Academics at High Meadows

Providing a Unique & Unmatched Model of Excellence

We believe that children possess a drive for cognitive, physical, and social engagement - a drive that is developed and enhanced by an environment that promotes academic challenge, creativity, personal responsibility, and a positive self-image. For thirty years, our school has provided a developmentally appropriate curriculum, which includes math problem solving, critical thinking skills, literacy development, social studies, science, environmental science, and the arts. High Meadows School implements a dynamic program that enhances and enriches the multiple gifts and talents of individuals.

Multi-age Education
The multi-age model provides children with the valuable experience of learning with the same group over several years. An intentional blending of two grades in one classroom creates a mentor-mentee relationship where a child’s peers reinforce the learning experiences presented by his or her classmates. We recognize that two children of the same age are not in the same place of development; multi-age classrooms define children by their abilities rather than their numerical age.

Multi-age groupings reflect the four developmental stages:
Prekindergarten (ages three, four, and five year olds combined)
Primary (K & 1st grade, 2nd & 3rd grade)
Elementary (4th & 5th grade)
Middle years (6th & 7th grade) (8th grade)

	Older students revisit concepts taught to younger students
	Younger students are introduced to concepts taught to older students
	Older students model appropriate behavior to younger students
	The more knowledgeable students assist the less knowledgeable students
	Extra learning time is provided without the stigma of grade level change
	Higher ceiling on the curriculum every other year
	Opportunity for older students to become “experts” after two years
	Broader range of friends
	Students retain 90% of the knowledge that they teach to others.

Co-Teaching & Low student-teacher ratios
A low student to teacher ratio combined with the expertise of two degreed educators creates a dynamic, personal environment in every classroom. This model allows teachers the opportunity to support, motivate, and guide individual students, academically and socially. Co-teaching means that all teachers are designated as lead teachers; everyone participates in planning and implementing curriculum and assessing student achievement. In the Middle Years Program, content experts teach courses. Students develop relationships with the same six teachers throughout their 6th, 7th, and 8th grade experience.

The High Meadows Narrative Report

High Meadows School believes that it is critical to accurately report weaknesses, strengths, and grand epiphanies! Each child’s abilities are measured and reported against developmentally appropriate standards for different age groups. Students are given formal reading or math inventories to measure specific basic skills. Teachers use both anecdotal notes and formal assessments to record skills and concept development and write a narrative report about each individual student. The narrative report identifies the developmental skill level of each child. Eighth grade students also receive letter grades that assist their transition to high school. Narrative reports are written and shared with parents at formal conferences three times a year.

The co-teaching model enables our teachers to assess student progress individually and frequently. The process a child goes through to acquire knowledge and master skills cannot be assessed by traditional tests alone. The assessment model recognizes a student’s progress and allows him or her to move forward on an individual continuum. Assessments at High Meadows inform teachers how to proceed with meeting the needs of each student as well as the large group.

A student’s portfolio holds work samples that demonstrate progress. Each portfolio presents a genuine record of what a child has learned over a period of time. The information in each child’s portfolio is personal, relevant, and dynamic to each learner at High Meadows School.

Although there are opportunities for students to demonstrate knowledge with short answers or multiple choice exams, a High Meadows student is primarily engaged in hands-on experiences that involve the creation of a product, such as an essay response, critical thinking math and science problems, a presentation or art project.

What is authentic assessment?
Authentic assessment describes formal and informal measurements that engage students in hands-on activities, often involving the creation of a product or the construction of a response. These assessments can encompass anything from essay questions and math problems to science experiments, speeches, and art projects.

The assessments we use reflect high expectations for all students, an emphasis on what is most important to learn, quality learning experiences, and on using real-life experiences for learning.

	Analytical Reading Inventory
	Marie Clay Observation Survey of Early Literacy Achievement
	Six-Trait Writing Analysis
	Mathematics Their Way & Way of Thinking
	Chicago Math
	Unit Tests
	Project demonstrations and presentations
	Spelling pre-tests and tests
	Standford 9 (standardized test for 3rd, 5th, 6th, 7th, and 8th grade)

	Journal writing
	Centers and student daily plans
	Running reading records
	Teacher observations and anecdotal records
	Student self-reflections
	Portfolios
	Weekly conferences

What is a student portfolio?
A student portfolio is a purposeful collection of student work that exhibits to the student and others the student’s efforts, progress, or achievement(s). The student portfolio captures a richer array of what students know and can do than is possible with multiple-choice tests. The process by which students produce work and the final product placed in a child's portfolio encourage him/her to observe personal growth. Portfolios chronicle development and provide effective feedback to students and parents.

What happens at parent – teacher conferences?
Formal conferences are scheduled three times a school year. The last conference is optional. Prior to your scheduled conference time, parents / guardians have the opportunity to review their student’s portfolio, writing journals, reflections, and maybe listen to recording of the child reading a book. Parents / guardians will receive a copy of the Narrative Report. Teachers will share concept and skill development checklists and anecdotal records. Parents and teachers will discuss the strengths, needs, challenges, and goals for the student.