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DISTRICT & STATE TESTING

A balanced assessment system is one that contains formative assessments (quick checks for learning conducted by teachers throughout their class), interim assessments (more formal progress monitoring often conducted several times throughout the year to see how students are progressing), and summative assessments (end of course/unit, end of year assessments to find out what students know and can do). 

We use iReady to administer interim assessments three times per year.  In the spring, the Colorado Measures of Academic Success (CMAS) testing is used as the end of year summative assessment.  CMAS Testing is mandated by the state.

iReady Testing

i-Ready Progress Monitoring is a feature within the i-Ready assessment system that helps educators regularly assess student progress and adjust instruction accordingly. It uses brief, adaptive assessments (like the Growth Monitoring tests) to track student growth and identify areas where students might need additional support. This allows teachers to personalize instruction and ensure students are on track to meet their individual and grade-level goals. 

25-26 CMAS Testing

CMAS Excusal Instructions

    CMAS Testing Schedule    

Delayed
    Start Testing Schedule   
(coming Soon)

Please email Lisa Conway, Assistant Principal & School Assessment Coordinator if:

  • You would like to excuse your student from CMAS - Due by December 19, 2025. 
  • You are requesting a paper/pencil testing accommodation.

Why State Mandated Testing?

As part of a balanced assessment system, state assessments provide valuable information to students, families, schools, districts, the state and taxpayers.  The state assessments are summative assessments. While formative, interim, and classroom-based summative assessments inform classroom instruction on a regular basis, state summative assessments are designed to be point-in-time snapshots of what students know and can do in core content areas. The assessment results are used by: parents/families to gauge student progress over time; teachers to inform and improve classroom practice and student placement; and by schools/districts to inform program, school, and district improvement. The results are also the backbone of the state’s accountability system. They are used to populate the annual school and district performance frameworks which result in accreditation ratings for each school and district. The results can also used for teacher evaluation purposes as one of the multiple measures required under S.B. 10-191.