|
An update from Academic Standards, Instruction and Assessment
Vol. 3, No. 1: Sept. 3, 2024
MDE Seeking Public Feedback on Science MCA-IV and Alt MCA Performance Level Descriptors
MDE is currently finalizing the Performance Level Descriptors (PLDs), previously named Achievement Level Descriptors, that describe learning of the grade-level expectations set by benchmarks or extended benchmarks in the Minnesota Academic Standards. The PLDs are used to describe what it means to be proficient on the Science MCA-IV and Science Alternate MCA (Alt MCA) following the first administration in Spring 2025 and Reading Alt MCA following the first administration in Spring 2026. The Reading MCA-IV PLDs will be available in a future public review.
As part of the drafting process, MDE is holding a public review period to collect feedback from district staff and community members on the latest draft of the Science MCA/Alt MCA PLDs as well as the Reading Alt MCA PLDs. This feedback will ensure that multiple perspectives throughout Minnesota are considered in the development of the final version of the documents.
View the draft Science MCA-IV Performance Level Descriptors and the feedback survey on the Statewide Assessments page of the MDE website.
View the draft Science and Reading Alt MCA Performance Level Descriptors and the feedback survey on the Alternate Assessments page of the Testing 1, 2, 3 website.
MDE will be taking feedback until Sept. 27. If you have any questions, contact mde.testing@state.mn.us.
Back to Top
Curriculum Directors: Save the Dates for School Year 2024–25
In addition to Curriculum Director Leader Meetings, Academic Standards content specialists will be hosting Content Area Leader Meetings and Office Hours during the 2024–25 school year. These virtual meetings give district leaders an opportunity to learn about new resources in specific content areas and connect with other districts. Refer to the Save the Dates for School Year (SY) 2024-25 to view the full schedule. If you have any questions, contact mde.academic-standards@state.mn.us.
Back to Top
Alternate Assessment Chat and Connect Series
What: MTAS/Alternate MCA test administrators and special education staff are invited to meet with MDE alternate assessment specialists to give feedback, ask questions and connect with other special education staff from across the state.
Why: Discuss the newly revised Eligibility Requirements and Decision-Making Tool for Minnesota Alternate Assessments and show the soon-to-be released Science Alternate MCA Online Demo, share your feedback, and have your questions answered.
When: Oct. 15 from 4 to 5 p.m. Series will continue monthly, meeting the third Tuesday of each month. The Alternate Assessment Chat and Connect dates for this year are Oct. 15, Nov. 19, Dec. 17, Jan. 21, Feb. 18, March 18, April 15, and May 20 at 4 p.m. Register once for the entire series of monthly meetings.
Where: Via Zoom.
How: Register for the Alt Assessment Chat and Connect
Contact: Alt.Assessment.MDE@state.mn.us
Back to Top
Science Alternate MCA Kickoff Meetings
What: This fall MDE will be hosting regional in-person and online Science Alternate Minnesota Comprehensive Assessment (Alt MCA) Kickoff Meetings. There is no cost to attendees for these sessions. Educators will be given continuing education units. While the January MTAS/Alt MCA Informational meetings will focus on providing administration updates for the upcoming Spring 2025 administration, note that these kickoff meetings will focus on:
- Preparation and administration for the new Spring 2025 Science Alt MCA operational assessment
- Tools for making decisions about student administration formats (online, paper or hybrid)
- Revised Learner Characteristics Inventory
- Revised Eligibility Requirements and Decision-Making Tool for Minnesota Alternate Assessments
- Test design and extended benchmarks aligned to the Alt MCA
In addition, the in-person sessions will include interactive activities to engage with the Alt MCA materials.
Who: MTAS/Alt MCA Test Administrators, District Assessment Coordinators, Special Education Directors/Coordinators, and any district staff involved in administering alternate assessments are also welcome to attend, however the focus will be on the one-on-one administration activities.
When/Where:
- Oct. 10, 9 a.m.–noon or 1–4 p.m., Bemidji: Bemidji State University, 1500 Birchmont Dr NE, Bemidji.
- Oct. 1, 9 a.m.–noon or 1–4 p.m., Mankato: South Central Service Cooperative Conference Center, 2075 Lookout Drive, North Mankato
- Oct. 21, 9 a.m.–noon or 1–4 p.m., Metro: Minnesota Department of Education (MDE), NE 400 Stinson Blvd, Minneapolis. Register for one of the MCA Kickoff in-person sessions.
- Nov. 7, 2–5 p.m. via Zoom. Register for the MCA Kickoff online session. A Zoom recording will be available at a later date.
Back to Top
Bilingual Seals Program Overview Webinar
What: MDE hosts Bilingual Seals Program overview webinars monthly.
When: Please review all the Bilingual Seals dates and times.
How: Register for one of the Bilingual Seals webinars.
Contact: Ayumi Stockman, World Languages Education Specialist
Back to Top
World Languages Education 101 for School Leaders
What: A workshop offered for educational leaders including principals, superintendents, and instructional coaches to learn about some basics of world languages education. This three-hour virtual workshop address types of programs, standards, effective instructional practices and program design. The goal is to increase the knowledge and capacity of leaders in the area of supporting world languages programs and teachers.
Who: Educational leaders including principals, superintendents, and instructional coaches
How: Register for one of four World Languages 101 workshops scheduled this year. Minnesota Board of School Administrators (BOSA) CEUs will be available.
Contact: Ayumi Stockman, World Languages Education Specialist
Back to Top
MDE Biliteracy Network
What: An opportunity for administrators and teacher leaders in Dual Language Immersion schools. This workshop series will allow you to learn more about research, best practice, and high-impact strategies and resources related to biliteracy development. You will also have an opportunity to connect with colleagues to share questions, concerns, and promising practices for multiple dual language schools. Minnesota Board of School Administrators CEUs and Teacher CEUs are available.
When:
- Session 1: Oct. 9, 9–10:30 a.m. Topic: Biliteracy Pedagogy: Strategies and approaches for teaching literacy skills in two languages simultaneously, such as cross-linguistic transfer and scaffolding.
- Session 2: Dec. 5, 9–10:30 a.m. Topic: Curriculum Design: Designing and implementing a balanced curriculum that promotes literacy and language development in both languages, including content-based instruction.
- Session 3: Feb. 4, 9–10:30 a.m. Topic: Assessment and Evaluation: Developing and implementing effective assessments to measure biliteracy skills in both languages and monitor student progress over time.
- Session 4: May 7, 9–10:30 a.m. Topic: Language Policy and Advocacy: Advocating for policies that support dual language immersion programs and bilingual education, including addressing equity and access issues.
How: Please register for the series by filling out the Dual Language Immersion Institute Google form.
Contact: For more information or if you need assistance completing the google form for registration, contact Amy Young.
Back to Top
New Coordinator Training: Virtual Gifted Education Boot Camp
Who: Gifted and Talented Education Coordinators/Specialists in years 1–3 of service
When: 9–11 a.m., second Wednesday of each month, October–March
How: Register for the Gifted Education Boot Camp.
Why: Gifted Education Boot Camp helps to prepare new coordinators and specialists for their role in supporting advanced learners.
Contact: Wendy Behrens, Gifted and Talented Education Specialist
Back to Top
Scholars of Distinction Award Program
Who: Students enrolled in grades 11–12 at a public or private school; homeschooled in grades 11–12, or enrolled in a Postsecondary Enrollment Options (PSEO) program.
What: Scholars of Distinction is a significant capstone project in an academic area: Computer Science, Cultural Studies, Environmental Leadership, Mathematics, Science, Social Studies or STEM. Visit Scholars of Distinction for more information. All students must complete the Intent to Submit Online Application available Oct. 1–Nov. 1.
When: Open Office Hours: Second Wednesday of the month, from 2:30 to 3:30 p.m., September 2024 through February 2025.
Back to Top
Green Ribbon Schools Program
What: Applications for the U.S. Department of Education Green Ribbon Schools Program open in September.
How: Please visit our Green Ribbon Schools page for more information, or contact Angela Kolonich, MDE Science Specialist.
When: There will be an informational webinar about the Green Ribbon Schools program for interested schools, districts, and postsecondary institutions on Oct. 24, from 3:30 to 4:30 p.m. Please visit our Green Ribbon Schools registration page to sign up for the event.
Back to Top
Empowering Underrepresented Gifted Learners
Who: Educators, administrators, school counselors
What: Gifted Education Book Study 2024–25: Empowering Underrepresented Gifted Learners. Facilitated by Dr. Joy Lawson Davis, Bridges Graduate School for Cognitive Diversity. The book study is intended to help educators move closer to ensuring equity, access and excellence in gifted education. Registration is $100 plus book. Recordings will be available following each session.
When: Noon–2 p.m., Oct. 8, Nov. 12, Dec. 10, Jan. 14, Feb. 11
How: Register on the Minnesota Council for the Gifted & Talented website.
Back to Top
K–12 Computer Science Education Advancement Grants
Who: LEAs interested in starting or expanding K–12 computer science learning opportunities.
What: These grants are designed to support LEAs who are working to establish new K–12 computer science learning opportunities or to expand existing CS offerings.
When: Completed applications due: Sept. 13. Grantee announcement anticipated in October 2024.
Why: In alignment with the CS Working Group's recommendations from Minnesota's Computer Science State Strategic Plan.
Where: MDE’s Competitive Grant Opportunities website.
Back to Top
Supporting Twice-Exceptional Learners in School Settings
Every child is entitled to a challenging and appropriate education. Although educators’ obligation to provide an appropriate education is unquestionable, unique student needs require modification to content and instruction. For students with either significant skill deficits or extraordinary talents, the answer is often clear. However, twice-exceptional (2e) students, with remarkable strengths as well as significant challenges, require a different approach. Failure to recognize and support the unique needs of twice-exceptional learners can lead to underachievement and frustration in both their areas of strength and weakness (Baum et al., 2017).
According to The Association for the Gifted Division of the Council for Exceptional Children:
“Twice exceptional (2e) individuals’ evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; each may mask the other so that neither is recognized nor addressed. Additionally, twice-exceptional individuals come from- and are impacted- by socio-economic, individual, and cultural diversity. 2e students, who may perform below, at or above grade level, require additional considerations including 1) Specialized methods of identification that consider the possible interaction of the exceptionalities; 2) Enriched/advanced educational opportunities and pedagogies that develop the child's interests, gifts and talents while also meeting the child's other learning needs; and 3) Simultaneous supports that ensure the child's academic success and social-emotional well-being, such as specialized accommodations and therapeutic interventions. (Adapted from The Association for the Gifted 2022).”
Working successfully with this unique population requires specialized academic training and ongoing professional learning opportunities. By doing so, schools can:
- Unlock Potential: By supporting and providing the appropriate level of challenge, talents are recognized and developed. This strength-based approach prevents talents from being overshadowed by disabilities. (Baum et al., 2017, Behrens et al., 2021, Fugate et al., 2020)
- Address Unique Needs: By differentiating instruction, educators address both giftedness and learning challenges (e.g. ADHD, ASD, dyslexia). (Baum et al., 2017, Behrens et al., 2021, Foley Nicpon et al., 2011)
- Promoting Equity and Inclusion: By providing support for 2e students, educators ensure they have equitable access to educational opportunities. Promoting inclusivity recognizes and values the diverse learning profiles and abilities within the school community. (Fugate et al., 2020, Reis 2014)
- Preventing Underachievement: By providing appropriate interventions, educators help 2e students avoid significant underachievement. Without intervention, students may not perform to their full potential due to challenges in accelerating curriculum content or demonstrating their knowledge in traditional assessments. Support helps to mitigate these barriers and foster academic success. (Baum et al., 2017, Behrens 2021 et al., Foley Nicpon et al., 2011)
- Enhancing Well-being: Providing effective support for 2e students improves their academic outcomes and enhances their overall well-being. It reduces stress and anxiety associated with academic challenges and fosters positive self-concept, promoting mental health and resilience. (Boatman & Boatman, 2020, Foley Nicpon 2014, Moon & Reis, 2011)
For additional information about serving gifted and twice-exceptional learners, contact Wendy Behrens (651-492-1465).
References:
Baum, S. M., Shader, R. M., Owen, S. V. (2017). To be gifted and learning disabled: Strategies for helping bright students with LD, ADHD, and more. Prufrock Press.
Behrens, W.A., Boswell, C., Fugate, C.M. (2022). Supporting gifted students with anxiety, dyslexia, or attention deficit/hyperactivity disorder (ADHD) in school settings. In Piske, F.H., Collins, K.H., Arnstein, K.B. (Eds.). Critical Issues in Serving Twice Exceptional Students (pp. 65-74). Springer.
Boatman, T. A., & Boatman, A. E. (2020). Anxiety and gifted children. In C. M. Fugate, W. A. Behrens, & C. Boswell (Eds.), Understanding twice exceptional learners: Connecting research to practice (pp. 243–278). Prufrock Academic Press.
Foley Nicpon, M., Allmon, A., Sieck, R., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3-17. https://doi.org/10.1177/0016986210382575
Fugate, C.M., Behrens, W.A., Boswell, C., Davis, J.L. (2021). Culturally responsive teaching in gifted education: Building cultural competence and serving diverse student populations. Routledge https://doi.org/10.4324/9781003234029
Fugate, M. C., Behrens, W. A., & Boswell, C. (Eds.). (2020). Understanding twice-exceptional learners: Connecting research to practice (pp. 1-7) Prufrock Academic Press
The Association for the Gifted: 2e Definition | Council for Exceptional Children, Retrieved 7/10/2024
Back to Top
Division of Academic Standards, Instruction and Assessment
Minnesota Department of Education
Sign up to receive the Educator Edition newsletter
Manage Preferences | Unsubscribe | Help | MDE Website
|
