To help families better understand the assessments administered to students across the District, District 65 has developed an assessment calendar. The calendar is organized by grade level. The calendar does not contain all of the formative, diagnostic, benchmark, and summative assessments used in District 65. Instead, it contains those assessments that are common across the entire district.

    Vision for Assessment: The purpose of our “Essential System 2: Effective Use of Data” is to “improve performance by analyzing and acting on evidence.” This calls for the collection, disaggregation, analysis and interpretation of various types of data to inform academic and non academic decisions. We believe by using valid, reliable assessments, in combination with regular data cycles, will allow leaders and educators to consistently monitor student progress and make adjustments to ensure more equitable learning environments. 

    Interpreting Data Through an Equity Lens

    Given the District’s commitment to equity, please consider the following in reviewing data on student outcomes:

    • Data in education has at times been used to perpetuate inequality and to justify outcomes that should be unacceptable in a system committed to equity. This reality is present even as District 65 seeks to use data to inform equitable decision making.
    • When aggregate data show that members of a particular student demographic group score below benchmarks, these outcomes reflect opportunity gaps faced by marginalized groups due to institutional racism in the education system and for many families insufficient social and economic support. These results should not be used to draw conclusions about the efforts, abilities, or strengths of these students or their families.
    • District 65 aims to be transparent about this structurally reinforced opportunity gap by comparing the performance of White students, who have structural advantage, to students of color. The District recognizes the limitations of such a comparison and the potential for normalizing Whiteness.
    • When aggregate data show that groups in District 65 are outperforming state or national averages, or that the score gaps in our District are similar to those at the state and national level, these results do NOT mean the District can have any less urgency in its efforts to promote equity.

    Assessment Calendar by Grade Level