For the purpose of the Millard Education Program the following definitions shall apply. 

Content curriculum – identified knowledge, skills, and processes 

Instructional strategies – teaching practices that support student learning 

Assessment methodologies – processes by which student performance and mastery are judged 

Millard Standards – District developed essential learner outcomes for academic and College and Career Readiness skills that are based on state academic content standards and indicators 

Accountability – roles and responsibilities of the board of education, superintendent, central office personnel, building personnel, and students, relative to the MEP 

Alignment – demonstrated relationship among written, taught, and assessed curriculum 

Professional Learning – Professional opportunities whereby employees gain the knowledge and skills necessary to implement the District curriculum to improve student learning.

The superintendent or his/her designee, prior to the commencement of each school year, shall collect such information necessary to enable him/her to determine the comparability of resources provided to schools of the district. The following district identified areas must be considered and provided:

I. Curriculum resources
II. Instructional resources
III. Assessment resources
IV. Professional learning resources

All information collected shall be retained as evidence of implementation of the district’s policy of comparability. Any adjustments deemed necessary based upon the data collected shall be made accordingly; provided, however, the district is not required to provide services outside the regular classroom or school program.

A school calendar for the Millard Public Schools as approved and adopted by the Board of Education will comply with the laws of the State of Nebraska and regulations of the State Department of Education.

The calendar shall provide time for orientation and inservice for staff members.

Except for those dates designated on the school calendar, school shall not be dismissed except by action of the Board or in those emergency situations as determined by the Superintendent. Only in instances of emergency will schools be dismissed during the school day.

In designing the school day, the following considerations are to be met:

I. The learning activities are to be carefully guided and supervised. 

II. Opportunities shall be provided so as to receive assistance from teachers outside of the regular school day. 

III. Instructional hour for K-12 means a period of time, at least sixty (60) minutes, which is actually used for the instruction of students.

Instructional hour in a preschool program means a period of time, at least sixty (60) minutes, which is used for teaching in the following areas of children’s growth and learning: social-emotional development; cognitive learning in the areas of language and literacy; mathematics, science and problem-solving; creative arts; health and nutrition; and physical and motor development. Meal or snack time is a part of the program curriculum and provides opportunities for learning and social development, as well as nutrition, and therefore is included as part of the instructional time. 

IV. The instructional hours per full school day will be up to six and three-quarter (6¾) hours in the elementary schools and up to seven (7) hours in the secondary schools. An alteration of the school day shall be subject to the approval of the Office of the Superintendent. 

V. Parents of students and the general public shall be informed of the reasons for the variations which may exist in the times designated for the beginning and ending of the school day. 

VI. Early dismissal to facilitate student employment shall be limited to course- related work study and/or internship programs. Exceptions due to hardship may be granted by the building principal or their designee. 
 

The Superintendent or Superintendent’s designee at each building in the District shall be responsible for the care and display of the Flag and shall adhere to rules and customs pertaining to the use and display as set forth in the United States Code.

Each of the District’s schools shall establish a period of time during the school day, when a majority of the students are scheduled to be present, during which time students will be led in the recitation of the Pledge of Allegiance in the presence of the flag of the United States of America. Student participation in the recitation of the Pledge of Allegiance shall be voluntary. Students not participating in the recitation of the Pledge of Allegiance shall be permitted to silently stand or remain seated but shall be required to respect the rights of those students electing to participate.

Holidays which are required by law to be observed by public school districts in Nebraska will be included in the District’s curriculum guides and will identify the District staff who are responsible for the instruction of students.

Appropriate patriotic exercises suitable to the occasion shall be held under the direction of the superintendent on George W. Norris Day on January 5, President’s Day (George Washington's birthday and Abraham Lincoln's birthday), Dr. Martin Luther King Day (Dr. Martin Luther King, Jr.'s birthday), Native American Heritage Day, Constitution Day, Memorial Day, Veterans Day, State Day, Pulaski’s Memorial Day, State Fire Day, and Thanksgiving Day, or on the day or week preceding or following such holiday, if the District’s schools are not in session.

Students will demonstrate proficiency by meeting established standards through course requirements and for assessments identified by the District for specific purposes. This proficiency, along with the successful completion of 230 credits and a Personal Learning Plan (PLP), is used for diploma granting or denial.

LANGUAGE ARTS

Students will:

• develop and apply decoding and language comprehension skills and strategies to comprehend and learn from increasingly complex texts.
• apply reading skills and strategies to comprehend grade-level literary and informational texts.
• build and use conversational, academic, and discipline-specific, grade-level vocabulary.
• apply writing skills and strategies to communicate effectively for a variety of purposes.
• apply speaking and listening skills and strategies to communicate effectively for a variety of audiences and purposes.

MATHEMATICS

Students will:

• reflect an understanding of skills necessary for success within the comprehensive strands of Number, Algebra, Geometry, and Data.
• apply mathematics knowledge and processes within real-world contexts.
• make sense of mathematical problems and persevere in solving them.
• analyze relationships in order to create mathematical models given situations or scenarios.
• communicate mathematical ideas effectively and appropriately critique the reasoning of others as well as provide mathematical justifications.
• connect mathematics knowledge, ideas, and skills beyond the mathematics classroom.

SCIENCE

Students will:

• reflect an understanding of skills necessary for success within the domains of Life, Physical, Earth & Space, and Engineering Sciences.
• investigate, evaluate, and develop explanations and solutions.
• combine science content knowledge with critical thinking and practices used by scientists and engineers.
• apply literacy and mathematics skills in relevant and authentic ways to construct scientific literacy.

SOCIAL STUDIES

Students will:

• apply civic, economic, geographic, and historical knowledge and skills to make informed decisions.
• develop questions that frame and advance inquiry.

• evaluate sources, develop claims, and communicate conclusions using evidence-based reasoning.

FINANCIAL LITERACY

Students will:

• demonstrate skills to manage financial resources for short and long-term priorities.
• analyze financial choices using resources.

HUMAN RESOURCES

Students will:

• interact positively with all people to communicate effectively.
• understand ethnic and cultural differences.
• apply awareness of current local, national, and global news and world cultures and languages.

TECHNOLOGY

Students will:

• obtain, organize, and communicate information electronically.
• use a variety of technological resources to solve problems.
• understand the ethical uses of information and technology related to privacy, intellectual property and cyber security issues.

FINE AND PERFORMING ARTS

Students will:

• develop and apply knowledge and skills to create, present/perform, and respond to fine and performing arts, making connections to human experiences.
• develop and apply knowledge and skills to the creative and collaborative process.

PERSONAL DEVELOPMENT AND WELL-BEING

Students will:

• understand human growth and development, identify the values of good nutrition and physical activity, and evaluate the impact of addictive substances and behaviors.
• build healthy social relationships with supportive friends and family in the community.
• use resources to develop a personal education and career plan to meet goals and objectives.
• communicate experiences, knowledge, and skills identified in a résumé or portfolio and present a professional image when interviewing.

The following standards and indicators are not measured by district-wide assessments for diploma-granting or denial.

CRITICAL THINKING AND PROBLEM-SOLVING SKILLS

Students will:

• demonstrate the ability to reason critically, systematically, and logically to evaluate situations and resources from multiple perspectives.
• conduct research, gather input, and analyze information necessary for decision-making.
• develop and prioritize possible solutions with supporting rationale using valid research, historical context, and balanced judgment.
• demonstrate a willingness to learn new knowledge and skills.
• exhibit the ability to focus, prioritize, organize, and persevere through the unknown.
• recognize factors, constraints, goals, and relationships in a problem situation.
• evaluate solutions and determine the potential value toward solving the problem.
• demonstrate resilience to solve problems.

CREATIVITY AND INNOVATION

Students will:

• search for new ways to optimize efficiency.
• encourage and appreciate new and creative ideas of others.
• use information, knowledge, and experience to generate original ideas and challenge assumptions.
• know when to curb the creative process and begin implementation, determine the feasibility of improvements for ideas and concepts, seek feedback/critique, and act on new ideas to effectively implement them.
• accept and incorporate constructive criticism into proposals for innovation.

COLLABORATION AND TEAMWORK

Students will:

• contribute to team-oriented projects, problem-solving activities, and assignments.
• engage team members, build consensus, utilize individual talents, strengths, and skills, and take responsibility for individual and shared group tasks.
• demonstrate the ability to disagree with a team member in a constructive and respectful manner, anticipate potential sources of conflict and negotiate to resolve issues.
• develop both the ability to serve as a leader and also to work with leaders on a team.

COMMUNICATION

Students will:

• utilize effective oral and written communication skills.
• be aware of tone and communicate with respect.
• utilize professional etiquette.
• take responsibility for social media presence.

CITIZENSHIP AND PERSONAL RESPONSIBILITY

Students will:

• demonstrate effective self -regulation.
• advocate for themselves.
• respect diversity and the rights of others and treat others in a considerate and non-demeaning manner.
• demonstrate the ability to manage time.
• demonstrate the ability to follow directions/classroom rules and comply with policies, rules, and procedures.
• contribute positively to the learning environment.
• volunteer to help others.
• demonstrate integrity, self-discipline, positive attitude, reliability, dependability and commitment.
• take personal responsibility for and understand the consequences of actions and emotions.
• participate in school and/or community organizations and extracurricular activities.
• engage with the community and local government through attendance, participation, and service.
• demonstrate a respect for laws and regulations and those who enforce them.
• consider the ethical implications and long-term consequences of decisions and actions on personal reputation and credibility.

The curriculum planning phases are designed as a means by which system wide planning occurs. The four phases are as follows: 

I. Research and Alignment

II. Curriculum Development 

III. Implementation 

IV. Curriculum Monitoring 

The steps in each of these phases will include an analysis of operational tasks which include, but are not limited to, the following: multicultural integration, technology, school-to-career/applied academics, staff development, support programs, and resource allocation. 

I. Phase I: Research and Alignment

A. Prepare Data Book to Provide Research and Data to Participants

B. Identify Participants from Staff and Community for Committees 

C. Curriculum and Instruction MEP Facilitator and Instructional Technology MEP Facilitator Activities Completed to Prepare for the Process 

D. Curriculum Planning Committee Participants Receive and Review Provided materials 

E. Curriculum Planning 

F. Resource Evaluation Preparation 

G. PK-12 Framework Preparation 

H. Textbook/Instructional Materials Initial Selection: Initial Selection and/or Creation of Digital Instructional Materials or Resources 

I. Textbook/Instructional Materials: Field Study Preparation 

J. PK-12 Framework Completion 

K. PK-12 Framework Part A Presented to Board of Education for Approval 

II. Phase II: Curriculum Development 

A. Select and Develop Curricular Resources 

B. Step Ahead Implementation 

C. Devise Implementation Plan 

D. Host Community Curriculum Review Nights 

E. Instructional Materials Recommendation Presented to the Committee on American Civics (as required) and to the Board of Education for Approval 

F. PK-12 Instructional Framework Part B Presented to the Board of Education for Approval

G. Course Guide Development 

H. Materials Training for all Staff 

III. Phase III: Implementation 

A. Deliver District Resources to Buildings 

B. The Curriculum and Instruction MEP Facilitators(s) in collaboration with the Instructional Technology MEP Facilitator(s) and/or Leadership and Learning, will provide District staff development opportunities including best instructional practices and most effective strategies 

C. Provide administrators staff development and documentation to assist in monitoring the written, taught, and assessed curriculum, including, but not limited to instructional practices and fidelity of implementation via walk- through/best practices guide for principals 

D. Implement courses using new course guides and PK-12 Framework 

E. Collaborate with Assessment, Research, and Evaluation and Special Education to create the District ELO as defined in 6315.1 and Demonstration of Proficiency 

F. Monitor implementation and adjust course guides as needed 

G. Continue curriculum development process for Selection or Creation of Digital Instructional Materials or Resources (digital resources/textbooks) and/or courses related to Textbook/Instructional items purchased second round adoption as appropriate – Continue Phase II as outlined above

IV. Phase IV: Curriculum and Instruction Monitoring 

A. Evaluate implementation 

B. Analyze Relevant Student Data 

C. Provide Resources and Staff Development 

D. Provide resources and staff development towards related best instructional practices for teachers and administrators including fidelity of implementation (walk-through/best practices guide for principals) 

E. Monitor implementation and adjust course guides and digital learning resources through collaborative efforts between the Curriculum and Instruction MEP Facilitator, the 

F. Instructional Technology MEP Facilitator, and teachers as needed 
Collect student and program assessment data to determine additional or alternate program needs 

G. Transition/ preparation for Phase I during the last year of Phase IV 

Curriculum frameworks shall be developed for each curricular area and provide the vision of the essential content of that curricular area. Frameworks shall be approved by the Board of Education. Curriculum frameworks will be comprised of the following: 

I.    Philosophy of the content area 

II.   Relationship of Framework to Millard Public Schools Academic and College and Career Readiness Essential Learning Outcomes 

III.  Curriculum Planning Committee, Focus Group Participants, and Textbook/Instructional Materials Selection Committee(s) 

IV.  Timeline of Development Events 

V.    PK-12 scope and sequence derived from state standards and indicators or those      

       recommended by national/professional organizations 

VI.   Grade level and list of courses where standards and indicators will be taught 

VII.  Instructional approaches 

VIII.  Appendix containing supporting documents and course descriptions for new courses

Course Guide development applies to all PK-12 approved courses. Course Guides shall be based on approved PK-12 Framework. Course Guides shall be provided to the staff for all courses at every level and shall set forth the following:

I. Course Name 

II. Course Description 

III. Standards and indicators taught within course 

IV. Instructional practices – whole group, small group, individual 

V. Instructional Sequence/Pacing 

VI. Required/Critical lessons and activities vs. Suggested/Optional 

VII. Differentiation 

A. Extensions/Enrichments 

B. Accommodations 

C. Interventions (MTSS) 

VIII. Resources 

IX. Formative and Summative Assessments (aligned to standards and indicators and critical/required lessons) 

X. Integration with other content areas as appropriate 

XI. Guides should consider and appropriately address the following statutory and district strategic plan components: writing experiences are incorporated into all curricular areas K-12, diversity and Multiculturalism; technology; service learning; College and Career Readiness skills;HAL; use of maps.

(1) Except as provided in subsection (2) of this section, beginning in school year 2024-25, a public school shall not allow the use of a Mercator projection map in school. A public school shall only use the Gall-Peters projection map or a similar cylindrical equal-area projection map or the AuthaGraph projection map for display or use in the classroom.

(2) A Mercator projection map may be used in a classroom if such map is:

(a) Used in conjunction with other projection maps in a teaching exercise to demonstrate that all maps are flawed in some way and different map projections serve different functions and may affect how an individual views the world; or

(b)(i) Part of any (A) book or material obtained prior to July 19, 2024, (B) geographic information system, or (C) computer program that renders a three-dimensional representation of Earth based primarily on satellite imagery, such as Google Earth or similar software; and (ii) A Gall-Peters projection map or a similar cylindrical equal-area projection map or an AuthaGraph projection map is displayed in the classroom or shown to students during the lesson in which a Mercator projection map is used.

(3) Nothing in this section shall be construed to require a school to dispose of or replace any book or material used in the classroom or obtained prior to July 19, 2024.

XII. Specialized guides for HAL; ELL; special education, alternative education and district special programs (CORE, Montessori, IB, Academies) should be developed as needed at the same time as course guides.

Within each domain of the Millard Instructional Model are standards referred to as “Indicators of Effective Teaching and Learning”. The domains and standards are:

Millard Instructional Model

Indicators of Effective Teaching and Learning

Domain 1: Planning

I. Teacher plans with individual learning results in mind.

A. Teacher utilizes the standards and indicators defined by the Millard Educational Program in planning essential learning outcomes and objectives in each area of study.

B. Teacher uses individualized assessment data to determine learning objectives for students.

C. Teacher designs lessons and units that incorporate effective practices.

Domain 2: Instruction

II. Teacher delivers well-designed units and lessons so that students achieve desired learning results.

A. Teacher communicates and reinforces daily, weekly, and unit learning goals and objectives throughout instruction.

B. Teacher uses effective instructional strategies to ensure growth in student achievement.

III. Teacher ensures all students learn the Millard curriculum through multiple and diverse learning opportunities. 

A. Teacher delivers the District approved curriculum with fidelity and differentiates for student needs.

IV. Teacher uses instructional strategies that result in meaningful understanding and application of learning.

A. Teacher links new learning to past learning and real life experiences.

B. Teacher organizes instruction so that students become productive and independent learners.

C. Teacher facilitates critical thinking and problem solving.

Domain 3: Assessment

V. Teacher continually monitors student progress and adjusts instruction to optimize individual student learning.

A. Teacher uses effective and balanced assessment practices that allow the teacher and students to monitor learning.

B. Teacher uses assessment data before, during, and after instruction to monitor understanding and to adjust instruction.

VI.Teacher grading practices reflect evidence of student learning.

A. Teacher determines grades based on student achievement of standards and indicators defined by the District curriculum.

B. Teacher assigns grades that are fair, consistent, timely and clearly reported.

Domain 4: Learning Environment

VII. Teacher establishes a physically and emotionally safe learning environment.

A. Teacher establishes a physical space that is safe, accessible, and organized for learning.

B. Teacher establishes a classroom environment that is emotionally safe and inclusive.

VIII. Teacher implements a classroom management system that complies with and supports building and District policy.

A. Teacher establishes a proactive classroom management plan appropriate for the developmental level of students to promote emotional, social, and academic growth.

B. Teacher implements and maintains the classroom management plan.

IX. Teacher collaborates with students, parents, families, and the community to create meaningful relationships that enhance the learning process.

A. Teacher fosters and communicates multiple and diverse opportunities to support learning activities at home and school.

B. Teacher creates a culturally sensitive and bias free learning environment.

Domain 5: Professionalism

X. Teacher embraces continuous professional growth and contributes to school and District improvement.

A. Teacher pursues professional development and reflective practice to improve instruction.

B. Teacher supports the mission and beliefs of the school and District to share the responsibility for the growth of student learning, development and achievement.

XI. Teacher performs job-related responsibilities and acts as an ethical, responsible, member of the professional community.

A. Teacher performs job-related duties by adhering to established laws, policies, rules, and building expectations.

B. Teacher contributes to a positive, professional workplace.

C. Teacher communicates in a professional manner.

Teachers are expected to assign homework in a responsible manner. Teachers will use professional judgment in determining the length, difficulty, and student readiness to proceed with homework assignments. Whenever possible, teachers should collaborate on the amount of homework assigned on a given evening so as not to overburden the student with time spent doing homework. With the complexities of curriculum and the high expectations for student achievement, school personnel are directed in the following ways:

I. District-sanctioned practices for the elementary and middle school levels include:

A. Homework assignments shall be kept to a minimal amount on Wednesday evening, Family Night.

B. Teachers shall not schedule examinations for Thursday.

II. District-sanctioned practices for the high school level include:

A. Homework assignments shall be kept to a minimal amount on Wednesday evening, Family Night.

B. With at least two (2) days notice, teachers may schedule examinations for Thursday.

Make-up Work for Excused and Unexcused Absences. 

The teacher of each grade or subject area will determine the plans for making up the work subject to the following considerations. 

1. Schoolwork missed due to an excused or unexcused absence, must be completed to the satisfaction of each teacher whose class was missed. 

2. Students will have a minimum of one (1) school day for each day of absence, to make up missed schoolwork. Students who do not make up their work within the prescribed time limits will not receive credit for the work missed. 

3. Make-up work may be provided prior to a planned absence if the lessons and assignments have already been planned for and prepared by the teacher in the context of having created the weekly lesson plans. Make-up work provided to a student in advance of their absence does not guarantee that no additional work may need to be completed upon their return to school. Students who do not request missed work in advance will be provided all assigned work when the student returns from an absence. 

4. Providing early or late semester exams is at the discretion of the building principal or the principal’s designee. 

During prolonged absence due to illness, the parent may call the school office to make arrangements for picking up the missed work. 

When the school administration has given approval for a student to participate in school sponsored programs such as High Ability Learners (HAL) Seminars, music programs, dramatics, or athletics, the student should not be penalized for not being present to take tests and participate in the daily work. The student shall be given an opportunity to make up any work missed.

Controversial issues as studied in the school program need to be handled in a professional manner. In attempting to ensure that this happens, the Office of the Superintendent has been authorized by the Board of Education to develop those rules deemed appropriate in carrying out the intent of the Board of Education policy. The guidelines within this rule are to be followed by all school personnel.

Student Rights and Responsibilities:

1. To research, study and discuss significant issues and to reach judgments and express opinions without jeopardizing his/her relationship with classmates or teachers.

2. To learn in an open classroom and school climate so that they feel free to examine any aspect of a
controversial issue.

3. To study with competent instruction in an impartial atmosphere and have access to relevant material.

4. To be protected against indoctrination, whether it be political, social, economic, religious, or other.

5. To assure that when controversial issues are being discussed in the classroom, every effort is being made to
present various viewpoints fairly, impartially and discreetly.

Teacher Rights and Responsibilities:

1. To be free to conduct reasonable study and discussion of controversial issues without fear of reprisal.

2. To maintain a high degree of impartiality.

3. To treat controversial issues objectively and to present alternate and/or divergent positions and opinions.

4. To determine the degree and extent of consideration given to a specific controversial issue based upon knowledge, intellectual maturity, and competence of the students in the class.

5. To ensure that an accurate, factual and balanced presentation of material is readily available for the student.

6. To be assured, if the need ever arises, that parents will be directed and encouraged by the Board and administration to take their questions and comments directly to the teacher concerned, as outlined in Policy 1310 and Rules 1310.1 and 1310.2.

7. To ensure that a student’s view of an issue is not suppressed as long as the expression of that view can be made in a reasonable manner. 

Teachers, who in the performance of their teaching duties, are engaged in the study or discussion of such controversial issues shall be defended by the Board and District from unjust or unfair criticism or legal actions.

The Board’s position on this matter applies to the regular curriculum of the schools and to extra-curricular activities before and after school, within the school building or outside of the school, whenever school or school-sponsored or sanctioned groups are involved. The Board reserves the right to exercise significant discretion in determining the content of school curriculum within the limitations provided by law.

Assignment of Responsibility 

Since topics which might be considered controversial are dealt with in the program at the building level, the principal or designee is assigned the responsibility to ensure that rules are followed and there is compliance with the policy. Assignment of staff, in all instances where possible, will match preparation and background with the discipline, subject or course to be taught. Staff will be expected to deal with those issues which fall within their preparation and training, are related to the content and its relationship to the course/subject outcomes. Staff are not to assume responsibility for instruction which is outside of their preparation and training or is unrelated to the course/subject outcomes. 

Selection 

Staff should apply the following criteria in determining those issues for study:

I. The issue should be related to the course content and help achieve course objectives/learner outcomes.

II. The issue should be suitable for students of the intellectual maturity and background represented in the class.

III. The issue should provide students an opportunity to study those issues which have political, economic or social significance about which they will begin to have an opinion.

IV. The issue should provide the student competent instruction within which various and/or conflicting points of view can be presented in an atmosphere protected from bias and prejudice.

V. The issue should not be presented to promote the indoctrination of beliefs, whether they be political, social, economic or religious.

VI. The issue is supported by an ample supply of study materials which present sides of the topic or issue under consideration.

VII. The issue should provide the students an opportunity to form, identify and express their own opinions and ensure that there are opportunities for a balanced presentation on the topic/issue under onsideration.

VIII. The issue should be current, significant, real and important to the students and teacher. Significant is defined to be those topics which a) in general, impact or concern a number of people, b) are related to basic principles (i.e. equality vs. apartheid), or c) at the moment are under consideration by the media.

Procedure 

A teacher who is in doubt concerning the advisability of discussion of certain topics shall confer with the building principal or designee as to its appropriateness. Information presented to the principal or designee to assist in the decision-making process shall include the following:

I. The proposed topic/issue under consideration.

II. Instructional plan for dealing with the topic/issue.

III. Consideration of the “pro’s and con’s”.

IV. The benefits or outcomes to be achieved through the study of the topic/issue. 

The principal or designee approves, amends, or rejects the staff member’s request based on the selection criteria. If approved, the principal or designee is encouraged to observe the activity and evaluate its educational value. In all instances, the teacher is expected to evaluate the activity and report such information to the principal or designee. In instances where the principal or designee and the teacher are unable to agree as to appropriateness, the issue should be referred to the appropriate Central Office staff member. 

Speakers/Programs 

Books, films and other media are valuable for giving students exposure to many differing ideas; but for expanded learning, it may also be useful to invite appropriate persons within the guidelines hereafter set forth and who are not on the district educational staff to speak to, or meet with, groups of students as part of the educational process. Representatives of varying points of view may present issues directly to students only through invitation by the staff member involved and with prior approval of the principal or designee. 

With respect to speakers and programs, the following guidelines will apply:I. The teacher/sponsor and the building principal or designee are expected to exercise judgement and to investigate fully those proposed resource persons.

II. Teacher/Sponsors should encourage the use of resource persons representing various approaches or points of view on a given topic in order to afford the students a more comprehensive understanding of the topic/issue.

III. The ideas presented and the resource person invited to present them will have demonstrable relation to the curricular or co-curricular activity in which the participating students are involved.

IV. The teacher/sponsor responsible for inviting the resource person, or any member of the school administration, has the right and duty to interrupt or suspend any proceedings if the resource person is judged to be departing from the subject to be presented, is presenting the material in poor taste or endangering the health and safety of students and staff. 

Attendance at assemblies involving an outside speaker on controversial topics will be voluntary on the part of the students. These events will be well publicized in advance for the benefit of both students and parents/guardians. 

The District does not by this Rule create or establish an open or public forum and reserves the sole and absolute right to determine the curriculum and speakers and programs to be invited as part of the educational process.

Field trips shall be considered as instruction and planned as such with definite objectives determined in advance. Lists of curriculum-related field trips shall be made available by the offices of elementary and secondary education.

I.Appropriate instruction shall precede and follow each field trip.

II.All school rules and the District’s Standards for Student Conduct shall be in effect.

III.Written approval of the parent or guardian is required for participation of students in field trips.

IV.At the elementary and middle school levels, all field trips shall begin and end at the school unless approved and communicated by the principal.

V.Field trips requiring school bus transportation shall not interfere with the regularly scheduled transportation of students to and from school.

VI.For a field trip, the teacher should make the request in writing to the principal at least ten days prior to the date desired. Whenever practical, an alternate date should also be listed. The purpose of the field trip and its relation to the course of study must be stated.

VII.The principal shall approve or disapprove curriculum-related field trips and notify the teacher (if the request is disapproved, the reason for the disapproval shall be stated). If approval is given, the principal shall forward a request for school bus service to the business office seven days in advance of the date requested.

VIII.Teachers or other certified personnel shall accompany students on all field trips and exercise control over the conduct of the students.

IX.When a field trip is made to a place of business or industry, it shall be required that an employee of the host company serve as conductor.

X.Appropriate educational experience and proper supervision shall be supplied for any students whose parents do not wish them to participate in a field trip.

XI.Certificated staff members will discuss the specific chaperone responsibilities with the volunteer chaperones and provide written guidelines.

XII.Emergency contact information will be accessible while on the field trip.

XIII.In the event of illness or injury, a parent will be contacted immediately so a plan about the student’s welfare can be determined. A principal will be made aware of the situation.

XIV. In the event of serious injury or illness 911 will be called and the parent notified of the situation and hospital location. To the extent that adequate staff is available, a staff member may accompany a student to the hospital. A principal will be made aware of the situation.

I. Overnight field trips are an extension of the school day. All school rules apply in addition to the District’s Standards for Student Conduct. 

II. Every effort should be made to use teacher or parent sponsors. Volunteer sponsors must be screened according to the volunteer approval process pursuant to District Rule 6910.1. For volunteers, there should be at least a one-month lead time to allow for background checks. 

III. Teachers are on duty during the entire time of the field trip. 

IV. Students will be under the supervision of adults at all times. 

V. The sleeping quarters are gender-specific. 

VI. Volunteer chaperones will report any behavior problems immediately to the certificated staff member(s). 

VII. Certificated staff members will discuss the specific chaperone responsibilities with the volunteer chaperones and provide written guidelines. 

VIII. In addition to the classroom teacher, a minimum of one additional gender specific chaperone is required for every 25 students. Based upon the location of the trip, the number of the chaperones may be increased. 

IX. Emergency contact information will be accessible while on the field trip. 

X. Emergency contact information will be provided to parents. 

XI. In the event of illness or injury a parent will be contacted immediately so a plan about the student’s welfare can be determined. A designated principal will be on call 24 hours a day during the full length of the trip and will be made aware of any medical or discipline situation. 

XII. In the event of serious injury or illness 911 will be called and the parent notified of the situation and hospital location. To the extent that adequate staff is available, a staff member may accompany a student to the hospital. A principal will be made aware of the situation. 

XIII. A school/program administrator may attend any overnight field trip where there is travel over 100 miles. 

I. Overnight field trips are an extension of the school day. All school rules apply in addition to the District’s Standards for Student Conduct. 

II. Every effort should be made to use teacher or parent sponsors. Volunteer sponsors must be screened according to the volunteer approval process pursuant to Rule 6910.1. For volunteers, there should be at least a one-month lead time to allow for background checks. 

III. Teachers are on duty during the entire time of the field trip. 

IV. Students will be under the supervision of adults. 

V. The sleeping quarters are gender-specific. 

VI. Volunteer chaperones will report any behavior problems immediately to the certificated staff member(s). 

VII. Certificated staff members will discuss the specific chaperone responsibilities with the volunteer chaperones and provide written guidelines. 

VIII. Consideration of student gender should be made when selecting chaperones. 

IX. Emergency contact information will be accessible while on the field trip. 

X. Emergency contact information will be provided to parents. 

XI. In the event of illness or injury, a parent will be contacted immediately so a plan about the student’s welfare can be determined. A designated principal will be on call 24 hours a day during the full length of the trip and will be made aware of any medical or discipline situation. 

XII. In the event of serious illness or injury, 911 will be called and the parent notified of the situation and hospital location. To the extent that adequate staff is available, a staff member may accompany a student to the hospital. A principal will be made aware of the situation.

Teachers will not excuse students from classes for the purpose of acting as monitors, paper graders, clerks, librarians, audio-visual operators, etc., without the consent of the principal.

Students will not be used to run personal errands for teachers on school time.

Any and all Employee Materials in any form, (print, non-print and intellectual) created by a District Employee, while employed by the District, and within the scope of their employment shall belong to the District, unless otherwise expressly agreed in writing by way of contractual obligations in an employment agreement.

The following shall apply regarding the above Rule:

I.Intellectual property created within the scope of employment shall mean anything that a District Employee creates which contributes to the job for which that Employee was hired. This is also referred to the "work for hire doctrine."

II.Within the scope of employment shall include, but not be limited to, any and all Employee materials in any form, no matter where or when the Employee created such materials. 

III.In the event an employee creates something entirely on personal time, with personal resources, that such employee does not use to teach an assigned District curriculum, such work belongs to the employee alone.

IV.Employee Materials created within the scope of employment may use the District's name, logo and/or building name, only pursuant to the guidelines as established by the District.

V.All Employee Materials created for use on websites shall adhere to the guidelines of accountability as set forth in District Rule 7305.1 and District procedures.

District owned copyright materials may be shared and exchanged with other educators inside and outside of the District in accordance with appropriate licenses as provided herein. All District owned copyright material may be shared and exchanged with others within the District. District educators need not seek permission to share or exchange any such employee-developed or created materials within the District. Digital materials which have been created by individuals or entities outside of the District and which are intended to be used by the District or its staff for educational purposes, must comply with copyright laws and/or applicable licensing requirements.

A.The District encourages the open exchange of information, knowledge, educational resources, and education materials throughout the District; and supports the collaborative production of copyright works that are freely made available to all through the use of appropriate licensing. Unless indicated otherwise for specific items or collections of content as designated by the District, all materials which are copyright owned by the District shall be licensed for re-use under the appropriate Creative Commons International License or other similar designated license.

B.All materials created or developed for District-wide use or for specified District programs which the District directed its employee or employees to create, develop or compile during the employees’ contract time or supplemental contract are "works made for hire" and shall remain the property of the District and may be shared throughout the District without restriction. Such materials may also be shared outside the District if properly licensed under an approved Creative Commons International License or other similar license.

C."Teacher Curriculum Materials" means original materials created or developed by a District employee including lesson plans, educator research materials, teaching or instructional activities, teaching strategies or other printed or electronic materials and which are created, developed or compiled by the District employee within the scope of the District employee's employment for use by the District employee. Such material may be shared by the employee outside the District provided that the Teacher Curriculum Materials are licensed by the employee under an appropriate Creative Commons International Attribution, Non-Commercial (CC BY-NC) License. The issuing of the appropriate Creative Commons license, prior to sharing of such original material, shall be the sole responsibility of the person or persons seeking to share or distribute such Teacher Curriculum Materials outside the District. Teacher Curriculum Materials shared or distributed outside the District without the appropriate Creative Commons Attribution, Non-Commercial (CC BY-NC) License are in violation of the District's copyright.

D.The District retains the authority to exclude from Creative Commons International License, or other similar designated license, any educational teaching materials created by employees of the District within the scope of employment which constitutes a "work made for hire." The District shall also have authority to license any copyrightable materials owned by the

E.District under any Creative Commons International License, or similar licensing system as it deems appropriate. The District, with Board approval, may issue a license to any District employee in potentially patentable or copyrightable material developed by the employee during work hours or within the scope of his/her employment or when using District provided resources and may determine the terms of any such license, considering the commercial value of such patentable or copyrightable material and the best interest of the District.Unless otherwise determined by the District, all such District owned copyrighted materials shall allow others to distribute, remix, modify, and build upon such copyrighted digital materials under Creative Commons International Attribution, Non-Commercial (CC BY-NC) License, as long as said user(s) provide attribution for the original creation to the District and comply with any applicable copyright and/or license requirements. All works published or shared outside of the District shall be clearly labeled using the appropriate licensing symbol CC BY-NC requiring attribution to the District for non-commercial use.

F. As used herein, copyrightable works shall include, but not be limited to, all original writings, lectures, musical or dramatic compositions, sound recordings, film, videos and other pictorial or technical reproductions, computer programs, listings, charts, manuals, codes, instructions, software and apps.

A comprehensive student assessment system shall consist of district-wide assessments and teacher/classroom assessments. District-wide assessment data will be one source of information used to monitor and adjust our educational program. Teacher/classroom assessments will be used to monitor student progress and adjust instruction to optimize individual student learning.

District assessments shall be valid, reliable, and aligned to the written curriculum. The purposes of the District assessments include analysis of student growth and information on strengths and areas needing improvement in schools and programs. Results will be reported to the community, as required by state and federal regulations. The assessment instruments may include but are not limited to the following:

I. district content standard assessments;

II. norm-referenced achievement tests (e.g. MAP);

III. criterion-referenced tests; and

IV. Nebraska State Assessments (e.g. NSCAS).

Classroom assessments may include but are not limited to the following:

I. formative assessments (including District Common Formative Assessments)

II. end-of-unit tests;

III. observational checklists;

IV. criterion-referenced tests;

V. writing samples and portfolios; and demonstrations or performance events.

Accountability for District assessments is the shared responsibility of District and building personnel. 

Department of Data, Assessment, Research, and Evaluation shall be accountable to:

I.    develop the District assessments of student performance in consultation with Educational Services;

II.    develop guidelines for the administration of criterion-referenced assessments;

III.    distribute and collect assessment materials;

IV.    provide professional learning related to assessment administration;

V.    develop guidelines for and monitor the use of accommodations, alternative assessments, and lowered cutscores in coordination with the Special Education Department;

VI.    analyze data for program-level improvements, modifications, or elimination;

VII.    develop, distribute, and revise the District Assessment Procedures, as needed;

VIII.    develop a District Assessment Brochure;

IX.    chair the Assessment Committees;

X.    develop a District assessment calendar;

XI.    ensure that all assessments are reliable, valid, and fair; 

XII.    provide trustworthy and dependable results;

XIII.    facilitate the methodologies used to set the cutscores, 

XIV.    provide the cutscores to the Board of Education for final approval;

XV.    ensure test security; 

XVI.    develop, distribute manage, and revise the District Assessment procedures and testing protocols, as needed; 

XVII.    develop guidelines for the administration of norm-referenced assessments; 

XVIII.     generate all staff and student accounts, student answer sheets, and test materials; 

XIX.    compile all test scores;  

XX.    provide building and District reports;

XXI.    provide building and District statistical reports;

XXII.    disaggregate the data by various student groups (race, gender, socio-economic level, EL status, disability, etc);

XXIII.     report student performance data in accordance with federal, state, and District guidelines; 

Building administration and staff shall be accountable to:

I.    administer the District assessments according to security protocol, including the following responsibilities:
 
A.    Ensure that no copies of secure materials are in a school, other than for the time required for administering to students.

B.    Ensure that assessment materials are secure while they are in the building.

C.    Oversee the testing process and ensure that proper protocol is followed.

D.    Ensure that retesting of students follows the same procedures as the main, first-time testing, including same security, same administration protocol, and same procedures.

E.    Hold at least one discussion session per year with staff about test security.

II.    identify and implement accommodations, alternate assessments, and lowered cutscores according to District assessment procedures;

III.    administer the District assessments according to prescribed assessment procedures; 

IV.    administer the District assessments based on the District calendar;

V.    share the District Assessment Brochure with families; 

VI.    use the derived data to make instructional improvements; 

VII.    provide reteaching opportunities in response to student learning information.

Accountability for classroom assessments is the shared responsibility of district and building personnel. 

Educational Services and the Department of Data, Assessment, Research, and Evaluation shall be accountable to: 

I. develop curriculum frameworks which include standards and indicators that identify system-wide assessment outcomes; and 

II. develop course guides which include assessments (formative and summative) 

Building administration and staff shall be accountable to: 

I. follow appropriate security procedures; 

II. use the assessments identified within course guides; 

III. use assessment data to monitor student learning; 

IV. use assessment data to differentiate instruction; 

V. provide students and parents with feedback about student learning; 

VI. use assessment data for school improvement planning; 

VII. provide reteaching opportunities and/or scientific, researched-based early interventions in response to student learning information; and 

VIII. use assessment data to adjust, improve, or terminate ineffective teaching practices.

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 system will include assessments 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.  

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)

Level:  Intermediate Grades (3-5)

Level:  Middle School Grades (6-8)

Level:  High School Grades 

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 intent of the assessment system is to ensure that the achievement levels of College and Career Readiness have been met. 

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

If a student does not meet benchmarks on the 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.   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 Advanced 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 Data, Assessment, Research, and Evaluation Department. 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.    Demonstration of Proficiency

Student may demonstrate proficiency on the College and Career Readiness standards by successfully meeting the achievement levels established on any of the benchmarks set forth below.
 
A.    If a student has successfully met the College and Career Readiness metric for each outcome on the ACT® Assessment (reading and mathematics) and Analytical Writing Assessment (writing):

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

2.    Students who meet the College and Career Readiness metric have met an essential criterion for graduating from the Millard Public Schools. Upon successful completion of the required number of credits, a Personal Learning Plan, and beginning with the Class of 2025 the Free Application for Federal Student Aid (FAFSA) as defined by Policy 6320 and Rule 6320.1, students shall be eligible for a graduation diploma from the Millard Public Schools.

3.    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.

B.    If a student has not met the College and Career Readiness metric for a given subject area, 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 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 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.

5.    If the student is identified as an English Learner (EL), 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.

C.    Additional opportunities will be provided for the student to demonstrate proficiency:

1.    If a student has not met the College and Career Readiness metric for a given subject area, the building will review the student’s results of the Pre-ACT® Assessment and Pre-ACT 8/9 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 a notation shall be made in the student’s cumulative record. Such information will be communicated to parent(s)/guardian(s).

2.    If a student still has not met the College and Career Readiness metric for a given subject area, the building will review the student’s transcript to see if any of the following apply:
a.    Approved Advanced Placement course grades of a “3” 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 “3” 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.
b.    Approved dual enrollment credit as evidence of Reading, Writing, or Mathematics competencies e.g. the Metropolitan Community College (MCC) Developmental Math Course.
c.    Measures of Academic Progress (MAP) RIT score in high school Reading or Mathematics comparable to near College and Career Ready ACT score.
d.    Early Advanced (4) or Advanced (5) scores on the English Language Proficiency Assessment (ELPA21) in the reading (for reading requirement) or writing (for writing requirement) domains.
e.    College and Career Readiness Benchmark for writing on the ACT.
f.    If the student has successfully met the Essential Learner Outcomes of College and Career Readiness metric measured by one of these measures, then a notation shall be made in the student’s cumulative record. Such information will be communicated to parent(s)/guardian(s).

3.    If a student still has not met the College and Career Readiness metric for a given subject area, the building will review the student’s transcript to determine if the benchmarks on the performance portfolios comprised of District developed course assessment scores for reading, writing, and math have been met. If the student has successfully met the Essential Learner Outcomes of College and Career Readiness metric as measured by the student’s performance portfolio, then a notation shall be made in the student’s cumulative record. Such information will be communicated to parent(s)/guardian(s).

4.    If a student still has not met the College and Career Readiness metric for a given subject area, the building will administer locally-developed Essential Learner Outcome assessments. If the student has successfully met the Essential Learner Outcomes of College and Career Readiness metric as measured by the Essential Learner Outcome assessment then a notation shall be made in the student’s cumulative record. Such information will be communicated to parent(s)/guardian(s).

D.    If a student still has not met the College and Career Readiness metric for a given subject area, the student will enroll in a required senior class and will not be eligible for graduation until they demonstrate proficiency on the district developed course assessments in that subject or are approved for a lowered cut score (refer to E.).

E.    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.
 

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 8/9, Pre-ACT® or ACT® Assessment may provide verified results of these assessments from prior administration. If verified results are not provided, the building will review the student’s transcript and follow the appropriate steps outlined in III. of this Rule to determine if a student has demonstrated proficiency.

VI.    District Procedures for Students with Disabilities and EL 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 EL Students 

Students must meet all graduation requirements in the English language to earn a Millard Public Schools diploma. EL 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.

Students differ widely in interests, abilities, and personal goals. For this reason, the following are stated as minimums to allow flexibility in the planning of individual student programs.  These basic uniform requirements are established for graduation from the Millard Public Schools. In addition to specified credit requirements, students must successfully meet District Assessment requirements as outlined in Board of Education Rule 6315.1, complete a Personal Learning Plan, and beginning with the Class of 2025 complete the Free Application for Federal Student Aid (FAFSA) according to District and state requirements.

A. A grade of four (4) or better must be maintained in any course used to fulfill graduation requirements. 

B. Electives courses are offered in the subject areas previously listed and in business marketing & management, communication & information systems, world language, family & consumer sciences, skilled & technical sciences, art, drama, debate, journalism, and music.

C. In order to provide flexibility in such situations as transfers and special needs, waivers may be submitted by staff and approved by the principal. 

D. A student must complete credits as described herein in order to graduate and receive a diploma from the Millard Public Schools. 

II. Assessments: In addition to 230 credits required for graduation, students must also successfully meet the College and Career Readiness metric for the high school Essential Learner Outcomes of College and Career Readiness assessments. Assessment requirements, including the process to be followed when a student does not initially meet the Essential Learner Outcomes of College and Career Readiness metric for each outcome, are found in Rule 6315.1.

III. Personal Learning Plan (PLP): In addition to 230 credits and successfully meeting the College and Career Readiness metric for the high school Essential Learner Outcomes of College and Career Readiness, students must also complete a Personal Learning Plan (PLP) according to District requirements.

IV. Free Application for Federal Student Aid: Beginning with the Class of 2025, each student must submit to the United States Department of Education a Free Application for Federal Student Aid (FAFSA) prior to graduation. A public high school student shall not be required to complete the FAFSA if:

A. A parent or legal guardian of or a person standing in loco parentis to such student signs and submits the appropriate form prescribed by the Commissioner of Education indicating that such
parent, legal guardian, or person standing in loco parentis authorizes such student to decline to complete and submit a Free Application for Federal Student Aid;

B. The school principal or the school principal's designee signs and submits the appropriate form prescribed by the Commissioner of Education authorizing such student to decline to complete
and submit a Free Application for Federal Student Aid for good cause as determined by the school principal or the school principal's designee; or

C. A student who is nineteen years of age or older or is an emancipated minor signs and submits the appropriate form prescribed by the Commissioner of Education stating that such student declines to complete and submit a Free Application for Federal Student Aid.

V. Graduation: Upon successful completion of the required credits, assessments, Personal Learning Plan, and beginning with the Class of 2025 Free Application for Federal Student Aid, a student shall be eligible for a graduation diploma from the Millard Public Schools.

VI. Annual Review: 

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

I. Credits: A minimum of 230 credits is required for graduation.

II. Assessments: In addition to 230 credits required for graduation, students must also successfully meet the College and Career Readiness metric for the high school Essential Learner Outcomes of College and Career Readiness assessments. 

III. Personal Learning Plan: A student must complete a personal learning Plan (PLP), meeting district requirements.

IV. Free Application for Federal Student Aid: Beginning with the Class of 2025, each student must submit to the United States Department of Education a Free Application for Federal Student Aid (FAFSA) prior to graduation. A public high school student shall not be required to complete the FAFSA if:

A. A parent or legal guardian of or a person standing in loco parentis to such student signs and submits the appropriate form prescribed by the Commissioner of Education indicating that such parent, legal guardian, or person standing in loco parentis authorizes such student to decline to
complete and submit a Free Application for Federal Student Aid; 

B. The school principal or the school principal's designee signs and submits the appropriate form prescribed by the Commissioner of Education authorizing such student to decline to complete and submit a Free Application for Federal Student Aid for good cause as determined by the school principal or the school principal's designee; or 

C. A student who is nineteen years of age or older or is an emancipated minor signs and submits the appropriate form prescribed by the Commissioner of Education stating that such student

V. Each student’s International Baccalaureate Diploma Program (IB DP) shall include the courses of study as outlined in Rule 6320.1 with such adjustments (additions or substitutions) to the programs and courses as listed below. Such adjustments are made to avoid duplication in the program of study required for IB DP students.

Health Education: Healthy Living will be available for enrollment during grades 9-12 for IB DP students. Students waived out of Healthy Living must pick an additional Human Resources course. The Theory of Knowledge I course can only meet the Human Resource Course 5 credit requirement. 

These adjustments are only applicable to students enrolled in the full International Baccalaureate Diploma program with intentions to test for and secure the IB Diploma.

I. Credits: A minimum of 230 credits is required for graduation.

II. Assessments: In addition to 230 credits required for graduation, students must also successfully meet the College and Career Readiness metric for the high school Essential Learner Outcomes of College and Career Readiness assessments.

III. Personal Learning Plan: A student must complete a Personal Learning Plan (PLP), meeting District requirements.

IV. Free Application for Federal Student Aid: Beginning with the Class of 2025, each student must submit to the United States Department of Education a Free Application for Federal Student Aid (FAFSA) prior to graduation. A public high school student shall not be required to complete the FAFSA if:

A. A parent or legal guardian of or a person standing in loco parentis to such student signs and submits the appropriate form prescribed by the Commissioner of Education indicating that such parent, legal guardian, or person standing in loco parentis authorizes such student to decline to
complete and submit a Free Application for Federal Student Aid;

 B. The school principal or the school principal's designee signs and submits the appropriate form prescribed by the Commissioner of Education authorizing such student to decline to complete and submit a Free Application for Federal Student Aid for good cause as determined by the school principal or the school principal's designee; or

C. A student who is nineteen years of age or older or is an emancipated minor signs and submits the appropriate form prescribed by the Commissioner of Education stating that such student declines to complete and submit a Free Application for Federal Student Aid.

V. Each student’s Air Force Junior Reserve Officer Training Corps (AFJROTC) Program shall include the courses of study as outlined in Rule 6320.1 with such adjustments (additions or substitutions) to the programs and courses as listed below. Such adjustments are made to avoid duplication in the program of study required for AFJROTC students.

These adjustments are applicable to students enrolled in the AFJROTC Program during the corresponding academic year as Millard Public Schools’ courses are required and as applicable to the Cadet Year. Cadet Years equal the number of years within the AFJROTC Program and are not related to the grade level in high school (i.e., Cadet Year 1 could be a student in ninth, tenth, eleventh or twelfth grade).

All AFJROTC courses are required in the sequence outlined in the High School Curriculum Handbook and Registration Guide regardless of grade level when entering the AFJROTC Program and will count as elective credit if a student has already fulfilled a graduation requirement listed on the above chart.

Transfer Credits are defined as any credit not earned at a Millard Public Schools high school. Millard Public Schools reserves the sole right to grant credit for work completed at or through other institutions according to the following conditions. 

I. Transfer Credits for New to Millard High School Enrollments 

A. As accredited schools, Millard high schools will accept transfer credits from Cognia or State accredited schools in order to ensure appropriate academic placement of incoming students based on the following procedures. 

1. Transfer credits from accredited schools will be considered on a course by course basis and will be considered for approval by the high school principal or designee where the transferring student enrolls pending review of the official high school transcript. 

2. Transfer from non-accredited schools may be considered on a course by course basis on a pass-fail basis. 

3. Approval will be based upon course work completed that meets the following standards including, but not limited to: 

i. Length of enrollment in previous school setting(s), 

ii. Course content that meets or exceeds Nebraska State Standards and Millard Public Schools Standards and Indicators; 

iii. Successful completion of course requirements including receipt of a passing grade. 

B. Course grades, including weighted grades, from other school districts will be applied only as defined in Millard Public Schools policy and rule. 

C. Upon approval, courses will be placed on the Millard Public Schools transcript under the name of the credit awarding institution following the format for Millard Public Schools. 

II. Transfer Credits from International Schools 

A. The family or guardian enrolling the student is responsible for providing an official transcript in English from any non U.S. diploma awarding school. 

B. Transcripts from schools located outside of the United States will be evaluated in the same manner as internationally and nationally accredited public schools within the United States (Cognia or State Accreditation). 

C. Transcripts from Department of Defense (DOD) schools located outside of the United States will be evaluated in the same manner as nationally accredited public schools within the United States (Cognia State Accreditation). 

D. International Baccalaureate (IB) classes will be evaluated in the same manner as nationally accredited public schools within the United States due to standardization of the curriculum. 

E. When course grades/credits are received from schools that lack a grade scale, a mark of credit or no credit will be applied. 

III. Transfer Credits for Summer School courses from Cognia or State Accredited Schools for Students Currently Enrolled in Millard Public Schools must be Pre-Approved 

A. Students may seek approval to physically attend a Summer School program outside of Millard Public Schools due to: 

1. Being out of town for the summer months, 

2. Having a conflict with the Millard Public Schools summer school dates, or 

3. Courses needed are not available within Millard Public Schools summer sessions. 

B. Credit may be approved if the credit awarding institution and the course are pre-approved by the student’s counselor and the high school principal or designee. 

C. Currently enrolled high school students may earn summer school credits by physically attending courses offered by Cognia or State Accredited High Schools during their ninth through twelfth grade years. 

D. Approval will be based upon course work completed that meets or exceeds the following standards including: 

1. Course content that meets or exceeds Nebraska State Standards and Millard Public Schools Standards and Indicators, 

2. The District approved course sequence of study as defined within the High School Curriculum Handbook and Registration Guide, 

3. Non duplication of previously earned courses and credits, 

4. Instructional time within a school setting which meets or exceeds Millard Public Schools summer school instructional minutes, 

5. Successful completion of course requirements including receipt of a passing grade. 

E. No more than a total of ten credits (one semester = 5 credits) per summer will be approved or accepted for summer school courses. The ten credit limit includes courses taken within Millard Public Schools Summer School and those outside of the District. 

F. Course grades, including weighted grades, from other school districts will be applied only as defined in Millard Public Schools policy and rule. 

G. Upon course completion, students will be responsible for having the credit granting school send an official transcript to the high school registrar. 

H. Upon receipt and verification of the official transcript, courses will be placed on the Millard Public Schools transcript under the name of the credit awarding school following the format for Millard Public Schools. 

I. Costs associated with these courses are the responsibility of the student and parent/guardian. 

IV. Transfer Credits from Cognia or State Accredited High School On-line Classes for Currently Enrolled Fulltime Students s must be Pre-Approved 

A. Credit may be approved if the credit awarding institution and the course are pre-approved by the student’s high school counselor and the high school principal or designee. 

1. Courses may be taken for credit recovery or to expand learning opportunities. 

B. Currently enrolled high school students may earn up to a cumulative total of 20 credits (one semester = 5 credits) from Cognia or State Accredited High School on-line classes. The cumulative total of 20 credits: 

1. May be earned during ninth through twelfth grade years, beginning no sooner than the summer prior to a student’s first semester of ninth grade, and 

2. May only be approved for 5 credits per semester. 

C. Approval will be based upon: 

1. Course content that meets or exceeds Nebraska State Standards and Millard Public Schools Standards and Indicators, 

2. The District approved course sequence of study as defined within the High School Curriculum Handbook and Registration Guide, 

3. Successful completion of course requirements including receipt of a passing grade, 

4. Non duplication of previously earned courses and credits. 

D. Credit that will not be approved through on-line courses include: 

1. Physical Education, Science lab courses (Biology, Chemistry, Physical Science: Chemistry, Physics, Physical Science: Physics) or performing arts courses; 

2. Advanced Placement courses; 

3. International Baccalaureate courses. 

E. Upon course completion, students will be responsible for having the credit granting source send an official transcript to the high school registrar. Upon receipt and verification of the official transcript, courses will be placed on the Millard Public Schools transcript under the name of the credit awarding school following the format for Millard Public Schools. 

F. Costs associated with these courses are the responsibility of the student and parent/guardian. 

V. Partial Enrollment in Millard and Non-accredited Institutions 

A. At the time a student drops below 50% enrollment, a diploma intent form will be completed by the student to indicate if he or she intends to earn a Millard Public Schools diploma. 

B. For students who maintain a partial enrollment, Millard High Schools will accept transfer credits from Cognia and State accredited schools and will consider credits from a non-accredited school on a course by course basis for up to 50% of credits required to earn a diploma from Millard Public Schools. 

C. All transfer students must fulfill Millard Public Schools requirements to earn a Millard diploma. 

VI. Transfer Credits through the University of Nebraska at Omaha must be Pre-Approved 

A. In rare circumstances, credit for post-secondary institution courses may be approved if pre- approved by the student’s counselor and the high school principal or designee. 

B. Courses eligible for consideration are limited to the area of Mathematics. 

C. Approval will be based upon: 

1. Completion of highest level available weighted mathematics courses prior to meeting the Millard Public School graduation credit requirement, 

2. Fulfilling, not exceeding, the 30 mathematics credit required for graduation, 

3. The ability to schedule the course in a manner that will not interfere with the completion of other Millard Public Schools graduation requirements. 

D. Upon course completion, students will be responsible for having the credit granting source send an official transcript to the high school registrar. 

E. Upon receipt and verification of the official transcript, the course will be placed on the Millard Public Schools transcript as a transfer course (TRN 999) in order to reflect the title of the college mathematics course. 

F. Costs for tuition and textbook(s) associated with these courses are the responsibility of the Millard Public Schools . 

G. Costs for and means of transportation are the responsibility of the student and parent/guardian. 

VII. Transfer Credits for Expelled Students

A. Students expelled from the District are not required to attend or participate in the District’s alternative courses or programs. For such students only, the District will accept at the conclusion of the expulsion and reinstatement of the student, any nonduplicative, grade- appropriate credits earned by an expelled student during the term of the expulsion, from any Nebraska accredited institution or institution accredited by one (1) of the six (6) regional
accrediting bodies in the United States.

VIII. Application Process for Transfer Credit for Students Currently Enrolled in Millard Public Schools 

A. The student completes a Millard Public Schools External Transfer Credit Application. 

B. The student attaches course description and/or syllabus (preferred) to the Application as well as a statement explaining the reasons for taking the course outside of a Millard Public Schools high school 

C. The student submits the Millard Public Schools External Transfer Credit Application to the high school principal 

D. The high school principal or designee begins the review process according to the criteria noted in the above associated section. 

E. Upon completion of review, the high school principal or designee communicates the findings to the student. 

F. A copy of the approved/disapproved Application is placed in the student’s cumulative folder. 

IX. Appeal Process 

A. The student or parent(s) may submit a written appeal to the Director of Secondary Education within seven days of notification of non-approval. 

1. The appeal should identify extenuating circumstances for consideration. 

2. The Director of Secondary Education and the Director of Student Services will review the appeal, the original application, and supporting documentation within seven days after the receipt of the written appeal. 

3. The Director of Secondary Education will notify the student and parents of a decision. 

B. In the event the Directors do not approve the credit request, the student or parent(s) have the right to submit a written appeal to the Associate Superintendent for Educational Services within seven days of notification of non-approval by the Directors. 

1. The appeal should identify extenuating circumstances for consideration. 

2. The Associate Superintendent will review the written appeals, the original application, and supporting documentation within seven days after receipt. 

3. The Associate Superintendent will notify the student and parents of a decision.

At the request of a parent or guardian, the District shall issue a certificate of attendance to a student who receives special education services under the Special Education Act, who has reached seventeen years of age, and who has not completed his or her individualized education plan. The District shall allow a student who receives a certificate of attendance under this Rule to participate in the high school graduation ceremony of such high school with students receiving high school diplomas. A student may receive only one certificate of attendance and may participate in only one graduation ceremony based on such certificate. The receipt of a certificate of attendance pursuant to this Rule shall not affect the District’s obligation to continue to provide special education services to a student receiving such certificate.

This Rule does not preclude a student from receiving a high school diploma by meeting the District’s graduation requirements pursuant to Neb. Stat. § 79-729 or in his or her individualized education plan or receiving a diploma of high school equivalency under Neb. Rev. Stat § 79-730 upon completing the requirements of such statute. The District may allow a student who has previously participated in a graduation ceremony based on a certificate of attendance to participate in an additional graduation ceremony when such student receives a high school diploma.

The Millard Public Schools Grading Guidelines for second through twelfth grade shall be used to report achievement and academic progress and to compute Grade Point Averages (GPA).  Weighted grade points shall be given to those grades received in Advanced Placement (AP) classes or International Baccalaureate (IB) classes where applicable.

Weighted grade points will apply to Advanced Placement courses, to those courses taken for International Baccalaureate purposes wherein students are required to meet IB requirements for standard level (SL) or higher level assessment and to those courses which are beyond the Advanced Placement course sequence within a specific content area as identified in the Millard Public Schools High School Curriculum Handbook and Registration Guide. Pre-IB courses do not qualify for weighted grade points.  

Dual enrollment students receive two grades.  The first grade is in accordance with the Millard Public Schools grading scale and will appear on the Millard Public Schools transcript.  The second grade will be assigned according to the procedures established for Dual Enrollment courses for the post-secondary institution in which the student has dual enrolled.

Graduates will be recognized for honors in accordance with the following Grade Point Averages (GPA):
     Summa Cum Laude 4.0 and above
     Magna Cum Laude 3.75-3.99
     Cum Laude 3.50-3.74

The Millard Public Schools Grading Guidelines for kindergarten and first grade shall be used to report academic progress where applicable.  The following continuum will be used:

The District-adopted student information system grade book and report card modules shall be used by all administrators and teachers to record and communicate student performance. The Superintendent or designee(s) shall implement procedures for the use of the student information system.

The Millard Public Schools Grading Guidelines for Montessori shall be used to report academic progress where applicable.  The following continuum will be used:

The principal of each school shall establish standards, criteria and other needed guides for administering student awards unique to his/her school in accord with adopted board policy. A statement of such standards, criteria and administrative guides for each award or class of awards will be kept on file in the school and will be available for examination by any student, teacher or other citizen.

Parent notification about unsatisfactory student work is the responsibility of the teacher. The notification shall reflect the educational growth of the student in relationship to his or her ability and achievement. This responsibility is to be carried out as follows:

1. At regular intervals or the mid-point of each marking period, parents of students doing failing or near-failing work are to be notified in writing by the teacher with notification also given to the counselor or principal.

2. At least two weeks before the end of each marking period if failing or near failing work persists, the teacher should again give written notices to the students’ parents concerning the students’ unsatisfactory work with this information made available to the counselor or principal.

Millard Public Schools intends to follow the Title I Parent and Family Engagement Policy guidelines in accordance with federal law, Section 1116(a -f) ESSA, (Every Student Succeeds Act) of 2015.

In General
The written District parent and family engagement policy has been developed jointly, will be updated periodically and is distributed to parents and family members of participating children and the local community in an understandable and uniform format. This policy agreed on by such parents describes the means for carrying out the requirements as listed below.

• Parents and family members of all students are welcomed and encouraged to become involved with their child’s school and education; this includes parents and family members that have limited English proficiency, limited literacy, are economically disadvantaged, have disabilities, racial or ethnic minority background or are migratory children. Information related to school and parent programs, meetings, school reports and other activities are sent to the parents of participating children in a format, and to the extent practicable, in a language the parents can understand. 

• Parents are involved in the planning, review, evaluation and improvement of the Title I program, Parent and Family Engagement Policy and the School-Parent Compact at an annual parent meeting scheduled at a convenient time. This would include the planning and implementation of effective parent and family involvement activities.

• Conduct, with meaningful parent and family involvement, an annual evaluation of the content and effectiveness of the Parent and Family Engagement Policy. Use the evaluation findings to design evidence-based strategies for more effective parental involvement, and to revise the Parent and Family Engagement Policy.

• Opportunities are provided for parents and family members to participate in decisions related to the education of their child/children. The school and local educational agency shall provide other reasonable support for parental involvement activities.

• Parents of participating children will be provided timely information about programs under this part, a description and explanation of the curriculum in use, the forms of academic assessment used to measure student progress and the achievement levels of the challenging State academic standards. The school will provide assistance, opportunities, and/or materials and training to help parents work with their children to improve their children’s academic achievement in a format, and when feasible, in a language the parents and family members can understand.

• Educate teachers, specialized instructional support personnel, principals, and other school leaders, with the assistance of parents in the value and utility of contributions of parents, how to reach out to, communicate with and work with parents as equal partners.

• Coordinate and integrate parental involvement programs and activities with other Federal, State and local programs, including preschool programs that encourage and support parents in more fully participating in the education of their children.

I. Pilot program proposals and field study proposals will be submitted to the Office of the Superintendent and, if approved, to the Millard Board of Education for approval. Such proposals shall include, but not be limited to, the following:

A. Rationale

B. Compatibility with the District Strategic Plan

C. Compatibility with the District Curriculum Cycle

D. Existing research or data base

E. Clientele to be involved

F. Desired outcomes to be achieved

G. Strategies to be employed

H. Resources needed

I. Evaluation strategies

II. Pilot programs and field studies will be viewed as being temporary. Project continuation or expansion will be based on the outcome of the project evaluation.

III. Evaluation data will be presented to the Office of the Superintendent so that judgements can be made as to program success prior to the decision being made as to program continuation, modification, expansion or deletion.

IV. Based on successful pilot programs or field studies, recommendations for program expansion into other levels and/or buildings shall be incorporated into the curricular framework format and shall be presented to the Board of Education by the Office of the Superintendent.

V. The Office of the Superintendent will submit to the Board of Education a status report on all pilot studies as they are completed.