The conscious link that we make between assessment and instruction is largely responsible for our success.  We pay careful attention to what students can do and are interested in doing.  Based on our observations and interactions, we use our students’ strengths and interests to create curriculum.  Our annual assessment process includes three conferences (Initial, Fall, and Student-led in the Spring).  Students keep portfolios throughout the grades.  Teachers use a document called the Primary Learning Record (PLeR) in elementary school, and the Middle School Learning Record (MSLeR) in middle school to collect anecdotal notes and work samples, so that they can write narratives.  Narratives are presented to elementary families twice during the year and to middle school families once during the year.  Middle school students also receive grades for their work in core subjects.  Additionally, a collection of student work is kept beginning in kindergarten.  As fifth graders prepare to move into middle school, they sit down with an adult and their collection in order to  describe who they are as a learner and what they notice about their work over time.  The adult records the student’s observations and compiles their reflections into a book called Recollections.  Recollections is distributed to fifth graders at the Fifth Grade Passage and provides middle school teachers with an excellent window to the incoming sixth grade class.

While we most value performance-based assessment at SBCS, we participate in the State’s mandated standardized testing program.  Our middle school program also  systematically build test preparation and test taking skills that are critical for success in high school.  Assessment of children by individual teachers is often supplemented by doing a case study or work study conference during staff meetings.  At such times, the entire staff focuses its attention on academic performance, behavior, and/or personal needs of an individual child.  An action plan is generated after such an assessment.  We often find that the plan generated for one child helps us respond more fully to the needs of the many other children in the group as well.

Assessing and evaluating the entire school and educational program is considered as important as the assessment and evaluation of individual children.  We engage in an authentic assessment process periodically.  Additionally, surveys are periodically taken to follow up on students, gather data about parent participation, garner information about parental satisfaction, etc.