ELEMENTARY SCHOOL the college school
Feedback and Assessment School Hours Ongoing Partnership In addition to weekly communications that are emailed to families, we encourage families to reach out to us at anytime during the school year with questions or requested check-ins. Formative Assessment In addition to a “Summative Assessment” that is completed at the end of a project or semester (i.e. report cards), “Formative Assessment” is the feedback that students receive daily from teachers and classmates. This may include notes back on a paper, cool and warm feedback sticky notes from classmates, or a rubric (scoring guideline) being completed by the student, teacher, or peer. Absences When students are absent, it is requested that a parent call the office before 8:15 AM. If possible, doctor appointments should be arranged for after school or on no-school days. Extended family vacations during the school year may Conferences impede a student’s progress. Please consider the school calendar and call us as soon as possible when making such Fall and spring conferences give teachers and parents an opportunity to celebrate students’ successes plans.
and to strategize on areas needing growth. Parental input enables teachers to provide a most Tardiness comprehensive conference.
Students not in their classes by the 8:15 AM bell are marked tardy. Parents should go to the Administration Office to sign in tardy students. Because of on-going structured activities and schedules, it is important for all students Report Cards to arrive on time to school. Parents will be notified if a Discipline pattern develops. Report cards are emailed twice yearly, following We believe it is and essential to the maintain a safe and healthy Winter Break during first weeks of summer. environment for everyone in our school community. Report cards are a combination of narrative The purpose of our discipline policy is to help foster reflections, anecdotal documentation, and specific such an environment. Our policy seeks to be childskill assessments. centered and compassionate, while at the same time attempts to clearly communicate what we believe is acceptable and unacceptable behavior. We believe Testing that consequences should focus on what is to be learned, not punishment. a few Students inthe Third and FifthBelow Gradeare take theexamples Wide of consequences found in the Early Childhood ProRange Achievement Test (WRAT) that measures
the basic academic skills of word reading, sentence comprehension, spelling, and math computation. Standardized testing happens in Sixth-Eighth Grades. 18
