Assessments & Testing

The Illinois State Board of Education requires all Illinois public school students in Grades 3-8 to participate in state-administered testing in reading and math. The current Illinois state achievement test is called the Illinois Assessment of Readiness (IAR). The IAR test measures a student’s general Math and English/Language Arts skills.

The IAR assessment includes a rich set of performance-based tasks that reflect some of the most important academic skills that we strive to develop in students. The IAR assessment is given to students in Grades 3 to 8.

ACCESS for ELLs—(Assessing Comprehension & Communication in English State-to-State) for English Language Learners 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. The ACCESS test is also designed to demonstrate student’s growth toward English proficiency over time.

ISBE requires that school districts administer ACCESS annually to all students in a second language program.

Why is an English Language Proficiency test required?

An English Language Proficiency test is required under No Child Left Behind legislation. Passed in 2001, NCLB indicates that all K-12 English language learners must be assessed annually for English proficiency growth (Title III) and academic progress (Title I).

School districts receiving Title III grant resources will be held accountable under the Annual Measurable Achievement Objectives (AMAOs) provision of NCLB. Last, the Illinois Administrative Code, Part 228, Section 228.15(f) indicates districts shall administer an individual language proficiency assessment to each student identified through the home language survey. This assessment shall take place within four weeks of the student's enrollment in the district, for the purpose of determining the student's eligibility for bilingual education services.

• ACCESS, Grades K-8 (all domains, for all ELL students and parent refusals)
  (Grade K - paper based, Grades 1-8 - computer based)

All multilingual students will participate in ACCESS testing. The ACCESS assessment results allow us to make decisions about students’ academic language and to facilitate their language development in Language Arts, Science, Social Studies and Math. Their scores reflect proficiency levels between a level 1 (entering) and level 6 (reaching). Students exit multilingual programming when they reach a 4.8 on the ACCESS exam. One tool that empowers us to meet students where they are in their development is the WIDA Can Do Descriptors. Thank you for your support of language development!

The MPAC (Multilingual Parent Advisory Committee) will be hosting a presentation on "Understanding the ACCESS Test" on Tuesday, December 17, 2024, from 6:30-7:30 p.m. Please click here to register.

Illinois school districts are also required to assess student knowledge and skill in Science. The Illinois Science Assessment is aligned to the Next Generation Science Standards and is used to measure student science mastery.

Students in grades 5 and 8 are required to participate in the Illinois Science Assessment (ISA) each spring. The ISA represents Illinois’ commitment to preparing all students for college and careers, including careers in the high-demand science, technology, engineering, and mathematics (STEM) fields. The assessment also satisfies federal accountability requirements. 

The online ISA is designed to reflect classroom experiences. The ISA includes questions related to Life Science, Physical Science, and Earth and Space Science. Students also apply their understanding of Engineering Practices in these domains. More information about the Illinois Learning Standards for Science can be found here.

The Kindergarten Individual Development Survey (KIDS) is an observational tool, not a test. This tool is designed to help teachers understand the developmental readiness of children entering kindergarten. KIDS focuses on four key domains domains that most impact long-term student success. The domains are: Approaches to Learning and Self-Regulation; Social and Emotional Development; Language and Literacy Development; and Cognition: Math.

In January 2016, the Illinois State Board of Education adopted Part 1, Section 1.425 rules, which require students to be fitness tested. Students are to achieve and maintain a health-enhancing level of physical fitness. Based upon continual self-assessment, fitness testing can help students identify their fitness levels and set goals for improvement. To meet this state requirement, CCSD15 implements Fitnessgram. This resource provides physical education staff fitness tests and other fitness tools to support their students’ achievement of the state fitness goal.

Targeted Grade levels: Grades 3-8

Second- through eighth-grade students in all schools will be tested two or three times a year (fall and spring) using the Measures of Academic Progress (MAP) testing system.

The computer-based MAP tests measure individual student achievement in three academic areas: reading, language, and math. Tests dynamically adjust to a student’s performance level, making test scores more accurate. Results are available within 24 hours.

The information provided through MAP testing better enables the district to make appropriate, data-driven decisions at the classroom, school, and district levels. It also allows teachers to make rapid adjustments in instruction to respond to identified student needs.

MAP testing does not replace the state-mandated Illinois Standards Achievement Tests (ISAT). District 15 currently administers other types of assessments, but with the implementation of MAP testing, the necessity for other test instruments will be carefully reviewed. Because MAP provides such specific and timely information, it may eliminate the need for some other tests.

Additional resources for parents: 

• Map Testing Parent Toolkit - A Guide to NWEA Assessments

Each year, District 15 carefully monitors each child’s academic progress in reading and math, and social-emotional behavior. Part of this monitoring includes using a series of quick, standardized tests using the FastBridge Assessment System. This data, combined with information from other assessments, is used to guide instruction and assess growth. 

All students in K-2 take FastBridge assessments in the fall, winter, and spring of each school year. FastBridge uses brief measures of early literacy and math at the Kindergarten and first-grade levels. These brief assessments provide data on an early learner’s reading and math development. The FastBridge assessments typically take less than 10 minutes per student, but the data gained provides teachers with insights and suggestions to help address each child’s needs.

Fastbridge test results for students in K-2 from the fall, winter, and spring testing periods will be available to parents via PowerSchool. The results for Spring will be posted at the end of the school year. 

In addition to your student’s subtest score, a National Percentile is also provided. This number represents how your child’s score compares to other students in the same grade level across the nation. For example, if your child scored in the 70th percentile, your child scored better than 70% of other students at their grade level across the nation who also took that assessment. 

Please see the chart and information below to learn more about which FastBridge assessments your child will take based on their grade level and time of year. You will receive information about your child’s performance three times a year, after each benchmarking period.

For students in Grades K-2, the District uses Curriculum-Based Measurement (CBM), a short screening measure of students’ reading proficiency to record a student’s early reading skills including alphabet recognition and sounds, phonemic awareness, and oral reading fluency.

District 15 also administers the CogAT (Cognitive Abilities Test) to targeted students in Grades 2 and 4. CogAT measures verbal, nonverbal, and quantitative aptitude areas.

Individual tests may be administered if additional information is needed to provide an appropriate educational program. Individual evaluations may include a psychological examination as part of a case study evaluation. Parent permission is required for this type of evaluation.

• Targeted Grades 2 & 4 (full battery)

The Dynamic Learning Maps® (DLM®) alternate assessment is administered to students with the most significant cognitive disabilities. The DLM assessment measures academic achievement for students who are eligible for this alternate assessment. The test includes English language arts, mathematics, and science.

Each test includes questions from one or more of the standards that your child’s teacher uses for instruction during the school year. During the spring assessment window, the number of tests and the approximate length of time for testing may vary depending on the subject, the grade level, and each student’s individual needs. The materials used in testing can be adapted to your child’s needs.

Data Recognition Corporation (DRC) is the provider of LAS Links which helps identify and monitor the progress of English language learners. LAS Links is a research-based, English and Spanish proficiency assessment that measures the speaking, listening, reading, writing, and comprehension skills. With the District’s continued implementation of the biliteracy model, LAS Links Español provides evidence of Spanish language proficiency for both native and non-native speakers of Spanish in all four language domains (speaking, listening, reading, and writing). LAS Links also offers English language proficiency assessments, which can be used to measure whether English learners are meeting state-specific criteria. LAS Links aligns with several standards including the WIDA and College and Career Readiness Standards.

Other individually administered tests may be required if additional information is needed to provide more targeted educational programming for a child. For example, a variety of processed-based assessments are used, including the Fountas and Pinnell Benchmark Assessment System, Oral Language Assessment, Words Their Way Inventory, and additional classroom-based assessments.

When needed, individual evaluations may also include psychological or educational assessment as part of a case study evaluation for specialized educational services. Parent permission is required for this type of evaluation.