- 1.Streamlining Assessments at CPS Policies for SY14 and Future
Years Department of Student Assessment
2. Focus GroupsProcess In February CEO Byrd-Bennett presented
the Office of Accountability with the charge to carefully examine
the system of assessments, to understand what is working and where
we needed change. She specifically directed that we streamline the
system to ensure effective use of student learning time. Over March
and April meetings were held with a variety of stakeholders to
understand assessment needs and concerns. Process: Initial meeting
with CTU leadership to discuss specific concerns Meeting with Raise
Your Hand where additional concerns were highlighted 17 Focus
Groups with the following stakeholders: Students (7) PK-2 teachers
(6) 3-8 teachers (12) High school teachers (5) Alternative teachers
(10) TeachPlus teacher fellows (20) In addition, the teacher
newsletter featured a survey on assessments in Quarter 3, that
resulted in over 450 respondents Elementary principals (14) High
school principals (2) Network staff (14) Central office staff (20)
External Researchers, ISBE (9) Parents (20) Department of Student
Assessment 2 3. Focus GroupsMajor Findings Test preparation crowds
out instructional time Students and members of the research
community expressed the most concern with the amount of time spent
on preparation activities that dont necessarily result in better
scores, and limit time to learn the course content.* Preparation
activities are not aligned to Common Core learning Groups pointed
to the disconnect between the critical thinking and analysis
expected in the Common Core standards and the limitations of many
current assessments to fully measure these skills, or help teachers
understand student progress on them. *See for example The
Consortium on Chicago School Researchs ACT Preparation: Too Much,
Too Late: http://ccsr.uchicago.edu/publications/high-school-
future-act-preparation-too-much-too-late Department of Student
Assessment 3 4. Focus GroupsMajor Findings Practice testing
requirements vary by Network and school CPS centrally offers
optional mid-year practice assessments, however implementation of
these optional assessments and additional assessment varies widely.
Problems with data delivery and interpretation Teachers and
principals expressed frustration with the time it takes to receive
scores back from many tests, and the amount of varying data points
they had to interpret. Inadequate assessment measures for diverse
learners Many educators emphasized the need for assessments that
were flexible in both presentation and response, to meet diverse
learning styles. Many were also concerned with the lack of helpful
formative data for English Language Learners. Department of Student
Assessment 4 5. Streamlining for SY14 and Beyond Department of
Student Assessment 6. Streamlining Assessments at CPS 1. Limit
required high stakes, full-length testing to the Spring: eliminate
Fall MAP and EPAS tests. 2. Limit K-2 district-wide assessment to a
single pulse check in 2nd grade, but require a school- determined
measure of primary literacy. 3. Build Common-Core aligned
benchmarks and an item bank for flexible use. 4. Limit formal test
preparation activities to the optional mid-year MAP or MPG or EPAS.
5. Ensure appropriateness of measures and support tools for all
students. 6. Require schools have in place common benchmark
measures across classes (Common Core aligned where applicable), but
leave discretion over particular tools to the school level. 7.
Focus on the Common Core and college/career readiness, and align
all assessments to these north stars. 8. Phase out mandated
district assessments as PARCC phases in. 9. Increase transparency,
engagement and communication around assessment. 10. Develop and
publish an Assessment Guidebook and provide aligned professional
development. Department of Student Assessment 6 7. Current and
Future Required Assessments SY 2012-2013 NWEA MPG Fall (K-2nd) NWEA
MPG Spring (K-2nd) NWEA MAP Fall (3rd-8th) NWEA MAP Spring (2nd-
8th) EXPLORE for 8th grade Performance tasks Fall Performance tasks
Spring EPAS Fall EPAS Spring ISBE assessments: ISAT/IAA or PSAE/IAA
ACCESS for ELLs SY 2013-2014 NWEA MAP Spring (2nd-8th) Performance
tasks Fall Performance tasks Spring EPAS Spring (9th=EXPLORE,
10th=PLAN) STAR (Alternative schools only) ISBE assessments:
ISAT/IAA or PSAE/IAA (spring) ACCESS for ELLs (mid-year) Department
of Student Assessment SY 2014-2015 Recommendation NWEA MAP Spring
(2nd-8th) Performance tasks Fall Performance tasks Spring EPAS
Spring (9th=EXPLORE, 10th=PLAN) STAR (Alternative schools only)
ISBE assessments: PARCC/IAA ACCESS for ELLs 7 8. Current and Future
Optional Assessment Tools SY 2012-2013 K-2 literacy: TRC, ISEL,
STEP, BAS, NWEA MPG Winter, or other Schools can currently use
multiple overlapping tools K-2 Math: NWEA MPG Winter, mClass Math,
or other Schools can currently use multiple overlapping tools 3-8
literacy and math: MOY NWEA MAP HS English, math, reading, science:
HS Interims MOY EPAS All grades literacy and math: Common Core
quarterly/unit benchmarks All grades English language development:
None SY 2013-2014 and future years K-2 literacy*: TRC, MPG, ISEL,
STEP, BAS or other Schools can choose ONLY one path. ALL schools
must have a primary literacy assessment in place, though the
particular tool is at their discretion. K-2 Math: mClass Math, MPG
or other Schools can choose ONLY one path. Use of a primary math
assessment is optional. 2-8 literacy and math: MOY NWEA MAP All
grades literacy and math: CCSS-aligned benchmarks with varying item
types (multiple choice, essay/constructed response, performance
activity) with additional items in a bank for flexible use HS
English, math, reading, science: MOY EPAS All grades English
language development: TBD Department of Student Assessment 8 9.
SY14 Assessment Timing by Grade Band Department of Student
Assessment 10. SY 2013-2014 Assessment Details: K-2 Department of
Student Assessment K-2 Assessments in SY14 Required School
Determined Fall Winter Spring 2nd grade: NWEA MAP REACH Performance
Tasks K-1: literacy assessment choice* K-1 numeracy assessment
choice K-2: literacy assessment choice* K-2: literacy assessment
choice* REACH Performance Tasks K-2 numeracy assessment choice K-2
numeracy assessment choice *A formative literacy assessment is
required for K-2. CPS is supporting the following options:
TRC/DIBELS or IDEL for Spanish speakers NWEA MPG A school can
choose to use another valid, research-based product, with Chief
approval. Schools would have to support these on their own. A
separate numeracy assessment is not required, though encouraged.
CPS will support: mClass Math NWEA MPG A school may also choose to
use benchmarks aligned with their instructional materials. ACCESS
for ELLs 10 11. SY 2013-2014 Assessment Details: 3-8 Department of
Student Assessment 3-8 Assessments in SY14 Required Fall Winter
Spring REACH Performance Tasks Measuring CCSS skills*: Quarterly-
Literacy; End of unit-Math *Schools are not required to use the
centrally provided CCSS-aligned benchmarks, but having CCSS-aligned
measures, common across a grade/course team, of both discreet
skills and writing/problem solving is required in both literacy and
math, at least quarterly. Teachers will also be able to access an
item bank to build assessments within their course teams. NWEA MAP
(new students to CPS only) Measuring CCSS skills*: Quarterly-
Literacy; End of unit-Math Measuring CCSS skills*: Quarterly-
Literacy; End of unit-Math NWEA MAP REACH Performance Tasks NWEA
MAP ACCESS for ELLs ISAT/IAA School Determined 11 12. SY 2013-2014
Assessment Details: High School Department of Student Assessment
High School Assessments in SY14 Required Fall Winter Spring REACH
Performance Tasks Measuring CCSS skills*: Quarterly- Literacy; End
of unit-Math *Schools are not required to use the centrally
provided CCSS-aligned benchmarks, but having CCSS-aligned measures,
common across a grade/course team, of both discreet skills and
writing/problem solving is required in both literacy and math, at
least quarterly. Teachers will also be able to access an item bank
to build assessments within their course teams. **Growth for new
students will be measured from EXPLORE to EXPLORE (9th), PLAN to
PLAN (10th) and ACT to ACT (11th) EPAS (new students to CPS only)**
Measuring CCSS skills*: Quarterly- Literacy; End of unit-Math
Measuring CCSS skills*: Quarterly- Literacy; End of unit-Math EPAS
Practice (EXPLORE, PLAN, ACT REACH Performance Tasks EPAS ACCESS
for ELLs PSAE/IAA School Determined 12 13. FAQs Will schools be
able to change their assessment plans? Yes. Schools will be able to
make edits to their plans in the fall, when they have a clearer
sense of both their units of instruction and what the CPS options
will provide. The only decision that is inflexible is use of TRC or
MPG, due to licensing constraints. Why can schools no longer have
multiple K-2 literacy assessments? Limiting the number of
assessments in K-2 was done with the consideration that most
formative assessment products measure the same range of skills,
though often in different formats. The incremental additional data
received does not justify the additional instructional time lost to
assessing similar skills. How should a school decide what K-2
assessment to use? Teachers should first consider what
research-based tool meets the criteria listed on page 4. After,
schools should weigh several factors: teacher expertise (Is this a
tool that has a deep history in the school? Is there a knowledge
base that can help new teachers?); logistics (For MPG: Does the
school wireless/hard wire capacity support this? For TRC: Are
teachers able to conduct individual assessment during dedicated
blocks or small group time?); student population (Does the school
have many students who are below grade level, who will need more
frequent progress monitoring like TRC and DIBELS? Does the school
have Spanish-speaking ELLs who wont be able to access MPG?).
Schools should also consult with their Network and the Department
of Literacy with additional questions. Department of Student
Assessment 13 14. FAQs Why is fall testing for 3-11th grade being
eliminated? Moving to Spring only testing for accountability next
year puts CPS in line with the schedule for the summative component
of PARCC in the following year. Focusing on Spring data also allows
teachers to start planning much earlier, and go into the August PD
days and new year with a clear idea of grouping and strategies for
particular students. Finally this frees up time in the fall for
class-based assessment of skills that can't be measured thoroughly
on NWEA or EPAS (e.g. writing, speaking, research, problem
solvingetc.) Will schools have to pay for the optional assessments?
No. CPS will provide either TRC/mClass or MPG, the optional
mid-year NWEA MAP for 2-8 and mid-year EPAS, as well as the
benchmarks. Why is EXPLORE for 8th grade being eliminated? EXPLORE
for 8th grade currently measures similar reading comprehension and
math problem solving skills, similar to what is also measured on
NWEA and ISAT. In addition, the data from the EXPLORE doesnt arrive
back at schools until the last few days of school, negating its
usefulness for instructional planning or conversations with
students. Will CPS schools have the opportunity to pilot PARCC
items? Yes, most likely. ISBE is currently working with the
consortium of states that make up PARCC to finalize piloting
logistics this summer. We anticipate CPS schools will be a part of
a pilot, which will allow for greater insight into the type of
texts and tasks students will be asked on PARCC in 2014-2015.
Schools can preview prototype items here:
http://www.parcconline.org/samples/item-task-prototypes Department
of Student Assessment 14
