Bright Ideas Charter School uses the CTBS for grades K-12, ACT for grades 8-12, and the PSAT for grades 10-11. Bright Ideas students take the Iowa Test of Basic Skills with Integrated Writing Skills Test to provide new baseline data and to show progress. In addition, secondary students take the ACT yearly and the PSAT in the 10-11 grades.
A variety of methods are used for grading. For example, authentic assessment as well as paper and pencil testing is used. Other assessment procedures include observation, portfolios, formal testing, student conferences, and formal project presentations.
The foremost goal for Bright Ideas students is superior preparation for college. Bright Ideas students are not allowed to graduate unless they pass MSU's placement exam, or TASP, or state-approved equivalent. Consequently, no graduate of Bright Ideas Charter School will need to take remedial courses.
The purpose of our math assessment system is the understanding and mastery of math. No one fails math. No one is allowed to go on to the next chapter in their math book until the previous one is mastered, allowing students more time on concepts if needed. The system also allows for acceleration, by allowing students to test out of chapters in their math books. Students contract for the speed at which a book will be completed, but they must turn in at least one lesson per day. Time is a variable, but passing math is not. Records of progress are kept in the classroom where they can be used by the students and the teacher, and are available for parents to see.
For the humanities, a chart of deadlines is maintained, so that students, parents, and teachers can check to see what is due when and who still needs to get work in. Portfolios of all humanities work are kept in the classroom for reference by students, parents, and teachers.
Choices and meeting deadlines help students become self-directed by teaching them to motivate themselves, prioritize their work, and manage their time. More self-direction is required of students as they get older, with the goal being that by high school, students should need little outer direction. Beginning college then becomes an easy transition. The amount of incentives needed for individuals varies depending upon their own proclivities and how long they have been in traditional schools. New students tend to need more incentives to learn to manage their work.
According to our discipline system, the Code of Accountability, laps or paycuts are assigned when deadlines for any subject are not met, and every day thereafter until the deadlines are met. Lap or paycut sheets that show how laps/paycuts were earned are maintained, so that students and their parents and teachers can see at a glance how students are doing on a daily basis. A system of positive incentives rewards students for each day that no laps are earned.
Progress reports showing grades earned, absences, and laps earned are issued to parents and students every 9 weeks.
