At Penn, we are thorough, thoughtful, and intentional when forming classes. We consider many different variables, including parent input, when creating each class of students. This means your child may not be placed in a class with the same teacher that his/her older sibling had or with his/her best friend.
We believe all our teachers are excellent and that your child will have an outstanding year as they learn to adjust to different teaching styles and classroom environments. We do not move students very often, and we look at any requests to move a student very carefully.
If you feel that a change in teacher is absolutely necessary, you must meet and discuss all of your concerns with the teacher first. We have seen that most concerns are resolved in this manner. If you still feel strongly about a change, a written request to the principal is needed. The principal will make the final decision regarding class assignments.
Grading
Communication about academic progress is an important part of learning. Each quarter, teachers will provide parents a report card summarizing student progress. But students and their families do not have to wait several weeks to know what a student is learning about and how they are performing as student progress can be monitored on ParentVUE.
Prior to beginning instruction, teachers and students discuss the learning goals or targets. These learning intentions include a description of how the teacher will know that a student has demonstrated mastery of the standards. This can be described as "standards-based learning."
The tasks students engage in to demonstrate their learning may be done for practice (formative assessment) or to provide more formal evidence of student learning (summative assessment). Students and their families can see this information online (ParentVue).
Regulation 661-1 outlines the elementary grading practices and includes rubrics for grading. Grades K-2 use S+, S, S-, and N to reflect student progress. It is important to note that an S- does not indicate that a student is failing. It indicates a student is making progress, but not yet m astered the standard. Grades 3-5 use letter grades with additional ratings for work habits and conduct.
Descriptor - Exceeds grade level standards. Consistently meets requirements for exceptional work. Demonstrates high level of knowledge and understanding.
Student Statement - I know (and can do) it well enough to make connections that were not taught.
Level of Mastery - Proficient
Grade - S
Descriptor - Meets grade level requirements. Consistently meets requirements for proficient work. Demonstrates acceptable level of knowledge and understanding
Student Statement - I know (and can do) everything that was taught making few mistakes.
Level of Mastery - Approaching
Grade - S-
Descriptor - Approaching grade level standards. Meets some requirements for proficient work. Demonstrates some knowledge and understanding.
Student Statement - I I know (and can do) all the easy parts,vbut I do not know (and cannot do) the harder parts.
Level of Mastery - Beginning
Grade - N
Descriptor - Consistently requires teacher direction and assistance to demonstrate partial knowledge or understanding.
Student Statement - With help, I know (and can do) some of what was taught. I do not know (and cannot do) any of it.
Grades 3-5 Grading Scale
Grade - A
Above Standard - Can make connections beyond what was taught
Grade - B+
Above Standard - Can make connections beyond what was taught but not consistently
Grade - B
Meets Standard - Can do everything that was taught without mistakes
Grade - C+
Meets Standard - Can do all the easy parts and some of the harder parts
Grade - C
Approaching Standard - Can do all the easy parts but none of the harder parts
Grade - D+
Approaching Standard - Can do some of the easier parts with mistakes
Grade - D
Beginning - With help, can do some harder and easier parts
Grade - F
Well Below - With help can do easier parts but not harder parts
