The Elisabeth Morrow School's shared purpose is to provide exemplary academics and character development in a diverse and inclusive child-centered community, inspiring students to become curious scholars, ethical leaders, and global citizens.

Academic Assessment

Communication and partnership with parents is important to us at Elisabeth Morrow. Through email, telephone and in person, we encourage consistent communication between families and teachers regarding student development. In addition, there are four formal reports of student progress annually in all divisions: two parent-teacher conferences (November and March) and two written reports (February and June). The goal of the written progress report is to give parents a clear and precise description of the progress of their child. To best accomplish this, each division has its own format for written reports. Please see below for specific information regarding the written progress reports.
In the threes and fours, detailed narrative reports in February and June are used to provide parents with a clear and thorough picture of the emotional, social, physical, language and academic growth of their children. The teachers give in-depth descriptions which are supported by concrete examples of how each child functions in the classroom, develops relationships, takes risks and invests in his or her learning throughout the school day. In addition to the two scheduled conference days, the teachers are available by phone, email or additional conference time to speak to parents about their child's development.
Communication between home and school is of the utmost importance at the primary and upper elementary years due to the development and age of the children. In kindergarten, first and second grade, families receive formal reports two times a year. Reporting takes the form of detailed narratives and checklists of specific skills describing student progress in the areas of personal, social and academic growth. In third and fourth grades, progress reports provide more comprehensive checklists of skills for each academic area and for personal and social development. Written reports from special subjects coincide with the report formats for first through fourth grades. Three scheduled conference days are held, one prior to the start of the school year to develop a relationship between teacher and family as well as one in the fall and spring.

Standardized Testing

The Elisabeth Morrow School administers the Comprehensive Testing Program 4 (CTP4) from the Educational Records Bureau (ERB) to students in third through eight grade. Results are shared with parents and also used to help teachers differentiate instruction for students.

English Language Learners

The Elisabeth Morrow School screens in-coming students who might benefit from English language instruction by our trained ELL teacher.

Special Services

The Director of Special Learning Services conducts screening and informal assessments for our students on an as-needed basis.

Progress reports for fifth through eighth grade provide comprehensive checklists of skills in each subject area. A general curriculum statement and a narrative comment specifying strengths and areas needing improvement are included. In sixth through eighth grades, letter grades and a grading rubric are included for academic subjects. Non-academic subjects in seventh and eighth grade include an overall assessment.
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Contact Us

For more information on Special Learning Services, please contact:

Allison Egert, Ed.D.

Director of Special Learning Services
201-568-5566 x7234