CPE1: Central Park East 1 Elementary School

The school is committed to collecting various expressions of student work, which are reviewed annually by the student, teacher and often parents. The work is used as a way of assessing the child's growth and development over time. Teachers measure their students’ progress against two standards: the child’s individual growth and grade-level appropriateness. They hold formal family conferences (with children in attendance) twice every year, in November and March. Narrative reports are sent home in February and June. There is frequent contact between families and teachers through phone calls and in-school meetings in addition to the formal conferences. Teachers welcome discussion about a child at any time by appointment.

Beginning in third grade, children take New York State standardized tests. As required by New York City, teachers begin ECLAS (Early Childhood Literacy Assessment System) in kindergarten, an ongoing assessment of students’ developmental literacy. CPE1 teachers work hard to avoid the narrow drilling and rote learning known as “teaching to the test.” Their goals are to insure that children have a depth of experience with language and mathematical skills that will serve them in any challenge. Most importantly, our goal is to develop in every child, the love of learning. Immediately prior to the tests, teachers help students to develop specific test-taking skills.

In order to give a full picture of each child, students are assessed by the teacher using a combination of checklists and written narrative reports. In the upper grades, these are complemented by the child's self-evaluation. Family conferences that include the child's participation are an important part of assessment.

Graduation requirements include each student's written reflection on his/her years at CPE1. There are written and oral presentations of a Search project based on a personal interest and inquiry. Each student must also present a paper on personal growth as a member of a community. Each student also will develop a reflection on a piece of literature.

CPE uses many forms of assessment in keeping with our belief that children’s knowledge, skills and understandings cannot accurately be represented by a simplified numerical score. Standardized test results are seen as one strand. Others are: knowledge gained from the Descriptive Review Process; longitudinal studies of particular children based on collections of work; running records; ECLAS assessments; narrative reports. These materials are used by individual staff members to chart each child’s progress and plan instruction. Findings are shared with parents at individual family conferences and at P.A. meetings. Our Children’s Consultation Committee/Student Intervention Team meets bi-monthly to describe and make recommendations for children identified as at risk by teachers or parents and to plan alternative intervention services. These assessments, together with standardized test results, enable us to identify students in each class who are eligible for special services, and to plan for appropriate instruction and support. The staff uses similar forms of evaluation to examine their own practice.

Over the years, we have developed unique processes that enable parents to know what their children are learning and doing at CPE 1. Attendance at individual Family Conferences and meetings with teachers is universally done and part of the family’s responsibility in joining the CPE community.