Strategies for Student Success 2015 - Page 28

“We’ve seen such great growth from the students,” Ms. DeMasi said. “They feel that sense of pride and confidence when they see how they’re improving in every assessment.” Parents are introduced to the data as well, and educated about the differences between assessment results and course grades. The detailed information available helps the school break down for parents any specific changes that might need to happen – more attention paid in class, a need for tutoring, greater effort on homework assignments. Parents and teachers meet twice each year for conferences, but progress reports go home every two weeks while results of other assessments reach parents as soon as teachers have them. The approach is conducive to clear communication with a diverse group of parents, including families for whom English is not the first or only language. Busy caregivers might not have time to read every word sent home from school, but the color-coded diagnostic reports are clear and concise. “I think about data as a way to really bridge the gap in parent understanding,” said Ms. Leach. “Parents know what they’re looking for. It’s very visual, very easy to understand. It also builds investment within parents and students. By educating them and keeping them informed, they now have questions, and they can become more involved.” nurtured, as are bonds between educators and their pupils. And teachers, who often have the same students in class for two consecutive years, say the impact of their work is concrete and visible. “I think the kids definitely feel a sense of comfort in coming to their teachers. We like to foster that atmosphere of care and love,” said Ms. DeMasi. “I love working here because I can directly see my impact. I leave here every day thinking, “Wow, it was so great to see how that student grew.’” WE’VE SEEN SUCH A GREAT GROWTH FROM THE STUDENTS. THEY FEEL THAT SENSE OF PRIDE AND CONFIDENCE. -Rosalie DeMasi While NVA has a clear focus on data and achievement, the staff balances this with continuous work on social and emotional learning. Teachers work to meet students’ needs holistically, building relationships and finding moments to talk about kindness and respect. The resulting atmosphere is very meaningful for NVA students, who say they feel safe at school. Peer friendships are 27 “We’ve seen such great growth from the students,” Ms. DeMasi said. “They feel that sense of pride and confidence when they see how they’re improving in every assessment.” Parents are introduced to the data as well, and educated about the differences between assessment results and course grades. The detailed information available helps the school break down for parents any specific changes that might need to happen – more attention paid in class, a need for tutoring, greater effort on homework assignments. Parents and teachers meet twice each year for conferences, but progress reports go home every two weeks while results of other assessments reach parents as soon as teachers have them. The approach is conducive to clear communication with a diverse group of parents, including families for whom English is not the first or only language. Busy caregivers might not have time to read every word s [YHH ]B܋XYXYۛX\ܝ\HX\[ۘ\K'H[X]]H\H^HX[HYHB\[\[[\[[8'HZY\ˈXX '\[ۛ]^x&\H[܋]8&\\B\X[ \HX\H[\[ ][Z[š[\Y[][\[[Y[ˈHYX][[H[Y\[[H[ܛYY ^B]H]Y\[ۜ[^H[XYH[ܙB[Y 'B[HH\HX\\ۈ]H[XY][Y[ HY[[\\]۝[[\ܚۈX[[[[[ۘ[X\[˂XX\ܚYY]Y[&HYY\X[KZ[[[][ۜ\[[[[[˜X][\[\X H\[[][\H\\HYX[[ٝ[܈HY[œ^H^HY[YH] Y\Y[\\B‚\\Y \\Hۙ]Y[YX]ܜ[Z\\[ˈ[XX\ٝ[]HB[YHY[[\܈ۜX]]HYX\^HH[\XوZ\ܚ\ۘܙ]H[\XK'H[HYY[][HY[H[HوYܝ[Z[Z\XX\ˈHZH\]][\Hو\H[ݙK8'HZY\ˈSX\K8'HݙHܚ[\HX]\HH[\XBYH^H[\X HX]H\H]\H^H[[']\ܙX]YH]Y[ܙ]˸&x'Bx&UHQSPHԑPUԓBHQS˂VHQSUSHшQBSӑQSKT[YHSX\B