Reporting Progress in Grades 7 and 8

Sharing progress is critical to the growth of the learner. In Grades 7 and 8, students need frequent, thoughtful conversations with mentors and educators to support and guide their acquisition of critical skills and knowledge. These conversations help learners and educators forge a unique path to competencies for each student. Sharing this progress with families is a challenging and worthwhile task. After all, the parent is the child’s first teacher and source of great insight all along the educational journey. Still, drawing the line between the feedback that is essential for the parent and what is formative for the learner alone is challenging. At Slate School, we’re developing a system that keeps parents in the loop while still respecting the work of the learner as their own. The student’s process of reflection and goal setting with a trusted educator are the foundation of this communication.

The Grade 7 and 8 curriculum encompasses a broad and deep group of competencies designed to help learners grow their skills and knowledge to support the impact they hope to make in the world. These competencies are shared in the early days of the school year and discussed in depth to help learners and educators develop individualized plans for accomplishing them. Students have multiple opportunities to engage in competency-building activities through work in studios, independent projects, and whole-cohort experiences. Each student is then responsible, with guidance, to create plans for dedicated practice needed to achieve competency. Learners reflect daily and weekly on this progress. These reflections are for the learner and their trusted guide to use as tools for growth and goal setting. Three times per year, parents receive progress reports that are culled from these reflections, the plans and steps taken to achieve competency across the curriculum, guidance toward goals for the future, and observations by the educator. The student is fully engaged in writing this document, and since they share in all parts of its creation, the student can speak to questions parents may have about its content, in addition to the teacher. Families are also invited to share in robust conferences with students and educators twice a year, as well as be in close contact whenever necessary.