Progress Reports

Dear Parents,

This is the season of preparation.  Just before the fall break, the teachers were very busy reviewing the work of their students, looking at what they have accomplished and determining the skills and understandings that need to be targeted.  Each student has a unique constellation of strengths and weaknesses, skills and understandings. These are affected by the developmental stage they are in as well as the circumstances surrounding their learning.  It is with this in mind that the teachers enter into progress report writing, aware of the power of their words and the responsibility to lead and guide their students in effective ways for each one to reach his or her potential.  This is daunting, to say the least, and the teachers have entered into this endeavor with reflection, collaboration, and care. On Monday, December 5, your child's progress report will be accessible to you through the Family Portal.

While the focus of the conferences held earlier in the year was about how children learn, the focus in the reports turns to what they are learning.  Students participate in self-evaluation, often with good insight into areas in which they need to grow.   As the reports are finished, the information in the reports is often shared with the students in one-on-one settings, which allow teachers and students to celebrate accomplishments and target areas for growth.  We encourage you to speak with your child about his or her successes or challenges, but would ask that you not show them the report itself as children can often get caught up in the marks, which are only a part of the content of the report.

The progress reports for the second and third grade classes have a slightly different format this year. Let me walk you through what the report looks like.  The report opens with a note on absences, tardies (late arrivals), and leaving early (early departures).  We track these carefully and note that students who have from 5-10 of these in any term may be setting a pattern that can affect their engagement at school and learning for the year.

Also, at the beginning of the report, is a list of four marks and their explanation.  These have the following gradations: consistently meeting expectations, satisfactory progress, minimal progress, area of concern.   While a student may be making much personal progress in an area, the marks are meant to indicate the level of progress expected from a second or third grade student.  The explanations are clearly stated, and a teacher's hope is that a student is being consistent or moving in that direction with satisfactory work. However, there are students who are making minimal progress on their own and need teacher support or, even with teacher support, are unable to meet the expectations.  This is when a conference is most helpful for teachers to share a plan to target the growth area and for parents to come alongside and support it.  Often, when a child is experiencing difficulty it is with how they learn, the habits they need to develop to be successful students.

The marks or grades are used in four areas of the report: habits of mind and work, reading, writing, math.  There is not just one mark or grade in each section, but three to six of them targeting specific objectives within that area of study.  There is also supportive narrative to explain the marks given or state areas of strength and growth.  Goals are often part of the narrative.

Throughout the report there is a curriculum review in each area of what has been studied during the term.  Directly below this are comments that are personalized for each student.  The comments come from the teacher who has taught that area of study.  This year we have many specialists:

• art and Shared Space - Mr. Nordling
• PE - Mr. Licato
• music - Ms. Mauldin
• science - Ms. Paffenroth
• social studies - Ms. deJong

As you read through the report, you will see your child's areas of strength and you should see the goals or areas in which they need to focus.  If you find that you have questions as you read the reports, do not hesitate to ask your child's teacher about them or request a conference.  Teachers will do the same.  We know that when we understand and work together, your children will make the most progress.

We hope the progress reports help you gain a clearer picture of your child as a student, giving you insight into what they know and where they need to grow.  The season of Advent is one of preparation, a fitting theme as in this season of the school year we prepare for new insights and learning together.

Blessings,

Shanna

Dear Parents,

Self-regulation or self-control is the work of the preschool age child.  The teachers see over and over again how hard it is for the children to learn to stop what you are doing, to wait for a turn, to not be disappointed if you don't have a turn, to walk with a partner and stay in your place, to use words when you are angry, to ask for something rather than snatch it from someone.  There is so much that children need to learn, and it seems so hard in the moment.

We know that it takes much practice, and we are practicing a lot these days.  On the teacher's part this requires lots of watching and listening.  It requires cueing to help children think about how to be in a group or how to wait.  "I will choose someone who is sitting criss cross and has their hand raised. If you don't get a turn today it will be OK, you might get a turn the next time.  It is hard to wait, but I know you can do it."  Sometimes it requires trying again: "Oh, we can do better than that; let's try it again.  Let's do that one over again."

For the child it requires an understanding of cause and effect, and teachers use language to help them understand this also.  "If we all have our jackets on we will get to the park sooner. We can learn more songs if we can work together.  If you line up now we will have more time for . . ." Language mediates the experience and helps children make connections.  As children learn the rules of school we often hear them repeat them.  "I can't do the puzzle right now, but I can do it at activity time.  I can be at the end of the line, and it will be OK.  We need to wash our hands first, and then we can have snack."

All of this takes lots and lots of energy for all the little decisions and choices that need to happen during the day, for both the teachers and the children.  All of these small decisions are building up patience and endurance, stamina and impulse control, all necessary for self-regulation - the work of the preschool child. 

Blessings,

Shanna