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Covington sixth-graders present "reflection of personal growth" project to Los Altos board
Summary
Students from Covington Elementary presented a yearlong deeper-learning project, Reflection of Personal Growth, to the board. Teachers described mentor-peer structures, and students Elena Fong and a student identified as Carolina shared examples of how mentoring and reflection affected learning behaviors.
Kevin Armstrong, principal of Covington Elementary, introduced Covington’s second-year classroom project, Reflection of Personal Growth, and told the board the project aims to help sixth-graders “think about themselves as learners” before they move on to middle school.
The nut graf: The project asks students to answer the driving question, “How has your experience at Covington shaped you as a learner?” Students work with a teacher mentor and a peer mentor, prepare a presentation for a review panel, and receive feedback that can lead to a distinction or a resubmission.
Covington teachers Jason Stewart and a co-presenter (identified in the meeting as Sixth-grade teachers) said the program emphasizes student voice, safety, and positive developmental relationships. Stewart told the board the project “provides students with an authentic task related to our LASD student experience and our emphasis on deeper learning.”
Two students presented during the meeting. Elena Fong described how her teacher mentor helped proofread her script, practice her presentation and add personal details; she said the mentor helped her include examples tied to learning behaviors such as respect. Another student, identified in the transcript as Carolinas, said she had grown in contributing to discussions and solving challenging problems, and described a bus-ride conversation when a teacher helped her realize she had been putting too much pressure on herself.
Program structure and next steps: Teachers said every sixth-grade student has at least one adult mentor and a peer mentor; students may select a past teacher, district staff or other campus adults. Staff said the school plans to embed earlier reflection practices in fourth and fifth grades so students will build a portfolio of work samples and reflections before the sixth-grade capstone.
Board reaction: Trustees praised the students for their honesty and bravery and asked clarifying questions. The board was told final presentations are scheduled for the coming Wednesday.
Ending: Teachers said the program will continue to evolve — with portfolio work beginning earlier in the year and increased mentor planning time — and the board thanked the students and staff for the presentation.
