Embedded Files
The district is dedicated to ensuring that students receive accurate and timely feedback that enables them to own their learning trajectory and chart a purposeful path towards success. Academic assessments, both formal and informal, play a critical role in providing students, educators, and parents with valuable information about student learning. Fountain-Fort Carson educators believe that a student’s progress is measured not by one assessment at a moment in time, but rather by a body of evidence that paints a picture of the whole student. Our educators are eager to help bring assessment results to life in context with all measures of student learning including, but not limited to, projects and performances, common grade or subject level assessments, teacher created quizzes and tests, as well as other diagnostic tests administered throughout the school year. We look forward to partnering with all members of our community in using assessment to create meaningful feedback loops in service of the whole student. The data shared below is a high level view of district and state level summative data. The best data to use for individual student learning is almost always classroom based, real-time, and rooted in what the student is doing.
Please click here for a more detailed data reflection.
Local Assessment Data
FFC8 uses a number of high level district assessments to measure general progress in Math and English Language Arts.
Acadience Reading (DIBELS) - Measures students' early literacy skills and helps determine if students are on track to read at grade level (K-3)
Illuminate DNA - Measures students' progress towards mastery of year-long, grade-level standards in Mathematics and English Language Arts (Grades 2-5)
Early Literacy and Growth
The chart above combines student achievement and growth to determine if they are "On Track, On Watch, or Off Track". A student's early literacy progress is considered "off track" if they are not demonstrating enough growth to meet expectations.
Local Elementary ELA and Math Benchmarks
Local Secondary ELA and Math Benchmarks
The four charts above describe levels of student mastery at the beginning of the year and end of the year on year long concepts. As the year progresses the expectation see students grown in their content mastery and for the percentages of students in the green, blue, and purple categories to grow as well.
State Assessment Data
Students in the district are assessed annually by the State. The Colorado Measures of Academic Success (CMAS) and the PSAT/SAT assessments are given annually.
English Language Arts (ELA) - Grades 3-11
Mathematics (Math) - Grades 3-11
Science - Grade 5,8,11
This data is used to track overall student achievement and growth, as well as monitor any specific growth gaps between student groups. The data is not received until after the school year is over; therefore, it is most useful as a tool for reflection.
*Students only took ELA (grade 3 and 5) or Math (grade 4), and Science (Grade 8) in 2020-2021
**Students did not take CMAS in 2019-2020
Test Participation Rates
CMAS Performance Data
The CMAS charts above compare the CMAS scores of students who attended in 2018-2019 as well as 2020-2021. Students did not take CMAS in 2019-2020. This comparison can help shed light on any potential lost learning opportunities. The data indicates that students struggled more in making gains in mathematics versus English language arts.
High school PSAT/ SAT data shows the same pattern of students scoring higher in ELA than in Mathematics. This is a state-wide phenomena and indicates that disruptions in direct and discrete instruction in mathematics may have a more profound effect than a disruption in English Language Arts instruction.
Of particular note is the fact that students who have been enrolled in the district since their freshman year demonstrated significantly higher SAT scores that students who enrolled in the district after freshman year.
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