Assessment

Grade Level

Estimated Hours of Testing

Assessment Window

Required by Federal or State Law or selected by District/School

Purpose of the Assessment

How the Assessment will be used

CMAS ELA and Math

3rd-6th Grades

8-9 hours divided among 6-7 days, depending on grade-level

April 8 -25  2019

State

CMAS is Colorado’s standards-based assessment designed to measure the Colorado Academic Standards (CAS) in the content area of Math and English/Language Arts 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 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.

CMAS Science

5th Grade

4 hours divided among 3 days

April 11 - 12  2019

State

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.

CMAS Social Studies

*Our 4th Grade is not taking Social Studies CMAS in 2019.

4th Grade

4 hours divided among 3 days

April 11 - 12  2019

State

CMAS is Colorado’s standards-based assessment designed to measure the Colorado Academic Standards (CAS) in the content area of Social Studies 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.

CogAT

All 3rd & 6th Grade students, and teacher/parent referrals

90 minutes divided among 2-3 days

August 29 - September 20 2018

Federal

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.

READ Act Assessment - iReady

K-6

30-40 minutes, depending on student

3 x per year

Fall, Winter, Spring and .every 2-3 weeks for READ Act students K-6

State

School - PGE uses iReady Reading in Grades K-6 to set goals for their online instruction in iReady.

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).

TS Gold

Kindergarten

1-2 hours of observational assessment by teacher

Once a year in fall -

1st day of school - October 6th, 2018

State

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 8 - February 9 2019

Federal

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.