We believe that good instruction starts with knowing our students. We work in partnership with families to ensure students are motivated learners, are challenged to their potential and make continual growth in their learning. An important component of our educational program is a formal assessment system that provides us with data regarding each child’s academic progress. This data is utilized when making educational decisions about the curriculum, the instructional program, and instructional strategies, in addition to pacing and interventions needed for each student. The District 23 assessment system is based on a variety of assessments including classroom assessments, formal assessments, and state-mandated tests. Together, the results from these tests provide us with valuable information that assists us in making data-based decisions about each student’s educational program. These assessments help us differentiate for children, maximize the learning potential of all students, and create engaging, enriching learning experiences for all.
The District 23 Assessment Chart articulates the State and local testing schedule for each grade level.
You can access more information about each of these assessments by following the links provided:
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their careers. These high quality, computer-based K–12 assessments in Mathematics and English Language Arts/Literacy give teachers, schools, students, and parents better information whether students are on track in their learning and for success after high school and tools to help teachers customize learning to meet student needs. All students in grades three through 8 will take the PARCC Performance-Based Assessment and the End of Year Assessment. Measures of Academic Progress (MAP) tests were developed by the Northwest Evaluation Association (NWEA). They are adaptive computerized assessments that reflect a student’s instructional level. Results identify specific skills and concepts each student has learned. MAP test questions are aligned with Common Core Standards. MAP tests are uniquely designed to generate test questions adapted to each student’s instructional level. Test items adjust to each student’s ability. When a student answers a test item correctly, the next test item’s difficulty level increases. When a student answers a test item incorrectly, the next test item’s difficulty level decreases. This adjustment of item difficulty continues throughout the test and results in identifying the student’s instructional level. An instructional level informs us of the skills and concepts individual students have learned and what they need to learn. This gives teachers valuable information on what and how to teach each student.All students in kindergarten through grade eight take the MAP tests. In kindergarten and grade one, students take the Primary MAP tests in reading and math. In grades two through eight, students take the MAP tests in reading, language usage, and mathematics.
Assessing Comprehension and Communication in English State to State (ACCESS) for ELLs® is a standards-based, criterion referenced English language proficiency test designed to measure English language learners' social and academic proficiency in English. 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 the four language domains of speaking, listening, reading and writing.All public school districts are required to assess annually all identified English Language Learners (ELLs)/Limited English Proficient (LEP) students in grades K-12 using the ACCESS for ELLs® assessment until the students test as English language proficient. This includes all identified students whose parents have refused language support services. All LEP students must be tested until they achieve the state prescribed minimum score to be considered English language proficient. As of January 1, 2014, students who obtain an overall composite proficiency level of 5.0 as well as a 4.2 proficiency level in both reading and writing components on the annually administered state-approved English language proficiency test, ACCESS for ELLs®, are to be considered English language proficient.