Vollmer Elementary

  •  Welcome to Vollmer Elementary School!
    Principal: Lisa Farina; lfarina@rhnet.org; (585) 359-5558
    Asst.Principal: Suzanne Maxim; smaxim@rhnet.org; (585) 359-5557
    Nurse: Mary Gerbino; mgerbino@rhnet.org;(585) 359-5560
    Main Office Phone: (585) 359-5550
    Attendance Line: (585) 359-5588

    January 2020

    Dear Vollmer Families, 

    Happy New Year! I am excited for the new beginnings that our 2020 year will bring. 

    This month, I would like to share with you more information about how we use formative and summative assessments to monitor student achievement and growth. The majority of our assessments are formative in nature and we use them to conference and goal set with students.  However, we do have several summative assessment tools as part of our building assessment plan.

    At Vollmer, we view learning as a developmental process where learners acquire knowledge, understandings, and skills. Measuring learning requires clear statements of academic standards and ongoing assessment. Student learning is measured in relation to state and district academic standards. Both formative and summative assessments are necessary to inform instruction. Evaluation of learning is based on multiple measures that demonstrate student achievement toward meeting the academic standards.

    Purposes for Assessing, Evaluating, and Reporting Student Work

    • Inform instructional decisions by individual teachers and collaborative learning teams.
    • Communicate achievement of standards to students, parents, and others.  
    • Evaluate the effectiveness of curricular, instructional, and assessment practices and programs.
    • Respond with appropriate, targeted interventions.

    Assessing Learning (gather evidence of achievement based on multiple measures)

    • Use curriculum maps as the reference point to determine what will be taught, assessed, and evaluated.
    • Use district assessments as referenced on curriculum maps and in assessment plans (for example, Math Unit Assessments, Reading/Writing District Benchmark, Performance-Based Assessments in ELA).
    • Provide students with a variety of options over time to show what they know, understand, and are able to do (for example, NWEA MAPs).
    • Use rubrics, checklists, and learning profiles to record and maintain evidence of the most consistent level of achievement.
    • Goal set with students (for example, Interim Math Assessments, Writing Conferences).

    Evaluating Learning (make a judgment based on the quality of the learning performance)

    • Base rating/grades solely on achievement of course- or grade-level standard.
    • Evaluate student achievement toward standards upon completion of required assessments.
    • Determine ratings/grades on a combination of assessments.

    Reporting Achievement (communicate student progress to the standards)

    • Ensure that students understand in advance how their achievement toward standards will be determined.
    • Include rubrics, assessment checklists, and anchor papers to provide formative feedback on various types of performance tasks (for example, products, projects, and other authentic representations of learning).
    • Discuss assessment results with students in order for them to engage in and make decisions about the learning.
    • Report compliance behaviors such as attendance, effort, participation, and attitude separately from achievement. 

    I hope that this overview of how we monitor progress has been helpful. In the beginning of February, you will receive your child’s quarter 2 progress report. This will communicate how your son or daughter is progressing in comparison to academic standards and to their quarter 1 results. Please contact your child’s teacher if you have any questions or wish to set up a parent-teacher conference.  



    Lisa Farina
    Vollmer Principal





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