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An update from Academic Standards, Instruction and Assessment
Vol. 3, No. 3: Nov. 18, 2024
Clarifying the Connection Between English Language Arts Standards and Assessments
The 2020 Minnesota Academic Standards in English Language Arts (ELA) will reach full implementation in school year 2025–26. According to state statute, all students must receive instruction and classroom-level assessment in all standards and grade-level benchmarks.
In addition to classroom assessments, students in Minnesota take additional literacy assessments including the Reading Minnesota Comprehensive Assessment (MCA) and literacy screeners. The first administration of the Reading MCA-IV will cover the 2020 Minnesota Academic Standards in ELA in Spring 2026 for students in grades 3–8 and 10. Literacy screeners are now administered to students in grades K–3 three times a year (see the MDE READ Act Screening webpage for more information about literacy screening).
MDE has developed the 2020 Minnesota English Language Arts (ELA) Standards and Corresponding Assessments chart to clarify how the 2020 Minnesota ELA Standards are measured across these three types of assessments: classroom assessments, literacy screeners, and the Reading MCA-IV. This chart is posted in the Assessment section on the MDE English Language Arts webpage.
The chart highlights the central role of authentic classroom assessment of all three ELA strands: 1) reading, 2) writing, and 3) listening, speaking, viewing and exchanging ideas. It may provide clarity about the connections between standards and additional literacy assessments that students encounter.
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New: Glossary and Appendices for the 2020 Minnesota Academic Standards in English Language Arts
MDE has completed and posted the Glossary and Appendices for the 2020 Minnesota Academic Standards in English Language Arts (ELA), available on the MDE ELA webpage.
The glossary defines select disciplinary terms as they are used in the 2020 ELA Standards. Importantly, these are not the only key terms; please refer to the full language of the anchor standards and grade-level benchmarks to identify concepts and terms for each grade level. Two appendices support the 2020 ELA Standards: A) Definitions, Connections and Considerations of Identity and Perspective, and B) Text Complexity and Text Selection. Additional supports for the standards, including implementation resources, are available on the MDE ELA Standards Implementation webpage.
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Application Open for Science MCA-IV and Alt MCA Standard Setting
Please share this opportunity with science, special education and multilingual learner educators. After the first operational administration for each assessment, a Standard Setting committee of educators and community members will use the Science MCA-IV and Alt MCA Performance Level Descriptors to define levels of performance on the new assessment and determine what it means to be proficient on the Minnesota Academic Standards in Science.
MDE is looking for a diverse group of classroom educators representing science education throughout the state. This committee will balance grade-level and content-area knowledge of the 2019 Minnesota Science Standards, geographic distribution and the diversity of our student population. Participants will contribute their instructional expertise and knowledge of the 2019 Science standards and collaborate with peers from across Minnesota while earning Continuing Education Units (CEUs) and an honorarium.
Science, special education and multilingual learner educators are encouraged to apply to be part of these in-person committees to be held in Summer 2025:
Applications will be open until Jan. 10. Committee members will be chosen based on grade-level and content-area needs, as well as experience with the 2019 Minnesota Science Standards.
Another way to be involved in MCA and Alt MCA development is to register to participate in Educator Review Committees. Your input is vital in the development of questions assessing the Academic Standards in Science. This opportunity is open to science, math, language arts, special education and multilingual learner teachers. Please contact mde.testing@state.mn.us for more information.
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MTAS/Alternate MCA Eligibility Requirements and the Assurance, Rationale and Context Process
Minnesota’s alternate assessments, the Minnesota Test of Academic Skills (MTAS) and Alternate Minnesota Comprehensive Assessment (Alt MCA), are the standards-based accountability assessments designed for, and limited to, students with the most significant cognitive disabilities. They are designed to measure student progress toward Minnesota’s academic standards and meet the requirements of the Elementary and Secondary Education Act (ESEA). Students who receive special education services and meet the eligibility criteria may take the MTAS/Alt MCA. For 2024–25, the Eligibility Requirements and Decision-Making Tool for Minnesota Alternate Assessments has been updated for ease of use, clarity and to reflect other feedback from district staff.
Under the Every Student Succeeds Act (ESSA) of 2015, the alternate assessment participation rate in each state may not exceed 1% of all students tested in any subject. Note that this is not a cap on participation at the district or school level. To learn more about the federal regulations, Minnesota’s current participation rates, and what MDE has done to support districts, read the Overview of the One Percent Cap and Alternate Assessment Participation in Minnesota.
As part of this federal requirement, districts and charter schools will receive an email from MDE in November regarding the Assurance, Rationale, and Context (ARC) process. The purpose of the ARC process is to provide a communication tool between Minnesota districts and MDE that assures each district is identifying the most appropriate assessment for each student. Special Education Directors, District Assessment Coordinators, Special Education case managers, and other key district staff should be included in conversations about alternate assessment participation, as reflected by the district’s report, in order to complete the ARC response. Once the district has prepared to answer the questions, one staff person will submit the district’s response in December.
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U.S. Department of Education Letter on Arts Education
The U.S. Department of Education recently released a Dear Colleague letter regarding the importance of arts education. The letter clarifies federal funding opportunities for arts education within the Every Student Succeeds Act (ESSA), including how Title I, II, III, IV-A and B funds can be used to support arts education. The letter further details how local educational agencies may use funds within the Individuals with Disabilities Education Act (IDEA) and Strengthening Career and Technical Education for the 21st Century Act (Perkins V). The release of this Dear Colleague letter reflects the U.S. Department of Education’s ongoing commitment to arts education. With this guidance, districts, schools, and administrators have the necessary clarity to fully realize the opportunity that ESSA presents to include the arts as a part of a well-rounded education.
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Alternate Assessment November Chat and Connect
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 Science Alt MCA administration modes, how to determine the administration mode for students, and family engagement in assessments, share your feedback, and have your questions answered.
When: Nov. 19, 4–5 p.m. Series will continue monthly, meeting the third Tuesday of each month. The remaining Alternate Assessment Chat and Connect dates for this year are 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/How: Via Zoom. Register for the Alt Assessment Chat and Connect.
Contact: Alt.Assessment.MDE@state.mn.us
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Scholars of Distinction Open Office Hours
Who: Minnesota 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 who have completed the Intent to Apply Form.
When: Open Office Hours: Second Wednesday of the month, 2:30–3:30 p.m., September 2024 through February 2025. Students or teachers may join the conversation using the link below.
More information: Visit Scholars of Distinction for more information.
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Empowering Underrepresented Gifted Learners: Book Study
Who: Classroom educators, administrators and gifted education specialists.
What: Empowering Underrepresented Gifted Students has been selected for a virtual five-part book study facilitated by Dr. Joy Lawson Davis. The study is intended to help educators, administrators and counselors move closer to ensuring equity, access and excellence in gifted education.
When: Second Tuesday of each month, noon–2 p.m., November through February.
Where/How: All sessions will be recorded and available to registrants following each session. There is a charge and registration is required. Register for the Book Study.
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New Gifted Education Coordinator Training: Gifted Education Boot Camp
Who: Focused on gifted education coordinators in their first three years of service but open to all gifted education coordinators.
What: A series of virtual meetings for new gifted education coordinators covering topics in legislation, identification, acceleration and models of service.
When: The trainings will be held on the second Wednesday of each month, October through March, 9–11 a.m.
How: Register for the Gifted Education Boot Camp. There is no fee. Contact Wendy Behrens, Gifted and Talented education specialist, if you need assistance or prefer to register by phone.
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Gifted Education Virtual Open Office Hours
Who: Educators, administrators, community members.
What: Office hours are an informal opportunity to ask any question related to Gifted Education.
When: Join MDE’s Gifted Education office hours the second Wednesday of the month, from 3:30 to 4:30 p.m., during the school year.
How: Visit the Gifted Education page of the MDE website for session links.
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Bundling Standards Within Instructional Planning: Beginning Considerations
Specific content areas have established academic standards, a summary description of student learning in a required content area. Minnesota’s academic standards are reviewed and revised on a 10-year cycle. One content area of academic standards is reviewed and revised each year based on a schedule approved by the Minnesota Legislature (Minnesota Statutes, section 120B.021, subdivision 4). With standards revisions, there may be changes to both academic standards and benchmarks requiring additional instructional planning to ensure students are receiving rigorous and equitable educational opportunities.
Bundling of standards and benchmarks is one way to gain efficiency of time and learning, and to highlight connections between important ideas (Loewus, 2016). Bundling is the incorporation of multiple related benchmarks into a single unit of study. A bundle is a group of performance expectations (or standards) that have been brought together to organize instruction (Next Generation Science Standards, 2016). Within and across content areas, the curriculum can be arranged in topic bundles so that units of instruction can be organized around themes, authentic processes, problem-based learning, essential questions, or big ideas. Done well, bundled instruction and curriculum supports students in developing knowledge and skills in more than one standard at the same time. (Nida et al., 2020).
A related aspect of bundling is finding efficiencies and opportunities in approaches to assessment. For example, performance assessments could be designed to measure multiple benchmarks in one item or task. An additional benefit is that the student is engaged in synthesis of multiple concepts and skills, leading to authentic and relevant learning (Nida et al., 2020).
As curricula is reviewed, developed, and evaluated for implementation within content areas for the newly revised academic standards, bundling serves as strategy in support of organizing student learning opportunities.
Sources:
Bundling the Next Generation Science Standards. (June 2016). NGSS. https://www.nextgenscience.org/resources/bundling-ngss.
Loewus, L. (2016). Next Generation Science Standards Group Offers Tips on ‘Bundling’ Skills to Teach. Education Week. https://www.edweek.org/teaching-learning/next-generation-science-standards-group-offers-tips-on-bundling-skills-to-teach/2016/08.
Nida, L., Seuntjens, J., Hartke, K., & Spaulding, M. (2020). Bundling Benchmarks- 2020 ELA Standards Implementation Support Webinar Series, Minnesota Department of Education, Minneapolis.
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Division of Academic Standards, Instruction and Assessment
Minnesota Department of Education
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