Assessment

At Hill City School, ISD 002, assessment is an essential component of high-quality instruction. It plays a pivotal role in guiding teaching and learning by providing meaningful data about student progress toward mastering the Minnesota Academic Standards. These standards establish clear expectations for what students should know and be able to do at each grade level. Assessment, instruction, curriculum, pedagogy (the methods and practices of teaching), and evidence-based strategies are interconnected elements that work together to support student achievement.

We believe that ongoing assessment serves multiple purposes: it informs instructional decisions, supports responsive teaching, and ensures that the curriculum remains aligned to standards. By regularly analyzing assessment data, educators in ISD 002 are able to differentiate instruction, identify areas for intervention or enrichment, and monitor both individual and group progress.

Statewide Assessments: MCAs and MTAS

As part of our commitment to maintaining high academic expectations, students at Hill City School participate in the Minnesota Comprehensive Assessments (MCAs) or the Minnesota Test of Academic Skills (MTAS)—the alternate assessment for eligible students with significant cognitive disabilities. These assessments are administered annually as part of the state’s accountability system under the federal Elementary and Secondary Education Act (ESEA). They are designed to measure how well students are meeting grade-level expectations in core subject areas:

  • Reading: MCA or MTAS (administered in grades 3–8 and grade 10)
  • Mathematics: MCA or MTAS (administered in grades 3–8 and grade 11)
  • Science: MCA or MTAS (administered in grade 5, grade 8, and once in high school)

These standardized assessments provide a snapshot of student performance relative to state standards and help guide continuous improvement at the school, district, and state levels. At Hill City, we use these results alongside classroom-based assessments to ensure every learner is receiving the support they need to thrive academically.

Grading & Reporting

All learners, given the opportunity, can pursue their highest potential. Hill City School ISD 002 values the clear and consistent reporting of student progress to provide families with timely, accurate, and actionable information that supports every student’s growth and achievement.

In Minnesota, academic standards are developed by state-appointed committees and approved through a legislative process on a regular adoption cycle. These standards ensure equitable expectations for student learning across the state and guide how learning is assessed.

Hill City School ISD 002 reviews and updates its curriculum regularly to align with newly adopted Minnesota academic standards. This process ensures that our instruction, assessment practices, and student progress reporting are closely aligned with state expectations. Academic standards define the skills and knowledge students are expected to learn, apply, analyze, and understand at each grade level.

Our goal is that the grading and reporting of student achievement will:

  • Reflect academic progress and mastery
  • Contain meaningful, clear information for students and families
  • Measure publicly declared academic standards
  • Be objective, consistent, and informative
  • Ensure alignment across grade levels, courses, and teachers
  • Exclude non-academic factors such as participation, behavior, or effort from academic grades

This commitment supports our mission to provide a high-quality, equitable education for every student—empowering them to grow, achieve, and succeed.

School Wide Grading Plans

    Elementary Grading

    Hill City School utilizes Standards Based Report Cards for grades K-6. Standards Based Grading reports student proficiency through a number of specific learning goals, or standards. Standards are the skills and concepts students are expected to learn, analyze, process, and understand. Through this process reporting then becomes a true reflection of what a student actually knows or can do, and not just an average of what they have done on activities, assignments, or assessments over a period of time.

    The standards based report card is only one way of understanding your child’s progress in school. Conferences with the teacher, along with samples of your child’s work, can add to your understanding of your child’s performance in school. Fall conferences provide an opportunity for teachers and parents to discuss student strengths and set goals for the year. Fall conferences provide a check-in point for goals.

    Click through the headings below to learn more about the markings used with standards based grading, how to read elementary report cards, and ways you can support your child's success.

    Report Card Guide for Grades K-6: https://docs.google.com/document/d/1IOVf9B8x2Y92iLSMLeEw_OUr6WgaCgtlzPlOzWJOPa0/edit?usp=sharing

    Secondary Grading

    Students receive instruction based on curriculum and assessments that are written to reflect the Minnesota academic standards. Assessments in individual courses are also based on these academic standards.

    Middle and High School Report Card - Students in grades 7-12 receive letter grades to report academic progress. Report cards for grades 7-12 are issued four times per year. You can keep your student's grades by regularly checking Infinite Campus. Daily assignments are found in Schoology and final course grades are found in Infinite Campus. Infinite Campus is a secure, online portal that tracks your student's classroom assignments, grades, attendance and assessment results; This provides parents/guardians with a picture of their student's overall academic performance.

    Family conferences at the secondary level are as important as at the elementary level. Conferences held in the fall at the secondary level are a time to connect with teachers and families to discuss your student's overall progress and well being.