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Interim Reports

Students experiencing academic and/or behavioral difficulties between marking periods receive Interim Progress Reports. These are sent to parents via email in the middle of each quarter to alert them to emerging problems and to ask for parental assistance in remedying the situation. 

Parents are encouraged to make every effort to address any issues with their children's teachers in a direct and timely manner. Interim Reports are a step taken by Pinewood for students who are struggling in coursework.  They  are provided to ensure that such students are meeting the minimum academic standards of the school.

Philosophically, Interim Reports are viewed by the school as proactive academic support given in the best interest of the student and as a measure taken by teachers to monitor closely student progress in courses with which they have shown marked difficulty.

The foundamental goal of Interim Reports are for students to take ownership of their learning by making students and parents aware of students' academic needs. 


Interim Progress Report Schedule 2011 - 2012

Quarter 1 - October 7, 2011
Quarter 2 - December 9, 2011
Quarter 3 - February 24, 2012
Quarter 4 - May 11, 2012 

 

CHARACTER EDUCATION AND SUCCESS IN SCHOOL

In the quest for educational advancement, grades almost always overshadow other important aspects of children’s development. In particular, character, an oft-overlooked component of education, is one of the most significant aspects of child development.

In an important New York Times Magazine article, Paul Tough compares the character-education approach taken by two very different schools – Riverdale Country Day School, a prestigious private school, and KIPP Infinity, an inner-city charter school. The following is a summary a few poignant points from the article.

The long list of character traits which must be emphasized in school include bravery, citizenship, fairness, wisdom, integrity, love, humor, zest, appreciation of beauty, social intelligence, kindness, self-regulation, and gratitude.

“…graduates who succeeded in college weren’t necessarily those with the highest grades; they had character strengths like optimism and social intelligence that helped them recover from a bad grade, deal with a fight with their parents, ask a professor for extra help after class, and resist the temptation to watch a movie rather than studying.”

“Learning is hard. True, learning is fun, exhilarating and gratifying – but it is also often daunting, exhausting and sometimes discouraging… To help chronically low-performing but intelligent students, educators and parents must first recognize that character is at least as important as intellect.”

“…self-control was a more reliable predictor of grades than I.Q., [and also] another quality: grit – the passion for a single mission, unswerving dedication to getting there, and perseverance in overcoming obstacles.”

 

To read the full article, go to “The Character Test” by Paul Tough in The New York Times Magazine, Sept. 18, 2011

 

http://nyti.ms/mQQdXI