Progress Reports at River Valley School: A System Built for Growth, Not Guesswork
At River Valley School, we’re always asking one important question: What helps children learn best?
For the 2025/26 school year, we introduced two formal reporting periods, one in January and one in June. This decision was grounded in educational research and our commitment to creating meaningful learning experiences for every child.
Rather than focusing on more frequent grades, we want to give students what they need most: time to learn, opportunities to reflect, and ongoing feedback that helps them grow.
More Time to Learn, Explore, and Grow
Learning isn’t a race.
Children develop understanding at different paces, and deep learning takes time. By extending the time between formal report cards, students can fully engage with new concepts, revisit challenging ideas, and strengthen their skills before they are formally assessed.
This approach encourages curiosity, persistence, and confidence rather than rushing toward the next grade.
Feedback That Makes a Difference
While there are now two formal report cards each year, feedback certainly hasn’t decreased. In fact, students receive more meaningful feedback throughout the learning process.
Instead of waiting until a reporting period, teachers provide ongoing observations, conversations, and coaching while learning is happening. This immediate feedback helps students understand what they’re doing well, identify their next steps, and make improvements right away.
Research consistently shows that timely, specific feedback has a greater impact on student learning than grades alone.
Meaningful Reporting for Families
Our January and June progress reports serve as comprehensive checkpoints that provide a clear picture of your child’s growth, achievements, and next steps.
These reports reflect learning over a longer period of time, allowing teachers to provide a more complete and accurate assessment of each student’s development rather than a snapshot taken partway through a learning journey.
Throughout the year, families can also expect ongoing communication from classroom teachers through conversations, conferences, emails, and Seesaw updates, ensuring there are no surprises when formal reports are shared.
Building a Growth Mindset
Our approach is also inspired by the work of psychologist Carol Dweck and her research on the Growth Mindset.
When students receive a grade before they’ve had enough time to fully develop a skill, it’s easy for them to believe they simply “aren’t good” at something. Instead, we want students to embrace the power of yet.
“I can’t do this”… becomes…
“I can’t do this yet.”
That small shift encourages perseverance, resilience, and the understanding that learning is an ongoing process.
Keeping the Focus on Learning
At River Valley School, assessment isn’t about collecting marks. It’s about supporting growth.
By moving to two reporting periods, our teachers can spend more time where it matters most: working alongside students, providing meaningful feedback, and helping each child build the knowledge, confidence, and skills they need to thrive.
Because when children are given the time, support, and encouragement to grow, they don’t just achieve stronger academic outcomes. They develop the confidence and resilience to become lifelong learners.
