The way in which children explore, communicate, encounter challenge, initiate follow through on tasks, and apply skills is best perceived in the context of a variety of work and play situations. Thus, a teacher assesses the resources, competencies and strategies a child applies to any given task on a daily basis. Progress is more formally assessed periodically by subject area and is considered both in the context of individual growth as well as in relation to the child’s developmental age group. Teachers meet with parents for conferences at the beginning of the year, and again at the end of the year, to share information and to reflect upon a child’s learning and growth. Teachers write comprehensive reports concerning each child’s social, emotional and academic development, as well as his/her individual strengths and challenges. These Mid-Winter Reports are sent home with parents at the end of February, just before the winter break.
