Many school districts are developing assessments that incorporate both selected response and constructed response formats. Scores on these assessments can be used for a variety of purposes ranging from subject remediation to promotion decisions. These policy decisions are informed by recommendations for Minimum Passing Scores (MPSs) from standard setting studies. This paper presents a model for setting MPSs on mixed assessments using a combination of two standard setting methodologies. For multiple-choice items, an Angoff standard setting approach is used. For constructed response items, a paper selection strategy is used. The model is described in detail and an illustrative case is presented for a large metropolitan school district in the Midwest. (Contains 4 tables and 11 references.) (Author/SLD)