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Superintendent Information
’17 South Routt Full Data Report

The purpose of the Colorado Measures of Academic Success (CMAS)/Partnership for Assessment of Readiness for College and Careers (PARCC) is to measure mastery of the Colorado Academic Standards (CAS) in the content areas of English language arts, math, science and social studies. The rigorous standards were designed by educators and researchers, with significant input from higher education and workforce leaders. The new standards have more rigor, relevancy (real-world applications) and disciplinary literacy within specific content areas (students learn to speak, think, reason at higher levels). The data should be used to be accurately informed of individual student, school and district progress toward college and career readiness (CCR). PARCC results determine if students are on track for CCR.
Score reports demonstrate students’ proficiency on grade-level content standards at the end of each school year. Families can use the scores to begin a discussion with their child’s teachers and school about their child’s academic strengths and areas for intervention. The proficiency cut scores reflect high expectations for what students should know and be able to do, aligning with the demands of today’s global economy. The tests were designed to measure complex skills, like critical-thinking and problem-solving – skills needed for the jobs of the 21st Century. Students who graduate and work in Colorado will need in-demand skills that meet business, industry and higher-education standards. The state assessments provide school/district comparisons to ensure accountability for parents, students and the community.
“I want my son to graduate high school on time ready for college or a career, and one way to ensure I know he is on this path is by taking the state exam.” – Colorado parent
Schools, districts and educators are expected to use the results to reflect upon the education program/progress of individual students in order to improve student achievement. The focus should be on the number of students who met or exceed College Readiness Benchmark scores.
District/School Performance Frameworks (Report Card; Sch Dist scored 70.4 out of 100)
Academic Achievement
Elementary 48.1/100 - Approaching; ELA 27th percentile; Math 31st
Middle 65.4/100 - Meets; ELA 63rd percentile; Math 41st; Science 80th
High 87.5/100 – Exceeds; ELA 93rd percentile; Math 84th; Science 86th
Academic Growth
Elementary 48.6/100 – Approaching; ELA MGP 34.5; Math MGP 59.5
Middle 87.5/100 – Exceeds; ELA MGP 74.0; Math MGP 60.0
High 50.0/100 – Approaching; ELA MGP 86.5 (Multi-Yr); Math MGP 81.0 (Multi-Yr)
District ELA MGP 67.0; Math MGP 62.0
Postsecondary & Workforce Readiness
High 82.1 – Meets; Matriculation Rate 68.0% - Meets
Total of Points Earned (out of 100)
Elementary 48.4 – Improvement (55.3 – Performance for Multi-Yr)
Middle 78.7 – Distinction
High 70.9 – Accredited (decreased to Improvement Plan due to low participation in Multi-Yr)
’17 SAT (11th grade; 26 students)
Composite 1026 (possible score range 400-1600)
Evidenced-based Reading/Writing (EBRW) – 521.9 (Meets; possible score range 200-800)
Math – 504.6 (Meets; possible score range 200-800)
Growth - PSAT to SAT EBRW – 46th MGP (Approaching); Math – 35th MGP Approaching

’17 PSAT 10 (10th grade; 24 students)
The PSAT 10 is designed to measure progress on the skills/knowledge current research shows are essential for college/career readiness and success. The test reflects the kind of engaging and challenging work students find in the best middle and high school courses.
Composite – 955; Evid-based Reading/Writing – 477.9 (53rd percentile); Math – 477.1 (68th percentile)

CMAS/PARCC
3RD grade
ELA - 20% proficient, 5 out of 25 students (20 pts below state)
Math - 16% proficient; 4 out of 25 students (24 pts below state)
4th grade
ELA – 32% proficient; 7 out of 22 students (12 pts below state)
Math – 18% proficient; 4 out of 22 students (16 pts below state)
Soc St – 14% proficient; 3 out of 22 students (11 pts below state)
5th grade
ELA – 35% proficient; 11 out of 31 students (11 pts below state)
Math – 38% proficient; 12 out of 31 students (4 pts above state)
Science – 36% proficient; 11 of 31 students (1 pt above state)
6th grade
ELA – 26% proficient; 5 out of 19 students (14 pts below state)
Math – 5% proficient; 1 out of 19 students (26 pts below state)
7th grade
ELA – 33% proficient; 12 out of 37 students (11 pts below state)
Math – 14% proficient; 5 out of 37 students (12 pts below state)
8th grade
ELA – 65% proficient; 13 out of 20 students (22 pts above state)
Math – 0% proficient; 0 out of 11 students (21 pts below state)
Science – 45% proficient; 9 out of 20 students (15 pts above state)
9th grade
ELA – 69% proficient; 15 out of 22 students (33 pts above state)
Integrated Math I
Middle School - 78% proficient; 7 out of 9 students (48 pts above state)
High School – 43% proficient; 6 out of 14 students (13 pts above state)
Integrated Math II
High School – 63% proficient; 5 out of 8 students (7 pts above state)
High School Science
44% proficient; 11 out of 25 students (20 pts above state)
In 9 out of 16 grade-level content areas, South Routt had 0 students Exceed Expectations.

How to Improve Scores
-emphasize the need for all students to develop college/work ready skills, regardless of postsecondary aspirations
-important for all students to take the needed core classes which lead to college/work ready skills (state defines the needed core classes as being four or more years of English and three or more years of math, social studies and natural science)
-getting more students ready for Algebra prior to the 9th grade increases the chances students will be prepared to take needed advanced-level math courses in high school
-develop academic skills through having all students take our most rigorous high school classes
-read extensively and develop writing skills
-take practice tests and upload individual student results to learn the skills they need to improve
-system-wide, targeted, results-oriented (remedies achieved), during-the-school-day intervention program built into the master schedule

Our 9th Grade ELA Team (Ms. Little and Ms. Jackson) accomplished some of the highest results in the district, they offered the following points as effective practices utilized in their classrooms:

“…implementing vocabulary workbooks has increased work knowledge/comprehension. In addition, I ask students to read critically/respond analytically to the literature, both verbally/written…I have high standards for all students and hold them accountable for their learning progress.” Lara Jackson

“…I worked really hard on building a strong relationship w/ my group of freshman. I assessed their individual needs and helped them w/ those needs, whether it was needing glasses, learning disabilities, or sports schedules…I also used a vocabulary program and it really seemed to improve students’ vocabulary. I also try to keep all kids on task all the time.”
Brenda Little

According to a Chalkbeat article, under the heading of “Where did Colorado’s [low SES] students make the most growth on English tests in 2017?” South Routt School District had the highest growth scores in the state. Evidence South Routt School District is removing the effect of low social economic standing and moving toward making all of our students the educational elite.

Questions board members can/should ask:
-how well are our students doing on meeting state standards compared to students in other districts?
-which schools/districts perform best in preparing students for success in meeting the state standards? (growth scores are more informative than pure percent proficient as they prove ‘teacher effect’ and place all districts/schools on a level playing field despite demographics)
IMPORTANT TO UNDERSTAND MASTERY OF THE STANDARDS (proficient score on benchmark test) IS NOT CONSIDERED THE GOAL FOR THE HIGHEST PERFORMING STUDENTS, BUT RATHER THE MINIMUM ALL STUDENTS MUST DEMONSTRATE TO BE COLLEGE/CAREER READY. THE RIGOR OF COURSEWORK HAS THE GREATEST IMACT ON COLLEGE/CAREER READINESS.
Lack of results isn’t necessarily because of bad teaching, work ethic or teacher competency. It can be because of not aligning time on task toward the standards and not having during the school day interventions (where teachers access students who haven’t yet mastered specific content). Teacher must align content delivery (lesson planning) to the tested standards, utilize the language/rigor of state assessments, have a strong sense of urgency/intentionality in daily instruction and utilize effective practices. Teachers must also utilize formative assessments in order to ascertain what has not yet been mastered by individual students and then making mid-course corrections in lesson delivery. A need to align what teachers teach, with the standards and the assessments.

Data is simply a way to efficiently discuss student achievement, which is the purpose of public schooling. State assessment data is based on performance against the Colorado Academic Standards which consist of Prepared Graduation Competencies (PGCs), representing the concepts and skills students need to master in order to be college and career ready by the time of graduation and Grade Level Expectations (GLEs) which are grade-specific expectations that indicate students are making progress toward the PGCs.
State assessment data provide school/district leaders, the Board, the state and the public the information on how well the district is meeting the goal of helping every child attain academic proficiency. The cut scores which determine the performance levels were set by Colorado educators based on the specific content students should be able to engage with at each performance level. An Individual Student Performance Report is created for each student who takes CMAS assessment so that parents can understand their child’s command over the Colorado Academic Standards in the assessed grade level and content area. Students who met or exceeded the expected cut scores are considered on track for college and career in the assessed content area.
Parent Survey
South Routt School District Survey

THE GOALS OF OUR DISTRICT: Goals for our district include performing academically in the top ten percent of districts in the state and to excel in meeting the needs of our students and parents. To achieve these goals, we need and highly value your input. Please respond to the questions below and return the survey to rwatson@southrouttk12.org or by returning a paper copy by mail (P.O. Box 158, Oak Creek, CO 80467), in person, or with your child. We encourage you to discuss the survey questions with your child. Thank you for your time in helping to provide all our students an education among the best in Colorado. Please rate our district/schools on each of the measures and choose at least three to respond to with written comments. Your written comments are the most informative.
Ratings: 1 = poor 2 = fair 3 = satisfactory 4 = good 5 = excellent

SAFETY: Do you feel South Routt School District is providing a safe environment for your child?
Have we taken all the steps needed to ensure their safety? rating _____





SCHOOL ENVIRONMENT: Does the school district provide your child an enjoyable school day?
What is your child’s favorite thing about attending South Routt School District? Least favorite?
rating _____





ATTENDANCE: Does the school district cause your child to want to attend school regularly? What can we do to maximize student attendance toward having students here every
day? rating _____





NEEDS: Is the school district meeting your needs as a parent of a student?
Do you feel welcomed at school? Do teachers, administrators and front office personnel respond efficiently and appropriately to your questions and requests? rating _____





EDUCATION: Is the school district adequately preparing your child for life after high school?
Are we preparing your child to take the most rigorous high school classes? rating _____



CONTINUOUS IMPROVEMENT: Is this school district, a district we can all take pride in?
What do you think the district does best? What is our greatest weakness? rating ___





COMMUNICATION: Are you satisfied with the type/amount of communication you receive from the school district? What aspects do you like best and least? How can we improve our communication?
rating _____





ACHIEVEMENT: Do you feel the district is educating your child at the highest levels?
What change(s) would you make in the district to improve student achievement? rating _____





OTHER COMMENTS: (about the survey, the district’s general direction, or other comments)





What are your educational aspirations for your child? What level of schooling do you plan for them to achieve? (ex: high school, vocational school, college graduate, graduate school)





What is your preferred method/medium of communication from the school?





We appreciate your time and interest in participating in this survey. We pledge to make the results of your participation visible in our actions and performance.