Our Wildwood, Volume 54

STRENGTH, STRETCHES, AND GROWTH Though each teacher develops their own voice and structure, narratives at Wildwood tend to follow a shared arc. Kate begins by describing how a student shows up in the classroom— as a participant, collaborator, and community member. From there, she highlights strengths, grounding them in specific examples of student work. Finally, she addresses “stretches”—areas where a student is still growing and where focused effort can lead to meaningful progress. Importantly, stretches are framed not as deficits, but as opportunities. “I want students to see stretches as a map,” Kate explains. “This is where you’re headed next—and I’m your partner in getting there.” The hope is that students and families engage with narratives not as static documents, but as living tools. Kate has had students print their narratives, highlight goals, and revisit them throughout the year—turning reflection into action. Likewise, Melanie sees narratives as an avenue for both affirmation and direction: reassurance about who a student already is, paired with clarity about how they can continue to grow. At their best, narrative assessments foster agency. They encourage students to see themselves as capable learners who can identify goals, seek feedback, and take ownership of their progress—skills that extend far beyond any single class or grade level.

A PRACTICE ROOTED IN BELIEF Narrative assessment is time intensive work. Teachers reread, reflect, and write with care. “When I write about a stretch,” Melanie says, “it’s because I see potential. I wouldn’t take the time if I didn’t believe the student could get there.” In telling the story of learning— where students have been, who they are becoming, and where they are headed—Wildwood’s narrative assessments do more than document progress. They cultivate reflective thinkers, resilient learners, and young people prepared to keep learning long after they leave the classroom.

OWW SPRING 2026

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