• 1.       H.B.  15-1323 Required Assessment Information to Parents- ACTION

    In the spring of 2015, H.B. 15-1323 was enacted which requires districts to inform parents and guardians about the purpose of the state and district assessments, and to inform parents/guardians of the changes in the state assessment system.  There are several requirements for informing district parents, such as providing the purpose of the assessments, description, and length of assessments. Additionally, there is a requirement for districts to adopt policies to allow parents to excuse their students from participation in state assessments was also included. Our Board has recently adopted these policies, and they can be referenced below.

     

    Attached you will find Assessment State and District Communication documents for schools to use to communicate about assessments with parents/guardians.  In accordance to H.B. 15-1323, these documents are required to be posted on the district website, as well as each school website. Please ensure these documents are posted to your school website for parents to reference. Please contact Sophia Masewicz for questions or further clarification at (303) 356-8406. Thank you for your attention to this matter. (Sophia Masewicz)

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    OVERVIEW OF DOCUMENTATION BELOW: 
     
     

    District Assessment Information for Parents

              What to Expect for the 2015-16 School Year

     

    Overview

     

    In 2009, The Colorado State Board of Education adopted the Colorado Academic Standards, and in 2010, incorporated the Common Core State Standards (CCSS) into Colorado’s mathematics, reading, writing, and communicating standards. As with other school districts, Greeley-Evans School District 6 prepared for the implementation of the Colorado Academic Standards.  In the transition, TCAP, the Transitional Colorado Assessment Program, was administered to help in the transition to the new standards and the next generation of assessments. 

     

    The new and more rigorous academic standards were adopted to ensure that all Colorado students were prepared for college and career success.  The rigorous standards from pre-kindergarten through 12th grade required new authentic and relevant assessments that measured the problem-solving and critical-thinking skills students needed for success in college and in the workforce.  In 2013-2014, the full implementation was achieved in the transition to the new Colorado Academic Standards. The Colorado Academic Standards set clear, consistent guidelines for what students should know and be able to do at each grade level across 10 subject areas – reading, writing and communicating, mathematics, science, social studies, comprehensive health, physical education, arts, and world languages.

     

    District Alignment of Standards, Assessments, and Curriculum and Instruction

    Beginning in 2011, Greeley-Evans School District 6 has been successfully aligning the curriculum, instruction and district assessments to the new Colorado Academic Standards. Teams of teachers in a process called Vertical Teaming, have collaborated in the content areas across the grade-levels to determine learning progression across content and grade-levels to ensure that the curricula are aligned with the expected learning outcomes. 

     

    District common assessments are an integral component of instruction.  The common assessments in the content areas are developed by teacher experts in their field.  The assessments are administered to all students in the grade-level content or course across the district.  These assessments are connected to the curriculum units of study and address the specific content standards within the units.   The assessments are used by teachers to adjust daily, weekly or unit instruction to meet the academic needs of students.   The district common assessments ensure that students are proficient on the standards.  Students are provided multiple opportunities to demonstrate their conceptual understanding of the standards assessed.  The district common assessments provides information to students, parents, the school, and the district of how well students are progressing through the learning expectations.

     

     

     

     

     

     

     

    District 6 Common Assessments

    The use of district common assessments in the content areas is the underpinning of student academic achievement.  The district common assessments target priority standards that students must demonstrate proficiency in the skills and concepts in order to be on track for college and career readiness. The chart below shows the content areas in which district common assessments have been developed.

     

                                                                                                                                                                                   

    District 6 Common Assessments

     

    English Language Arts

     

    Grades K through  8 and

    High School courses

    Science

     

    Grades K-8

    and

    High School courses

    Math

     

    http://fc02.deviantart.net/fs29/i/2008/093/a/7/Math_Logo_by_avidlebon.jpg

    Grades K through  8 and

    High School courses

     

     

    Social Studies

     

    Grades 3 through 8 and

    High School courses

     

    Specials and Electives: Art, Music,  PE and World Languages

          http://www.mrshann.com/uploads/1/2/9/5/1295321/1315513559.jpg

    Selected Grades 3, 4, 5, 8 and

    High School Courses

     

     

    College and Career  Preparedness

     

    Grade 10

     

     

    Federal, State and District Required Assessments

    The following tables outline the required the assessments at the federal, state and district levels. Parents and guardians are encouraged to contact their principal if they would like more information on the district and state assessments.

    Federal Required Assessments

    Colorado Measures of Academic Success

    Purpose

    English Language Arts

    Math

    Science (5th and 8th)

    Social Studies (4th and 7th )

    Ø  Gauge student achievement and growth in the schools and district

    Ø  Used by the state for district accreditation measures and school rating

    Ø  4 – 5 hours testing time for grades 3 – 9 administered within a  3 – 4 week testing period

    ACCESS for ELLs (English Learners)

    Ø  Gauge English learners growth and attainment toward full English proficiency in the academic disciplines

    Ø  4 hours of testing time for grades K – 12 administered within a 4-week testing period

     

    State Required Assessments

    READ ACT: Selected DIBELS

    Purpose

    Ø  Gauge students’ reading skills, fluency and comprehension in grades K- 5

    Ø  Use to monitor the progress of students’ reading skills,  fluency, and comprehension

    Ø  Administered 3 times a year – 1- 5 minutes for each student

    DIBELS Deep

    Ø  Use to diagnose gaps in foundational reading skills in students who have significant reading deficiencies in grades K-3

    School Readiness: Teaching Strategies GOLD

    Ø  Use observations as an assessment tool for kindergarten children to capture comprehensive information about children’s social, emotional, and physical development and learning.

    College and Career Preparatory

    Ø  Used to identify the skills and knowledge for college and workforce preparedness of 10th grade students

    Ø  Predictive of performance on the ACT for college and career readiness

    Ø  4 hours of testing time for grade 10

    College and Career Readiness

    Ø  Used to identify the skills and knowledge for college and career readiness of 11th grade students

    Ø  Predictive of students’ success in the first year of college or workforce entry

    Ø  4 hours of testing time for grade 11

     

    District Required Assessments

    Common Unit of Study Assessments

    Purpose

    Ø  Monitor progress with respect to specifically  targeted standards

    Ø  Used to adjust instruction to meet the academic needs of students

    Ø  30 – 50 minutes testing time grades 2-12 in each unit of study

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    Informacion de Evaluaciones del Distrito para Padres

     

              Que Esperar para el Año Escolar 2015-16

     

                 

    Resumen

    En el 2009, la Mesa Directiva de educación del Estado de Colorado adoptó los Estándares Académicos de Colorado, y en el 2010, incorporó los Estándares Centrales Comunes del Estado, o Common Core State Standards (CCSS), para estándares de matemáticas, lectura, escritura y comunicación de Colorado. Tal como en otros distritos escolares, el Distrito Escolar 6 de Greeley-Evans se preparó para la implementación de los Estándares Académicos de Colorado (Colorado Academic Standards). En la transición, el Programa de Evaluación transicional de Colorado, conocido como TCAP por sus siglas en Ingles, fue administrada para ayudar con la transición así a los estándares nuevos de la siguiente generación de evaluaciones. 

     

    Los estándares académicos nuevos y más rigorosas fueron adoptados para asegurar que todos los estudiantes de Colorado estuvieran preparados para el colegio y éxito en carreras. Los estándares rigorosos de preescolar hasta el grado 12 requirieron evaluaciones nuevas que fueran auténticas y relevantes que midieran las habilidades de resolver problemas y de pensamiento crítico que los estudiantes necesitaban para tener éxito en el colegio y en el trabajo. En 2013-2014, se logró la implementación total en la transición a los Estándares Académicos de Colorado. Los Estándares Académicos de Colorado impusieron guías consistentes para lo que  deben saber y poder hacer los estudiantes en cada nivel de grado con respeto a las 10 áreas de temas – lectura, escritura y comunicación, matemáticas, ciencias, estudios sociales, salud comprensiva, educación física, arte, e idiomas del mundo.

     

    Alineación del Distrito en Estándares, Evaluaciones, y Currículo e Instrucción

    Desde el 2011, el Distrito Escolar 6 de Greeley-Evans ha logrado tener éxito en alinear el currículo, instrucción y evaluaciones del distrito con los nuevos Estándares Académicas de Colorado. Equipos de maestros dentro de un proceso conocido como Equipo Vertical, han colaborado en las áreas de contendió a través de los niveles de grados para determinar la progresión de aprendizaje a través del contenido y niveles de grado para asegurar que el currículo este alineado con los resultados de aprendizaje esperados. 

     

    Las evaluaciones comunes del distrito son un componente integral de instrucción. Estas evaluaciones comunes en las áreas de contenido son desarrolladas por parte de maestros expertos en su campo. Las evaluaciones son administradas a todos los estudiantes en el nivel de grado del contenido o curso a través del distrito. Estas evaluaciones están conectadas a unidades de estudio del currículo y se enfocan en estándares de contenido específicos dentro de las unidades. Las evaluaciones son utilizadas por parte de maestros para ajustar instrucción diaria, semanal o por unidad para cumplir las necesidades de los estudiantes. Las evaluaciones comunes del distrito aseguran que los estudiantes sean competentes en los estándares. Se les provee varias oportunidades a los estudiantes para que muestren su entendimiento conceptual de los estándares evaluados. Las evaluaciones comunes del distrito proveen información a los estudiantes, padres, escuela y distrito con respeto a que tan bien están progresando los estudiantes dentro de las expectativas de aprendizaje.

     

     

     

    Evaluaciones Comunes del Distrito 6

    El uso de las evaluaciones comunes del distrito en las áreas de contenido es el apuntalamiento del éxito académico estudiantil. Las evaluaciones comunes del distrito se enfocan en estándares de prioridad, en cuales los estudiantes deben mostrar competencia para poder estar en el camino correcto para la preparación del colegio y carrera. El grafico abajo muestra las áreas de contenido por cuales han sido desarrolladas las evaluaciones comunes del distrito.

     

                                                                                                                                                                                   

    Evaluaciones Comunes del Distrito 6

     

    Artes Lingüísticas de Ingles

     

    Grados K hasta  8 y

    Cursos de Escuela Preparatoria

    Ciencias

     

    Grados K-8

    y

    Cursos de Escuela Preparatoria

    Matemáticas

     

    http://fc02.deviantart.net/fs29/i/2008/093/a/7/Math_Logo_by_avidlebon.jpg

    Grados K hasta  8 y

    Cursos de Escuela Preparatoria

     

    Estudios Sociales

     

    Grados 3 hasta 8 y

    Cursos de Escuela Preparatoria

    Clases Especiales y de Opción: Arte, Música, EF y Lenguajes Mundiales

     

          http://www.mrshann.com/uploads/1/2/9/5/1295321/1315513559.jpg

    Grados Selectos 3, 4, 5, 8 y Cursos de Escuela Preparatoria

     

    Preparación

    Pre-Colegial y de Carrera

     

    Grado 10

     

     

    Evaluaciones Requeridas Federales, Estatales y del Distrito

    Las siguientes tablas resumen las evaluaciones requeridas al nivel federal, estatal y del distrito. Son animados los padres y guardianes a comunicarse con su director escolar si desean obtener más información con respeto a las evaluaciones del distrito o estado.

    Evaluaciones Federales Requeridos

    Medidas de Exito Académico de Colorado

    Propósito

    Artes Lingüísticas de Ingles

    Matemáticas

    Ciencia (5o y 8o)

    Estudios Sociales (4o y 7o )

    Ø  Medir el cumplimiento y crecimiento estudiantil en las escuelas y distrito

    Ø  Utilizada por parte del estado para medidas de acreditación del distrito y clasificación escolar

    Ø  4 – 5 horas de pruebas para grados 3 – 9 administrado dentro de un periodo de evaluación de 3 – 4 semanas

    ACCESS para ELL (Alumnos Aprendiendo Inglés)

    Ø  Medir crecimiento y consecución de estudiantes aprendiendo Inglés así a la competencia de disciplinas académicas

    Ø  4 horas de pruebas para grados K – 12 administrado dentro de un periodo de evaluación de 4-semanas

     

     

    Evaluaciones Estatales Requeridos

    Ley READ: DIBELS  Seleccionados

    Propósito

    Ø  Medir las habilidades de lectura, fluidez y comprensión de estudiantes en grados K- 5

    Ø  Utilizada para vigilar el progreso de habilidades de lectura, fluidez, y comprensión del estudiante

    Ø  Administrada 3 veces al año – 1- 5 minutos por cada estudiante

    DIBELS Profundo

    Ø  Utilizada para diagnosticar huecos en habilidades fundamentales de lectura en los estudiantes con deficiencias significativas de lectura en los grados K-3

    Preparación Escolar: Enseñando Estrategias GOLD

    Ø  Utiliza observaciones como herramientas para niños del kínder para capturar información comprensiva con respeto al desarrollo y aprendizaje social, emocional y físico.

    Preparación de Colegio y Carreras

    Ø  Utilizada para identificar habilidades y conocimiento necesitado para preparación de colegio y carreras para los estudiantes del grado 1

    Ø  Predice el resultado de su ACT en preparación para el colegio y carrera

    Ø  4 horas de pruebas para el grado 10

    Habilidad de Colegio y Carreras

    Ø  Utilizado para identificar las habilidades y conocimiento necesitado para preparación de colegio y carrera para los estudiantes del grado 11

    Ø  Predice el éxito estudiantil para su primer año del colegio o en la fuerza laboral

    Ø  4 horas de pruebas para el grado 11

     

    Evaluaciones Requeridos por el Distrito

    Evaluación de Unidad Común de Estudio

    Propósito

    Ø  Vigilar progreso con respeto a estándares específicamente enfocadas

    Ø  Utilizado para ajustar instrucción para cumplir las necesidades académicas de los estudiantes

    Ø  30 – 50 minutos de pruebas para grados 2-12 en cada unidad de estudio

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    Informacion de Evaluaciones del Estado para Padres

     

    Que Esperar para el Año Escolar 2015-16   

    Resumen

    En el 2009, el Estado de Colorado implementó estándares académicos nuevos y más rigorosos para asegurar que todos los estudiantes de Colorado estén preparados para el éxito colegial y de carreras. Estos estándares rigorosos desde preescolar hasta el grado 12 prepararán a los estudiantes del Distrito Escolar 6 de Greeley-Evans con las habilidades de solucionar problemas y lograr pensamiento crítico cual necesitarán para tener éxito en el colegio y la fuerza laboral.

     

    Evaluaciones significativas y relevantes trabajan en conjunto con estándares académicos rigorosos. Las evaluaciones de las nuevas Medidas de Exito Académico de Colorado (Colorado Measures of Academic Success) están alineadas con los Estándares Académicos de Colorado (Colorado Academic Standards) y proveen medidas continuas de aprendizaje estudiantil en cada nivel de grado. Los estándares rigorosos fueron desarrollados por educadores e investigadores, con contribución significante de profesores colegiales y líderes de la fuerza laboral. Los Estándares Académicos de Colorado imponen guías claras y consistentes de lo que los estudiantes deben de saber y deben poder hacer en cada nivel de grado a través de 10 áreas de temas. Los estándares de contenido son de artes lingüísticas de Ingles - lectura, escritura, y comunicación, matemáticas, ciencias, estudios sociales, salud comprensiva, educación física, arte, e idiomas mundiales. Los estándares rigorosos juntos con las evaluaciones estatales alineadas tienen el propósito de asegurar que los estudiantes de Colorado tengan las habilidades, conocimiento y habilidades de pensamiento crítico que necesitarán para tener éxito en la vida después de la escuela preparatoria.

     

    Evaluaciones Nuevas Estatales de las Medidas de Éxito Académico de Colorado (CMAS)

    Las Medidas de Exito Académico de Colorado (conocido como CMAS por sus siglas en Ingles), las nuevas evaluaciones estatales, son una de varias medidas de crecimiento y cumplimiento del progreso académico de los estudiantes. Las evaluaciones de Medidas de Éxito Académico de Colorado son administradas para las áreas de Artes Lingüísticas de Ingles, matemáticas, ciencias, y estudios sociales. Estas evaluaciones fueron diseñadas para ser administradas por internet con una variedad de preguntas interactivas que requieren de más participación para alinearse con prácticas de enseñanza y aprendizaje del siglo 21.

     

    Después de la primera vez que fueron administradas las evaluaciones estatales nuevas en la primavera del 2014 [en las áreas de contenido de estudios sociales (grados 4 y 7) y ciencias (grados 5 y 8)], la adición de evaluaciones de artes lingüísticas de Ingles y matemáticas fue administrada en la primavera del 2015. Es importante la participación estudiantil en las CMAS porque los resultados de las evaluaciones le ayudan a estudiantes, padres, escuelas, y el distrito a entender si los estudiantes han dominado el contenido que deben saber al final de ese nivel de grado o curso. Padres y guardianes podrán ver el crecimiento y cumplimiento de su estudiante a través del tiempo, y como se comparan sus resultados con los de sus compañeros a través del distrito y estado.  

     

    Dentro del sistema de responsabilidad del estado, los resultados estudiantiles son utilizados para dar clasificación de cumplimiento de escuelas y distritos. La clasificación refleja cumplimiento estudiantil y crecimiento académico cuyos son calculados para determinar la acreditación del distrito y el tipo de plan para la escuela: Acreditado con Distinción; Acreditado, Acreditado con Plan de Mejoramiento; Acreditado con Plan de Mejoramiento de Prioridad, o Acreditado con Plan de Cambio Radical. 

    Una ley estatal nueva reconoce los derechos de padres/guardianes para controlar la educación de su estudiante. La ley nueva requiere que mesas directivas escolares desarrollen una póliza para permitir que los padres/guardianes dispensen a sus estudiantes de participar en una o más evaluaciones estatales. El distrito ha desarrollado una póliza y procedimientos para informarles a padres y guardianes de la nueva ley estatal.

     

    En adición, la ley estatal nueva permite que distritos usen versiones impresos de cualquier prueba por internet debido a limitaciones del distrito con respeto a la cantidad de computadoras u otros aparatos necesarios para las pruebas. El nivel de grado y áreas de contenido evaluadas en las evaluaciones de las Medidas de Exito Académico de Colorado se encuentran en resumen abajo. 

     

    Áreas del Nivel de Grado y de Contenido de las Medidas de Éxito Académico de Colorado

    Artes Lingüísticas de Ingles

     

    Grados 3 hasta 9

    Ciencias

     

    Grados 5, 8, y 11

    Matemáticas

    Grados 3 hasta  9

     

    *Curso de Algebra I, Geometría, o Algebra II

    Examen Preparatoria del Colegio

    Grado 10

    Estudios Sociales

     

    Grado 4 y 7

     

    CDE muestra de escuelas seleccionadas: escuelas participan cada 3 años

    Examen de Entrada Colegial

    Grado 11

    ACCESS para ELLs

     

     

    Grados K – 12

     

     

    Evaluación del desarrollo del idioma de Ingles para Estudiantes Aprendiendo Ingles

    Evaluaciones Alternativas de Colorado (CoAlt)

     

    Grados 3-11

     

     

    Tiempo de Pruebas de la Medidas de Exito Académico de Colorado

    La ventana de evaluación para las evaluaciones CMAS esta puesta dentro de un periodo de 3-semanas, Abril 11 – 29, 2016. Las escuelas K-8 recibirán una ventana de 4-semanas para poder acabar todas las evaluaciones debido a los niveles de grados adicionales dentro de la escuela. El porcentaje de tiempo que las evaluaciones impactan la instrucción en el año escolar 2015-16 es menos de 1%. Abajo se encuentra un gráfico con detalles del impacto de las evaluaciones CMAS sobre el tiempo total de instrucción en un año escolar: 

     

     

    Artes Lingüísticas de Ingles y Matemáticas

    Tiempo de Pruebas

    % de Tiempo del Instrucción

    Grado 3

    8.25 horas

    .7%

    Grados 4-5

    8.5 horas

    .7%

    Grados 6-8

    9.2 horas

    .8%

    Grado 9

    9.7 horas

    .9%

    Ciencias

    Tiempo de Pruebas

    % del Tiempo de Instrucción

    Grado 5

    4.0 horas

    .3%

    Grado 8

    4.0 horas

    .3%

    Grado 11

    3.5 horas

    .3%

    *Estudios Sociales

    Tiempo de Pruebas

    % del Tiempo de Instrucción

    Grado 4

    4.0 horas

    .3%

    Grado 7

    4.0 horas

    .3%

    *Muestra estatal de escuelas para estudios sociales cada 3 años

     

     

    Información de las Medidas de Exito Académico y Reportes de Resultados Estudiantiles

    Mientras los padres y educadores reciben los nuevos reportes de resultados estudiantiles, es importante recordar que las pruebas CMAS son medidas nuevamente diseñadas basado en las habilidades de pensamiento crítico necesitadas para que los estudiantes tengan éxito en el colegio y carreras en el siglo 21. Estas evaluaciones no se pueden comparar a los resultados viejos del TCAP o CSAP. Las pruebas nuevas impondrán nuevos niveles de estándares de comparación. Abajo se encuentra una tabla que provee un resumen de las fechas importantes para la publicación de los resultados de las evaluaciones, y fechas de administración para las evaluaciones en el verano y primavera del 2016.

     

    Medidas de Exito Académico de Colorado

    Calendario del 2015-16

    Julio 2015

    Resultados publicados para estudiantes de primaria y secundaria por la primavera del 2015 en ciencias y estudios sociales

    Agosto 2015

    Resultados publicados para estudiantes de escuela preparatoria para pruebas del otoño del 2014 de ciencias

    Noviembre 2015

    Resultados disponibles para las pruebas estudiantiles de la primavera del 2015 de artes lingüísticas de Ingles y matemáticas

    Abril 11 – 29, 2016

    Administración de pruebas CMAS de ciencias, estudios sociales (muestra estatal de escuelas seleccionadas (grados 4 & 7), artes lingüísticas de Ingles y matemáticas

    Primavera del 2016

    Examen preparatoria colegial para estudiantes del grado 10 y examen de entrada colegial para estudiantes del grado 11

    Verano del 2016

    Resultados disponibles para estudiantes de escuela primaria, secundaria y preparatoria para pruebas CMAS del 2016 de ciencias, estudios sociales, artes lingüísticas de Ingles y matemáticas

     

    Niveles de Cumplimiento de las Medidas de Exito Académico de Colorado

    En el verano del 2015, educadores, facultad postsecundaria y profesionales de la fuerza laboral colaboraron para determinar la gama de resultados que mejor se alineaban con los cinco niveles de cumplimiento según los descriptores del nivel de cumplimiento y el resultado actual de los estudiantes. El panel utilizó los estudios del estándar de comparación para ayudarles a determinar el porcentaje de estudiantes probablemente listos para estar preparados para el colegio y carrera, y el porcentaje de estudiantes quienes probablemente están en buen camino para seguir al siguiente nivel académico. Los estudios del estándar de comparación usados fueron el SAT (prueba de razonamiento), ACT (evaluación de contenido), NAEP (la evaluación nacional más grande y continuo de temas centrales), TIMSS (una serie de evaluaciones internacionales de matemáticas y conocimiento de ciencias) y los resultados de pruebas de alumnos de 15 años de edad en matemáticas, ciencias y lectura en más 65 naciones y territorios. Abajo se encuentran los cinco niveles de cumplimiento que serán utilizados en los Reportes de Resultados Estudiantiles. Más información sobre los niveles específicos estará disponible con la publicación de los reportes de cumplimiento estudiantil.

     

    Niveles de Cumplimiento de CMAS ELA Y Matemáticas

    Nivel 5

    Nivel 4

    Nivel 3

    Nivel 2

    Nivel 1

    Excede Expectativas

    Cumple Expectativas

    Cerca de las Expectativas

    Parcialmente Cumple Expectativas

    No Cumple Expectativas

     

    Niveles de Cumplimiento de CMAS de Ciencias y Estudios Sociales

    Nivel 4

    Nivel 3

    Nivel 2

    Nivel 1

    Dominio Distinguido

    Dominio Fuerte

    Dominio Moderado

    Dominio Limitado

     

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    State Assessment Information for Parents

    What to Expect for the 2015-16 School Year

     Overview

    In 2009, the State of Colorado implemented new, more rigorous academic standards to ensure that all Colorado students are prepared for college and career success.  These rigorous standards from pre-kindergarten through 12th grade will prepare Greeley-Evans School District 6 students with the problem-solving and critical-thinking skills they need to succeed in college and in the workforce.

     

    Meaningful and relevant assessments work hand in hand with rigorous academic standards.  The new Colorado Measures of Academic Success assessments are aligned with the Colorado Academic Standards and provide ongoing measures of student learning at each grade level.  The rigorous standards were developed by educators and researchers, with significant input from college professors and workforce leaders.  The Colorado Academic Standards set clear, consistent guidelines for what students should know and be able to do at each grade level across 10 subject areas.  The content standards are English language arts - reading, writing, and communicating, mathematics, science, social studies, comprehensive health, physical education, arts, and world languages.  The rigorous standards along with the aligned state assessments is intended to ensure that Colorado students have the necessary skills, knowledge, and critical-thinking skills to be successful for life after high school.

     

    New State Assessments Colorado Measures of Academic Success (CMAS)

    The Colorado Measures of Academic Success (CMAS), the new state assessments, are one of a variety of growth and achievement measures of students’ academic progress. The Colorado Measures of Academic Success assessments are administered in the areas of English Language Arts, mathematics, science, and social studies.   These assessments were designed to be administered online with a variety of interactive questions that are more engaging with alignment to 21st century teaching and learning practices.

     

    After the first administration of the new state assessments in the spring of 2014 (in the content areas of social studies (grades 4 and 7) and science (grades 5 and 8)), the addition of English language arts and math assessments were administered in the spring of 2015.  Student participation in CMAS is important because the results of the assessments help students, parents, schools, and district understand whether students have mastered the content they need to know at the end of that grade-level or course.  Parents and guardians will be able to see their students’ growth and achievement over time, and how their students’ results compare to their peers across the district and the state.  

     

    In the state’s accountability system, student results are used for the performance rating of schools and districts.  The rating reflects student achievement and academic growth that is calculated to determine a district’s accreditation and a school’s plan-type: Accredited with Distinction; Accredited, Accredited with Improvement Plan; Accredited with Priority Improvement Plan, or Accredited with Turnaround Plan. 

     

    A new state law recognizes the rights of parents/guardians to control their student’s education.  The new law requires school boards to develop a policy to allow parents/guardians to excuse their students from participating in one or more state assessments.  The district has developed a policy and procedures to inform parents and guardians of the new state law.

     

    In addition, the new state law allows districts to use paper versions of any of the online tests given the district’s limitations on the number of computers or other devices needed for testing. The grade-level and content areas assessed in the Colorado Measures of Academic Success assessments are outlined below. 

     

    Colorado Measures of Academic Success Grade-level and Content Tested Areas

    English Language Arts

     

    Grades 3 through 9

    Science

     

    Grades 5, 8, and 11

    Math

    Grades 3 through  9

     

    *Algebra I, Geometry, or Algebra II Course

    College Preparatory Exam

    Grade 10

    Social Studies

     

    Grade 4 and 7

     

    CDE selected school sampling: schools participate every 3 years

    College Entrance Exam

    Grade 11

    ACCESS for ELLs

     

     

    Grades K – 12

     

     

    An English language development assessment for English Language Learners

     

    Colorado Alternate Assessments (CoAlt)

     

    Grades 3-11

     

    Colorado Measures of Academic Success Testing Time

    The assessment window for the CMAS assessments is set within a 3-week period, April 11 – 29, 2016.  K-8 schools will be given a 4-week window in order to complete all assessments due to the additional grade-levels within the school. The percentage of time that state testing impact instruction in 2015-16 school year is less than 1%. Below is a table that details the impact of CMAS assessments on the total instruction time given in a school year: 

     

    English Language Arts and Math

    Testing Time

    % of Instruction Time

    Grade 3

    8.25 hrs.

    .7%

    Grades 4-5

    8.5 hrs.

    .7%

    Grades 6-8

    9.2 hrs.

    .8%

    Grade 9

    9.7 hrs.

    .9%

    Science

    Testing Time

    % of Instruction Time

    Grade 5

    4.0 hrs.

    .3%

    Grade 8

    4.0 hrs.

    .3%

    Grade 11

    3.5 hrs.

    .3%

    *Social Studies

    Testing Time

    % of Instruction Time

    Grade 4

    4.0 hrs.

    .3%

    Grade 7

    4.0 hrs.

    .3%

    *State sampling of schools for social studies every 3 years

     

     

    Colorado Measures of Academic Success Information and Student Score Reports

    As parents and educators receive the new student score reports, it is important to remember that the CMAS tests are newly designed measures based upon problem-solving and critical thinking skills necessary for students to succeed in college and careers in the 21st century.  These assessments cannot be compared to the old TCAP or CSAP scores.  The new tests will set new performance level benchmarks. Below is a table that outlines the important dates for the release of assessment results, and dates of administration for assessments in the summer and spring of 2016.

     

    Colorado Measures of Academic Success

    2015-16 Calendar

    July 2015

    Results released for elementary and middle school students’ spring 2015 tests in science and social studies

    August 2015

    Results released for high school students’ fall 2014 tests in science

    November 2015

    Results available for students’ spring 2015 tests in English language arts and math

    April 11 – 29, 2016

    Administration of CMAS tests in science, social studies (state sampled selected schools (grades 4 & 7), English language arts, and math

    Spring 2016

    College preparatory exam for 10th-grade students and college entrance exam for

    11th grade students

    Summer 2016

    Results available for elementary, middle and high school students’ 2016 CMAS tests in science, social studies, English language arts and math

     

    Colorado Measures of Academic Success Performance Levels

    In the summer of 2015, educators, post-secondary faculty and workforce professionals collaborated to determine the range of scores that best matched the five performance levels based on performance level descriptors and the actual test results of students.  The panel used the research benchmark studies to help them determine the percentage of students likely to be college and career ready, and the percentage of students who are likely to be on track for the next academic level.  The research benchmark studies used were of SAT (a reasoning test), ACT (a content assessment), NAEP (the largest continuing and national assessment of core subjects), TIMSS (a series of international assessments of mathematics and science knowledge) and PISA (the test results of 15-year olds in math, science, and reading in over 65 nations and territories.  Below are the five performance levels that will be used in the Student Score Reports. More information on the specific performance levels will be available with the release of the student performance reports.

     

    CMAS ELA and Math Performance Levels

    Level 5

    Level 4

    Level 3

    Level 2

    Level 1

    Exceed Expectations

    Met Expectations

    Approached Expectations

    Partially Met Expectations

    Did Not Yet Meet Expectations

     

    CMAS Science and Social Students Performance Levels

    Level 4

    Level 3

    Level 2

    Level 1

    Distinguished Command

    Strong Command

    Moderate Command

    Limited Command

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    File:  IKA

    Grading/Assessment Systems

    The Board believes that students and teachers should have access to tools and strategies that will support student learning. The district shall seek, therefore, in its instructional program to make achievement both recognizable and possible for students. It shall emphasize achievement in its processes of evaluating student performance.

    State assessment system

    State and federal law require district students to take standardized assessments in the instructional areas of English language arts, math and science. State law also requires students to take standardized assessments in the instructional area of social studies. Accordingly, the district shall administer standardized assessments pursuant to these state and federal legal requirements.

    State law also requires the district to adopt policies and/or procedures concerning the use of pencil and paper on the computerized portion of state assessments, parent requests to excuse their children from taking state assessments, and the district’s assessment calendar. This policy and its accompanying regulation represent the district’s processes to address these requirements.

    1.    Pencil and paper testing option

    The district may determine when a paper and pencil assessment is used in lieu of the computerized portions of a state assessment. Factors that will be considered in making this determination include:

    ·         The technological capacity and resources of the particular school;

    ·         Students’ previous experience with computerized and written assessments

    ·         Whether the instructional methodology of the particular school is consistent with the use of computerized assessments or written assessments; and

    ·         the logistics of administering the state assessment in different formats at a particular school or schools

    Prior to making this determination, the superintendent or designee shall consult with the school principal(s) affected by this determination. Consultation with parents/guardians of students enrolled in the district will occur in site or district meetings.

    For students with disabilities, the use of pencil and paper instead of a computer to complete a state assessment shall be determined by the student’s Individualized Education Program (IEP) team or Section 504 team, in accordance with applicable law.

    2.    Parent/guardian request for exemption

    A parent/guardian who wishes to exempt his or her child from a particular state assessment or assessments shall make this request in accordance with this policy’s accompanying regulation.

    In accordance with state law, the district shall not impose a negative consequence upon a student whose parent/guardian has requested an exemption from a state assessment or assessments.

    This policy’s exemption process shall apply only to state assessment and shall not apply to district or classroom assessments.

     

    3.    Sharing of student state assessment results with parents/guardians

    The Colorado Department of Education is required to provide diagnostic academic growth information for each student enrolled in the district and for each public school in the district based on the state assessment results for the preceding school years. This information shall be included in each student’s individual student record. Appropriate school personnel, including those who work directly with the student, shall have access to the student’s state assessment results and longitudinal academic growth information and shall share with and explain that information to the student’s parent/guardian.

    District assessment system

    In addition to the state assessment system, the district shall develop a comprehensive assessment system that:

    1.    Challenges students to think critically, apply what they have learned and give them the opportunity to demonstrate their skills and knowledge.

    2.    Includes features that allow academic concerns to be diagnosed promptly to let students, teachers and parents/guardians know of extra supports and effort needed for academic success.

    3.    Provides reliable and valid information on student and school performance to educators, parents/guardians and employers.

    4.    Provides timely and useful data for instructional improvement and improved student learning, including feedback useful in determining whether the curriculum is aligned with the district's academic standards.

    In accordance with applicable law, the district's program of assessment shall accommodate students with disabilities and English language learners.

    The district's assessment results, in combination with state assessment results, will be used as the measurement of student achievement. It is believed these results will provide reliable and valid information about student progress on the district's academic standards.

    Additional assessment information for parents/guardians

    In accordance with state law and this policy’s accompanying regulation, the district shall distribute an assessment calendar and related information to parents/guardians on an annual basis to inform them about the state and district assessments that the district plans to administer during the school year.

    Classroom assessment system

    Classroom assessment practices shall be aligned with the district's academic standards and assessment program. Assessment is an integral part of the teaching and learning process that should occur continuously in the classroom. The primary purpose of classroom assessment shall be to enable teachers to make instructional decisions for students on a continual basis.

    Students are encouraged to engage in informal self-assessments as they study and attempt to solve problems, monitor their own progress and improve their learning.

    Grading system

    The administration and professional staff shall devise a grading system for evaluating and recording student progress and to measure student performance in conjunction with the district's academic standards. The records and reports of individual students shall be kept in a form meaningful to students, parents/guardians as well as teachers. The grading system shall be uniform district-wide at comparable grade levels.

     

    Adopted:        June 8, 2015

    Revised:        October 26, 2015

     

    LEGAL REFS.: 

    C.R.S. 22-7-407 (district academic standards)

    C.R.S. 22-7-409 (state assessment implementation schedule)

    C.R.S. 22-7-409 (1.2)(d)(II) (assignment of scores on statewide assessments for students with disabilities)

    C.R.S. 22-7-409 (1.9) (state assessment results included on student report card if feasible; results of college entrance exam included on student transcripts)

    C.R.S. 22-11-101 et seq. (Education Accountability Act of 2009)

    C.R.S. 22-11-203 (2)(a) (principal required to provide educators access to their students' academic growth information "upon receipt" of that information)

    C.R.S. 22-11-504 (3) (policy required to ensure explanation of student assessment results and longitudinal growth information)

     

     

    CROSS REFS.: 

    AEA, Standards Based Education

    AED*, Accreditation

    JRA/JRC, Student Records/Release of Information on Students

     --------------------------------------------------------------------------------------------------------------------------------

    File:  IKA-R

     

     

    Grading/Assessment Systems

    (Exemption Procedure and Information to Parents/Guardians)

     

    Parent/guardian request for exemption

     

    In accordance with the accompanying policy, the parent/guardian of a student enrolled in the district may request that his or her child be exempt from participating in one or more state assessments.

     

    1.        The request for exemption must be submitted in writing to the school principal.

     

    2.        The parent/guardian will not be required to state the reason for asking for the exemption.

     

    3.        The request for exemption may apply to all or specific state assessments administered to the student during the school year.

     

    4.        A request for exemption will be valid for one school year. Requests for exemption from state assessments in subsequent school years require a new written request.

     

    5.        Parents/guardians are encouraged to submit their requests for exemption at the earliest possible date each school year so that the district may plan accordingly.

     

    6.        Parent/guardians will meet with the school principal or designee to share the request for exemption from one or more state assessments. 

     

    Information to parents/guardians

     

    Each school year at the earliest possible time, the district shall distribute information to students’ parents/guardians regarding the state and district assessments that the district will administer that year. This information shall also be posted on the district’s website.

     

     

    The district shall also distribute a district assessment calendar to students’ parents/guardians at the earliest possible time each school year, and shall post the calendar on the district’s website.

     

    At a minimum, the district assessment calendar shall include:

     

    ·         an estimate of the testing hours required on each testing day; and

    ·         whether the assessment is required by federal and/or state law or was selected by the district.

     

     

    Adopted:        October 26, 2015

     

     

     

     

    Weld County School District 6, Greeley, Colorado