The goals of our evaluation system are to improve instruction, train students to assess their own progress and products, and inform parents of their child’s progress. We use a variety of methods, depending on the child, the content or skill being assessed, and the purpose of the assessment. We assess mastery of knowledge, reasoning, skills and products. We strive to define our expectations clearly and appropriately so that students know what they must do to show competence in a given area. We also strive to provide feedback to students that is useful and helps them learn how to learn. Students who learn confidently and competently to evaluate their own work usually become better performers as well. This goal is in keeping with the principles of our mission statement to “cultivate initiative, integrity, responsibility, self-confidence and self-reliance.”

Evaluation in the Beginning School is based primarily on teacher observation and work samples, including a writing portfolio with evidence of beginning student selfreflection. Report cards are coupled with parent-teacher conferences. Evaluation also helps inform parents of their child’s progress.

First Grade report cards include performance scales for reading, writing, and spelling. Other subject areas, such as social studies and science, and social and emotional growth are included on a checklist of expected behaviors. Special subject teachers include a brief narrative describing their course of study and the child’s response, and the classroom teacher also includes comments that address issues of attitude and effort. Students continue maintaining a writing portfolio with evidence of selfevaluation. Two parent-teacher conferences are scheduled, in fall and spring, and report cards are sent home twice a year, in February and June.

Report cards for Second through Fifth Grade students include both a checklist of skills and a narrative portion. The narrative addresses individual strengths, accomplishments, and challenges. Two parent-teacher conferences are scheduled, in fall and spring, and report cards are sent home twice a year, in February and June. Additional individual conferences may be scheduled by parents upon request.