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Superintendent presents CMAS results: district in top 20% but some grades show declines, participation shortfall triggers improvement plan
Summary
Interim Superintendent Slocum reviewed the district's Colorado Measures of Academic Success (CMAS) results and state performance frameworks, saying Woodland Park remains accredited with a 66.1% framework score but that several grades and subjects showed declines.
Interim Superintendent Slocum reviewed the district's Colorado Measures of Academic Success (CMAS) results and state performance frameworks, saying Woodland Park School District remains accredited and ranked in roughly the top fifth of Colorado districts but noting declines in some grades and subjects.
Slocum told the board, “Our district is still doing really well on their frameworks. We have a 66.1%,” and added that the district's overall accreditation status is in the green. She reviewed grade-by-grade changes in meets/exceeds rates: some grades improved (for example, fifth grade ELA rose by roughly 13 percent), while others—particularly several elementary and middle-school cohorts—declined in one year. She said math performance is a district concern and noted that third-grade math showed a notable one-year drop in the most recent results.
Slocum also explained how participation affected school ratings. The junior/senior high school had a participation rate below the 95% threshold (reported at about 94.2%), and she said that single shortfall was sufficient to place that school on a unified improvement plan even though overall scores remained strong. On testing opt-outs she said parents have the right to excuse students but stressed the effect on school frameworks and accountability measures.
On next steps, Slocum described work already under way: school teams are drafting unified improvement plans (UIPs), principals and teachers will continue data deep dives to identify standards with gaps, and the district plans a K–12 math curriculum committee to address alignment and gaps in instruction. She also recommended work to teach students test-taking and keyboarding skills earlier to reduce the testing-method effect on early-grade results.
Why it matters: State frameworks drive public reporting, accreditation and attention from the Colorado Department of Education; declines in growth indicators and a participation shortfall can trigger state monitoring and improvement-plan requirements. The board discussed communication strategies to encourage participation and other interventions to address math performance.
Board follow-up: District staff will continue UIP work, convene a K–12 math curriculum committee, and increase family outreach about testing participation and the role test results play in district planning.
