Grand County third-graders score higher than state average on CSAP reading tests
May 5, 2009
Overall, Grand County third-graders are reading at levels above the state average, according to unofficial student-achievement test results released this month.
In preliminary Colorado State Assessment Program, or CSAP, reading results, West Grand’s 31 third-grade students averaged 77 percent proficient in reading tests taken in February, placing the class at a 4 percent higher proficiency than students across the state.
East Grand’s 119 third graders averaged 74 percent proficient in reading, edging them above the state average by 1 percent.
Third-grade CSAP reading results are released early each year in accordance with the Colorado Basic Literacy Act, enacted in 1996.
The school year’s CSAP results for grades 4 through 12 and for third-grade writing and math will be released in July.
Focusing on the youngest group of CSAP test-takers, the state Literacy law requires school districts to develop individual literacy plans for those students reading below “proficient.”
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Releasing the scores early allows faculty and administrators to prepare reading intervention the following school year.
School officials also assess test results on the other end of the spectrum, those qualifying for gifted support.
Out of each Grand County school district this year, there were four (total of eight) third-grade students who landed in the “advanced” reading category.
Seven students in West Grand and 31 students in East Grand received unsatisfactory or below-proficient scores.
For those students, according to East Grand Schools Director of Student Achievement James Chamberlin, administrators analyze individual reading results along with teachers to locate special areas for each child, with the goal of assigning ways to help.
“We start to look inside the numbers and look at patterns and trends,” said Chamberlin. “We really look at how we can meet the needs of the students at the building and classroom level.”
Test results can help define which children should receive advanced learning curriculum, school financial assistance, or additional academic support such as English Language Learner programs for English-as-a-second-language students.
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