• Formative assessments will now be calculated into the Power Standard grades and the overall course grade. At the high school level, formative assessments will count for 20% of the grade and summative assessments will count for 80%. At the middle school level, formatives will be 30% and summatives will be 70%.
• We will report out on Classroom Citizenship grades every two weeks rather than the four Habits of Work grades from last year.
• Students will be given one voluntary retake of a summative assessment per academic quarter.

Middle School

• Formative Work: Scores will be entered in Infinite Campus and count for 30% of Power Standard grades
• Summative Work: Scores will be entered into Infinite Campus and count for 70% of Power Standard grades

High School

• Formative Work: Scores will be entered in Infinite Campus and count for 20% of Power Standard grades
• Summative Work: Scores will be entered into Infinite Campus and count for 80% of Power Standard grades

Course Grade = Average of Power Standard grades

1. Summative Assessments (80%/70% of score)

• Purpose: To evaluate student learning and achievement at the end of a unit, course, or instructional period.
• Characteristics:
  • Typically graded and often carry significant weight towards the final grade.
  • Cover a broad range of material learned over the course period.
  • Examples include final exams, term papers or essays, final projects, group projects, problem-based learning, standardized tests, presentations, performances, etc.
• Syllabus: The syllabus will explicitly list summative assessments, their weight in the final grade calculation, and any specific requirements or rubrics.
• Retakes: Retakes may be required or optional depending on the overall score of the Power Standard. One voluntary retake per quarter.
• Number of assessments: A minimum of two summative assessments per quarter.

2. Formative Assessments (20%/30% of score)

• Purpose: To monitor student progress, provide feedback, and guide instruction throughout the learning process.
• Characteristics:
  • Help students identify their strengths and weaknesses and guide teachers in making instructional adjustments.
  • Builds to the summative assessment at the end of the unit, works on a part of the skills/knowledge needed to complete the summative assessment
  • Examples include quizzes, rough drafts, in-class work, homework assignments, etc.
• Syllabus: The syllabus will often outline the types of formative assessments used in the course, explaining their purpose in helping students learn and providing feedback. To grade formative assessments, teachers might use level of achievement and/or performance descriptors.
• Number of assessments: A minimum of four formative assessments per quarter.
• Retakes: Students can retake formative assessments once (take higher score capped at 76) only if they attempted the assessment when it was due. If the student did not complete the formative assessment at all and earned a zero then they cannot retake it. There are no extensions. Formative assessment retakes must be completed by the time that unit’s summative assessment is completed.

3. Practice work (0% of score)

• Purpose: To provide opportunities for students to practice new skills and concepts, aiding in retention and skill development.

• Characteristics:

  • Should be designed to be purposeful and provide students with opportunities for deliberate practice.
  • Often receive feedback to help students refine their understanding and skills.
  • Related to an aspect of the skills/knowledge of the unit to help students build capacity
  • Examples include homework assignments, worksheets, problem sets, or in-class exercises.

• Syllabus: The syllabus will define the role of practice work (e.g., homework assignments) and explain how it contributes to learning. It may also provide guidelines for completing practice work.

RSU 2 will focus on reporting out on Classroom Citizenship every two weeks in an effort to be transparent on student behavior in our classrooms, digital citizenship, and collaboration with peers. Teachers will use the following Classroom Citizenship rubric to determine grades

KIDS Classroom Citizenship Rubric

Including a common syllabus for every course will provide consistency & transparency for students and parents.

• Ver 3.0 RSU 2 HS Checklist
• Middle School RSU 2 Syllabus Checklist

The following checklist is intended to be used as a tool to help teachers evaluate their own assessments.

• RSU 2 MS/HS Assessment Checklist

Adequate preparation for life after high school requires students to take an active role in their own learning. Meeting deadlines and preparing adequately for assessments are important components of this preparation. The following links will provide further information on how schools at each level will handle deadlines and extensions:

• High School Deadlines and Late Work
• Middle School RSU 2 Extension-Retake-Redo Request Form (Blue Form)

Unfinished middle school courses will be addressed through summer school, intervention blocks, and/or scheduling to the extent possible.

The common practice of aligning curriculum and resources across schools within a district is essential for ensuring equity, academic consistency, and efficient use of resources. It strengthens the overall educational experience for students, supports professional collaboration among teachers, and creates a more cohesive and efficient school system. By doing so, our district can better ensure all students reach their greatest potential academically, are prepared for their future careers, and foster a shared identity and commitment to educational excellence.

• Equity and Access to Resources: In a public school district, it's crucial that all students have equitable access to the same resources, tools, experiences, and support systems. By aligning curriculum and resources, our district can ensure that we are providing similar opportunities for core learning, enrichment (including advanced placement (AP) and dual enrollment courses, honors challenges and designations, special education support, and cocurricular activities). This alignment helps prevent disparities in educational opportunities based on school location or funding allocation, promoting fairness in the distribution of resources.

• Consistency in Academic Outcomes: Aligning curriculum and resources within and between schools ensures that all students, regardless of which teacher they are assigned or which school they attend, have equal access to high-quality educational experiences. Consistency in curriculum design and resource allocation helps to minimize discrepancies in learning outcomes between schools. By focusing on common academic standards and practices, our district can ensure that all students receive the same foundational knowledge and skills, as well as learning experiences, allowing for more seamless transitions between schools and grade levels.

• Effective Use of Teacher Collaboration and Professional Development: When our curriculum and resources are aligned, teachers within and across schools can collaborate more effectively. Shared instructional materials, best practices, and a common understanding of learning goals foster professional collaboration, which can result in improved teaching practices. Teachers can also engage in joint professional development opportunities, further strengthening their skills and enhancing the quality of education across the district. This collaborative approach can drive continuous improvement and contribute to a culture of collective growth.

• Transparency: Transparency fosters trust between schools, families, and communities. When parents and caregivers understand the curriculum their children are being taught, they can actively support their learning. Additionally, when teachers have clear guidelines and access to resources, they are empowered to provide high-quality education. Being transparent about curriculum goals, teaching methods, and assessments ensures that all parties are working toward a shared vision. Transparency is not just about open communication; it is about creating an environment of shared responsibility and partnership for the future of our students. By prioritizing transparency in our curriculum alignment, we can ensure that every student, regardless of where they live or what challenges they face, has access to a high-quality education that prepares them for success.

• Preparing Students for Post-Secondary Success: Aligning the curriculum within and across schools enables our district to better prepare students for college or career success upon graduation. By providing a unified set of academic standards and resources, our schools can ensure that students meet the necessary benchmarks for post-secondary readiness. Additionally, a shared approach to career and technical education (CTE) can help guide students toward career pathways that align with district-wide workforce development goals.