Friday, December 14
Monday, Dec 17 - Tuesday, Jan 1
Winter Break - No School
Wednesday, January 2
Inservice Day- No School
Monday, January 21
MLK Day - No School
2 hour delay today on Thursday, December 13
Friday, December 14
Monday, Dec 17 - Tuesday, Jan 1
Winter Break - No School
Wednesday, January 2
Inservice Day- No School
Monday, January 21
MLK Day - No School
5912 Jaguar Drive
Santa Fe, NM 87507
Phone (505) 438-8585
Fax (505) 438-0080
To achieve academic excellence in an environment of respect, inclusion and diversity, utilizing Expeditionary Learning, global perspectives and a multicultural art and science enriched curriculum.
Our goals are to develop each child's personal talents and a life-long passion for learning and exploration; to create a caring environment where each child has opportunities for self-expression and growth; and to encourage the values of friendship, leadership, citizenship and service.
The sciences, math, social studies and multicultural arts are integrated into all aspects of the strong academic curriculum. We are committed to the vision of providing exciting and enjoyable educational opportunities in a nurturing, child-centered environment. The multi-age format promotes cooperation, leadership, community and teamwork.
Expeditionary Learning is an approach to learning that combines rigorous academic content and real world projects, called "learning expeditions". Learning expeditions are in-depth, interdisciplinary learning units, which require students to engage in sophisticated research and use the community in authentic ways. Students document their learning with high quality products and portfolios, which are presented to the students, families and teachers. The energy and sustained creativity of the staff is what helps make an Expeditionary Learning school successful.
Expeditionary Learning schools create a culture of respect and high expectations for staff and students alike. Teachers in Expeditionary Learning schools receive intensive professional development in curriculum and teaching practices and are able to model ongoing learning to their students. At Santa Fe School for the Arts & Sciences, teachers, parents, staff, and students work together to create a school culture of collaboration, respect, and high expectations.
Elementary School Curriculum
Kindergarten – 6th grade
PDF version of Curriculum Guide
A curriculum describes what students should be learning throughout the grades. It gives clear statements of goals and objectives. The decision making process of realizing these goals is the work of the faculty; the academic stewards who use national standards, expertise, and developmental milestones to create and develop curriculum and culture.
Our curriculum is organized clearly and structured logically within and between subjects and from grade to grade. It gradually becomes more complex and difficult in terms of skills,concepts, and objectives. We seek to stimulate intellectual curiosity and critical thinking in each of our students. As an Expeditionary Learning school, we strive to have students operate as mathematicians, scientists, historians, readers, and writers.
The elementary school curriculum at the Santa Fe School for the Arts & Sciences is designed to support a cooperative learning environment that is sensitive to the individual strengths, interests, needs and learning styles of students. The classroom is a community in which everyone works together to create a caring, safe environment where all of the students learn from one another, develop respect for each other, and an acceptance of individual differences. Our goal is to help each child develop a sense of responsibility toward each other, the environment, and for their local and global community.
The elementary program stresses the acquisition of mathematical power – the ability to use, explain, and justify mathematical reasoning. Students study the number system and the relationship of numbers and operations in that system. The curriculum enables children to make and investigate mathematical conjectures, then develop and evaluate arguments and proofs. Encouraged to use various types of reasoning and methods, children develop flexible and resourceful problem-solving skills and the importance of being able to communicate their strategies to others. The curriculum throughout the Elementary School emphasizes critical thinking, cooperative learning, conceptual and computational competence and confidence.
From the earliest grades, students interpret data and graphs, learn the characteristics and relationships of geometric objects, and begin to understand and predict change in the world. In addition to learning mathematical processes, we want the students to enjoy math and to realize that making a mistake is all part of the learning process. When they graduate from Santa Fe School for the Arts & Sciences, our goal is that each student be successful at asking questions, reasoning, understanding the meaning of what they are doing, and through reinforcement, to be fluent with their computations.
Beginning in Kindergarten, the children are introduced to a way of approaching mathematics that emphasizes thinking, strategy use, collaboration and communication. Students create, compare, extend and shrink, record and predict patterns. Daily routines include attendance, calendar and survey questions. Based in early childhood best practices that young children learn through play, a center based learning approach is used. In Math Circle, Kindergartners experience number names and the count sequence, comparing numbers, understanding addition as putting together & adding to, and subtraction as taking apart and taking from, and gaining a foundation for place value, describing and comparing measurable attributes, classifying and counting the number of objects in categories, identifying and describing shapes, analyzing, comparing, creating and composing shapes.The foundations of telling time (to the hour) and money (coin/bill names & values)are introduced this year. The Grasshopper class uses the Common Core Standards as well as the New Mexico Early Learning Guidelines for math.
Stargazers/1st & 2nd Grades
In the first grade and second grades, students build their understanding math through a combination of direct instruction, hands-on activities, group exploration and games. Students in both grades explore number sense, operations, measurement, data and geometry. The program is designed to be developmentally appropriate and support each child where they are.
In first grade, students work to sequence and skip count with numbers to 100. They learn about odd and even numbers. They discover multiple strategies like adding on, making tens, and using a number line to add single digit numbers and learn the inverse relationship of addition and subtraction through part-part-whole and fact families. They are introduced to place value, learning to make groups of ten and explore adding and subtracting larger numbers using number lines, number grids, expanded notation, and base ten blocks. They learn both standard and nonstandard linear measurement, telling time to the hour and half hour, and naming knowing the value of, and adding small collections of coins. They learn to collect data and represent it in tables and graphs and interpret these. In geometry they learn to name simple two and three-dimensional shapes and begin to define them by their attributes. Throughout their math instruction they are learning to apply their understanding to real life situations and word problems by learning to visualize the problem, draw representations of the problem, create equations that help solve the problem and solving it.
In second grade the Stargazers review what they learned in first grade and build on it. They work to sequence and skip count with numbers to 1,000 and extend their understand of odd and even. They work to memorize addition facts of all single digit numbers using strategies like counting up, doubles, doubles plus one or two and making tens. They learn the inverse relationship of addition and subtraction through part-part-whole and fact families. They strengthen their understanding of place value, reviewing making groups of ten and exploring adding and subtracting larger numbers using number lines, number grids, adding and subtracting in parts, expanded notation, base ten blocks and algorithms. They are introduced to early concepts of multiplication and division through repeated addition and sharing equally. They learn to measure length in both metric and standard units, tell time to five minute increments, add collections of coins and learn decimal notation of money amounts. They continue to collect data and represent it in tables and graphs and interpret these. In geometry they expand their knowledge of two and three-dimensional shapes by naming them and define them by their attributes. Throughout their math instruction they are learning to apply their understanding to real life situations and to solve word problems through use of manipulatives, visualization, and creating equations.
Centaurs/3rd& 4th Grades
In the Centaur class, Math is taught as a combined third and fourth grade class, with differentiation based on the needs of the learners. In the beginning of the school year the third and fourth grades revisit many concepts learned in the previous year. Basic math facts including place value, money, geometry, fractions, and measurement are linked to math in real life situations. Students connect these essential concepts to weekly math challenges and applications outside of the classroom. Daily routines include estimation and mental math, word problems, exploring alternative ways to arrive at the same numerical solution, and problem solving using multiple methods.
Students explore number relationships in the context of time, money, and linear measurement. They work with things that come in groups, patterns in the multiplication tables, and rectangular arrays as the model for multiplication. They begin to use factor pairs and use their knowledge of factors and multiples to explore the relationship between multiplication and division. Students develop spatial visualization abilities as they investigate, compare, and measure area and perimeter in units and half-units. The need for standard measurement is explored and children learn to use different measurement tools and systems. Geometry and line coordinates are part of their spatial investigations. They learn about the sides, vertices, and angles of polygons and then recognize how the components of polygons are put together to form vertices, edges and faces. Their solid geometry work extends to find volume. Students explore fractions by dividing areas into halves, fourths, eighths, thirds, sixths and twelfths. They connect fractions to division and familiarity with common fractional equivalents is built.
By fourth grade, students gain fluency with multiples and factor pairs. They solve problems using their own strategies as well as by breaking problems into manageable components, such as using known mathematical relationships to solve more complex problems. Students use fractions and mixed numbers as they solve problems and build wholes from fractional parts. They gain understanding of how division notation represents a variety of division situations –partitioning and sharing- and realize that what is done with remainders depends on the situation. It is expected that students have addition and subtraction facts and multiplication tables from 1-12 memorized before entering fifth grade.
Badgers/ 5th & 6th Grades
After a preliminary review of basic concepts such as multiplication, division and factors, the Badgers move on to more complex applications, including pre-algebra. The daily Badger math program includes a student centered work time where students work with one another to solve problems, discuss solutions, and practice computation and problem-solving. The second half of math time includes a teacher/student collaboration where specific lessons are taught and then students practice with one another.
As this is the step before Middle School, the goal for each student is to achieve a level of competence that will allow them to succeed in future math classes. Math is taught as a combined fifth and sixth grade class, with differentiation based on the needs of the learners. Sixth graders also work with pre-algebra curriculum.
Fifth grade builds on the foundations built in earlier grades. Students extend their knowledge of statistics through the use of more sophisticated graphs and surveys. Fraction work includes review of least common denominators and is expanded to multiplication and division, and the conversion of fraction to decimals and percent. The multiplication and division of decimals is also explored. Students learn about geometric constructions, measurement of angles, perimeter, circumference, area, and volume.
In sixth grade, students expand their knowledge of numerical operations, estimation, measurement, geometry, statistics, probability, patterns and functions, and the fundamental concepts of algebra. Variable and exponents and their use in formulas and in solving equations are subsequently introduced. Integers, absolute value, prime factorization, multiples, ratios, and percent –converting fractions to percent, percent of decrease and increase, discount and sales tax are among the pre-algebraic topics sixth graders experience.
Literacy - Reading, Writing & Language Arts
The goal of our literacy/language arts program is to develop engaged readers and writers who can acquire and evaluate information, enjoy the written word, and express themselves with creativity, clarity, and eloquence. The relationship between reading and writing is emphasized, and the developmental nature of each is honored at every stage.Picture books, big books, leveled readers, nonfiction books, and poetry are used to teach the basic skills of reading and comprehension. As students become fluent readers, age-appropriate novels and literature are used to further develop comprehension and critical thinking skills.
Communicating through writing is valued throughout the Elementary years. Students are introduced to the structures and expectations of writing. Writing offers children a marvelous opportunity to communicate personal experiences and thoughts. They learn to write clearly and logically, and as they become more adept at using language, they focus on the acquisition of spelling, grammar, and editing skills. Throughout the Elementary program, children are immersed in different forms of writing such as personal narrative, memoir, poetry, nonfiction, essays, and reports.
Handwriting Without Tears is the writing program used by all elementary students to develop strong handwriting skills and habits. Cursive writing is taught in third grade; and students continue to develop their cursive skills through sixth grade. Fourth through sixth grade students use the Wordly Wise vocabulary program.
Kindergarteners are immersed in a print-rich environment that develops oral language skills, phonological awareness, print awareness, vocabulary, fluency, an appreciation and understanding of literature, and a love of reading and writing.To attain these goals, Kindergarten students use multisensory, multileveled activities for learning sound-symbol relationships and phonetic principles. They learn that stories have a beginning, middle, and end and develop vocabulary to describe people, places, and events. Students develop beginning reading skills through a variety of activities, such as rhymes, songs, morning messages, poetry, big books, guided reading, read-alouds, and ASL. Students use drawings, labels, and developmental spelling to express complex ideas. They become authors and illustrators and discover that they can share their ideas and imaginations through the written word.
Stargazers/1st & 2nd grades
Language Arts/Literacy is taught in multiple ways in the Stargazer classroom where children first become true readers and writers. Using the workshop model, the combined class of first and second graders spend time working as a whole class, in pairs, in small groups and individually working on literacy skills. Differentiation of teaching is based on the developmental and academic needs of each student.
In Reader’s Workshop students work to develop a strong relationship with books and other text. They begin learning to read in class by working with words and discovering sounds and patterns in our language that facilitate reading and writing. Daily time is made for the teacher to work with small groups in guided reading lessons to individualize instruction. Through teacher read-alouds, students learn strategies that enhance comprehension which they later apply to their own work. Throughout the year they are introduced to a rich variety of genre, both fiction and nonfiction.
In Writer’s Workshop, students begin by using a combination of oral language, drawing and writing to convey their ideas. As they mature writing takes over. Writing traits are taught in mini-lessons followed with time to practice and share. Children learn to write a variety of pieces: personal narratives, letters, stories, lists, persuasion and reports. Children publish certain works throughout the year, usually related to expedition work. They are introduced to revision and editing as they write multiple drafts of chosen pieces and learn to apply simple grammatical principles and conventional spelling to their writing.
Centaurs/3rd & 4th Grades
The Six Traits of Writing and Reading comprehension are central foci in the Centaur Language Arts curriculum. As students transition from Grade Three to Grade Four, their reading and writing skills improve in terms of degree of depth as well as independence.
During writing workshops, students concentrate on finding their voice as a writer and the essential elements of grammar, writing conventions, and sentence structure to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. They plan, draft, revise, and edit written work in the form of narrative essays, poetry, reports, and creative writing.
Reading instruction in the third and fourth grades assumes new dimensions, resulting from the increasingly more complex and varied reading materials to which they are exposed. The program stresses the skills that lead to early independence in reading. More detailed and broader discussion questions involving inferential thinking give students greater opportunity to expand their comprehension and vocabulary. They learn and practice a variety of specific skills such as sequencing, noting details, drawing conclusions, and following directions gives students further opportunities to improve their level of comprehension. Making inferences, understanding literal and implied meanings, thinking critically, and evaluating meanings are important comprehension skills taught in these middle elementary grades. Theme, symbol, and character development are explored. Students learn to use reference and informational materials as they expand they gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
By the end of fourth grade, students have a strong command of the conventions of standard English grammar and usage when writing or speaking, as well as capitalization, punctuation, and spelling when writing.
Badgers/5th & 6th Grades
In fifth and sixth grades, the traditional English, reading, and study skills courses are emphasized. Basic language arts skills are incorporated into the program through extensive writing and the reading of literature. Students read texts and acquire information to answer questions, generate hypotheses, make inferences, support opinions, compare and contrast relationships, and draw conclusions. Examples of contemporary and classical literature are studied through the use of novels, and nonfiction stories. All students participate in Book Clubs throughout the school year. This allows small groups of students to read a variety of texts with peers, practice comprehension and inferencing skills, have small group discussions, but most importantly enjoy literature with friends. Organizational skills and study habits are stressed. The art of class discussion and the skill of note-taking are modeled and refined.
As writers, Badgers experiment with personal style and different genres, including poetry. Critiques and creating multiple drafts of writing assignments are strongly emphasized as powerful tools to enhance student expression and articulation. Grammar and mechanics are presented in sequential mini-lessons, but emphasis is on accountability in actual written work.
By the end of sixth grade, students are writing to inform, to express an opinion, and using strong techniques to write creatively.
Science and Social Studies - Expeditions
Social studies and science form the basis for the overarching theme of inquiry for in-depth studies, also known as learning expeditions. Unlike a thematic unit, learning expeditions occur over six weeks or longer, and are driven by guiding questions and big ideas. Additionally, expeditions integrate skills and instruction across the content areas. Research skills, reading, writing, and public speaking are common components. Mathematics is applied wherever authentic connections can be made. The arts are often integrated into the synthesis of information and final products.The expedition becomes a highly focused, real world application that motivates children in their further studies across the curriculum.
Each expedition is geared to the developmental level and the interests of the children in each classroom. Learning expeditions engage students’ curiosity and motivate them to seek answers outside the classroom. Fieldwork and research allows students to act and think like scientists, mathematicians, social scientists, data analysts -real world people with important work.
Examples of expeditions:
New Mexico Food Traditions: This expedition focuses on food traditions within New Mexico. Students learn about traditional foods of the area and celebrations centered around food. This expedition lends itself to many fieldwork experiences such as: visiting a Pueblo Feast Day, Spanish Colonial Days at Las Golondrinas, lunch at a traditional New Mexican restaurant and visits to local farms. A component of this expedition is our classroom community sharing our own personal Family Food Traditions with the class.
From Egg to Chick: In our expedition “From Egg to Chick” students learn about chickens through guest experts as well as visits to local farms and agricultural exhibits. Students learn through hands on activities the parts of an egg, parts of a chicken and the chicken life cycle. As a class we learn about what chickens need to survive and how to handle and take care of chickens. Through a collaboration with the Santa Fe County Extension, the Grasshoppers incubate fertile eggs and hatch baby chicks for our school community. Students care for the chicks for four weeks within the classroom after which they are moved to our school chicken coop.
Stargazers/1st & 2nd Grades
Clovis Man: In this expedition students explored what it was like 13,000 years ago in New Mexico. Students learned and rewrote the story of Ridgely Whiteman and his discovery in Blackwater Draw. On a class trip to Clovis, they visited the original dig site where Ridgely found the first spear point and they did research in the museum to learn more about the time period. An expert from the Gault Site in Texas spent a day with the class, answering student questions and demonstrating Clovis point technology. Students learned about New Mexican archaeological periods from a local expert and questioned her about to discover what archaeologists do in the field. Students created their own dig site which they worked in at recess. Stargazers spent time in the woods, using experimental archaeology to re-create aspects of Clovis culture in order to test their hypotheses about their daily life. They also researched the characteristics of the megafauna whose remains were found at Blackwater Draw and created posters to share what they learned.
Original Physics Experiments: Exploring materials, motion, light and sound, this hands on expedition allowed students to create original experiments based on their own exploration and interest. As a class they explored states of matter, Newton’s laws of motion, wave theory, the light spectrum, and pitch and volume. The children experimented with ramps and balls, springs and pendulum, water in its different forms, cornstarch, prisms, mirrors, flashlights, lenses, paper, rubber, wood, metal, and glass and were asked to focus on one question they wanted answered. Using the scientific method they came up with a hypothesis, set up an experiment with controls, ran trials, collected data and wrote about their findings. These original physics experiments were shared as part of a hands on “physics” museum with the school and families.
Centaurs/3rd & 4th Grades
Astronomy; During this journey around our solar system and beyond, students learn the essential ingredients for life and what makes our planet unique. As students visit each planet, and our sun, they learn the differences between gas giants, asteroids, stars, and the amazing vastness of time and space. We work with the Santa Fe Community College’s physics department and make multiple visits to their planetarium. We focus on general physics, units of measurement, biology, geology, and even anatomy during this stellar expedition!
US Geography and Culture: While this expedition has become a Centaur tradition, there are always new elements and approaches to learning about our country. In this expedition, students travel (a flat version of themselves by way of mail) to a state where someone they know lives. They participate in a correspondence and journaling with their state contacts as they do their own research on the culture, geography, and and history of their state and its surrounding regions. Each student creates a fictional character profile of someone who lives in this state and also draws a detailed map of their state. One final product of this expedition that is still used by our school is a giant 4’x7’ wooden jigsaw puzzle.
Insects: This expedition focuses on insects and more specifically the hymenoptera order. During the original expedition the students each became experts on a specific bee, wasp, or hornet and created a class trading card with a scientifically accurate illustration and an explanation of the insect’s habitat, size, distribution and other interesting facts. As a class we all learned about honey bees and created our very own top bar hive that is still in use today.
Badgers/5th & 6th Grades
Ancient Greece: In our study of Ancient Greece, students discover and analyze the connections between our modern culture and society and that of Ancient Greece. Students learn about the origins of our government, economy and currency, theater, art and mathematics. Culminating projects may include research reports and re-enactments or skits about life in Ancient Greece.
Geology: In the Geology exploration, students learn about the forces that created the physical features of our planet through hands on field work of the geological forces and evidence that are present in New Mexico. Field work may include the study of super volcanoes, ancient sea floors, faults, rifts, mountain formation and geological layers in the earth’s crust. Culminating projects may include 3-D models of geological formations along with a field guide to the geology of New Mexico.
Microscopic Organisms: In this introduction to Biology, students learn about cell function, specialization, adaptation, microscopes and ecosystems through the study of microscopic organisms. Students discover and document their findings about a world that is unseen and yet all around them. Culminating projects may include detailed drawings and research reports that are used to create a field guide to the life in one of our local ponds.
Spanish students work on listening, speaking, reading and writing skills through learning how to talk about themselves and studying the lives and traditions of people from different Spanish-speaking communities. The course is designed to inspire students to learn a second language by using a cultural approach: music, food, dance and art. The class is taught primarily in Spanish, providing constant exposure to the sounds of the language and continual practice in listening and understanding.
Artistic appreciation and expression is an integral part of the development of creative thinking. Children are encouraged to discover and develop their talents and to gain an appreciation for their own artistic expression and the artistic expression of others. Some of these art experiences are individual, and some are group-oriented. The goals behind a group art project are cooperation, appreciation, and a shared vision. A variety of two and three-dimensional media are explored throughout the elementary art program: painting, drawing, sculpture, collage, animation.
Physical Education reinforces the EL school culture of respect, responsibility, and achievement. Physical activity and outdoor time are woven into the daily schedule.
The Elementary Physical Education Program supports the physical, intellectual, and social-emotional development of students. In addition to learning games and sport techniques, an emphasis is placed on playing cooperatively and incorporating the school’s character traits when playing more competitive games in the older elementary grades. A broad range of activities are part of the PE curriculum to broaden every student’s appreciation of physical wellness and to give them a range of kinesthetic experiences.
Kindergarten, first and second graders participate in activities that stress cooperation and gross motor development. Skills such as balance, rhythm, eye-hand coordination, and spatial awareness are part of PE activities.
Third through sixth grade students continue to develop their gross motor skills, while an emphasis is placed on cooperation, team-building, and eventually healthy competition. Good sportsmanship is a hallmark of all PE activities.
The Drama Program aims to develop creative, collaborative, and critical thinking skills through dramatic exercises designed to help students in all facets of their natural development: emotional, intellectual, physical, vocal, and social. Group performance projects and process dramas challenge all students to consider how a character’s world affects his or her perspective, feelings, and actions. Classes work on productions that are developmentally appropriate, and often student driven.
Assessment & Evaluation
Assessment yields information that allows teachers to create curriculum that is challenging, age appropriate and responds to the particular students in each class. It is a vehicle for students to demonstrate understanding of skills, concepts and ideas. Learning is not static and assessment at SFSAS is on-going and multiple means of developmentally appropriate assessments are used, such as formal and informal observations, dialogue with students, documentation of particular skills and concepts, projects, written work, tests and quizzes.
As each grade moves students towards more autonomy and independence, students are encouraged and taught to lead their own learning and demonstrate knowledge to a variety of audiences. Student-led portfolio presentations, Wintercomes presentations, Expedition Museums, Science Symposiums, and publishing work in journals and newspaper are hallmarks of the SFSAS experience.
Student-centered assessment also yields data that is used to evaluate student growth, grade level skills and concepts. This data is presented to families at parent/teacher conferences, and written reports.
Portfolios are a central academic tradition at Santa Fe School for the Arts & Sciences from age three all the through to the 8th grade.We strongly believe that students demonstrate their knowledge in authentic, developmentally appropriate ways. Portfolios involve students in the power of reflection, the critically challenging act of thinking about their learning, and constructing and communicating a sense of the learning experience as a coherent, unified, developmental process. Students discover, understand, and communicate what, how, when, and why they learn.
Each portfolio includes student reflections on their learning, documentation of skills and concepts through products and projects, and culminates in a student-led portfolio presentation at the end of the academic year. Student portfolios include authentic work, multiple drafts leading to well-executed products that are part of a process. Portfolios are an "organized documentation of growth and achievement that provides tangible evidence of the attainment of professional knowledge, skills, and dispositions. Each portfolio is goal-driven, original, and reflective." (Campbell, Melenyzer, Nettles, and Wyman 2000)
The student-led portfolio conference gives students the opportunity to reflect on and share their learning with an audience of their parents/guardians and teachers, which for the upper elementary grades and the middle school—is much like a thesis, or professional presentation. Student-led portfolio conferences are authentic opportunities for students to use presentation, communication and critical thinking skills. Students gain a sense of pride and accomplishment through this experience and, through this process, students develop a deeper understanding of an Expeditionary Learning Design Principle—responsibility for learning.
Student presentations such as Wintercomes, Museums and Symposiums give students the opportunity to share their learning with an audience outside their parents and teachers. Students gain confidence and courage as well as a sense of accomplishment as they prepare for, and present high-quality work to a larger audience.
These are opportunities for students to develop oral language and presentation skills In addition to academic knowledge, culminating projects at presentations allow students to practice and acquire 21st Century skills such as working with groups, meeting deadlines, and social learning.
Parents and caregivers are crucial partners with school in each child’s growth and success. Parent/Teacher Conferences are avenues for communication and collaboration between home and school. Teachers use these meetings to develop rapport with families, gain knowledge about each students as well as share information, and collaboratively set goals for students. These are also opportunities to talk about student challenges and set up support to ensure that students have a plan for success.
We require parents/caregivers to attend formally scheduled conferences in the fall and have opportunities for conferences later in the year. Parents are encouraged to communicate with teachers about their student and teachers and parents may schedule conferences throughout the year on an as-needed basis.
Written Reports/Report Cards
Evaluative, formal reports are are written by teachers and given to parents/guardians at regular intervals throughout the year.
Lower School reports include checklists for social emotional growth, skills and learning habits for academic subjects and specials. Lower school reports are written and given to families twice a year.