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Gates Chili Central School District

Together we teach and inspire excellence for all learners

Curriculum, assessment and instruction

Curriculum, assessment and instruction

Gates Chili instructional programs are aligned to New York State Learning Standards. Click below to see curriculum information based on grade level.

Elementary (gr. K-5)

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Middle school (gr. 6-8)

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High school (gr. 9-12)

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District and NYS assessments

Gates Chili Central School District uses a comprehensive assessment system to support high-quality instruction and ensure all students are progressing toward learning goals. This system includes a variety of assessments—such as formative, summative, diagnostic and progress monitoring tools—administered throughout the year. Together, these assessments provide a well-rounded picture of each student’s growth and achievement.

By collecting and analyzing data on student learning, educators can adjust instruction, provide targeted support, and make informed decisions that help every student succeed. Assessments are not only a tool for measuring progress but also a framework for continuous improvement in teaching and learning.

In addition to district-based assessments, students also participate in state-required testing:

  • Grades 3-8: Students take New York State Assessments in English Language Arts (ELA) and Math each spring. Students in grades 5 and 8 also take a Science assessment. Families will receive more information each spring before testing begins.

  • High School (Grades 9-12): Students take New York State Regents Examinations to demonstrate mastery of core subject areas. These exams are a key part of graduation requirements and are typically offered in January, June and August in subjects such as ELA, Math, Science and Social Studies.

Together, these assessments help ensure that all students have the support and opportunities they need to thrive—both in school and beyond.

Classroom Formative

What: Confirms that specific learning has taken place and provides data to inform instruction that follows

Who: All students or small groups

When: Ongoing throughout the school year

Universal Screening

What: Identifies students in need of additional assistance in order to meet learning goals

Who: All students

When: 3-5 times per school year

Diagnostic Screening

What: Pinpoints specific skill areas of need for individual students

Who: Students/groups flagged by screening

When: 2-3 times per school year

Progress Monitoring

What: Evaluates progress toward learning targets per the rates of improvement for the specific skill being targeted by intervention

Who: Students receiving Tier 2-3 interventions

When: 1-4 times per month

Benchmark/Common Formative

What: Measures students’ standards proficiency and identify needed instruction

Who: All students

When: 2-3 times per school year

Summative

What: Evaluates, certifies, and/or grades learning at the end of a specific period of instruction

Who: All students

When: End of year, end of term or end of course

District grading practices

Purpose, overview and guiding principles for grading    

Gates Chili educators strive to implement grading and assessment practices that are consistent, equitable, accurate, and support all students’ academic success and well-being. Outlined below are the beliefs and practices that will be applied by all educators across all programs to support student growth and achievement. This guidance supports a district-wide commitment to grading practices that are equitable, transparent, and focused on student growth and achievement.  

Gates Chili educators believe in:   

  • Accuracy : the purpose of grades is to measure what students know, understand, and can do.  
  • Consistency: student grades are accurate reflections of their learning and content mastery of NYS standards and skills.  
  • Equity : to provide feedback based on student growth. Clear and concise communication of content learning for students and families.  

The purpose of grading is to measure and communicate student progress and achievement toward learning standards. Grades will be accurate, consistent and aligned to student learning, while reducing practices that unintentionally distort grades or mix academic achievement with behavior.   

 

Grades reflect learning  

Grades are determined by evidence of student learning and demonstrated mastery of academic standards. 

Grades should answer the following essential questions:  

  • What do the students know and understand?   
  • How did the students demonstrate their learning?  

 

 

Educators will:  

  • Align instruction and assessments to learning standards.  
  • Base grades on academic achievement.  
  • Report academic learning separate from behaviors.   

Students should: 

  • Know what they are expected to learn.  
  • Understand what proficiency looks like.  
  • Have opportunities to demonstrate learning in a variety of ways.  
  • Receive support and feedback throughout the learning process. 

Teachers will provide students with:  

  • Clear learning targets and success criteria.  
  • Opportunities to demonstrate learning and growth.  
  • Timely feedback that supports improvement.  
  • Grades that reflect standards mastery.  

Families are encouraged to check out our Grading Practices FAQ by clicking this link. 

Families can expect:  

  • Clear communication about student progress.  

  • Grades that reflect academic achievement.  

  • Ongoing opportunities to partner with schools to support learning. 

Families are encouraged to:  

  • Review student progress regularly.  

  • Discuss learning goals with their child(ren).  

  • Communicate with teachers when questions arise. 

Student progress reports and conferences

Gates Chili progress reports are aligned to New York State Learning Standards. Achievement and effort scales reflect student progress toward state standards.

Elementary (grades K-5)

At the elementary level (grades K-5), progress reports are distributed three times per year via ParentSquare. Progress reports represent only one component of the district's system of assessment. Families in each elementary school community are encouraged to review school newsletters, classroom notes, teacher and school-based websites, and samples of student work to fully understand and support your student's growth as a learner. 

Parent/guardian conferences are held annually around the first-trimester mark (between November and December) so that parents/guardians can discuss how their student is adjusting to school, their academic progress and goals, and how families and teachers can partner to achieve these goals. Families can also request a parent-teacher conference anytime during the school year if they have any questions. 

Secondary (grades 6-12)

At the secondary level, progress reports are shared at the five-week mark of each quarter to help keep families informed of academic standing. Report cards are issued at the end of each quarter and are shared via ParentSquare. Families can also view current grades, assignments, and attendance at any time through the SchoolTool Parent Portal.

To stay connected with instruction and classroom expectations, families are encouraged to regularly check Schoology, where teachers post assignments, assessments, due dates and other instructional updates.

While formal parent/guardian-teacher conferences are not scheduled schoolwide, families are welcome to request a conference with individual teachers at any time to discuss academic progress, concerns or ways to support student success.