Grades
New Report Card Schedule - We are going to 2 semesters.
Progress Grades
At the elementary level, your child receives "progress" grades, honoring that children develop and learn at their own individual pace. If your child receives a "2," please do not see this as a negative mark, rather view it as an opportunity for us to collaborate to support your child with specific skills. Learning is a continuous process and it's important that children feel good about the progress they've made.
Feedback Loop
Research points to the power of feedback throughout the learning process to positively affect student learning and achievement. Feedback is specific, focused, and non-evaluative. The loop begins with setting a goal, working on and revising work that helps students work on developing proficiency with the goal, with time for revising, and then reflecting on what strategies were successful for learning or what work lies ahead.
Meaningful Corrections
In math and other content areas, I highlight mistakes on formative and summative assessments. These assessments are returned to students for reflection and corrections, so the learning continues until mastery is approached. They can ask questions or I will reteach the content in order for students to learn the content. We all learn at different paces and in different ways and I want to honor each student.
- The end of the first semester is December 22th
- The second semester is May 23th
- At conferences we'll discuss your child's progress and goals
Progress Grades
At the elementary level, your child receives "progress" grades, honoring that children develop and learn at their own individual pace. If your child receives a "2," please do not see this as a negative mark, rather view it as an opportunity for us to collaborate to support your child with specific skills. Learning is a continuous process and it's important that children feel good about the progress they've made.
Feedback Loop
Research points to the power of feedback throughout the learning process to positively affect student learning and achievement. Feedback is specific, focused, and non-evaluative. The loop begins with setting a goal, working on and revising work that helps students work on developing proficiency with the goal, with time for revising, and then reflecting on what strategies were successful for learning or what work lies ahead.
Meaningful Corrections
In math and other content areas, I highlight mistakes on formative and summative assessments. These assessments are returned to students for reflection and corrections, so the learning continues until mastery is approached. They can ask questions or I will reteach the content in order for students to learn the content. We all learn at different paces and in different ways and I want to honor each student.