Lincoln Public Schools uses standardized tests for several different purposes. Below is a list of some of the tests all or most students take in LPS and how parents, students, teachers, schools, the district, and the state or federal government most commonly use the results. Information is also provided about the implications of opting students out of specific tests. If parents choose to request students not take some or all of the tests, students must still attend school, but will complete an alternate activity during testing times. Students with disabilities and English learners may take tests with accommodations as allowable by the test developer (the state, district, or testing company).
NEBRASKA STUDENT CENTERED ASSESSMENTS (NSCAS)
The state elementary and middle school English language arts (ELA), math, and science tests are designed to measure whether students are meeting the state standards in these areas. They provide an indication of whether students are “on grade level” based on state expectations. Nebraska has chosen not to adopt the Common Core standards or assessments. Nebraska K-12 and higher education (college) teachers and administrators worked together to develop the standards. The Nebraska Department of Education has contracts with NWEA and Data Recognition Corporation to develop tests for use only in Nebraska that measure these standards. The ELA and math tests are given at grades 3 through 8. Students in grades 5 and 8 also take the science assessment. The Nebraska Department of Education, with Legislative approval, has chosen to use the ACT to measure state standards for 11th grade students (more information on the ACT below.) There is an Alternate Assessment for students in grades 3-8 and 11 for students with the most severe cognitive disabilities who have this option written into their IEPs. Students take the state tests in the spring. Proficiency results are usually available sometime in late summer or early fall. Additionally, the NSCAS Growth ELA and math tests provide norm-referenced RIT scores that compare student performance with that of a group of students who took the test nationwide. These results are available soon after the completion of testing.
The state tests are used by students and parents as one indicator of whether students are meeting grade level expectations in English language arts, math, and science. Teachers use RIT scores from the NSCAS Growth ELA for students in grade 3 to develop Individual Reading Improvement Plans under the Nebraska Reading Improvement Act. Teachers, schools, and the district use the NSCAS results to compare the achievement of groups of students with that of similar groups across the nation, to monitor student growth, to inform class placements, and to plan curriculum and instruction. The state and federal government use the results for accountability (to determine if schools and LPS are doing a good job helping students meet expectations).
If parents choose to opt a student out of the NSCAS tests, the student will receive a performance level of “developing”(below standards), not receive RIT scores, and will count as not assessed. Accurate results for the student will not be available for teachers, the school, or the district to use for instructional planning or to inform course placement or reading intervention decisions. There may be state or federal accountability consequences for schools and the district if the 95% participation rate for groups of students established by federal legislation is not met. State accountability ratings are also based on the percentage of students who meet state expectations.
NSCAS ACT
The ACT is a norm-referenced achievement and college entrance test that has been selected by the Nebraska Department of Education to measure state standards in English language arts, math, and science. Students take the ACT in the spring of their 11th grade year. There is a state Alternate Assessment for students for students with the most severe cognitive disabilities who meet the criteria determined by the Nebraska Department of Education and have this option written into their IEPs. Students and parents may choose to report the ACT results to colleges for use in college admission and scholarship decisions. They may also use results to inform decisions about high school classes and college and career pathways. Counselors use the results to advise students on college and scholarship opportunities. Schools and the district use the results to compare the achievement of groups of students with that of similar groups across the nation and to plan curriculum and instruction. The district also uses the results in the evaluation of some grants. If students have already completed the ACT prior to the 11th grade spring testing and their scores are high enough to meet the ACT benchmarks, parents may complete a score replacement form prior to the ACT test date and the Nebraska Department of Education will use the students’ previous scores to meet the state and federal reporting requirements.
If parents choose to opt a student out of the ACT and not to submit the score replacement form, the student will receive a performance level of “developing” and count as not assessed. The student will not have ACT scores from that administration to report for college admission or scholarships, but may choose to pay to take the ACT at another time. The school and district will not have results for use in counseling students, to plan curriculum and instruction, or for program evaluation. There may be state or federal accountability consequences for schools and the district if the 95% participation rate established for student groups by federal legislation is not met. State accountability ratings are also based on the percentage of students who meet state expectations.
PREACT
The PreACT is a national norm-referenced assessment of students’ achievement in English, math, reading, and science reasoning. Norm-referenced tests compare student performance with that of a group of students who took the test nationwide. The PreACT is identical to the ACT in terms of overall format, types of items, and scores, except that the PreACT does not include writing. It is a practice opportunity for the ACT. Students in grade 10 take the PreACT. Students and parents use the PreACT results to help students prepare for the ACT and to compare individual student learning with that of other students across the nation. They may also use results to inform decisions about high school classes and college and career pathways. Teachers, schools, and the district use the results to plan curriculum and instruction and compare the achievement of groups of students with that of similar groups across the nation. The state reports the results by school on their website for accountability purposes.
If parents choose to opt a student out of the PreACT, the student will not receive any scores. Results for the student will not be available for teachers, the school, or the district to use for instructional planning or for students to prepare for the ACT. The student will be reported as not tested to the Nebraska Department of Education.
MAP GROWTH READING AND MATH
The MAP Growth tests are norm-referenced reading and math achievement tests used in LPS. Norm-based information from the MAP is available for both achievement and growth. Students in grades 3-8 take MAP assessments in the fall. Some students may also take MAP in the winter. Teachers use the results from MAP Growth to plan instruction and monitor student growth. Teachers, interventionists, and gifted facilitators use results to inform decisions about interventions, course placements, and gifted identification. Parents and students can use the results to understand students' achievement and growth compared with other students. Schools and the district can monitor achievement and growth for groups of students and evaluate the effectiveness of instruction, curricular materials, and programs. Teachers also use results for students in grades 3 to develop Individual Reading Improvement Plans under the Nebraska Reading Improvement Act.
If parents choose to opt a student out of the MAP Growth tests, the student will not receive any scores.
Results for the student will not be available for teachers, the school, or the district to use for instructional planning or to inform course placement or reading intervention decisions.
DIBELS 8
The DIBELS 8 tests are norm-referenced reading achievement tests used in LPS. Students in grades K-2 and some students participating in reading interventions in grades 3-5 take the DIBELS assessments several times each year. Teachers use DIBELS 8 results for students in grades K-2 to develop Individual Reading Improvement Plans under the Nebraska Reading Improvement Act and to monitor progress for students who are served in reading interventions and Special Education.
If parents choose to opt a student out of the DIBELS 8 tests, the student will not receive any scores. Results for the student will not be available for teachers to use for instructional planning or to inform reading intervention decisions.
COGAT SCREENER
The CogAT Screener is a nationally-normed measure of students' learned reasoning abilities developed through in-school and out-of-school experiences. The test consists of verbal, quantitative (numbers), and non-verbal reasoning and problem solving items. Teachers and schools use results as part of the gifted identification process.
If parents choose to opt a student out of the CogAT Screener, the student will not receive a score and results will not be available for use in gifted identification.
ENGLISH LANGUAGE PROFICIENCY ASSESSMENT FOR THE 21st CENTURY (ELPA21)
The English Language Proficiency Assessment for the 21st Century (ELPA21) measures proficiency in reading, writing, speaking, and listening in English for students who are English Learners. Students who take these assessments qualify for the English Learner (EL) program, but may or may not participate. Results are used by students and parents to evaluate students’ English proficiency. Results are also used as one important piece of information to make decisions about placement within and exit from the EL program. Schools and the district use results for groups of students to monitor achievement and to plan curriculum and instruction. The state and federal government use the results for accountability (to determine if schools and LPS are doing a good job helping English learners meet English proficiency expectations).
If parents choose to opt a student out of the ELPA21, the student will receive a score of 0 and the lowest proficiency level. Accurate results for the student will not be available for teachers, the school, or the district to use for instructional planning and to determine what EL services the student needs. The student will continue to qualify to take the ELPA21 until they pass. There may be federal and state accountability consequences for the district and school if enough students opt out of the assessment.
DISTRICT COMMON ASSESSMENTS (DCAs)/Classroom Common Assessments and Unit/Semester Tests
Classroom assessments that are common across similar classes have been developed or modified by LPS to measure the district standards and objectives. These assessments, which are taken by all students in particular classes or courses (e.g., reading, English, math, social studies, science, art, PE, health, EL) allow teachers to work together across classrooms and ensure that all students have access to high-quality curriculum and instruction. Teachers, working in school-level or district-level professional learning communities, can design lessons, select teaching strategies, and regroup students to help students learn. Students use the results to set goals and evaluate their own learning. Parents use the results as an indicator of student learning in particular subject areas and courses. Teachers use the results to plan instruction and for assigning grades. Schools and the district may also collect the results of these assessments to evaluate programs, design curriculum, and provide appropriate professional development to teachers. The results of these assessments are not reported or used at the state or federal level.
If parents choose to opt a student out of the DCAs or unit tests, the student will not receive any scores. Results will not be available for students or teachers to use to support learning or for assigning grades. Grades assigned on other assignments may not be as reliable. The student may not have as much opportunity to demonstrate proficiency for grading if only formative (practice) assignments are available. Results will also not be available for district program evaluation and curriculum and instructional decisions.
SUMMARY If parents decide to opt my child out of some tests,
1. Information that helps in instructing the student will not exist.
2. Information that helps develop programming for the student and others in his or her class will not exist.
3. The student may be required to take courses that he or she does not need.
4. The student's school may be negatively classified, which may have adverse effects.
5. In the case of the ACT, parents will have to spend their own money for the student to take the test ACT for college admissions.
To fill out the form to opt your out of any district or state tests, please click next. If you have more than one student, please use the link again to fill out a separate form for each student.
