We rely on a guaranteed, viable curriculum and research-based instructional strategies to ensure that each student is challenged with appropriate level of understanding and readiness. Below are the curriculums we use for our core subject areas: Language Arts, Math, Science, and Social Studies.
HMH Into Literature
HMH Into Science
HMH Social Studies
Grades will be issued at the end of each semester. At any time, you are encouraged to check your student’s progress through PowerSchool. Teachers will do their best to ensure gradebooks are updated each week. If you have any questions regarding your student’s grade in a class, please contact that teacher directly.
Our grading scale is:
A = 90-100 Excellent
B = 80-89 Good
C = 70-79 Average
D = 60-69 Below Average
F = Below 59 Failing
I = Incomplete
Each semester, students will have an opportunity to earn the following academic awards:
- Students with a GPA of 3.0-3.49 receive academic recognition
- Students with a GPA of 3.5-3.99 receive honor roll recognition
- Students with a GPA of 4.0 receive high honor roll recognition
Throughout the semester, teachers will assign grades based upon the following:
- Individual grades can be based on participation, completion, and/or accuracy.
- Classroom instruction (in-class practice, discussions, and other forms) may be factored into grades
- Assessments factor into a student’s grade and take place after learning has occurred.
- Late or missing assignments will be marked as “incomplete” until the work is completed.
- Teachers will notify parents/families when a grade of D or F is assigned. We also aim to communicate any significant changes in a student’s behavior, performance, or attitude.
- In-class assignments, homework, and assessments may be allowed to be redone as an agreement between the student, teacher, and family. In the case of an assessment, corrective instruction or re-teaching must happen between the original assessment and the reassessment. Redos will be taken for full credit. Redos on assessments must be completed at school. Redos on assignments and/or homework may be completed at school or home based upon the agreement between student, teacher, and family.
When a student misses class due to an absence, they are given two (2) school days for each day absent in which to make up work. Students must make arrangements with their teachers to make up assignments and assessments.
If a student’s individual circumstances require them to miss extended periods of time, then we will work with the student and family to create a plan of support that accounts for instruction and work completion. Through this collaboration, modifications may be made to eliminate nonessential assignments and/or change deadlines/due dates.
Classroom teachers use a variety of assessments to evaluate student performance. As a middle school, we also use assessments to measure student growth and achievement. The data we collect from these assessments is then used to determine areas of strength and opportunities for growth as a middle school program. We also use this data to best support individual students. Here are two of assessments we use:
NWEA MAP Growth Assessment: Students complete the NWEA MAP Growth Assessment three times each school year in math, reading, and science. These assessments measure a students’ achievement and growth compared to millions of students across the country of their same age and content area. The MAP assessments provide us with a score that we use to determine a student’s grade-level readiness and to evaluate a student’s growth throughout the year. Following each testing period, we will provide students/families with a report illustrating how your student is performing academically.
CMAS (Colorado Measure of Academic Success): Once a year, students will be asked to complete the state’s CMAS assessments in Language Arts and Math. 8th grade students will also complete the state’s CMAS assessment for science. The CMAS tests are designed to measure what students have learned in comparison to the state’s academic standards. These scores are also used to determine the school’s performance and accountability to the larger community.
Other assessments may be used to help us individualize the support for each student. These assessments can include the WIDA Access assessment, progress monitoring for student support, and assessments that aid in the identification of special education services.
Much of our academic program relies upon classroom instruction. Homework supports students when practicing skills learned in the classroom, previewing new content for an upcoming lesson, completing pieces for projects, and/or preparing for assessments.
Completing homework on time is very important because it serves to support classroom instruction. Homework not submitted in a timely manner will be marked as “Incomplete” in PowerSchool. Homework may be graded for completion and/or accuracy. If a student develops a pattern of turning in homework late, we will support the student to complete this work. This may include the student being asked to work before or after school, in place of recess, or during another designated time.
Multi-Tiered Systems of Support
Inclusion coupled with high expectations is at the heart of The Academy’s approach to supporting diverse learning needs. The Academy has a strong staff of experienced learning support specialists and support service providers who work hard to implement a high quality multi-tiered system of supports (MTSS) with the core belief that all children can succeed. MTSS is defined as a prevention-based framework of team-driven, data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at both the classroom and school levels.
MTSS is a framework that uses implementation science to create one integrated system from a wide range of student support options. At The Academy this includes support for students struggling with academics, behavioral or social-emotional challenges, advanced students, students with disabilities, students learning English as a second language, and more (IEP/Special Education, 504, Advanced Learning Plans, English Language Learners, READ plans). Our system is designed to support the needs of all students and recognize each individual as a valued and contributing member of our community.
Student-led conferences are scheduled twice each year (see school calendar). Student-led conferences provide students the opportunity to communicate the content they are learning, to identify their areas of strength, and identify opportunities for growth. Students use their leadership portfolio to illustrate evidence of what they are accomplishing and celebrating. Conferences will include the student, family, and Pride teacher. Pride Time teachers will be available for any questions or concerns; however, they may not be able to address specifics for another teacher.
Student-led conferences are designed for students to share their achievement, growth, and celebrations. If a parent/family wishes to have an additional parent-teacher conference with their student’s teachers and/or counselor, please contact your student’s Pride teacher and/or the teacher/counselor directly.