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Academic Performance

Academic Performance

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)

DIBELS  Graphic

Performance: The chart above shows the number of students in each performance category at the beginning (BOY), middle (MOY), and end of year (EOY).   The goal is to reduce the number of students in the red (indicating a possible reading deficiency); and increase the number of students in the green and blue (indicating that students have the necessary tools to read at grade level).

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.

Performance Graphic

Our middle-of-the-year 3rd-grade Illuminate data from a computerized assessment depicts students who are exceeding, meeting, approaching, partially meeting, and not yet meeting standards in ELA and Math. 


We will continue with the previously stated instructional practices and strategies for ELA and Math. With 41% of our students in the approaching band for ELA and 31% for Math, we will ensure that we continue striving to move those students into the meets category.  For students in the lower two bands for ELA and Math, we will continue to provide specific interventions to meet their needs.

ELA Illuminate Benchmark Graphic

Our middle-of-the-year 4th-grade Illuminate data from a computerized assessment depicts students who are exceeding, meeting, approaching, partially meeting, and not yet meeting standards in ELA and Math. 


We will continue with previously stated instructional practices and strategies in ELA and Math. With 36% falling in the partially meets band for ELA and 27% for Math, we will ensure that we continue striving to move those students to the meets category.  For students in the lowest band for ELA and Math, we will continue to provide specific interventions to meet their needs.

Math Illuminate Benchmark Graphic

Our middle-of-the-year 5th-grade Illuminate data from a computerized assessment depicts students who are exceeding, meeting, approaching, partially meeting, and not yet meeting standards in ELA and Math. 


We will continue with previously stated instructional practices and strategies in ELA and Math. For students performing in the partially meets and not yet meets categories, we will ensure that we continue to provide specific interventions to meet their needs.