Trimester Honor Roll
Each trimester boys in grades 5 and 6 will receive recognition on Honor Roll if they achieve 90’s or better in each of the 5 core subject areas (Reading, English, Math, Science, Social Studies) and 2 or above in all other areas on their Report Card.
Yearly Honor Roll
Boys in grades 5 and 6 will receive yearly recognition on Honor Roll if they achieve 90’s or better in each of the 5 core subject areas (Reading, English, Math, Science, Social Studies) and 2 or above in all other areas on their Yearly Report Card.
Boys in grade 6 will achieve the Headmaster’s List if they achieve a yearly average of 95 or better in each of the five core area subjects and 2 or above in all other areas.
Each student will be carefully assigned to a homeroom through a thoughtful process supervised by the Head of Early Childhood, Principal of the Elementary Division, and the Head of Elementary.
Requests by parents for a homeroom teacher cannot and will not be honored. Please do not make such requests.
The school may initiate conversations with parents for guidance in assigning a homeroom if there is a special need.
The homeroom teacher will be responsible for students’ attendance records and will also assign locker and storage areas to students in upper grades.
A positive and productive relationship with the homeroom teacher is vital for a child’s success at PDS.
Parents or guardians have a key role to play in assuring that their boys are completing their homework, preparing for tests (as applicable), and doing other work necessary to a boy’s academic growth and development. Parents should provide the appropriate structure and support and assure that a boy is completing these school obligations. The school reserves the right to meet with a parent or guardian of a boy not meeting such obligations to discuss this problem and insist upon parental action to help remedy it. Should a parent or guardian, in the school’s opinion, not be able or willing to provide the structure, support, and environment necessary for the boy to complete his school obligations, the school reserves the right to dismiss the boy from PDS.
While parents have a responsibility to assure that their sons are completing their homework, a parent should not actually do the homework for their sons. Among boys in grades old enough to understand the concept of cheating and the appropriate boundaries of parental assistance, those boys will be considered to have cheated if a parent or guardian does their homework for them. Teachers can provide guidance in each grade for what is an appropriate way for a parent to participate in homework assignments. Those guidelines will be different for boys in different grades, and different types of homework may involve parents in different ways.
In Senior Kindergarten, students have additional practice at home. Students should independently complete as much of the work as possible with a parent offering assistance only when absolutely necessary. Parents can help by providing a space to work that is free of distractions and equipped with materials such as pencils, crayons, markers, scissors and glue for completing assignments. Homework must be completed and turned in by the last school day of the week it is assigned.
In Grades 1–3, it may be necessary for parents to help guide and monitor the boys in an effort to help develop consistent study habits. Fourth, fifth, and sixth grade boys should be responsible for their own homework. Parents can communicate their trust and confidence in their children by offering encouragement and support; however, the parent’s role should be as a consultant or monitor, not a participant or doer. Sending positive messages, encouraging independence, and assigning responsibility will allow the boys to gain self-confidence and develop homework management skills.
The amount of time needed to do homework varies with the individual child and depends upon many factors such as ability to organize time and materials, willingness to focus on a task, and responsibility to plan and carry out a course of action.
Individual reading rates, degrees of perfectionism, use of class time, and levels of fatigue from lack of sleep or extra-curricular activities will also influence the amount of time spent on homework. On the average, homework assignments are designed to be completed within the following approximate times :
|Grade 1||15 minutes||Grade 4||60 minutes|
|Grade 2||30 minutes||Grade 5||75 minutes|
|Grade 3||45 minutes||Grade 6||90 minutes|
Exams in the core subjects (Language Arts, Math, Social Studies and Science) are given to boys in sixth grade in May and will count 10% of the final average in each of those classes.
The Comprehensive Testing Program (CTP) developed by the Educational Records Bureau is administered each year to boys in grades two through six. The CTP is the most widely used test among independent schools in the country, and its results afford us the most accurate measurement of both the aptitude and achievement levels of our boys. The CTP measures achievement only in grades two and three. The CTP measures verbal ability, quantitative ability, and achievement in grades four through six.
Performance on this test is only one part of the total picture of each boy’s educational development. Evaluation of annual progress is difficult to measure accurately over a standardized testing period of three to four days. More comprehensive evidence of achievement is reflected in a longitudinal review of daily classroom performance and results of many other assessment measurements used throughout the year.
Each family will receive an Individual Student Report Subscore (which provides graphic description of student performance) and an ISR Score Interpretation Folder. The Head of Elementary is available to answer any questions you may have regarding interpretation.
PDS requires that each student acquire the skills and strategies listed in the Subject Area Competencies section of the PDS report card in order to be promoted to the next grade. In grades 1-4, a yearly average of “1” in any area indicates that the student is not making adequate progress toward that competency. After looking at the complete profile of a boy as a learner, the school will make the decision regarding promotion or retention for those boys who achieve yearly averages of “1” on a subject area competency.
In grades 5-6, a failing grade in any core subject (a yearly average of 64 or below in language arts, math, science or social studies) will result in a students’ retention in his current grade or in separation from the school.
Because of the rigorous academic standards maintained by the school, a student that is experiencing much difficulty may not be regarded as failing, but may, in the opinion of the school, be unable to do the work in the next grade. Under these circumstances, the school reserves the right to determine the appropriate grade placement of the student.
Boys who miss 25 or more days of school will not be promoted to the next grade.
On Mondays, Tuesdays and Thursdays, teachers generally remain in their rooms for 30 minutes after the school day ends to work with students whom the teacher determines need extra help. Such extra help sessions are at the invitation of the teacher only and designed for the student who is struggling academically. A teacher may require attendance. Such extra help sessions will generally be in small groups rather than one-on-one. The school does not charge for extra help sessions.
There are some of these days, however, when a teacher is performing an after-school duty or activity and, as such, is not in his or her room for the extra help session. A boy and parent should confirm with the teacher that he/she will be holding the extra help session on the given day and that the boy has been invited or required to attend.
Parents seeking additional tutoring beyond the standard extra help sessions should contact Lindsey Robinson, Director of Academic Support, who will place students for individual tutoring and enrichment services for an appropriate fee.