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ILA Local Assessment System




The superintendent will be responsible for assuring that a local assessment system is developed and implemented.  The purpose of the local assessment system will be to guide and enhance classroom instruction, monitor student progress, and certify student achievement.  The system will be developed and refined with input from teachers and administrators.

Data that certifies student achievement will be provided to parents/guardians, regarding their individual student, as well as to the individual student, as appropriate.  Data will be presented in a way that conveys school and school unit performance on the content areas of the system of Learning Results and allows for comparison to statewide Maine Educational Assessment performance.  Such data will be provided to students, parents, teachers/professional staff, administrators, and the community, as required by state law.

The superintendent of schools shall develop appropriate regulations to implement this policy.

Assessment data will be reviewed annually by the Veazie School Committee.

Legal Reference:          20-A M.R.S.A. § 6201-6205

                                    Ch. 127  §§ 2, 4 (Maine Department of Education Rules)

Adopted:                      08/10/04


A “local assessment system” is defined as a coordinated collection of valid and reliable assessments administered to students that, as a whole, provides information on individual students, the school, and the school administrative unit with respect to achievement of the content standards of the system of Learning Results.

The following general principles apply to the local assessment system:

  1.              Assessment is intended to contribute to the learning process.
  2.              Assessments will be aligned with the content standards and performance indicators of the Maine Learning Results.
  3.              The assessment system will reflect student learning from kindergarten to grade 8, with results that will be representative of the student’s skills and knowledge.
  4.             The assessment system will provide data for staff to use in the evaluation of curriculum and instruction.
  5.              The local assessment system will use multiple and varied measures of student learning for each grade span (K-4 and 5-8).  The assessment measures should be developmentally appropriate for the age span.
  6.              The system is intended to provide a fair and equitable opportunity for students to demonstrate knowledge and understanding.
  7.             At a minimum, the system will include classroom, school, school administrative unit, and state levels of assessment.  Regional and commercially produced tests may be used, but commercially produced tests shall not carry a majority of the weight in determining student performance.
  8.             Neither the Maine Educational Assessment (MEA) nor a commercially produced test shall be the only measure of student achievement.
  9.                All students will participate in local assessment through one of three options:  standard administration, administration with accommodations or through alternate assessment. Accommodations and alternate assessment administration decisions will be based on the needs of a student as established in the student’s Individualized Education Plan, Section 504 plan, or Academic Improvement Plan.  Accommodations will be based on the approved list of Accommodations for Local Assessments released by the Department of Education. 

These have been based on considerations presented in the document, Measured Measures, and other pertinent documents.

The following are local policy decisions related to required technical criteria for the local assessment system in areas where local discretion is allowed.  The (*) items are in State regulations, but are included here as well. This policy will be reviewed at the end of the first year of implementation.  Adjustments will be made, as needed, that respond to the balancing concerns of fairness and resources.

400.27  Local Assessment System – Regulations – Page 2

A separate procedural manual will include details and procedures of how the local assessment system and related policies will be implemented.


Assessment Types:  Selection and Distribution

  • *K-4 assessments should be drawn from the corresponding grade span of the Maine Learning Results content standards and performance indicators.
  • *The minimum number of required common assessments is 8 per content area per grade span. Common assessments are those taken by all students in a grade span and content area unless they are assessed through a Personalized Alternative Assessment Portfolio.
  • *A minimum of two assessmenttypes per content cluster is required. 

Comparability of Results

  • *Results from local assessment will be compared to results from similar state and national assessments for consistency (similar percentages of students achieving at each level of proficiency).
  • *All students will participate in local assessment. Participation will be through one of three options:  standard administration, administration with accommodations or through alternate assessment.
  • *Rubrics will be on a 4-point scale.  Exceptions to this will be converted to a 4-point scale in order to compare student performance.
  • The performance level descriptions will be similar to those used in MEA scoring.

Replacement Assessments

  • *Replacement is the means by which a student with low performance may demonstrate proficiency for certification in a content area through another assessment.
  • *Replacement assessments will address content as close as possible to the original assessment and at least be within the same content cluster.
  • *Parents must be informed of the need for and provisions regarding replacement assessments.

400.27  Local Assessment System – Regulations – Page 3

  • Students should not have the opportunity to replace every low performance with a higher performance.  Replacement opportunities will generally only be provided when a pattern of low performance is evident.  Review Teams will review student progress to determine which students meet this criteria for replacement assessments.
  • Replacements can be a similar assessment in the same school year or in subsequent school years within the grade span (example: writing prompt).
  • Replacements will generallyoccur only after an intervening learning experience (examples: extended tutorial support, an approved summer program, continued related instruction, another course). Students must take responsibility to participate in one or more of the available intervention options.
  • Replacement assessments will generally be administered in designated time periods.
  • A K-4 student may have two replacement opportunities per content cluster in order to meet the standards in a content area.
  • A 5-8 student may have three replacement opportunities per content cluster in order to meet the standards in a content area.
  • Any variation to these guidelines for replacement will only be according to a new policy/practice recommendation by the review team.


Performance Standards

  • The Veazie School Department will apply the Percentage of Points Earned method to certify student achievement of the Maine Learning Results.  Scores will be recorded at the content standard level.
  • If a student has not met the standard using the Percentage of Points Earned method, the review team will reevaluate their certification status using the Pattern of Performance or modal method.

Public Reporting of Student Performance

  • *Annually, the superintendent will report on the percentage of all students at each performance level for the five content areas and corresponding content clusters at the end of grades 4, 8.  This information will be reported by school and school unit.

400.27  Local Assessment System – Regulations – Page 4

  • Individual student scores on the common assessments, including alternate assessments, will be reported at least annually to parents and students.


Scoring Reliability

  • Scoring procedures will be developed and supported by Veazie School Department in order to ensure reliability in the scoring of assessments.
  • The Curriculum Coordinator will inform teachers and administrators of the reliability check results with the goal of continuously improving reliability through rubric review, staff development, etc.


Supportive Instructional Interventions for Students

  • Review teams will be established to monitor student progress and determine which students need interventions and what those interventions should be.