn the mate-rial in a timely manner. Our students have 20 minutes of recitation in grades 1-5. On a weekly basis, the amount of material does increase. Grades 1-2 use the Memoria Press Recitation program. Grades 3-5 use an Oratory program.

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SCIENCE

Children experience the world with curiosity and wonder; intuitively, they begin to observe and classify. It is the task of parent and teacher to assist them in this intellectual organi-zation. Science is, at times, defined as the organization of information. For the child, then, this identification-organization-classification triad is the first step into the world of science and technology. The elementary science curriculum traditionally includes topics and approaches that allow teachers to relate the child’s personal experiences with the habit, or practice, of their categorization. Therefore, the elementary science curriculum includes such things as observe bugs, birds, and trees, helping the child to identify parts of the natural world. Eventually, the child becomes familiar with such concepts as classification, morphology and physiology. The Oratory School curricu-lum covers yearly Life Science, Earth Science, and Physical Science in varied dimensions and depth. Students use the following textbooks: Harcourt Publisher for grades K-5 and Holt. Rinehart and Winston for grades 6-8.

A social studies curriculum with elements of history, geog-raphy, economics, government, citizenship, culture, science, technology and society, and social studies skills;

An accurate study of history integrated with strivings for objective social and political science as vital elements for the existence and maintenance of an efficaciously partici-patory representative democracy;

A curriculum that helps students to be more knowledge-able citizens who, in accord with traditional Judeo-Christian values, are ready to shape and strengthen the future of their country and their world;

A deep understanding of Catholic social teachings that emphasizes the paramount importance of service to one’s God, to one’s neighbor, and to the common good;

With a healthy optimism and unselfish vision, an intellec-tual and moral empowerment of students with a sense of personal responsibility to build an ever-new and more just society.

Grades K-2: Identification of continents, oceans, equator, poles, tropics, major

countries, and some states on both a map and a globe. Text: Read aloud

from K-2 Curriculum Guide.

Grade 3: States and capitals. Identification of eight regions and 50 states on a map of the United States of America. The recitation and spelling of states, their abbreviations, and their capitals. Text: Houghton Mifflin /Harcourt.

Grade 4: Review of states and capitals of the United States. Geographical study

of Europe, North Africa, Middle East; also, the study of

Texas history. Text: Memoria Press and Pearson.

Grade 5: Review. Study of the geogra-phy of the entire Eastern Hemisphere.

Texts: Memoria Press and Ignatius Press.

Grade 6: Geography review. American History. Text: Abridged edition of H. A. Guerber’s The Story of the First Thirteen Colonies and The Story of the Great Republic. MacMillan/McGraw-Hill.

Grade 7: One semester of Texas history. Text: Texas and Texans. McGraw-Hill. One semester of World Geogra-phy. Text: McGraw-Hill.

Grade 8: United States of America History from the begin-ning through the Reconstruction. Text: American Journey, MacMillan.

SOCIAL STUDIES

CURRICULAR CONTENT INCLUDES:

GRADE-LEVEL CONTENT BRIEFLY DESCRIBED


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SPORT GRADE AND GENDER SEASON

Elementary American Football (Pop-Warner)

Junior Varsity Football

Cheerleading

Football Soccer

August through November

August through October

August through May

March through May

Grades 4, 5, and 6/Boys(Based on weight and age)

Grades 7-8/Boys

Grades 6-8/Girls

Grades 4-8/Girls and Boys

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ORATORYACADEMY


SIGNIFICANT ADJUNCTS ATHLETICS

Private Schools Interscholastic Association offers all privately schooled grade 1-8 students in Texas to compete in 59 academic contests in Math, Science, Language Arts, Speech, Social Science, and Fine Arts. PSIA remains the most comprehensive academic extra-curricular program in the nation for students in grades 1-8. Oratory Academy students of grades 1-8 partici-pate in PSIA Campus Contest academic events. Win-ners may be eligible to compete at district or state levels.

Science Olympiad is dedicated to improving the quality of K-12 science education, increasing male, female and minority interest in science, creating a technologically-literate workforce and providing recognition for outstanding achievement by both students and teachers. These goals are achieved by participating in Science Olympiad tournaments and non-competitive events, incorporating Science Olympiad into classroom curricu-lum and attending teacher training institutes. Oratory students of grades 1-8 are exposed to hands-on experi-ments and activities in preparation for the yearly Science Olympiad. Qualified students of grades 6-8 participate in the Science Olympiad Regional Contest sponsored by South Texas College. Winners may compete at state and national levels.

The Private Schools Interscholastic Association (PSIA) and the Science Olympiad serve to extend, embellish and elaborate upon the mission, goals, and aspirations of the Pharr Oratory of St. Philip Neri School System and its Catholic Classical Liberal Arts Curriculum:

Father Robert Schwickerath, in his book Jesuit Education: Its History and Principles wrote that.

With this philosophical frame of reference, the Oratory Academy proposes the following schedule for the scholas-tic year 2014-2015:

Physical culture forms a most important feature in a good system of education: mens sana in corpore sano. Athletics, outdoor sports, and gymnastics do much for the physical health of the students. Besides, it demands and consequently helps to develop quick-ness of apprehension, steadiness and coolness, self-reliance, self-control, readiness to subordinate individual impulses to a command. This is all valuable for education. (p. 570)

Even though intellectual and spiritual development of the student is the principal concern of the Pharr Oratory Schools, its leadership in no way discounts the importance of sports and physical education. The pagan Greek philosopher Thales (ca. 620 BC-546 BC) wrote: “What man is happy? He who has a healthy body, a resourceful mind and a docile nature.”. Again, the pagan Roman poet Juvenal (1st and 2nd centuries) stated: “You should pray for a healthy mind in a healthy body. . . . For assur-edly, the only road to a life of peace is virtue” (Orandum est ut sit mens sana in corpore sana. . . . semita certe tranquillae per virtutem patet unica vitae).


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ORATORYACADEMY

COUNSELING SERVICES

CULTURAL EXCURSIONS

FINE ARTS

REASONS FOR CONTACTINGA SCHOOL COUNSELOR

SERVICES FROM SCHOOLCOUNSELOR

Cultural excursions are a privilege. No student has an abso-lute right to participate in cultural excursions. Students may be denied participation by the Director if they fail to meet academic or behavioural requirements. Students who fail to submit the school's signed permission form will not be allowed to go on cultural excursions. Telephone calls, hand-written notes, or faxes will not be accepted in lieu of the proper forms.

The Pharr Oratory Schools promote hands-on activities and performances in music, art, and drama.

Music, whether listened to, sung, or performed on instruments, evokes emotions. For some people music is a very powerful experience. Because music can enrich students’ lives, parents and schools must help students discover their interest in and talent for music as early as possible. Scientific studies of the brain have mapped more extensive neural connec-tions in musicians than non-musicians. Scientists have also observed that studying music often results in enhanced mathematical ability. [Begley, S. 9 February 1996) “Brain Trust”, Education Week; Viadero, D. (18 September, 1996) “Your Child's Brain” Newsweek, 19; Olson, H. (1967), Music, Physics and Engineering. Dover Publication].

Art class can introduce a young student to many skills and much knowledge. To be able to draw, a child must learn to observe very carefully the object to be depicted. An incipient artist must also learn how to solve problems; e.g., How to get the exact color needed for a particular painting? Moreover, studying art history helps a student understand other societies and cultures. Drama helps children learn to speak publicly with poise and self-confidence. In participating in drama, children learn how to wait patiently and to work as a team.

Academic achievement concernsStandardized test interpretationStudent´s special needsCrisis situationFamily transitions (i.e., death, divorce,re-marriage, new sibling, etc.)

Counselor observationPeer referralParent referral


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LIBRARY

PHYSICAL EDUCATION PE

The Cardinal Cesare Baronius Library, or the Pharr Oratory Schools’ center of information, knowledge and technology, offers students, parents, and staff a grandiose and beautiful environment for reading books, doing research, or just for enjoying an article in one of the many magazines or other periodicals on display. The following is available to students:

The human soul and mind give testimony to a human body where, in baptism, the Blessed Trinity comes to dwell. And, so, the body must stay fit, graceful and comely, so that the indwelling Spirit will joyfully touch others outwardly while inwardly shaping the inhabited soul itself. If Oratorian spirituality teaches and encourages the disciplined practice of daily prayer, all the more should that Philippian school for holiness instruct and promote the sanctity of an well-exercised and nourished body sheltering the Divine in an earthly abode.

The faculty, staff, and Board of Governors of the Pharr Oratory School System teach the importance of wellness through healthy eating and disciplined physical activity. In this way, the two orders come together to exhibit two things: physical gracefulness and spiritual grace as external expres-sions of divinely elevated human dignity.

Within this context, physical education prepares Oratory students to be upright players of any sport. Thus engaged, the Oratory student is gifted with a wonderful venue for character formation. Through Divine Grace, sports are uplifted to God, teaching students endurance, patience, sacrifice, and teamwork. The place of the “Stretch-n-Grow of the Rio Grande Valley” program within the Pharr Oratory School System is an essential part of the mission to educate the whole person.

Physical education is, therefore, included within the students’ weekly class schedule. The basic curricular activities are prayer, sound exercise and healthy eating. In accord with TAC, the Texas Administrative Code (Title 19, Part II, Chap-ter 116), the just-stated curricular activities take the form of games, music, and unique fitness dynamics. Physical educa-tion instructors have experience working with their assigned grade level; they must also be specifically educated in fitness and nutrition.

To provide better service for all grades from PK to 8, the main library has been divided into three sections. All sections of the library contain books in both English and Spanish. The students have access to these books for leisure or for academic purposes. Each section is identi-fied in the following way:

Online subscription programs accessible to students from school, home or wherever there is an Internet connection and a computer or similar device:

Online subscription programs for teacher use:

Internet connection providing services with (a) Compu-ters on Wheels (COW), (b) Computer Lab, and (c) computer workstations located in the main library.

Access to the library catalogue and databases through the school’s website: www.oratoryschools.org

Section E: This section contains books suitable for Pre-Kindergarten through grade 2, comprising fiction, non-fiction, and biography.

Section J: This section holds books suitable for grades 3-6, comprising fiction, non-fiction, chapter books, and biography.

Section I: This section has books suitable for grades 7 and 8, comprising fiction, non-fiction, and biographies.

Section R: In this section there is a selection of reference books, of interest, mostly for older students in grades 6 – 12 and for teachers.

These categories are not absolute. They serve as a guide to help students find books suitable for their academic and emotional level.

IXL – Mathematics program for grades K-8 and Language Arts for grades K-5

Learning.com (Easy Tech) Project based program that integrates technology in teaching for grades K-8

edHelper – Provides teaching resourcesEnchanted Learning – For instruction in PK – 5Project Wisdom – Character based programQuia – Instructional tool for Athenaeum teachers

Other online programs for use by students, parents and teachers

Online database subscription for students, parents and staff:

Programs and Activities:

ABC Mouse – Reading, Mathematics, Science, Arts and Colors, and Music program for grades PK3-KStar Fall – Phonics reading program for grades PK3-K

Britannica School Edition BrainPopDiscovery Educación (for teacher instruction only)EBSCOHos

Quarterly Reading Incentive ProgramBook FairTry Prayer! It Works! Contest

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ORATORYACADEMY

TECHNOLOGY

GRADE LEVELS

INTERNET SECURITY AND SOCIAL MEDIA

Early Childhood: Pre-Kindergarten 4: In PK4 pupils are introduced to the computer and, especially, instructed in how to navigate through programs by means of the computer mouse. With a basic knowledge in how to paint and create programs, the early childhood learner gradu-ally takes command of the computer. Technology base such as www.starfall.com and www.abcmouse.com are introduced.

Kindergarten: Generous time is dedicated to teaching the kindergarten pupil to understand and follow instructions. This challenge is primordial. The task of paying attention to instructions and being able consistently to execute a sequence of steps to achieve determined goals, must be basic to every student’s education. Catholic classical liberal arts education requires competence in this area. Being able to take command of a computer to attain specific computer- possible ends could effectively form part of the intellectualization process found in the grammar-dialectic-rhetoric triad.

Grades 1-8: Education in the 21st century requires, specifically, skills and knowledge related to the use of today’s computer and, generally, in understanding the developments in the science of communication (cybernetics) and control theory that are concerned (1) especially with the comparative study of automatic control systems (as the nervous system and brain and mechanical-electrical communication systems), and (2) insofar as the science of communication, automatic control systems, and

the hands-on utility of computer can be applied in educa-tion to the hard and soft sciences. Within this context, the Oratory Academy students of grades 1-8 have at their disposal databases that can be accessed to obtain accurate and meaningful information online. Students can access the Britannica online (Spanish and English versions), EBSCO, Discovery Education, and Brain Pop, to name but a few of the library resource programs. See the following web link for further information:http://library.oratoryschools.org/homeThe librarian will provide the necessary passwords.

To see the Technology Acceptable Use and Social Media Policies access our school website:www.oratoryschools.org

Students: Computer Lab equipped with video conferenc-ing equipment, library computer workstations, classroom computer workstations, and computers on wheels (COW).

Teachers/Staff: The following is available for teachers and staff: Scanner for grading Scantron tests, iPads, assigned laptops to teachers, computer lab equipped with video conferencing equipment, library computer workstations, classroom computer workstations, LCD projectors, computer speakers, overhead projectors, cassette players, document cameras, CD players, wireless pen tablets, DVD players, amplifiers, cameras, active boards and active table.


TECHNOLOGY EQUIPMENT:

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ORATORYACADEMY Classical Liberal Arts Curriculum


· All A/A-B Honor roll· Grades 4-5· Completed application· Outstanding discipline· NEHS Committee decision· Participate in all school activities

· District & State Contest· Grades 1-8, participate in one of the academic events for the PSIA Campus Contest. Winners may be eligible to compete at District and State levels.

· Grades 6-8 are exposed to hands - on experiments and activities in preparation for the Science Olympiad. Qualified students, grades 6-12, participate in the Science Olympiad Regional Contest sponsored by South Texas College. Winners may compete at the State and National levels.

· B Minimum (Grades 6-8)· Letter of Intent· Votes· Excellent discipline· Participate in all school activites

· Grade B minimum· Grades: 6 (second semester) - 8· Completed application· Outstanding discipline· NJHS Committee decision· Must have attended school for at least one semester · Recommendation letter· Participation in all school activities

NEHS (National ElementaryHonor Society)

NJHS (National JuniorHonor Society)

PSIA (Private InterscholasticAssociation)

Science Olympiad

Student Council

LEADERSHIP

SPIRITUAL FORMATION

The Oratory Academy of St. Philip Neri sponsors the following associations and clubs along with their requirements:

Clear goals and vision.-- Pharr Oratory Schools set out to help students develop a well-formed Christian conscience that is productive of a life characterized by Christian virtue. Since the Pharr Oratory Schools are under the spiritual direction of the Fathers of the Congregation of the Oratory of St. Philip Neri of Pontifical Right, their students, parents, teachers, and staff know that the priests of the Pharr Congregation are always ready to help them walk the path of Christian holiness. The Pharr Oratory School family should also be aware that the priests of the Oratory give the souls under their Philippian care high priority in both time and service.

Creating heaven on earth.-- In the regular school celebration of the Holy Sacrifice of the Mass, members of the Oratory family find a powerhouse of divine grace: Mass time becomes for students, faculty, staff, and, sometimes, parents and friends, an opportunity to reap most efficaciously the abundant graces of Christ’s redemption. An awareness of the Mass as the celebra-tion of all the sacred mysteries, or events, of Christ’s life, brings the Oratory School family closely together as they, with one voice and action, become “tuned in” to heaven; to be members of Christ’s true Church means to share in heaven while still on earth. Christ as head of His Mystical Body, the Church, is always heaven-bound and those Christians who hang on tight to Christ’s person or, metaphorically, even His tunic– will be carried along with Him–maybe even dragged–to His Father’s throne.

Shared vision with the laity.-- The presence of a Congregation of priests whose sole purpose in life is not to seek personal fame and social approval in the satisfaction of underlying demonically narcissistic needs but, rather, humbly to do God’s will alone: this becomes the model for the laity who invest with the clerical sons of St. Philip in a juridically autonomous project, so that, simply, from their little corner of the woods (world), they might be able simply and significantly to evangelize the world. The principal work of the Congregation (priests) is to serve the members of the Oratory (the laity) in becoming holy. This holiness is the result of a grace-filled life that strives solely to do God’s will, clothing those searching souls with virtue that, in turn, makes them competent spiritual leaders.

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Quest for holiness.-- Freed from the political confines and restraints of the tainted pragmatic postmodern church, the fathers of the Oratory seek not to invest magnanimously in personal hierarchical power and recognition, but, rather, in simply work-ing hard to become holy and in finding good parents who also want sanctity for themselves and their children.

Organized prayer life.-- The main thrust of the Pharr Oratory educational system is the ardent desire to do God’s will. This is the context within which the Oratory school family is committed to work. Virtue, therefore, plays an important part in the development and execution of daily life. Certain activities, moreover, characterize the Christian lady and gentleman who belong to the spiritual school of St. Philip Neri.

It is a joy to see the children giving back to the community. These young minds find creative ways to make a positive change in our community and the world. Joyful giving can readily be carried into adult life.“Truly I say to you, to the extent that you did it to one of these brothers of Mine, even the last of them, you did it to Me.” - Matthew 25:40

· Religious instruction· The transparent desire of faculty and staff to be models of a virtuous life · A scheduled Virtues Calendar for each month· Memorized daily prayers in English, Spanish, and Latin · Making the teaching-learning family a veritable “house of prayer”; that is “an Oratory”· Try Prayer! It works! Contest· Preparation for First Reconciliation and First Eucharist incorporated into the curriculum · Confession· Weekly Mass· Stations of the Cross

· Rosary· Retreats for students, for mother-daughter and for father-son groups· Retreats for staff· Divine Mercy Devotions· Legion of Mary membership· Private spiritual direction· Sacred spaces· Opportunities for leadership and community service: - Trike-A-thon - Pasta for Pennies - Shoes for the Souls - Food & Toy drives

Within this context the Oratory Academy considers the following activities of great value:

THE JOY OF GIVING PROJECT

* Required

GOSPEL PROJECT BENEFITING RESPONSIBLE

Academic events such as PSIA,Science Olympiad, Reading IncentiveProgram, etc.

Scholarships

Driscoll Children’s Hospital/St. Jude Thaddeus Church

St. Jude Thaddeus Church, Pharr/Sacred Heart Church, Hidalgo/”Miradas de Esperanza” Reynosa, Tam.

Scholarships

Scholarships

Athletics

Schools’ Operating Project &Campus Special Project(to be announced)

Scholarships

Scholarships

Buckner Center for Humanitarian Aid

Leukemia & Lymphoma Society

Academic events such as PSIA,Science Olympiad, Reading IncentiveProgram, etc.

Canopy Project

St. Jude Children’s Research Hospital

“SMART” Breakfast

Fall Festival

Advent Toy Drive

Lent Offering

Lent Food Drive

PSIA Concession Store

Scholarships

Scholarships

Athletics

1. “Noche de Alegría” Tickets* 2. $10.00 per student (donation)

Carnival

Shoes for Orphan Souls

Pasta for Pennies

“SMART” Breakfast

Fall Festival Raffle

Trike-A-Thon

For I was hungry, and you gave me something to eat;

I was a stranger, and you invited me in;

I was sick, and you visited me;






For I was naked, and you clothed me;








PSIA Committee/ScienceOlympiad CommitteeReading Committee

Events Committee

National Spanish Honor Society/Science Honor Society

National Junior Honor Society/National Elementary Honor Society

Events Committee

Events Committee

Athletics Committee

Corporate Office/Teachers/Students

Events Committee

Tuition Assistance Corporate OfficeSpanish Teachers & Staff Office

Student Council

National Honor Society

PSIA Committee/Science Olympiad Committee/Reading Committee

Corporate Office

PK/K teachers

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OUR PATRON SAINT

POWER SCHOOL

Philip Neri was born in Florence in 1515. From a very early age, he was attracted to virtue, and was awakened to the love of God through the Dominicans at San Marco in Florence, where the memory of Savonarola was still very much alive and the frescoes by the Blessed Fra Angelico still had their vibrant colors. In his late teens, Philip was sent by his family to live with an uncle in San Germano near the Benedictine Abbey of Monte Cassino, with the understanding that he would become heir to his uncle’s business and great wealth. But, through prayer, Philip soon discovered that earthly riches could never satisfy his heart. So he renounced the inheritance and left San Germano for Rome where he arrived probably in 1533 at the age of eighteen. Philip died on 26 May 1595, on the day after the feast of Corpus Christi, just two months shy of his eightieth birthday. During his lifetime, Philip had counted many canon-ized Saints among his friends – Saint Charles Borromeo, Saint Felix of Cantalice, Saint Ignatius of Loyola, Saint Camillus of Lellis, Saint John Leonard, to name just a few. It was appropri-ate that he, also, should have been canonized in 1622 on the same day as four other Saints – Saint Ignatius of Loyola, Saint Francis Xavier, Saint Teresa of Avila, and Saint Isidore the Farmer. The Romans who considered Philip the patron saint of Rome, proudly shouted through the streets of Eternal City during Philip’s canonization: “Today, the Pope is canonizing four Spaniards and one Saint!”

Rev. Mario Alberto Avilés, C.O.Rector

Very Rev. Leo-Francis Daniels, C.O., Headmaster

G. Yvonne Pérez, President Oratory Schools, Co-Founder

Izkra DíazDirector

Rev. José Encarnación Losoya, C.O.Asst. Director & Campus Ministry

EX UMBRIS ET IMAGINIBUS AD LUCEM

Tel: 956-781-3056Fax: 956-787-1516

Campus Office Hours:7:20-3:50 p.m.

Corporate Office Hours: 8:00 AM – 12:30 PM 1:30 PM – 5:00 PM

VISION

Every Oratory student believes the Gospel message and lives it by making a difference in the world, as each student journeys to his/her ultimate end, heaven.

MISSION

The mission of the Pharr Oratory of St. Philip Neri School System is to promote the formation of Christian character, Catholic lay leadership, Christian fellowship and community service by integrating the Gospel message into a liberal arts educational program in the spirit of joy of St. Philip Neri.

The Pharr Oratory of St. Philip Neri School System provides an on-line data base (SIS) “Student Information System” in which the parent can access his/her account 24 hours a day to view grades.

Parents are responsible for requesting their ID number and password from the administration in order to access the system.

https://oratoryschools.powerschool.com/public/


POWER SCHOOL


OUR SAINT PATRON

https://oratoryschools.powerschool.com/public/


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