• Assessments

    The purpose of the assessment in Lake Villa School District #41 is to improve learning and teaching through the improvement of its programs, and services. Assessment provides the opportunity for staff, administrators, and parent/guardians to examine and evaluate programs as well as student achievement and their well-being.

     

    Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS)

    Usage:  Identification of ELL Students

    This large-scale test addresses the academic English language proficiency (ELP) standards at the core of the WIDA Consortium's approach to instructing and evaluating the progress of English language learners.

     

    FastBridge

    Usage: Measures growth and achievement data in the areas of reading and math for students in Kindergarten-8th grades 

    FastBridge is a state-aligned computerized adaptive assessment program that provides educators information to improve teaching and learning. Educators use the growth and achievement data from FastBridge to develop targeted instructional strategies and to plan school improvement. 

     

    Illinois Alternate Assessment (IAA)

    Usage:  Alternate to ISAT for students with significant cognitive disabilities

    The Illinois Alternate Assessment (IAA) is the yardstick the state uses to measure the learning of students with significant cognitive disabilities. Students with severe disabilities take the IAA if participation in the state’s regular assessments is not appropriate.

     

    Illinois Measure of Annual Growth in English (ACCESS)

    Usage: measures individual student achievement relative to the Illinois Learning Standards in 3rd-8th grades

    The Illinois Measure of Annual Growth in English (ACCESS) measures individual student achievement relative to the Illinois Learning Standards. The results give parents, teacher and schools one measure of student learning and school performance in math and reading. IMAGE is administered to qualifying English Language Learners or Limited English Proficient students in grades 3, 4, 5, 6, 7, 8, and 11.

     

    IAR (Illinois Assessment of Readiness)

    Usage: measures individual student achievement relative to the Illinois Learning Standards in 3rd-8th grades

    PARCC measures individual student achievement relative to the Common Core Standards. The results give parents, teachers, and schools one measure of student learning and school performance.

     

    Language Assessment Scales (LAS)

    Usage: Identification for ELL Students in kindergarten – 8th grades

    Language Assessment Scales Reading/Writing (LAS R/W) measures reading and writing skills in either English or Spanish. The assessment provides reliable and practical ways to identify students for placement in, and exit from, bilingual/ESL programs. The tests assess vocabulary, fluency, reading comprehension, and mechanics and usage objectively with selected-response items, while writing is evaluated directly.

     

    Measures of Academic Progress (MAP)

    Usage: Measures growth and achievement data for students in 2nd-8th grades  

    The Measures of Academic Progress (MAP) is a state- aligned computerized adaptive assessment program that provides educators information to improve teaching and learning. Educators use the growth and achievement data from MAP to develop targeted instructional strategies and to plan school improvement. The assessment provides the ability to test student achievement in the areas of reading, mathematics, language arts, and science multiple times throughout the year

     

    SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) 

    Ussage:  universal screening of student risk for social-emotional and behavioral problems for students in kindergarten - 8th graes

    Student and staff member surveys are conducted three times per year with individual students.  

    WIDA-ACCESS Placement Test (W-APT)

    This assessment tool, known as the "screener", is used by educators to measure the English language proficiency of students who have recently arrived in the U.S. or in a particular district. It can help to determine whether or not a child is in need of English language instructional services, and if so, at what level.