| sTUDENT | SCORE | PROFICIENCY LEVEL |
|
Student A
|
754 |
4=MET EXPECTATIONS
|
|
Student B
|
727 |
3=APPROACHED EXPECTATIONS
|
|
Student C
|
710 |
2=PARTIALLY MET EXPECTATIONS
|
|
Student D
|
753 |
4=MET EXPECTATIONS
|
|
Student E
|
731 |
3=APPROACHED EXPECTATIONS
|
|
Student F
|
680 |
1=DID NOT YET MEET EXPECTATIONS
|
School Average: 719; 19.7% MET/EXCEEDED EXPECTATIONS
District Average: 724; 22.3% MET/EXCEEDED EXPECTATIONS
State Average: 37.2% MET/EXCEEDED EXPECTATIONS
The Colorado Measures of Academic Success (CMAS) is Colorado's new assessment system for elementary through high school students. The tests are designed to assess students' development of critical thinking skills in order for educators to not only see what students don't understand, but provides an insight to why they don't understand. Even though I am a mathematics teacher, teaching literacy in my content is an integral part of our school-wide goal. According to student performance, skills in drawing inferences from text need to be improved. In mathematics, students are required to assess a problem and perform the necessary operations to solve the problem. Many times, students can perform the operations in order to solve the problem, but do not recognize when to use these operations within a setting of a problem. Similar skills and strategies being taught in a Language Arts class can also be applied in a mathematics class in order for students to have continuity in their learning. It gives them practice in utilizing the skills and strategies and view the importance of bridging these skills and strategies throughout their classes.