smiling girl in computer lab filled with students

Students take various forms of assessments throughout the school year, each serving a different purpose and providing us with different kinds of information about student performance. Our goal is to provide our teaching staff with assessment data that enables them to guide their instruction to help students achieve their maximum potential.

Partnership for Assessment of Readiness for College and Careers (PARCC)

PARCC is based on the core belief that assessment should work as a tool for enhancing teaching and learning. Because the assessments are aligned with the new, more rigorous Common Core State Standards (CCSS), they ensure that every child is on a path to college and career readiness by measuring what students should know at each grade level. These high quality, computer-based K–12 assessments in Mathematics and English Language Arts/Literacy give teachers, schools, students, and parents better information about 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.

Measures of Academic Progress (MAP)

Three times a year (fall, winter and spring), District 140 students take tests called Measures of Academic Progress (MAP). We use MAP assessments to determine students' instructional level and to measure academic growth throughout the school year and from year to year in the areas of Math and Reading.

If you have ever used a growth chart in your home to show how much your child has grown from one year to the next, this will help you understand the scale MAP uses to measure your child's academic progress. Called the RIT scale (Rasch unIT), it is an equal-interval scale much like feet and inches on a yardstick. It is used to chart your child's academic growth from year to year. RIT scores typically start at the 180 to 200 level in 3rd grade and progress to the 220 to 260 level by high school.

MAP tests are unique because they adapt appropriately for each student’s level of learning. The test becomes more difficult the more questions a student answers correctly. When a student incorrectly answers a question, the test become easier. Therefore, each student takes a test specifically tailored to his or her learning level. As a result, students have the same opportunity to succeed and maintain a positive attitude toward testing.

Multi-Tiered Support (RtI/MTSS)

Kirby School District 140 believes that increased student learning requires the consistent practice of providing high quality instruction matched to student needs. Response to Intervention (RtI), also know as a multi-tiered system of supports (MTSS), is an approach to providing early academic and behavioral support to struggling students rather than waiting for a child to fall behind before offering help. It requires collaborative efforts from all district staff, general educators, special educators and bilingual/ELL staff.

We use the AIMSweb benchmark and progress monitoring system to provide direct, frequent and continuous student assessment. Our students are tested three times a year during fall, winter and spring. Results are reported to parents, teachers and administrators via a web-based data management and reporting system to determine response to instruction. Parents of students identified as in need of assistance in Reading or Math will be notified of an assignment to an RtI/MTSS tier. Regular monitoring will be conducted in order to determine the duration of the intervention period as well as documentation of student progress.