Assessment & Accountability
Unity High School will operate in an environment of accountability. Student progress will be continuously monitored so lesson plans or teaching approach can be adjusted if necessary. Monitoring also helps identify students who need additional assistance. Assessments are based on data collected and maintained by teachers.
Students will be subject to a traditional grading system using letter grades A through F, with the additional refinement of plus (+) and minus (-). Grades will be provided at the end of every semester. Student progress will be constantly tracked through a points system. The results will be posted at least weekly through a computerized learning management system, to which students and parents will have access via secure log-in. Prior to the start of each semester, teachers will describe the point totals available, and their corresponding final letter grade equivalent.
In the middle of each semester, UHS will host conferences for parents to meet with teachers to review and assess their child’s performance.
At the end of every semester, students will receive a grade point average numerical total. A number will be provided reflecting the most recently completed semester, as well as a cumulative total for the entire time spent at UHS. Courses will generally not be weighted so they all receive the same treatment toward the GPA.
Teachers will be empowered to offer “extra credit” as they deem appropriate.
In addition, faculty will use progress assessments built into the selected curriculum programs. Furthermore, teachers will make regular assessments based on student participation, homework quality, and test results. Teachers will be empowered to create a weekly assessment tool they will be expected to use in all classes. In many instances, this may consist of a short quiz, but could also take other forms, such as a short essay or oral report.
The faculty culture is expected to be one which respects the concept of frequent assessment. The faculty is expected to discuss, at least weekly, their student assessments, with attention paid to the quality of the data being collected. Cross referencing data between courses will help teachers understand the student and the success of any course integration efforts. While data is useful for tracking progress, teachers will be encouraged to think about the student behind each data point. Each student has a human story; data is intended to provide reminders and insights about each of those students and their stories.
It will be important for the principal to empower the teachers to develop useful assessment tools. TheUHS principal, in addition to being a manager, will be expected to be an important component of the education delivery effort.
UHS students will take the annual Minnesota Comprehensive Assessments and the NWEA, as appropriate. If the weekly assessments are done correctly, however, these tests are not expected to reveal anything surprising the UHS faculty, students and staff.
Students will be subject to a traditional grading system using letter grades A through F, with the additional refinement of plus (+) and minus (-). Grades will be provided at the end of every semester. Student progress will be constantly tracked through a points system. The results will be posted at least weekly through a computerized learning management system, to which students and parents will have access via secure log-in. Prior to the start of each semester, teachers will describe the point totals available, and their corresponding final letter grade equivalent.
In the middle of each semester, UHS will host conferences for parents to meet with teachers to review and assess their child’s performance.
At the end of every semester, students will receive a grade point average numerical total. A number will be provided reflecting the most recently completed semester, as well as a cumulative total for the entire time spent at UHS. Courses will generally not be weighted so they all receive the same treatment toward the GPA.
Teachers will be empowered to offer “extra credit” as they deem appropriate.
In addition, faculty will use progress assessments built into the selected curriculum programs. Furthermore, teachers will make regular assessments based on student participation, homework quality, and test results. Teachers will be empowered to create a weekly assessment tool they will be expected to use in all classes. In many instances, this may consist of a short quiz, but could also take other forms, such as a short essay or oral report.
The faculty culture is expected to be one which respects the concept of frequent assessment. The faculty is expected to discuss, at least weekly, their student assessments, with attention paid to the quality of the data being collected. Cross referencing data between courses will help teachers understand the student and the success of any course integration efforts. While data is useful for tracking progress, teachers will be encouraged to think about the student behind each data point. Each student has a human story; data is intended to provide reminders and insights about each of those students and their stories.
It will be important for the principal to empower the teachers to develop useful assessment tools. TheUHS principal, in addition to being a manager, will be expected to be an important component of the education delivery effort.
UHS students will take the annual Minnesota Comprehensive Assessments and the NWEA, as appropriate. If the weekly assessments are done correctly, however, these tests are not expected to reveal anything surprising the UHS faculty, students and staff.