6315.1: Millard Education Program - Use of Assessment Data

The assessment system shall take its overall direction from the District strategic plan and from state and federal requirements.  The assessment system shall be aligned with the written curriculum and shall measure student progress within the primary, intermediate, middle and high school grade levels and their level of College and Career Readiness.  The system shall provide opportunities for support and appropriate interventions to occur if the student does not demonstrate proficiency. 

The assessment system will include Millard Essential Learner Outcome Assessments of College and Career Readiness (ELOACCR) which are designed to measure student progress and the Millard Education Plan outcomes as well as alternate assessments designed to comply with state and federal legislation (NE Dept. of Education).  

As curriculum revisions occur, the assessment system shall reflect those changes and modifications to assessments and shall be approved by the Millard Board of Education.  The curriculum content areas, grade levels when administered, and the types of assessments shall be as follows:

Level:  Primary Grades (K-2)

 Outcome  When Administered          Type of Assessment
 Reading Comprehension  K, 1st, 2nd  Grade  ELOACCR
 Mathematics      K, 1st, 2nd  Grade  ELOACCR

Level:  Intermediate Grades (3-5)

 Outcome      When Administered  Type of Assessment
 English/Language Arts  3rd, 4th, and 5th Grade  NE Dept of Education 
 ELOACCR
 Writing  3rd, 4th, and 5th Grade  ELOACCR
 Mathematics  3rd, 4th, and 5th Grade  NE Dept. of Education &
 ELOACCR
 Science      5th Grade  NE Dept. of Education

Level:  Middle School Grades (6-8)

 Outcome  When Administered  Type of Assessment
 English/Language Arts  6th, 7th, and 8th Grade  NE Dept. of Education & 
 ELOACCR
 Writing   6th, 7th and 8th Grade  ELOACCR
 Mathematics  6th, 7th, and 8th Grade  NE Dept. of Education &
 ELOACCR
 Science  8th Grade  NE Dept. of Education

Level:  High School Grades 

 Outcome  When Administered Type of Assessment 
 English/Language Arts 11th Grade       NE Dept. of Education 
 Writing         9th, 10th Grade and 11th Grade   ELOACCR & NE Dept. of  Education 
 Mathematics 11th Grade   MPS ACT® Assessment and NE  
 Dept. of Education
 Reading 11th Grade   MPS ACT® Assessment
 Science 11th Grade  NE Dept. of Education

 

I.     Implementation of Assessment System 

In accordance with Policy 6301 and Rule 6301.1, the District shall use all reasonable efforts to provide adequate measurement by: 

A.    Establishing or confirming the reliability and validity of each recommended assessment; 

B.    Ensuring that the alignment of the assessment contents is consistent with the District’s curriculum; 

C.    Ensuring that the students of the District are provided with the opportunity to learn the material which is the subject of each assessment; 

D.    Ensuring the establishment of adequate and necessary interventions; and 

E.    Ensuring or confirming a proper College and Career Ready metric for each assessment is established through acceptable and reliable methods. 

The Millard Essential Learner Outcome Assessments of College and Career Readiness (ELOACCR) are the standard for assessments in the Assessment System. The intent of the assessment system is to ensure that the achievement levels established by the Millard Essential Learner Outcome Assessments of College and Career Readiness (ELOACCR) have been met. A student may demonstrate successfully meeting the achievement levels established by ELOACCR when a student is able to meet any of the benchmarks set forth below. When a student successfully meets the required achievement levels as set forth below, the student will no longer be required to complete other assessments in the system. 

If a student does not meet benchmarks on the District Essential Learner Outcome assessments, additional opportunities are available to demonstrate student proficiency. 

If a student does not meet benchmarks on the District Essential Learner Outcome assessments and the student is verified with a disability or has a 504 Accommodation Plan, then the IEP or 504 Team will reconvene to review the education plan and may consider lowering the College and Career Readiness metric requirement as part of the IEP or 504 Accommodation Plan. 

II.    Description of the Standard Setting Processes for National, State, and Local Assessments 

A.    Essential Learner Outcomes of College and Career Readiness: Psychometrically accepted, standard methods shall be used for setting the cutscores on the assessments. All locally-developed assessments shall be re-examined and recalibrated as needed to ensure curriculum alignment as well as appropriateness of the College and Career Ready metric. 

B.    ACT® Assessment: District locally defined College and Career Ready metric will be based on the most current ACT® College and Career Readiness Benchmarks that denote having attained or nearly attained status as established for the corresponding year in which the assessment was taken. 

C.    Pre-ACT®: District locally defined College and Career Ready metric will be based on the most current ACT® College and Career Readiness Benchmarks that denote having attained or nearly attained status as established for the corresponding year in which the assessment was taken. Pre-ACT benchmark scores are parallel to the MPS College & Career Readiness Benchmarks. 

D.    Nebraska State Accountability Tests: District locally defined College and Career Ready metric will be based on ACT score ranges associated with On Track and ACT Benchmark as defined by the state for the year in which the assessment was taken. 

E.    District Course Assessments: Locally developed District assessments designed by Educational Services in conjunction with the Department of Assessment, Research, and Evaluation. Approved course assessments serve as a means by which students may demonstrate proficiency. 

F.    Measures of Academic Progress (MAP) by NWEA, grades K-9 and select high school courses, is a computer adaptive assessment developed and maintained using research-based psychometric practices. MAP is used for benchmarking and progress monitoring for Essential Learner Outcomes of College and Career Readiness.

III.   Effect of Student Performance

A.    When a student has successfully met the Essential Learner Outcomes of College and Career Readiness metric for each outcome: 

1.    A notation shall be made in the student’s cumulative record. Such information will be communicated to parent(s)/guardian(s) in writing. 

2.    Students who meet the College and Career Readiness metric for the high school Essential Learner Outcomes of College and Career Readiness assessments have met an essential criterion for graduating from the Millard Public Schools. Upon successful completion of the required number of credits and Personal Learning Plan as defined by Policy 6320 and Rule 6320.1, students shall be eligible for a graduation diploma from the Millard Public Schools. 

B.    If a student has not met the College and Career Readiness metric for a given Essential Learner Outcome of College and Career Readiness, the following shall occur: 

1.    The school/district will initiate a consistent and collaborative problem solving and intervention model called Multi-tiered Systems of Support (MTSS). Records of problem solving and intervention strategies are required. 

2.    Utilizing the MTSS problem solving process, school representatives will offer the student learning activities that address recognized Essential Learner Outcomes of College and Career Readiness deficiencies. Learning activities may include, but are not limited to, the following: 

a.    Differentiated/complementary instruction during regular classes (i.e., peer tutoring, needs groups, individualized instruction); 

b.    Before or after school tutorials; 

c.    Study hall tutorials; 

d.    Change of interdisciplinary teams or level of instruction; 

e.    Repeat of specific course(s) of study; 

f.    Assignment to and attendance at specific class(es) designed to address deficiencies; 

g.    Attendance at summer school; and/or 

h.    Use of specific District identified interventions designed to support student achievement. 

3.    If the student is verified with a disability the IEP Team may reconvene to review the problem solving and intervention strategies and to ensure that the IEP is written to assist the student in areas of weakness and that appropriate accommodations are in place. 

4.    If the student has a 504 Accommodation Plan, the 504 Team may reconvene to review the problem solving and intervention strategies and to ensure that needed accommodations are in place in areas of weakness. 

5.    If the student is identified as an English Language Learner (ELL), a school team responsible for planning the student’s academic program may reconvene to review the problem solving and intervention strategies and to ensure that needed accommodations are in place in areas of weakness. 

C.    Procedures for high school students 

1.    If a student has not met the College and Career Readiness metric for a given Essential Learner Outcomes of College and Career Readiness as measured by the ACT® Assessment, the following shall occur: 

a.    The problem solving and intervention strategies will be reviewed by a qualified team and, if necessary, redesigned. Students shall be referred to Building Problem Solving Team for identification of needs if not previously referred. 

b.    The building will review the student’s results of the Nebraska State Accountability Test. If the student has successfully met the Essential Learner Outcomes of College and Career Readiness metric measured by Nebraska State Accountability Test for each outcome, then 

(i)    A notation shall be made in the student’s cumulative record. Such information will be communicated to parent(s)/guardian(s) in writing. 

(ii)    Students who meet the College and Career Readiness metric for the high school Essential Learner Outcomes of College and Career Readiness assessments have met an essential criterion for graduating from the Millard Public Schools. Upon successful completion of the required number of credits and Personal Learning Plan as defined by Policy 6320 and Rule 6320.1, the students shall be eligible for a graduation diploma from the Millard Public Schools. 

c.    Students may submit additional ACT® results for consideration in meeting the College and Career Ready metrics from testing occasions for which they have independently registered.

2.   If after review of the student’s results of the Nebraska State Accountability Test a student has not met the College and Career Readiness metric for a given Essential Learner Outcomes of College and Career Readiness, the following shall occur: 

a.    The problem solving and intervention strategies will be reviewed by a qualified team and, if necessary, redesigned. Students shall be referred to Building Problem Solving Team for identification of needs if not previously referred. 

b.    The building will review the student’s results of Pre-ACT® Aspire Assessment. If the student has successfully met the Essential Learner Outcomes of College and Career Readiness metric measured by Pre-ACT® Assessment for each outcome, then 

(i)    A notation shall be made in the student’s cumulative record. Such information will be communicated to parent(s)/guardian(s) in writing. 

(ii)    Students who meet the College and Career Readiness metric for the high school Essential Learner Outcomes of College and Career Readiness assessments have met an essential criterion for graduating from the Millard Public Schools. Upon successful completion of the required number of credits and Personal Learning Plan as defined by Policy 6320 and Rule 6320.1, the students shall be eligible for a graduation diploma from the Millard Public Schools.

3.    If after review of the student’s results of the student’s results of Pre-ACT® Assessment a student has not met the College and Career Readiness metric for the Essential Learner Outcomes of College and Career Readiness, the following shall occur: 

a.    The problem solving and intervention strategies will be reviewed by a qualified team and, if necessary, redesigned. Students shall be referred to Building Problem Solving Team for identification of needs if not previously referred. 

b.    The building will review and administer locally-developed Essential Learner Outcome assessments. If the student has successfully met the Essential Learner Outcomes of College and Career Readiness metric measured by locally-developed ELO assessments for each outcome, then 

(i)    A notation shall be made in the student’s cumulative record. Such information will be communicated to parent(s)/guardian(s) in writing. 

(ii)   Students who meet the College and Career Readiness metric for the high school Essential Learner Outcomes of College and Career Readiness assessments have met an essential criterion for graduating from the Millard Public Schools. Upon successful completion of the required number of credits and Personal Learning Plan as defined by Policy 6320 and Rule 6320.1, the students shall be eligible for a graduation diploma from the Millard Public Schools. 

(ii)The student shall be retested using the appropriate Essential Learner Outcomes of College and Career Readiness assessment. Students shall be given the opportunity to be retested multiple times until the requisite College and Career Readiness metric is achieved. Students shall be given notice of the opportunities for retesting. 

4.The student will be considered ineligible for a diploma from the Millard Public Schools until such time that the requisite College and Career Readiness metrics are achieved for high school Essential Learner Outcomes of College and Career Readiness assessments.

5.    If the student is verified with a disability or has a 504 Accommodation Plan, then the IEP or 504 Team will reconvene to review the education plan and may consider lowering the College and Career Readiness metric requirement as part of the IEP or 504 Accommodation Plan. The student’s parent(s) and/or guardian(s) shall be notified and shall also be advised of the effect of lowering the College and Career Readiness metric. 

a.    Applications for approval of lowered College and Career Readiness metric requirements may be submitted by the student’s IEP or 504 Team to the Associate Superintendent of Educational Services for consideration and where appropriate, approval. The Associate Superintendent of Educational Services or designee shall decide and respond to all such requests. 

b.    If the lowered College and Career Readiness metric is approved, the student shall then be eligible to receive a graduation diploma with appropriate notation from the Millard Public Schools as provided in Rule 6320.1. 

D.    Demonstration of Proficiency 

Additional opportunities are available to demonstrate student proficiency. 

After review of ACT® Assessment, Nebraska State Accountability Tests or Pre-ACT® and one or more attempts on Essential Learner Outcome of College and Career Readiness locally-developed assessments without achieving the College and 

Career Readiness metric, students, under building supervision, shall participate in a process, as provided in the District’s Assessment Procedures, to demonstrate an appropriate level of proficiency in reading, writing, math, or science (science for class of 2017 or prior). A student who successfully meets the standards and requirements of a Demonstration of Proficiency shall have met one of the essential criteria for graduating from the Millard Public Schools. Mechanisms by which students may demonstrate proficiency include:

1.    Performance portfolios comprised of District developed course assessment scores for reading, writing, and math.

2.    Approved Advanced Placement course grades of a “C” or higher or an approved AP exam score of a 2 or higher for an AP English course as evidence of Reading and Writing competency, or grades of a “C” or higher or an AP exam score of a 2 or higher for an AP mathematics exam. All AP courses and exams used for this purpose shall have been provided by and/or taken while enrolled in an accredited institution. 

3.    Approved dual enrollment course grades as evidence of Reading, Writing, or Mathematics competencies e.g. the Metropolitan Community College (MCC) Developmental Math Course. 

4.    Measures of Academic Progress (MAP) RIT score in high school Reading or Mathematics comparable to near College and Career Ready ACT score.

 IV.District Procedures for Opting Out of Recommended Reteaching 

A.    Should a student participating in the Assessment Program not meet the requisite College and Career Readiness metric and be recommended for one of the problem solving and intervention strategies listed above, including placement in a specific required course, the student’s parent(s)/guardian(s) shall have the right to refuse placement of their student within the recommended strategy and either:

1.    Request an alternative teaching strategy; or 

2.    Refuse such placement at all. 

B.    Such requests for an alternative teaching strategy shall be submitted in writing to the appropriate building principal. The building principal or designee shall respond within thirty (30) calendar days.

V.    District Procedures for New Students 

A.    At the high school level, incoming students who enroll after district administration of Pre-ACT® or ACT® Assessment may provide verified results of these assessments from prior administration. If verified results are not provided, students will take all high school locally-developed assessments designated per Essential Learner Outcome of College and Career Readiness. 

VI.    District Procedures for Students with Disabilities and ELL Students 

Pursuant to the Assessment Accommodations section of the District’s Assessment Procedures Manual, all students are to participate in the District’s regular assessments and the only students to be excluded are those with a disability or language proficiency which has excluded the student from the norm sample of the standardized assessment, and/or those students who have not participated in the area and/or level of the curriculum that the assessment measures. Even for such students, they are not totally exempt and they must take an alternate assessment.

A.    Procedures for Students with Disabilities 

The preceding assessments may not be appropriate for some students with disabilities whose individualized education programs prescribe a different course of instruction and/or different requirements for graduation. The participation of students with disabilities, the provision of accommodations, and the provision of alternate assessments will be in accordance with the District’s Assessment Procedures, which include the process for identifying appropriate assessment accommodations and alternate assessments. 

B.    Procedure for ELL Students 

Students must meet all graduation requirements in the English language to earn a Millard Public Schools diploma. ELL students who have not demonstrated adequate English language proficiencies may postpone testing according to district procedures.

VII.  Student’s Right to Appeal

A.    Students who have not achieved the necessary high school College and Career Readiness metrics as approved by the Millard Board of Education may appeal the denial of a diploma.

B.    A student may appeal the denial of a diploma only on the grounds that the student’s failure to achieve the required cutscore is due to:

1.    The failure of the District to provide a reasonable accommodation that was previously requested by the student and denied by the District.

2.    The failure of the District to provide an alternate assessment or approve a demonstration of proficiency, which had been previously requested by the student and denied by the District.

VIII. Procedures for Appeal 

A.    Within seven (7) days after the receipt of the notice that the student failed to achieve the cutscore required for graduation from the Millard Public Schools, a written notice of appeal shall be served upon the Superintendent of the Millard Public Schools or his/her designee. Such appeal shall set forth all of the reasons for the appeal as provided herein and shall set forth the relief sought by the student, parent(s) or guardian(s). Such notice of appeal may also include any additional information, which is relevant to the appeal. 

B.    Within seven (7) days after the receipt of the written notice of appeal and any supporting information relevant to the appeal, the Superintendent or designee shall consider and render a decision on the appeal based on whether the decision of the District was unreasonable. Such decision shall then be forwarded to the student’s parent(s) and/or guardian(s) advising the student’s parent(s) and/or guardian(s) of the basis for the Superintendent’s decision and the reasons therefore. 

C.    Within seven (7) days after the receipt of the written notification from the Superintendent or the Superintendent’s designee, a written request may be made by the student, parent(s), or guardian(s) to the secretary of the Millard Board of Education or the Superintendent, or designee for a hearing before the Millard Board of Education, or a committee of the Board consisting of not less than two(2) members or more than three (3) members to be held on the issue whether the decision of the Superintendent or designee was unreasonable. 

D.    Such hearing shall be held before the Millard Board of Education or committee within thirty (30) days of the date the request for hearing was received. If a hearing request is not received in a timely manner, the decision of the Superintendent or the Superintendent’s designee shall be final. 

E.    The student, parent(s) and/or guardian(s) shall be advised at least seven (7) days prior to the date of the hearing before the Board and such notification shall set forth the date, time, and place for the hearing before the Millard Board of Education or committee.

F.    The parties may, by mutual written agreement, extend the time for hearing or final determination.

G.    The student, parent(s), and/or guardian(s) shall have the right to be represented by legal counsel and shall have the opportunity to present such evidence that is material to the issue or issues stated in the appeal.

H.    The hearing shall be conducted in closed session and in accordance with the student privacy laws unless the student, parent(s), and/or guardian(s) shall request, in writing, that the hearing be held in open session. Any formal action of the Millard Board of Education or committee shall be taken in closed session unless such proceeding was requested by the student, parent(s), or guardian(s) to be held in open session.

I.    The decision of the Millard Board of Education or committee shall be by vote of a majority of the members of the Millard Board of Education and the Millard Board of Education or committee shall reduce its findings and decision to writing and provide the written findings and decision to the student, parent(s), and/or guardian(s) within ten (10) days of the hearing. When conducting such proceedings, the Millard Board of Education or committee shall be exercising a judicial function and deciding a dispute of adjudicative facts.

IX.    Annual Review

This Rule shall be reviewed annually by the Educational Services Division and the Department of Assessment, Research, and Evaluation and brought to the Board of Education when changes are necessary.

Date of Adoption
December 21, 1998
Date of Revision
February 7, 2000
February 4, 2002
March 3, 2003
June 21, 2004
June 6, 2005
January 16, 2006
June 4, 2007
June 16, 2008
June 15, 2009
June 7, 2010
May 16, 2011
July 2, 2012
July 1, 2013
October 21, 2013
July 7, 2014
August 17, 2015
July 11, 2016
November 6, 2017
May 7, 2018
August 20, 2018
June 3, 2019