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An update from Academic Standards, Instruction and Assessment
Vol. 3, No. 5: Jan. 6, 2025
Science MCA-IV and Alt MCA Performance Level Descriptors
Performance Level Descriptors (PLDs) for the Science Minnesota Comprehensive Assessment (MCA) IV and Science Alternate MCA (Alt MCA) are now available on the Minnesota Department of Education (MDE) website on the Performance Level Descriptors page. The Science MCA-IV PLDs, previously named Achievement Level Descriptors, describe phenomenon-based learning of the grade-level expectations set by multidimensional benchmarks in the 2019 Academic Standards in Science. The purpose of PLDs are to:
- Provide the criteria for establishing performance levels (or cut scores) for the MCA-IV tests at standard setting in the summer of 2025
- Provide parents, teachers and other educational partners with a description of student performance that can support instruction and assessment
- Serve as a basis to develop summaries in student score reports to help with the interpretation of test results
Student performance on the Science MCA-IV and Alt MCA is differentiated into four performance levels: Beginning, Intermediate, Meets, and Advanced. Overall scores within the Meets and Advanced levels are considered to show evidence of student proficiency in the knowledge and skills described in the academic standards.
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Apply for Science MCA-IV and Alt MCA Standard Setting
MDE is looking for classroom educators representing the rich diversity of 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 Academic Standards in Science and collaborate with peers from across Minnesota while earning Continuing Education Units (CEUs) and an honorarium.
Please encourage science, special education and multilingual learner educators in your district to apply to be part of one of these in-person committees next summer:
Applications will be open until Jan. 10.
Another way to be involved in MCA and Alt MCA development is to register to participate in Educator Review Committees. Educator and community member input is vital in the development of questions assessing the Academic Standards in Science. Please contact mde.testing@state.mn.us for more information.
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January English Language Arts District Leaders Meeting
What: The Minnesota English Language Arts (ELA) District Leaders Network meets every other month to share information and resources related to ELA standards implementation and the Reading MCA, as well as network with colleagues across the state in breakout rooms. January’s meeting will focus on curriculum alignment to the 2020 MN ELA Standards.
Who: Anyone with a leadership role connected to K–12 English Language Arts, including curriculum directors, literacy leads and coaches, and building literacy leaders.
When: Jan. 21, 8–9:30 a.m., March 18, 8–9:30 a.m., or May 27, 8–9:30 a.m.
Where: Zoom (links provided via email)
How: If you’d like to be added to the contact list for ELA District Leaders network to receive information and meeting invites, please email ELA Specialist Kristin Bauck, kristin.bauck@state.mn.us.
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Alternate Assessment January Chat and Connect
What: Minnesota Test of Academic Skills (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: Connect on topics surrounding MTAS/Alt MCA supports and accommodations and Alternate Assessment Test Administrator trainings, share your feedback and have your questions answered.
When: Jan. 21 from 4–5 p.m. Meetings are held on the third Tuesday of each month. The upcoming Alternate Assessment Chat and Connect dates for this year are Feb. 18, March 18, April 15, and May 20 at 4 p.m. Register once to join any of the monthly meetings.
Where: Zoom.
How: Register for the Alt Assessment Chat and Connect
Contact: Alt.Assessment.MDE@state.mn.us
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MTAS/Alternate MCA Administration 2025 Informational Meeting
What: MTAS/Alternate MCA 2025 Administration Informational meeting hosted by Academic Standards Instruction and Assessment Division staff. Test Administrators and other district staff involved in administering the MTAS/Alternate MCA are encouraged to attend. Each year, this meeting provides an overview of MTAS/Alternate MCA and highlights changes to expect for the upcoming spring administration. Note: This meeting will not replace the required MTAS/Alt MCA Test Administrator trainings that will be available in the Learning Management System (LMS), which provide more in-depth details for administration.
Why: Hear about the latest updates to the MTAS/Alternate MCA for Spring 2025.
When: Jan. 14, 10–11 a.m. or Jan. 15, 3:30–4:30 p.m.
Where: Zoom.
How: Register for the Jan. 14 Zoom meeting or for the Jan. 15 Zoom meeting.
Contact: Email Alt.Assessment.MDE@state.mn.us for questions. Email mde.testing@state.mn.us to request accommodations to participate in this event. Note: MDE requires a two-week advance notice to provide accommodations and 48-hour notice to cancel the request. A recording of the informational meeting will be available at a later date. Look for information in an upcoming Educator Edition.
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Science Alternate MCA Kickoff Meeting Recording Available
What: MDE has posted the recording of the Science Alt MCA Kickoff Meeting. It focuses on:
- Preparation and administration for the new Spring 2025 Science Alt MCA operational assessment
- Tools for making decisions about test administration modes (online, paper or hybrid)
- Revised Learner Characteristics Inventory (LCI)
- Revised eligibility requirements
- Test design and alignment to extended benchmarks
Who: MTAS/Alt MCA Test Administrators, District Assessment Coordinators, Special Education Directors/Coordinators and any district staff involved in administering alternate assessments.
Where: Science Alternate MCA Kickoff Meeting Recording.
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Gifted Education Virtual Open Office Hours
Who: Educators and administrators.
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, 3:30–4:30 p.m., during the school year.
How: Visit the Gifted Education page of the MDE website for session links.
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Equity in K–12 STEM Education: Framing Decisions for the Future
Introduction: In 2012, the National Research Council leveraged the latest research in science education to develop A Framework for K–12 Science Education (NRC, 2012). The Framework describes a new vision for science education in which students use the three dimensions of science—the science and engineering practices, the crosscutting concepts, and the disciplinary core ideas—to figure out their own science, rather than learning about science others have already figured out. The Framework has been used as a foundational document in the development of state standards across the nation, including development of the 2019 Minnesota Academic Standards of Science. Districts and schools across Minnesota have been supporting teachers in the transition to the new science standards, which began full implementation this year. MDE’s mission is to ensure that every child in Minnesota receives a quality education, regardless of their race or zip code. In support of our mission, this month’s research brief summarizes a recent consensus study focused on equity in K–12 STEM Education.
Consensus Research: In July 2024, The National Academies of Science, Engineering, and Medicine (NASEM) released a consensus study report titled Equity in K–12 STEM Education: Framing Decisions for the Future (2024), which is available as a free download using an email address. While the entire report is lengthy, the document begins with a 10-page summary describing the five Equity Frames with specific strategies for advancing equity, including recommendations for assessment and data, learning and instruction, teacher learning, partnering with families and communities, instructional materials, and STEM pathways. Each chapter goes into greater detail if you're interested in learning more about the specific research studies. There is also an interactive webpage with highlights from the report on the National Academies website. This is a great place to start digging into the ideas presented. This brief focuses on the Equity Frames for decision making, but you can view the complete list of recommendations in the full report.
Equity Frames: The committee drafting Equity in K–12 STEM Education: Framing Decisions for the Future outlined a specific approach to equity in STEM education. They envision equity in STEM education, “not as a singular goal but as an ongoing process that requires intentional decision making and action toward addressing and disrupting existing inequities and envisioning a more just future” (NASEM 2024, Page S-1). The committee also further acknowledges that equity related goals may not look the same in every school, district, community or region, and that equity goals may vary by context and need to change over time. These equity frames can empower decision-makers at all levels in the education system to generate visions for equity aligned to their specific context and needs.
The STEM Education system includes policies and practices at the federal, state, district and school levels that have the potential to impact STEM education in four key areas: curriculum and instruction, assessment, professional development for teachers and administrators, and pathways and opportunities (such as access to courses and programs). The equity frames were developed to help decision-makers at each of these levels develop more explicit visions for equity and to support decision making across these four key areas. The committee also suggests that decision making toward equity in STEM education will require balancing short-term gains while maintaining a vision and plan toward longer-term goals. As you read more about the equity frames below, consider how they might support your decision making with respect to curriculum and instruction, assessment, professional development and pathways moving forward.
Equity Frame 1: Reducing Gaps Between Groups refers to the reduction of gaps in STEM achievement, interest or representation between groups based on race, gender identity, social class and other factors.
Equity Frame 2: Expanding Opportunity and Access refers to the elimination of differences in social and material resources necessary for learning, including access to well-prepared educators, high-quality curriculum and instruction, and a network of supports.
Equity Frame 3: Embracing Heterogeneity in STEM Classrooms refers to embracing and engaging with the different lived experiences and identities of students in the classroom.
Equity Frame 4: Learning and Using STEM to Promote Justice refers to engaging young people in addressing injustices experienced in their communities, or contribute to larger justice-focused projects.
Equity Frame 5: Envisioning Sustainable Futures Through STEM refers to imagining a role for STEM education that supports both ecological and human well-being, and potentially re-imagining the structures and settings for schooling.
This list represents a very brief summary of the ideas presented, and you can read more about the Equity Frames on the National Academies Website, and in Chapter 6 of the full report. Please contact Angie Kolonich, Science Education Specialist, angela.kolonich@state.mn.us with questions.
Citations:
National Academies of Sciences, Engineering, and Medicine (NASEM). 2024. Equity in K–12 STEM Education: Framing Decisions for the Future. Washington, DC: The National Academies Press. https://doi.org/10.17226/26859
National Research Council (NRC). 2012. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165
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Division of Academic Standards, Instruction and Assessment
Minnesota Department of Education
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