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COMPREHENSIVE STUDENT SUCCESS (CSS) DASHBOARD |
Student success is defined by more than a single test score.
The Comprehensive Student Success Dashboard (CSS) provides multiple measures in two major categories:
Academics and Learning Dispositions. The purpose of the CSS Dashboard is to provide stakeholders with a more comprehensive understanding of student success, to enhance transparency of student performance, to provide timely results of student growth and achievement, and to broaden the definition of student success by expanding measures beyond annual state testing results.
While the results of the annual state test (CMAS) provide a measure of student achievement and growth, they are a single measure of only specific subjects administered in isolation of authentic learning and so limited in usefulness for strategically setting district priorities for improvement or to sort and rank schools and districts. The CSS Dashboard includes additional measures of student success (Performance Tasks, Demonstration of Learning, Engagement, and Mindsets), that cover multiple subjects, are timely so results can be used to adjust instruction, represent the everyday, authentic cycle of learning of classrooms, and include dispositions of students that have proven to impact long-term success,
CSS data is available by clicking each box on the left-hand side.
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DPF = District Performance Framework based on annual state results of content competency and application of thinking skills in certain subjects.
The State of Colorado uses a formula based on acceptable scores (known as "cut scores") to determine the rating of each district based on performance on state test administered. Each spring, students in Colorado participate in standardized state testing. Annually, 3rd-9th grade students are tested in English Language Arts (ELA) and Mathematics. 5th, 8th, and 11th grade are tested each year in science. 4th, 7th and 11th grade are tested in social studies on a sampling basis. 10th grade students take the PSAT and 11th grade students take the SAT. All of these results are disaggregated by subject, school and district as well as by subgroups of students (race, socio-economic status, etc.), scored using a formula, then reported by the state for comparability. The DPF provides information on this ranking. |
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Performance Tasks = Standard assessments of content competency and application of thinking skills, given to students annually, with a common scoring guide and ratings of acceptable performance.
Performance Tasks (PT) might be purchased commercially or developed by district/school staff. Most often, they are administered at specific, pre-determined points in the year; they assess the essential outcomes of the subject; they demand inter-rater reliability in scoring results. |
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Demonstrations of Learning = Assessments of content competency and application of thinking skills, given to students throughout the year, with the most recent and most often score reported.
Demonstrations of Learning (DOL) allow for feedback and revisions; they represent relevant and meaningful tasks; they measure both content competency and thinking skills; they account for the variability and growth in performance over time. |
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Engagement = Assessments of student ownership of and contribution to learning and the school community.
Engagement is in the category of "Learning Dispositions," sometimes referred to as "non-academic" measures and often include surveys, observations and data related to levels of involvement in the school and community. |
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Mindsets = Assessments of student grit and growth, identity and community, and passion and purpose
Mindset is in the category of "Learning Dispositions," sometimes referred to as "non-academic" measures and often include surveys, observations and data related to the student's belief about him/herself as a learner, the perseverance a student demonstrates in learning, how a student uses failure in the learning process, and the ability for a student to self-motivate. |
