Streamlining Assessments at CPS
Policies for SY14 and Future Years
Department of Student Assessment
Focus Groups—Process
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)

•
•
•
•
•
•
Elementary principals (14)
High school principals (2)
Network staff (14)
Central office staff (20)
External Researchers, ISBE (9)
Parents (20)
In addition, the teacher newsletter featured a survey on assessments in Quarter 3, that resulted in
over 450 respondents
Department of Student Assessment
2
Focus Groups—Major 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 don’t 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 Research’s “ACT Preparation: Too Much, Too Late”: http://ccsr.uchicago.edu/publications/high-schoolfuture-act-preparation-too-much-too-late
Department of Student Assessment
3
Focus Groups—Major 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
Streamlining for SY14 and Beyond
Department of Student Assessment
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 schooldetermined 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
Current and Future Required
Assessments
SY 2012-2013
NWEA MPG Fall (K-2nd)
NWEA MPG Spring (K-2nd)
SY 2013-2014
SY 2014-2015
Recommendation
NWEA MAP Fall (3rd-8th)
NWEA MAP Spring (2nd-8th)
NWEA MAP Spring (2nd-8th)
NWEA MAP Spring (2nd- 8th)
Performance tasks Fall
Performance tasks Fall
EXPLORE for 8th grade
Performance tasks Spring
Performance tasks Spring
Performance tasks Fall
EPAS Spring
EPAS Spring
(9th=EXPLORE, 10th=PLAN)
(9th=EXPLORE, 10th=PLAN)
Performance tasks Spring
STAR (Alternative schools only)
STAR (Alternative schools only)
EPAS Fall
ISBE assessments:
•ISAT/IAA or PSAE/IAA (spring)
•ACCESS for ELLs (mid-year)
ISBE assessments:
•PARCC/IAA
•ACCESS for ELLs
EPAS Spring
ISBE assessments:
•ISAT/IAA or PSAE/IAA
•ACCESS for ELLs
Department of Student Assessment
7
Current and Future Optional
Assessment Tools
SY 2013-2014 and future years
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
Department of Student Assessment
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
8
SY14 Assessment Timing by Grade Band
Department of Student Assessment
SY 2013-2014 Assessment Details: K-2
Required
K-2 Assessments in SY14
REACH
Performance
Tasks
K-2: literacy
assessment
choice*
Fall
School
Determined
2nd grade:
NWEA MAP
K-2 numeracy
assessment
choice
K-2: literacy
assessment
choice*
ACCESS for
ELLs
REACH
Performance
Tasks
K-1: literacy
assessment
choice*
Winter
K-2 numeracy
assessment
choice
Spring
K-1 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 separate numeracy assessment is not required, though
encouraged. CPS will support:
• mClass Math
• 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 school may also choose to use benchmarks aligned with
their instructional materials.
Department of Student Assessment
10
SY 2013-2014 Assessment Details: 3-8
Required
3-8 Assessments in SY14
NWEA MAP
(new students
to CPS only)
REACH
Performance
Tasks
ACCESS for
ELLs
Fall
School
Determined
NWEA MAP
REACH
Performance
Tasks
ISAT/IAA
Winter
Measuring
CCSS skills*:
QuarterlyLiteracy; End
of unit-Math
NWEA MAP
Spring
Measuring
CCSS skills*:
QuarterlyLiteracy; End
of unit-Math
Measuring
CCSS skills*:
QuarterlyLiteracy; 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.
Department of Student Assessment
11
SY 2013-2014 Assessment Details: High School
Required
High School Assessments in SY14
EPAS
(new students
to CPS only)**
REACH
Performance
Tasks
ACCESS for
ELLs
Fall
School
Determined
EPAS
REACH
Performance
Tasks
PSAE/IAA
Winter
Measuring
CCSS skills*:
QuarterlyLiteracy; End
of unit-Math
EPAS Practice
(EXPLORE,
PLAN, ACT
Spring
Measuring
CCSS skills*:
QuarterlyLiteracy; End
of unit-Math
Measuring
CCSS skills*:
QuarterlyLiteracy; 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)
Department of Student Assessment
12
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 won’t 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
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 solving…etc.)

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 doesn’t 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