Elementary Vision Statement

In our diverse community, we challenge our students to become confident and independent critical thinkers. Students will utilize honest self-reflection and collaborative skills as they engage and explore. They will be capable of taking risks and learning through mistakes. Our learners will act with integrity and be problem solvers, prepared to be positive citizens in our world.

K/1 Vision Statement:
In our diverse community, students will be engaged and exploratory citizens, capable of taking risks, learning through mistakes, and honest self-reflection.

2/3 Vision Statement:
We strive to nurture the whole child in becoming a confident, critical thinker who utilizes self-reflection and collaborative skills.

Pilgrim’s Upper Elementary fosters a nurturing and challenging learning environment, encouraging students to be positive citizens of society.

4/5 Vision Statement:
4th and 5th grade students will think independently, act with integrity, and be problem solvers, prepared to be productive members of society.

The curriculum of any school is the ‘plan’ of what students will be taught. Pilgrim is a college preparatory school and, beginning at an early age, our curriculum is designed around subjects that will prepare students for continuing their higher level education at a college or university. In addition to core subjects including mathematics, language arts which includes phonics, reading, writing composition, spelling, and penmanship, science, and geography and history. Pilgrim also offers physical education, music, science labs, Spanish, Mandarin and art. The curriculum is fully integrated with our library and technology programs. Our elementary program provides a solid foundation needed for success in higher education.

Brendan (Grade 3)

"My old school only had math, English, and spelling. Pilgrim is teaching me so much more."

View Our Curriculum

List of 3 items.

  • Homework

    Homework is assigned to students in order for them to practice skills taught in school, to reinforce a subject discussed during class, or to enrich a specific lesson taught in class. Teachers understand that students have other commitments and responsibilities, such as team sports or youth organizations that require their time. However, since being a student is a full time job, we expect students to complete their homework obligations in a timely manner. Starting in second grade, students should write down their assignments in a plan book. Homework assignments are posted on Pilgrim School’s Website as well.

    Homework is never assigned for a weekend, though students may want to read to prepare for a book report, or to complete class work that was previously assigned and not completed. Students who have been absent are allowed three school days to make up work. Sometimes a student may choose to do this work over the weekend.
    Below are the time guidelines for homework that Pilgrim School has established for students in the Elementary school. Since each child works at his or her own pace, these times will vary. The times listed here are based on average times of a student working for a period of sustained, concerted effort.

    • Kindergarten: 15 minutes Monday, Wednesday, Thursday
    • 1st - 2nd: 20 to 25 minutes each evening, Monday through Thursday
    • 3rd: 35-45 minutes each evening Monday--Thursday, including studying and preparing for upcoming tests
    • 4th - 5th: 45-60 minutes each evening Monday - Thursday, including studying and preparing for upcoming tests

    If homework is completed in less time than outlined above, we strongly encourage the student to spend time reading. If homework takes much longer than stated in the above guidelines, we urge the student to talk with his/her parents and teacher about ways to improve organizational and/or study skills.

    Parents may be able to help by following the guidelines suggested below:
    • Set a definite time and place for study, in a quiet environment.
    • Give encouragement, but do not do the work for your child
    • Give personal supervision where it is needed
    • Follow teaching methods used in school
    • Discuss ideas presented in the classroom
    • Take an active interest in what your child is learning
    • Conference with the teacher as to specific help needed
  • Grading

    Started in Fall 2019, all classes in Kindergarten through Grade 5 are mastery-based.  Teachers report achievement levels based on the identified learning targets for each subject area, but will not report letter grades.  

    Each learning target will be assessed using common achievement levels across grades and subjects in Elementary School with a consistent definition of achievement at each level.  Teachers use these levels in designing rubrics for specific learning targets, and students are evaluated on their level of achievement using these rubrics.  The three levels are:
    Shows a complete and correct understanding of the knowledge and concepts, and has the ability to perform skills as articulated in the learning targets. 
    NOTE: This is the expectation for all student learning. We want students to be at the PROFICIENT level.

    Shows a partial understanding of the knowledge and concepts, and is beginning to perform the skill as articulated in the standard. The student is approaching proficiency in the learning targets.

    Not Yet:
    Does not yet show understanding or has serious misconceptions of the knowledge and concepts, and an inability to perform the skill as articulated in the learning targets.

    The A-F grading system is no longer a part of how students are assessed in Elementary School.  These achievement levels - Proficient, Developing and Not Yet - do not equate to the traditional letter grades (A-F).  They are simply indicators of a student’s progress on a learning target at a given time.

    Students will have the entire school year to reach the Proficient level in the learning targets for each subject area.  They will likely not be proficient in every learning target in every subject, and that is to be expected.  Students will progress in their learning throughout the year and will receive regular feedback along the way so that students and parents know exactly where they need to improve; this is the goal of mastery-based learning.

  • Academic Testing

    The school has a planned testing program to identify academic strengths and areas where improvement can be achieved. In this way, the school and students can improve planning for the students’ education. Each student in grades two through nine takes the CTP4 online standardized test in the fall. Pilgrim uses the ERB  The Comprehensive Testing Program of the Educational Records Bureau.
    • Outdoor Education Day

Elementary School Information

*Update to shoes - Gray shoes (solid color) have been added to the approved uniform list!

Meet the Director

List of 1 members.

  • Photo of Sheryl Cohen

    Dr. Sheryl Cohen 

    Early Education and Elementary Director