District educators believe that a student’s progress is measured not by one assessment at a moment in time, but rather by an entire body of evidence. The body of evidence includes, but is 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. 

State Assessment Data

FFC8 students are administered the Colorado Measures of Academic Success (CMAS) assessment annually.

• English Language Arts (ELA) - Grades 3-5

• Mathematics (Math) - Grades 3-5

• Science - Grade 5

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. 

CMAS ELA  CMAS Math  CMAS Science

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)

 

 

 

49% of students at Abrams Elementary School met their achievement and growth goal of either maintaining high achievement, moving up a level, or demonstrating high growth.

 

Abrams Elementary School addresses instructional needs in the area of reading using the following strategies: 

• Small group instruction: teachers pull small groups of students daily to do targeted lessons on the skills students need. We have three interventionists who pull students 4 days a week to target skills using programs such as Orton Gillingham and Heggerty to target phonemic awareness and phonics skills. 
• Professional Learning Communities (PLCs): teachers meet weekly in PLCs by grade level to plan lessons, review student data, and share instructional strategies, all with the goal of increasing student achievement and growth. Teams examine and analyze their data tracker (PDSA: plan, do, study, act) every 10 days and make adjustments. 

Instructional Coach: Abrams uses its instructional coach to model lessons, co-plan, create interventions and intervention groups, and plan professional development.

 

Benchmark ELA and Math Performance Levels 

The charts below show the percent of students scoring in each performance category of the Fall and Spring district benchmark assessment (Illuminate DNA).  This comprehensive assessment includes academic skills and standards taught throughout the school year.   The goal is for each student to increase their score by the end of the year, and demonstrate an increase in content knowledge. 

 

 

 

Abrams Elementary School addresses achievement and growth in the area of math using the following strategies:

• Tier 1 instruction using Eureka Math Squared math curriculum 
• Targeted small group centers
• Use of AMVR (Add+Vantage Math Recovery) for Tier 2 and 3 intervention
• Use of math interventionist to pull small groups of students based on specific skills
• Professional Learning Community (PLC) data digs to create action plans to ensure achievement and growth

• Abrams Elementary School addresses achievement and growth in the area of ELA using the following strategies

• TIer 1 and/or Tier 2 instruction using Wonders curriculum, Orton Gillingham, and Heggerty
• Targeted small group centers, including the use of PDSA cycles in small groups (Plan Do Study Act)
• Use of reading interventionists to pull small groups using PDSA (Plan Do Study Act) cycles
• Professional Learning Community (PLC) data digs to create action plans to ensure achievement and growth