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Assessment

District 39 Assessment Overview

District 39 Assessments
Assessment	Grade(s)	Description/Purpose	Assessment Windows
NWEA Measures of Academic Progress (MAP)	2-8	Description MAP is a computer adaptive assessment whose questions are aligned to Illinois Learning Standards in the areas of Reading and Math. Purpose MAP generates information on student achievement, learning readiness, and growth over time. Test results are used in conjunction with other benchmarking and formative assessments to assist with a variety of instructional decisions; the identification of students in need of more intensive support or extended curricular opportunities, differentiation at the classroom and individual student levels, and to evaluate curriculum effectiveness.	Fall Winter Spring
aimswebPlus	K-3	Description AIMSweb Plus Universal screening tools measure math (early numeracy, concepts and applications, number sense fluency) and reading (e.g., early literacy, oral and silent reading fluency, vocabulary, comprehension) skills. *Please note that Kindergarten students are only tested in the area of math during the winter and spring benchmarking periods. Purpose Similar to MAP, information from AIMSweb Plus is used to inform tiered instructional decisions and pinpoint specific foundational skill weaknesses. Where appropriate, AIMSweb Plus can further be used as a tool to monitor the progress of students in between benchmarking periods.	Fall Winter Spring
Cognitive Abilities Test (CogAT)	5	Description CogAT is a group administered, standardized test that measures learned Verbal (verbal classification, sentence completion, verbal analogies) Quantitative (quantitative relations, number series, equation building), and Non-Verbal (figure classification, figure analogies, figure analysis) reasoning abilities. Purpose Skills measured on the CogAT have been shown to correlate with student potential to succeed in school-related tasks. As such, scores are used along with other assessment data to guide decisions related to enrichment opportunities in math.	Winter
Devereaux Student Strengths Assessment (DESSA)	K-2	Description The DESSA screening tools provide a reliable snapshot assessment of student social and emotional competencies, including self-management, self-awareness, relationship skills, social awareness, goal directed behavior, personal responsibility, decision making, and optimistic thinking. This teacher survey tool allows educators to assess skill levels and promote health outcomes for all students. Purpose The DESSA provides information to staff to allow for identification of students who may need further skill building beyond the core Social Emotional Learning curriculum provided to all district students.	Fall Spring
Mindsets, Essential Skills, and Habits (MESH)	3-8	Description MESH is a social emotional survey students are administered twice a year to assess non-cognitive learning behaviors (Self-Efficacy, Self-Management, Growth Mindset, Social Awareness). These behaviors have been shown to correlate to academic achievement, test scores, attendance, and suspension rates as well as longer term success in college, career, and life. Purpose Data from the MESH surveys is used to inform staff of student learning behavior strengths and areas that may require additional support. The information guides decisions related to classroom environments and instructional strategies geared towards bolstering these important life skills.	Fall Spring

Assessments Mandated by the Illinois State Board of Education
Assessment	Grade(s)	Description/Purpose	Assessment Windows
Kindergarten Individual Development Survey (KIDS)	K	Description KIDS is an observational assessment tool designed to help teachers, administrators, and families better understand the developmental readiness of children entering Kindergarten. Skills assessed include, Approaches to Learning and Self-Regulation, Social and Emotional Development, Language and Literacy Development and Cognition, and Math. Purpose The data from KIDS will support the state of Illinois’ alignment of early childhood and elementary school systems, document the importance of birth-to-five programs in preparing children for elementary school, and enable the state to respond to district, school, teacher, and student needs over time.	Early Fall
ACCESS for English Language Learners	K-8	Description The ACCESS test is a standards-based, criterion referenced assessment that is designed to measure English proficiency. It assesses social and instructional English as well as the language associated with language arts, mathematics, science, and social studies within the school context across four language domains (speaking, listening, reading, and writing). Purpose Results from the ACCESS test are used to determine English proficiency and the subsequent need for English learning supports and services at school. Students are tested annually until which point they have achieved a composite score of 4.8 and are considered to be English proficient.	Winter
Illinois Assessment of Readiness (IAR) in ELA and Mathematics (formerly PARCC)	3-8	Description The Illinois Assessment of Readiness is a standardized test that is administered to students across Illinois to measure student achievement on the Illinois Standards for Learning in the areas of English Language Arts (reading and writing) and Math. Purpose The results of the IAR are used primarily for accountability across the state of Illinois. The data from these assessments is also used to evaluate and make adjustments to the district’s core curriculum as it relates to the common core standards.	Spring
Dynamic Learning Maps Alternate Assessment (DLM-AA)	3-8	Description The DLM-AA is an assessment that measures student achievement and skills in Math, ELA (reading and writing), and Science. The DLM-AA is geared towards students with disabilities who cannot readily access general state assessments such as the Illinois Assessment of Readiness or the Illinois Science Assessment even with accommodations. It is an individualized test designed given in short sections (testlets). Purpose Students are assessed as to their ability to show what they know and can do as compared to learning statements of knowledge and skills called Essential Elements. Results clarify how students can reach academic targets that link to grade level expectations in ELA, math, and science.	Spring
Illinois Science Assessment (ISA)	5 & 8	Description The ISA is an online assessment aligned to Illinois Learning Standards for Science, incorporating the next generation science standards (NGSS), which were adopted in 2014. Test Items are aligned to concepts of physical science, life science, earth/space science and engineering. Purpose Illinois learning standards in Science are designed to prepare students for postsecondary education and careers. The results of the ISA are used primarily for accountability across the state of Illinois with respect to meeting standards.	Spring
Physical Fitness Assessment	3-8	Description The Physical Fitness Assessment is meant to gauge whether students achieve and maintain a health-enhancing level of physical fitness (Illinois State Goal 20). Data collected measures students’ aerobic capacity (grades 4-8), muscular strength, endurance, and flexibility. Purpose Gathering physical fitness data enables the state, parents and schools to better understand the health trends within their region and encourage enhancements in a school’s physical education program.	Winter/ Spring

GLOSSARY OF TERMS

Standards Based - systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating understanding or mastery of expected knowledge and skills

Standardized Test - any form of test that requires all test takers to answer the same questions, or a selection of questions from common bank of questions, in the same way, and that (2) is scored in a “standard” or consistent manner, which makes it possible to compare the relative performance of individual or groups of students

Computer Adaptive Assessment - a computer based test that adjusts the difficulty level of questions and test items according to a student’s ability level.

Benchmarking Assessment - fixed assessments that evaluate students against specific grade level standards and learning goals and are administered periodically throughout the school year

Formative Assessment - a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.

Criterion-referenced Assessment - measures student performance against a fixed set of predetermined criteria or learning standards that students are expected to know and be able to do at a specific stage of their education.


District 39 Assessments
Assessment	Grade(s)	Description/Purpose	Assessment Windows
NWEA Measures of Academic Progress (MAP)	2-8	Description MAP is a computer adaptive assessment whose questions are aligned to Illinois Learning Standards in the areas of Reading and Math. Purpose MAP generates information on student achievement, learning readiness, and growth over time. Test results are used in conjunction with other benchmarking and formative assessments to assist with a variety of instructional decisions; the identification of students in need of more intensive support or extended curricular opportunities, differentiation at the classroom and individual student levels, and to evaluate curriculum effectiveness.	Fall Winter Spring
aimswebPlus	K-8	Description AIMSweb Plus Universal screening tools measure math (early numeracy, concepts and applications, number sense fluency) and reading (e.g., early literacy, oral and silent reading fluency, vocabulary, comprehension) skills. *Please note that Kindergarten students are only tested in the area of math during the winter and spring benchmarking periods. Purpose Similar to MAP, information from AIMSweb Plus is used to inform tiered instructional decisions and pinpoint specific foundational skill weaknesses. Where appropriate, AIMSweb Plus can further be used as a tool to monitor the progress of students in between benchmarking periods.	Fall Winter Spring
Common Writing Assessment - On Demand Writing	K-6	Description As part of the Lucy Calkins Units of Study, students use one class period to independently compose a writing text in response to a prompt. Student pieces are assessed with a rubric that measures aspects of writing (overall, lead, transitions, ending organization, elaboration, craft, spelling, and punctuation and sentence structure) along a continuum of skills. Purpose Teachers are able to track student writing progress over time and also collect data to inform their small-group and whole-class writing instruction. Because the prompt is consistent across grade levels, student growth can be viewed over more than one year.	Fall Winter Spring
Cognitive Abilities Test (CogAT)	5	Description CogAT is a group administered, standardized test that measures learned Verbal (verbal classification, sentence completion, verbal analogies) Quantitative (quantitative relations, number series, equation building), and Non-Verbal (figure classification, figure analogies, figure analysis) reasoning abilities. Purpose Skills measured on the CogAT have been shown to correlate with student potential to succeed in school-related tasks. As such, scores are used along with other assessment data to guide decisions related to enrichment opportunities in math.	Winter
Devereaux Student Strengths Assessment (DESSA)	2,4	Description The DESSA screening tools provide a reliable snapshot assessment of student social and emotional competencies, including self-management, self-awareness, relationship skills, social awareness, goal directed behavior, personal responsibility, decision making, and optimistic thinking. This teacher survey tool allows educators to assess skill levels and promote health outcomes for all students. Purpose The DESSA provides information to staff to allow for identification of students who may need further skill building beyond the core Social Emotional Learning curriculum provided to all district students.	Fall Spring
Mindsets, Essential Skills, and Habits (MESH)	5-8	Description MESH is a social emotional survey students are administered twice a year to assess non-cognitive learning behaviors (Self-Efficacy, Self-Management, Growth Mindset, Social Awareness). These behaviors have been shown to correlate to academic achievement, test scores, attendance, and suspension rates as well as longer term success in college, career, and life. Purpose Data from the MESH surveys is used to inform staff of student learning behavior strengths and areas that may require additional support. The information guides decisions related to classroom environments and instructional strategies geared towards bolstering these important life skills.	Fall Spring


District 39 Assessments
Assessment	Grade(s)	Description/Purpose	Assessment Windows
NWEA Measures of Academic Progress (MAP)	2-8	Description MAP is a computer adaptive assessment whose questions are aligned to Illinois Learning Standards in the areas of Reading and Math. Purpose MAP generates information on student achievement, learning readiness, and growth over time. Test results are used in conjunction with other benchmarking and formative assessments to assist with a variety of instructional decisions; the identification of students in need of more intensive support or extended curricular opportunities, differentiation at the classroom and individual student levels, and to evaluate curriculum effectiveness.	Fall Winter Spring
aimswebPlus	K-8	Description AIMSweb Plus Universal screening tools measure math (early numeracy, concepts and applications, number sense fluency) and reading (e.g., early literacy, oral and silent reading fluency, vocabulary, comprehension) skills. *Please note that Kindergarten students are only tested in the area of math during the winter and spring benchmarking periods. Purpose Similar to MAP, information from AIMSweb Plus is used to inform tiered instructional decisions and pinpoint specific foundational skill weaknesses. Where appropriate, AIMSweb Plus can further be used as a tool to monitor the progress of students in between benchmarking periods.	Fall Winter Spring
Common Writing Assessment - On Demand Writing	K-6	Description As part of the Lucy Calkins Units of Study, students use one class period to independently compose a writing text in response to a prompt. Student pieces are assessed with a rubric that measures aspects of writing (overall, lead, transitions, ending organization, elaboration, craft, spelling, and punctuation and sentence structure) along a continuum of skills. Purpose Teachers are able to track student writing progress over time and also collect data to inform their small-group and whole-class writing instruction. Because the prompt is consistent across grade levels, student growth can be viewed over more than one year.	Fall Winter Spring
Cognitive Abilities Test (CogAT)	5	Description CogAT is a group administered, standardized test that measures learned Verbal (verbal classification, sentence completion, verbal analogies) Quantitative (quantitative relations, number series, equation building), and Non-Verbal (figure classification, figure analogies, figure analysis) reasoning abilities. Purpose Skills measured on the CogAT have been shown to correlate with student potential to succeed in school-related tasks. As such, scores are used along with other assessment data to guide decisions related to enrichment opportunities in math.	Winter
Devereaux Student Strengths Assessment (DESSA)	2,4	Description The DESSA screening tools provide a reliable snapshot assessment of student social and emotional competencies, including self-management, self-awareness, relationship skills, social awareness, goal directed behavior, personal responsibility, decision making, and optimistic thinking. This teacher survey tool allows educators to assess skill levels and promote health outcomes for all students. Purpose The DESSA provides information to staff to allow for identification of students who may need further skill building beyond the core Social Emotional Learning curriculum provided to all district students.	Fall Spring
Mindsets, Essential Skills, and Habits (MESH)	5-8	Description MESH is a social emotional survey students are administered twice a year to assess non-cognitive learning behaviors (Self-Efficacy, Self-Management, Growth Mindset, Social Awareness). These behaviors have been shown to correlate to academic achievement, test scores, attendance, and suspension rates as well as longer term success in college, career, and life. Purpose Data from the MESH surveys is used to inform staff of student learning behavior strengths and areas that may require additional support. The information guides decisions related to classroom environments and instructional strategies geared towards bolstering these important life skills.	Fall Spring