PINE GROVE ELEMENTARY
A Look at 2016-17 Assessments
Estimated Hours of Testing
Required by Federal or State Law or selected by District/School
Purpose of the Assessment
How the Assessment will be used
4 hours divided among 3 days
April 10 - 28 2017
CMAS is Colorado’s standards-based assessment designed to measure the Colorado Academic Standards (CAS) in the content area of science at the end of the tested grade-level. Schools and districts may use the data to make adjustments to instructional programming for the following year.
This is one measure as part of a balanced assessment system and can be used as a benchmark for students in relation to District and State score reports. This assessment also meets the requirement for state accountability.
All 3rd & 6th Grade students, and teacher/parent referrals
90 minutes divided among 2-3 days
August 29 - September 20 2016
The Cognitive Abilities Test (CogAT) measures students’ learned reasoning abilities in the three areas most linked to academic success in school: Verbal, Quantitative and Nonverbal.
While CogAT helps educators make decisions regarding student programming decisions, such as Gifted and Talented, it also can be used to expand educational opportunities for all students.
45 minutes average for each test in reading, math, and science
3 x per year
Fall - August 15- October 6 2016
Winter - December 1-February 24 2017
Spring - March 27-May 19 2017
MAP is a computer based test given 3 times a year to measure whether students are on track in their learning. It also has tools to help teachers customize teaching and learning to meet student needs.
MAP test scores will be used to drive instructional practices in the classroom. The scores will guide efforts to adapt teaching methods to the needs and abilities of students.
PARCC ELA and Math
8-9 hours divided among 6-7 days, depending on grade-level
April 3rd - 28 2016
The Partnership for Assessment of Readiness for college and Careers (PARCC) is a set of assessments that measure whether students are on track to be successful in college and their careers. These assessments give teachers, schools and students better information about whether students are on track in their learning after high school.
This is one measure as a part of a balanced assessment system and can be used as a benchmark for students in relation to District and State score reports. This assessment also meets the requirement for state accountability.
READ Act Assessment - STAR Reading and STAR Early Literacy
10-25 minutes, depending on student
3 x per year
Fall - August 15-26 2016
Winter - December 1-December 15 2016
Spring - April 24-May 5 2017,
and….every 2-3 weeks for READ Act students K-6
School - PGE uses STAR Reading in Grades 2-6 to set goals for Accelerated Reader (AR)
The Colorado Reading to Ensure Academic Development Act (Read Act) was passed by Colorado Legislature in 2012. It focuses on early literacy development for all students and especially for students at risk for not achieving 3rd grade reading proficiency.
Teachers must measure each K-3 student’s reading competency using state board approved reading assessments. The READ Act requires the creation and implementation of a READ plan for students with a SRD (significant reading deficiency).
1-2 hours of observational assessment by teacher
Once a year in fall -
1st day of school - October 31st, 2016
This school readiness observational assessment provides educators and families with information about how prepared a child is for the academic, social, physical, emotional, and cognitive demands of school.
Teachers use this assessment to guide instructional planning and to communicate with families.
WIDA ACCESS for ELLs
K-6 Identified English Learners
Up to 2.75 hours
January 9 - February 10 2017
This assessment will allow educators, students, and families to monitor students’ progress in acquiring academic English in the domains of speaking, listening, reading, and writing and will be aligned with the WIDA English Language Development Standards.
This will help students understand their current level of English language proficiency along the development continuum. It also serves as one of the multiple measures used to determine which students are prepared to exit an English language support program.