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Wisconsin State Assessments
The Wisconsin State Assessment System (WSAS) is a comprehensive statewide system of assessment that provides information about what students know and are able to do in core subjects. The WSAS includes the following assessments:
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Assessment
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Purpose
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Population
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Data and Results
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Assessment Window
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Provides information regarding how well students are doing in relation to the Wisconsin Academic Standards in a variety of subject areas
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Grades 3-8 (English Language Arts and Mathematics)
Grades 4 & 8 (Science)
Grades 4, 8, & 10 (Social Studies)
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Individual Student Reports, provided to families in the summer following testing, indicate the student's scores based on their performance (demonstrating their knowledge and skill in relation to the grade-level standards) in each content area. Each score falls in one of four performance levels: Advanced, Proficient, Basic, and Below Basic. Data is used at the state level for accountability and is displayed on yearly state report cards. At the district/school/classroom level, data is used to monitor and improve instructional programs.
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Spring, annually
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PreACT Secure
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Measures what students have learned in the areas of English, Reading, Mathematics, and Science and predicts how students will perform on the ACT when they reach 11th grade
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Grades 9 & 10
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Individual Student Reports, provided to families in the summer following testing, indicate the student's scores on a scale of 1-35 along with their performance on ACT Readiness Benchmarks and predicted ACT scores. Data is used at the state level for accountability and is displayed on yearly state report cards. At the district/school/classroom level, data is used to help teachers and counselors plan instruction and intervention.
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Spring, annually
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ACT with Writing
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Assesses students' academic readiness for college in English, Mathematics, Reading, Science, and Writing
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Grade 11
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Student Score Reports, provided to families in the summer following testing, indicate the student's scores on a scale of 1-36 in each subject area, along with a composite score. Data is used at the state level for accountability and is displayed on yearly state report cards based on state-established performance levels of Advanced, Proficient, Basic, and Below Basic. At the district/school/classroom level, data is used for evaluating the effectiveness of instruction and planning changes and improvements in the curriculum.
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Spring, annually
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Dynamic Learning Maps (DLM)
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Measures the academic progress of students with the most significant cognitive disabilities in a variety of subject areas
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Grades 3-11 (English Language Arts and Mathematics)
Grades 4 & 8-11 (Science)
Grades 4, 8, & 10 (Social Studies)
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Individual Student Reports, provided to families in the spring or summer following testing, include a Performance Profile (indicating the student’s performance level of Emerging, Approaching Target, At Target, or Advanced for each tested subject) and Learning Profile (displaying the Wisconsin Essential Elements on which the student was tested). Data is used at the state level for accountability and is displayed on yearly state report cards. At the classroom level, data is used for instructional planning, monitoring, and adjustment, as well as for developing IEPs, communicating with parents, and communicating with other educators.
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Spring, annually
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ACCESS for ELLs
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Determines the English language proficiency level of students identified as multilingual learners
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Grades K-12
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Individual Score Reports (ISRs) are sent home to families in the spring following test scoring. Score reports indicate a child’s level of English language proficiency on a scale of 1 (Entering) to 6 (Reaching) in Oral Language, Literacy, Comprehension, and Overall areas. Data is used at the state level for accountability purposes; at the district/school/classroom level, data is used for planning and instructional purposes for multilingual learners.
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Winter, annually until dismissal from ML services
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Assessment of reading readiness
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Evaluates students’ reading-related skills and abilities, including skills in phonemic awareness and letter sound knowledge
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Grades K4-1 (FastBridge earlyReading)
Grade 2 (FastBridge CBMReading)
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Students whose scores indicate that they are at risk of reading difficulty based on benchmarks established by the testing company are identified using data from this assessment. This information is communicated to families during fall parent-teacher conferences. Identified students receive targeted small-group or one-on-one intervention in reading, in addition to high-quality core instruction.
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Fall, annually
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District Assessments
In addition to state assessments, the Whitnall School District uses a variety of assessments for screening purposes multiple times each year. These assessments are used to determine what students know and can do at specific points in time and help educators identify students who may need additional support or extension.
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Assessment
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Purpose
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Population
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Data and Results
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Assessment Window(s)
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| CogAT |
Appraises level and pattern of verbal, quantitative, and spatial (nonverbal) reasoning abilities for students; used as a screening tool for Gifted and Talented identification |
Screener provided to all students in Grade 3 (and new students in Grades 4 & 5); full assessment provided to students scoring above average on screener |
Screener results are shared with families after the initial administration, and full battery results are shared with families of qualifying students. At the classroom level, data is used by teachers to adapt instruction to build from relative student strengths and shore up weaknesses. Scores are used in conjunction with other evidence to identify students for Gifted and Talented services. |
Fall, annually for selected population |
| FastBridge |
Provides a general overview of student skills in English Language Arts and mathematics |
Grades K4-8 |
Assessment results are shared with families at school-year conferences, where teachers review students’ skill strengths and areas for growth. At the district/school/classroom level, results help teachers identify students’ instructional levels and areas for skill development. Teachers use this information to help guide instruction in the classroom and create flexible groupings to better differentiate lessons based on content. Data is used in conjunction with other academic data to develop a comprehensive picture of student achievement. |
Fall, Winter, Spring |
| NWEA Measures of Academic Progress (MAP Growth) |
Provides a general overview of student skills in English Language Arts and mathematics |
Grades K5-8 |
Student score reports are provided to families, where students receive a numeric score as well as a national norm percentile to indicate where their score falls in relation to grade-level peers. At the district/school/classroom level, results help teachers identify students’ instructional levels and areas for skill development. Teachers use this information to help guide instruction in the classroom and create flexible groupings to better differentiate lessons based on content. Data is used in conjunction with other academic data to develop a comprehensive picture of student achievement. |
Fall, Winter, Spring |
| PreACT (Unsecure) |
Measures what students have learned in the areas of English, Reading, Mathematics, and Science and predict how students will perform on the ACT when they reach 11th grade and their readiness for college-level coursework |
Grades 9 & 10 |
Individual Student Reports, provided to families in the summer following testing, indicate the student's scores on a scale of 1-35 along with their performance on ACT Readiness Benchmarks and predicted ACT scores. At the district/school/classroom level, data is used to help teachers and counselors plan instruction and intervention. |
Fall, annually |
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ESEA Assessment Requirements
The federal Elementary and Secondary Education Act (ESEA) requires that all students participate in statewide standardized testing in grades 3-8 and once in high school. In Wisconsin, this requirement is met through administration of the WI Forward Exam in Grades 3-8 and the ACT with writing in Grade 11.
When a parent or guardian requests that the student be excused from participating in state testing, this request must be honored at grades 4, 8, and 9-11, per Wis. Stats. 118.30(2)(b)3. Requests may come at any time during the testing window. A parent must submit a written request for student opt-out to the building principal (Grades 4, 8, and 9-11) or the school board (any other grade level). Whitnall School Board Policy 2623: Student Assessment also addresses these requirements. For more information regarding state testing required under the ESEA, visit DPI's Assessment FAQs page.
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