A balanced assessment approach is used in Lisle District 202 which includes a continuous monitoring process as well as an evaluation of student learning and achievement. Standardized state tests, achievement tests, products, performances, portfolios and teacher designed assignments are all used to gauge students' progress and growth while attending school in District 202. A comprehensive, balanced approach to assessment ensures the achievement of students' development of higher-order reasoning and multi-leveled understanding. It is important for parents to meet with teachers to discuss the results of the various assessments given to students in order to interpret and understand how their student is making growth and progress during each school year.
Each year at the end of October, the State of Illinois releases the “State Report Card” for school districts. For the past two years, the PARCC test was administered in the spring to students in grades 3-8 with the purpose of measuring student achievement in English Language Arts and Mathematics.
While the PARCC is one measure of student achievement, it is just that, one measure. It is important to remember that each student who walks through our doors has strengths and challenges that a PARCC test result cannot show. This assessment is designed not to tell a student’s entire story, but rather a snapshot in time.
To ensure that we are able to create a more complete picture of a student’s progress, we utilize multiple measures and assessments such as regular classroom assessments, developmentally appropriate progress monitoring assessments, and the nationally normed NWEA MAP test. The variety of data collected serves an important role in helping us to understand the needs of our students and inform instruction to best prepare them for the future.
Information on school data, including academic performance, school environment, educators, and students for Lisle CUSD 202 and public school across Illinois can be found on the Illinois School Report Card.
The Measures of Academic Progress, or MAP, is a nationally normed assessment that measures student growth in the areas of Reading and Mathematics for Kindergarten through Eighth grades up to three times during the school year.
On average, more than 70% of Lisle students fell in the Exceeding, Meets, or Approaching performance categories across grades Kindergarten through Eighth grades on the MAP test from Spring 2016 in reading and math. Of that, an average of 50% of students performed in the High-Average or High categories.
In compliance with federal testing requirements, Illinois will administer a science assessment to students enrolled in a public school district in grades 5, 8 and once at the high school level. The high school assessment utilizes a course-based model with content aligned to Biology I. The assessment will be administered in an online format and is aligned to the Illinois Learning Standards for Science incorporating the Next Generation Science Standards (NGSS), which were adopted in 2014.
Performance Series®, Scantron’s computer-adaptive diagnostic testing solution, provides educators with instant test results, personalized to each student, that ensure correct overall student placement. Administered over time, these tests provide a longitudinal view of student growth in core curriculum areas (English Language Arts, Mathematics, and Science). www.scantron.com
Over the last few years, the state of Illinois has been adjusting the standardized tests that it uses to measure high school students’ academic achievement. Previously, high schools across the state were required to administer the Prairie State Exam, which included a free ACT test for students, to all 11th graders. Beginning in the 2016-17 school year, Illinois high school students will be required to take the new SAT exam.
With the revamping of the SAT exam and Illinois’ commitment to measuring the Common Core State Standards, the state agreed in December of 2015 to make the change from the ACT to the SAT exam. Some similarities between the tests include: no penalties for guessing, curriculum focused content, score choice and optional essay. Some differences include: the scoring scale, the way the tests are sectioned, and the inclusion of math formulas and calculators. There are also similarities in the content topics included on the exams, though the percentage of content topics tested varies.
In compliance with federal testing requirements, Illinois will administer a science assessment to students enrolled in a public school district in grades 5, 8 and freshman year. The high school assessment utilizes a course-based model with content aligned to Biology I. The assessment will be administered in an online format and is aligned to the Illinois Learning Standards for Science incorporating the Next Generation Science Standards (NGSS), which were adopted in 2014. (www.isbe.net/Pages/Illinois-Science-Assessment.aspx)
About Advanced Placement (AP)
AP is a rigorous academic program built on the commitment, passion, and hard work of students and educators from both secondary schools and higher education. Taking AP classes benefits students in a number of ways:
Favorably Impacts College Admission
- Students who take AP courses send a signal to colleges that they’re serious about their education and that they’re willing to challenge themselves with rigorous course work.1
- 85% of selective colleges and universities report that a student’s AP experience favorably impacts admission decisions.2
Offers Financial Benefits
- Students who take five years or more to graduate can spend $21,500 for each additional year in college, to cover tuition, fees, living expenses, transportation and other costs.3
- Research shows that students who take AP courses and exams are much more likely than their peers to complete a college degree on time.4
Builds Skills and Confidence
- Students learn essential time management and study skills needed for college and career success.
- Students dig deeper into subjects that interest them, and learn to tap their creativity and their problem-solving skills to address course challenges.
1. The College Board, The 10th Annual AP Report to the Nation, February 11, 2014.
2. Unpublished institutional research, Crux Research Inc., March 2007.
3. The College Board, Trends in College Pricing 2011, Figure 1.
4. The College Board, College Outcomes Comparisons by AP and Non-AP High School Experiences, 2008.
2018 AP Exam Schedule (For Courses offered at LHS)
|Week 1||Morning 8 a.m.||Afternoon 12 noon|
Spanish Language and Culture
English Literature and Composition
United States Government and Politics
United States History
Studio Art — last day for coordinators to submit digital portfolios (by 8 p.m. EDT) and to gather 2-D Design and Drawing students for physical portfolio assembly.
Teachers should have forwarded students’ completed digital portfolios to Coordinators before this date.
|Week 2||Morning 8 a.m.||Afternoon|
French Language and Culture
English Language and Composition