Feedback and Assessment

ELEMENTARY SCHOOL the college school

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 Absences classmates, or a rubric (scoring guideline) being completed by the student, teacher, or peer. 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 impede a student’s progress. Please consider the school calendar and call us as soon as possible when making such Conferences plans. Fall and spring conferences give teachers and parents an opportunity to celebrate students’ successes Tardiness Students not in their classes by the 8:15 AM bell are marked tardy. Parents should go to the Administration Office to and to strategize on areas needing growth. Parental input enables teachers to provide a most comprehensive conference. sign in tardy students. Because of on-going structured activities and schedules, it is important for all students to arrive on time to school. Parents will be notified if a pattern develops. Discipline Report Cards Report cards are emailed twice yearly, following We believe it is essential to maintain a safe and healthy Winter Break and during the 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 such an environment. Our policy seeks to be childcentered and compassionate, while at the same time reflections, anecdotal documentation, and specific skill assessments. attempts to clearly communicate what we believe is acceptable and unacceptable behavior. We believe that consequences should focus on what is to be Testing learned, not the punishment. Below are a few examples Students in Third and Fifth Grade take the 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.