Reading CSAP Standards

120
100
80
60
40

20
0

Overall
Advanced

Standard 1
Proficient

Standard 4
Partially Proficient

Standard 5
Unsatisfactory

Standard 6
NONE

The graph above indicates how students performed on the reading portion of the CSAP. Their
scores for each standard are shown in the graph above. In Standard 1, a majority of the students
tested as proficient. This standard requires students to use their comprehension skills while
reading. Comprehension skills include previewing, predicting, inferring, comparing and
contrasting, re-reading and self-monitoring, summarizing, identifying the authors purpose,
determining the main idea, and applying knowledge of foreshadowing, metaphor, simile,
symbolism, and other figures of speech. This is the biggest part of the assessment in this standard
and most students tested proficient or partially proficient.
Standard 4 assesses the students ability to apply thinking skills to their reading, writing,
speaking, listening, and viewing. This requires them to make predictions, draw conclusions,
analyze, solve problems, defend points of view, identify purpose, and evaluate information.
Again, a majority of students fell under proficient or partially proficient. More students were
considered advanced in this category than in Standard 1.
In Standard 5, students are expected to be able to read to locate, select, and make use of
relevant information from a variety of media, reference, and technological sources. They are
asked to know how to paraphrase, summarize, organize, and synthesize information, give credit
to others ideas, and use information to produce a quality product. Less students were advanced,
and those who were proficient and partially proficient had less of a gap between them.
More students scored unsatisfactory in this standard than in the other standards. Standard
6 had the largest number of advanced students than any of the other standards. A large majority
of proficient students. Standard 6 asks students to read and recognize literature as a record of
human experience. They need to know and use literary terminology, read literature to investigate
common issues and interests, read literature to understand place, people, events, and vocabulary,
both familiar and unfamiliar, read classic and contemporary literature, representing various
cultural and ethnic traditions from throughout the world.
In order for my students to start becoming more advanced, or proficient in all of these standards,
I believe that it would be wonderful to start working on these standards in class in more

concentrated depth. For comprehension skills, I will begin to have us read more books and
identify these concepts throughout the novel. To enhance Standard 4 I will also use novels to
have them begin to make predictions and draw conclusions through papers and other
assignments. For Standards 5 and 6 I will continue to use assignments and activities in class to
enhance their learning.

Math CSAP Standards

70
60

50
40
30
20
10
0

Overall
Advanced

Standard 1/6
Proficient

Standard 2
Partially Proficient

Standard 3
Unsatisfactory

Standard 4/5
NONE

The students that took the math section of the CSAP overall scored in the partially proficient
category. In Standards 1 and 6 students are required to develop number sense and use number
relationships in problem-solving situations and communicate the reasoning used in solving these
problems, and students need to link concepts and procedures as they develop and use
computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators,
and computers, in problem-solving solutions and communicate the reasoning used in solving
these problems. A majority of the students scored partially proficient to unsatisfactory. Very,
very few students scored in advanced.
Standard 2 evaluates students on their ability to use algebraic methods to explore, model,
and describe patterns and functions involving numbers, shapes, data, and graphs in problemsolving situations and communicate the reasoning used in solving these problems. Students in
this category fell under the proficient to unsatisfactory range. More students proved advanced in
this standard, but a larger majority is under proficient and unsatisfactory.
In Standard 3, students use data collection and analysis, statistics, and probability in
problem-solving situations and communicate the reasoning used in solving these problems. More
students scored advanced in this section than any of the others. The number of students who
were under proficient were more than other standards.
Standards 4 and 5 say that students use geometric concepts, properties, and relationships
in problem-solving situations and communicate the reasoning used in solving these problems and
use a variety of tools and techniques to measure, apply the results in problem-solving situations,
and communicate the reasoning used in solving these problems. Most students fell under the
partially proficient. Less were proficient and less were advanced.
In an English class, I am not sure how much math I will use or incorporate. But in order to help
my students become well-rounded students, I want to encourage them in all of their academic
classes. A few things that I will do are to have them read a book that may be more math related.
Or we could read another novel and instead of writing a paper, I could have them make a graph

or a chart showing how the book works and make it almost a timeline of events. That definitely
is not 100% math based, but they would be able to pull what they know from math into English
showing them that classes do overlap and all are equally important.