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An update from Academic Standards, Instruction and Assessment
Jan. 7, 2026
Important Dates
Jan. 5: Begin administration tasks for WIDA ACCESS and WIDA Alternate ACCESS in WIDA AMS
Jan. 16 or 20: Receive paper test materials for WIDA ACCESS and WIDA Alternate ACCESS
Jan. 23: Test WES deadline to make changes affecting initial MCA and MTAS/Alt MCA test materials shipment, confirm ISR delivery, and indicate test material delivery options
Quick Links
WIDA AMS Test Setup
Districts can now complete administration tasks in WIDA AMS in preparation for WIDA ACCESS and WIDA Alternate ACCESS testing. These tasks include reviewing student records and confirming that students are correctly assigned to test sessions. Note: In WIDA AMS, “test sessions” are referred to as “registrations.” For consistency, the Procedures Manual and the Assessment Update will continue to use the term “test sessions.”
Students identified as English learners (ELs) in student enrollment data (MARSS/Ed-Fi) prior to the December deadline were included in the precode file sent from MDE to DRC. DRC used this file to assign students to generic test sessions based on grade cluster and domain.
If ELs are missing from WIDA AMS, check the Sent Precode file in Test WES (under the File Transfer section in the left-hand menu). Students not listed in the file were not identified as EL in enrollment data by the December deadline. Work with your MARSS Coordinator to ensure all eligible students are correctly identified as ELs.
These students must be manually added to WIDA AMS. Any required paper test materials should be taken from the overage materials included with your initial shipment from DRC or, if necessary, ordered during the additional orders window in WIDA AMS. Scorable test booklets for manually added students must be hand-bubbled, as pre-populated student labels will not be available. Note: When entering student information in WIDA AMS and/or hand-bubbling is required, ensure it exactly matches the enrollment data submitted to MDE.
Detailed instructions are available in the WIDA AMS User Guide and the Online Help articles, accessible via the “Get Help” tab on the WIDA AMS landing page after login. For assistance, contact DRC Customer Support at WIDA@DataRecognitionCorp.com or 855-787-9615.
Materials Delivery
Paper materials for WIDA ACCESS and WIDA Alternate ACCESS will arrive in districts on either Jan. 16 or Jan. 20. It is essential that staff are available to receive these shipments. District Assessment Coordinators (DACs) must ensure a plan is in place for receiving and securely storing materials in accordance with district procedures.
Student Resources
Districts should develop a plan to provide appropriate student resources to support preparation for WIDA ACCESS and WIDA Alternate ACCESS testing. More information is available on the Student Resources page.
Selecting Test Administrators and Training Requirements
Test Administrator eligibility requirements are outlined in Chapter 7 of the Procedures Manual. This is especially relevant for WIDA ACCESS Online to ensure that EL services continue during testing. The WIDA ACCESS Online administration is similar to online MCA administrations and does not require licensed EL staff to administer the test.
Due to test security concerns and increased incidents of plagiarism, MDE requires districts to follow WIDA’s recommended group sizes:
- Writing: no more than 15 students per Test Administrator
- Speaking: no more than 5 students per Test Administrator
- Listening and Reading: maintain a ratio of one Test Administrator for every 30 students
DACs are responsible for ensuring that all staff involved in any aspect of test administration receive annual training on test administration and test security policies and procedures. This includes the Test Security Training, assessment-specific trainings, and district-specific policies and procedures.
All Test Administrators for WIDA assessments must complete required MDE trainings in the Learning Management System (LMS). They must also complete the applicable online WIDA Training Course(s) and certification quiz(zes) before administering any assessments. Refer to pages 199-210 of the Procedures Manual for more details.
Special Education Deferred
English learners with disabilities should participate in as many domains of the WIDA ACCESS or WIDA Alternate ACCESS as possible. If a student’s disability prevents participation in one or two domains (for example, the Listening domain for a deaf student), use the Special Education Deferred (SPD) test code to document the situation. SPD can be indicated during the testing window or during Posttest Editing.
SPD cannot be used to exempt a student from all testing. If a student’s disability prevents participation in all domains of WIDA ACCESS, even with accommodations, the Individual Education Program (IEP) or 504 plan team should consider administering the WIDA Alternate ACCESS. If the IEP or 504 plan team determines that SPD is appropriate for more than two domains, contact MDE at mde.testing@state.mn.us for approval.
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For MCA and MTAS/Alt MCA, districts choose whether test materials will be shipped to the district or individual schools under District Options during Pretest Editing in Test WES. All addresses used to ship test materials will be pulled from MDE-ORG, so districts must verify their shipping addresses in MDE-ORG by Jan. 23.
- The “Assessment Shipping address” is a separate field in MDE-ORG that allows districts and schools to indicate a specific address where they would like test materials shipped at both the district and school levels.
- If there is no “Assessment Shipping address” present in MDE-ORG, the “Location: Physical address” will be used; if no “Location: Physical address” exists, the “Mailing address” will be used (but updates may be required as test materials cannot be shipped to P.O. boxes).
- If the “Location: Physical address” is the correct address to ship test materials, then a separate “Assessment Shipping address” does not need to be added for the district and/or each school.
If updates are needed in MDE-ORG, the district’s Site Verification Coordinator must make changes in the MDE District and School Site Verification system.
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By Jan. 1, the specific testing schedules by grade and subject posted on the district website should be reviewed and updated, if needed. Test administration calendar examples are found in the Procedures Manual on pages 348-351. Minor changes can be made after Jan. 1 to ensure calendars are accurate. If your district has internal procedures for reviewing and approving calendars before information can be posted, take that into account when preparing updates.
MDE reviews testing calendars and will communicate directly with the District Assessment Coordinator (DAC) if MDE determines a district’s calendar is not available or is incomplete. Detailed information on the core requirements for district testing calendars can be found in the Procedures Manual starting on page 160.
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The Test Security Checklist has been translated into the three most populous languages in Minnesota: Hmong, Somali, and Spanish. The translated versions and the English version are posted on the Policies and Procedures page of the Minnesota Assessment Hub website. Districts can provide the translated versions of the Test Security Checklist to staff who need the information in those languages.
Note: If you do not see the update, Pearson recommends refreshing your browser and/or clearing your browser’s cache.
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Please share this opportunity with your English language arts, special education, and multilingual learner teachers.
This spring will be the first administration of the Reading MCA-IV and Alternate MCA. All new assessments must go through a process called “standard setting” before scores can be released. During standard setting, Minnesota educators will work together to make recommendations of what students need to know and be able to do at each performance level and use the Performance Level Descriptors to determine what it means for students to demonstrate proficiency on the Reading strand of the 2020 Minnesota Academic Standards in English Language Arts. There are four performance levels for the new series of assessments: Beginning, Intermediate, Meets, and Advanced. The standard setting committees recommend the cut scores, which determine the corresponding score at each level. Watch the Overview of the Standard Setting Process for MCA and Alternate MCA video for more information.
MDE is looking for a diverse group of classroom educators representing English language arts education throughout the state. This committee will balance grade-level and content-area knowledge of the 2020 Minnesota English Language Arts Standards, geographic distribution, and the diversity of our student population. Participants will contribute their instructional expertise and knowledge of the standards and collaborate with peers from across Minnesota. Participants will also receive an honorarium and earn Continuing Education Units (CEUs); mileage and hotel expenses will also be reimbursed.
Below are the dates for the two in-person standard setting committees:
- Reading Alternate MCA Standard Setting: June 16-18
- Reading MCA-IV Standard Setting: June 22-25
Applications to participate in the standard setting meetings will be open until Jan. 16. Committee members will be chosen based on grade-level and content-area needs, as well as experience with the 2020 Minnesota Academic Standards in English Language Arts.
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In preparing for Reading and Science Alternate MCA (Alt MCA) administrations, the Individualized Education Program (IEP) team plans the test administration mode the team feels is best for the student. Online, paper, or hybrid (any combination of online and paper) modes are available to meet student needs (refer to the table below):
- An online administration is one where the student interacts either independently with the online test questions and materials or with the Test Administrator guiding interactions and supporting the student’s use of the online test form. Note: Using objects or manipulatives to support the student’s use of the online test form is still considered an online administration.
- A paper administration is one where the student and Test Administrator use only paper materials for testing. The Test Administrator or district staff then enters the student responses into the TestNav form online.
- A hybrid administration is one where both paper test materials and the online test form are used to support the student during test administration. The following scenarios are examples of a hybrid administration:
- A student uses the paper Response Option Cards to indicate their response to the Test Administrator while the Test Administrator presents and reads the reading passages or science phenomena and items from a device showing the online test form.
- The Test Administrator presents and reads the passages or phenomena and items to the student using the paper materials and the student responds on a device (such as a tablet) with their answers.
- A student begins using the online test form, but the Test Administrator observes that they need to change to the paper test materials part of the way through testing based on the student’s needs during testing. In this case, the Test Administrator continues the administration with the student using paper test materials and enters the student responses online.
When deciding the best mode of administration for a student, two areas must be considered: how the student engages with the presentation of materials and how they communicate their responses in their daily instruction.
- If most of the student’s daily instruction is presented online or technology based and they communicate responses in a way that can be shown in the online test form, an online administration may be chosen. If choosing an online mode of administration, decide if the student is able to more independently interact with online or technology-based content or if they need assistance to navigate their instruction, so you can prepare for the support the student will need during an online administration.
- If most of the student’s daily instruction is presented with paper materials and the student communicates responses in a way that needs a paper material, a paper administration may be chosen.
- If the student’s daily instruction is presented with a combination of paper materials and online or technology-based and the student communicates responses in a way that can be shown in the online test form or with paper materials meaning they need a combination of online and paper materials, then a hybrid administration may be chosen.
The administration mode can be changed at any point during the administration based on student needs. If changing modes of administration after items have been presented, the new mode can be used starting with the items that have not been answered. Once a student gives a response to an item, the item cannot be presented again.
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Online
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Paper
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Hybrid
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Administration
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Student independently interacts with online test questions and materials.
Or
Test Administrator guides interactions and supports the student’s use of the online test form.
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Test Administrator uses only paper materials for testing.
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Both paper test materials and the online test form are used to support the student.
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Student Responses
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Student responses are entered into the online test form in TestNav by the Test Administrator and/or student.
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Student responses are recorded on the Data Collection Form during testing and later entered into the online test form in TestNav by the Test Administrator.
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Student responses are entered into the online test form in TestNav by the Test Administrator and/or student.
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In order to ensure fairness and equity, and for assessment results to reflect what Minnesota students know and can do, the administration of the statewide assessments should be as standardized as possible, both between schools within districts and between districts throughout the state. For this reason, it is imperative that all Test Monitors are familiar with and use the applicable directions throughout test administration, especially any scripted instruction that must be read to students.
For MCA, there are two versions of the MCA Testing Directions, Testing Directions: Online for online administrations and Testing Directions: Paper for paper administrations. Both versions have been posted on the Test Administration Resources page of the Minnesota Assessment Hub. The Testing Directions: Paper is also included along with the initial test materials shipment (if paper test materials are sent) and available in additional orders. The Testing Directions: Online are only available in additional orders (at a quantity of one copy per every 30 students).
The Testing Directions for online and paper administrations will also be available in Hmong, Spanish, and Somali later in January for Test Monitors to read aloud the translated directions and/or provide a written copy for students who need this universal support. Note: Only the portions of the Testing Directions that are read aloud to students are translated. In addition to the written version of translated directions, recorded translated Testing Directions in Hmong, Spanish, and Somali will be posted on the Minnesota Assessment Hub in February along with a guidance document to be used by the Test Monitor in conjunction with this universal support.
The Testing Schedules section of each Testing Directions provides the number of items in each group/section that can be used for scheduling testing across multiple days so Test Monitors know where students should stop testing. This information is not included in the Procedures Manual as it is not available until after the manual is published. Note: Estimated test administration times are not included in the Testing Directions as testing schedules are set by each district. This information is available in the Procedures Manual on pages 177-178, along with the estimated time to impact performance information so that DACs have the flexibility to use and communicate information on test administration time as needed based on how testing schedules are set.
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The Academic Standards, Instruction and Assessment division is currently seeking an Assessment Data and Reporting Analyst to join the Data, Reporting, and Test Integrity team. This position will provide high quality, accurate, relevant, and timely quantitative analyses for Minnesota’s standards-based accountability assessments and English language proficiency assessments.
If you or someone you know may be interested in a new and challenging opportunity, consult the position description and application instructions on the State of Minnesota Careers website. The Job ID is 90765, and the posting is open until Jan. 20. Visit the State of Minnesota Careers website for more information and to apply.
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January Q&A Session: Preparing for the Administration of Statewide Assessments (repeat)
MDE will host a virtual Q&A session for District Assessment Coordinators (DACs) on Jan. 13, from 2 to 3 p.m. that will focus on test administration and student participation. New and experienced DACs are welcome to attend. Register for the January Q&A Session. Details for joining are provided once participants register. Please note that registration will close 24 hours in advance of the Q&A session.
The prerequisites for the January Q&A session are Chapter 8: Test Administration and Chapter 9: Student Participation and Student in Special Circumstances and Situations of the Procedures Manual. MDE collects questions from DACs prior to the event to help prepare and find relevant resources to share. After reading the chapters, submit questions for the January DAC Q&A Session. Q&A sessions will not be recorded nor will CEUs be provided as these are considered additional supports rather than training events.
MTAS/Alt MCA Administration 2026 Informational Meeting (repeat)
The Academic Standards, Instruction and Assessment Division will host two MTAS/Alternate MCA 2026 Administration Informational meetings on Tuesday, Jan. 13 from 9 to 10 a.m. and Thursday, Jan. 15 from 3:30 to 4:30 p.m. District staff are invited to hear the latest updates to the MTAS/Alternate MCA for spring 2026.
Register for the Jan. 13 meeting (Registration closes 9 a.m. on Jan. 12)
Register for the Jan. 15 meeting (Registration closes 3:30 p.m. on Jan. 14)
Contact Alt.Assessment.MDE@state.mn.us for questions and 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.
January Alternate Assessment Chat and Connect (repeat)
The Academic Standards, Instruction and Assessment Division will host a series of virtual Chat and Connect sessions for MTAS/Alt MCA Test Administrators and special education staff. This will be an informal time for you to ask any questions around alternate assessment, share your feedback, and connect with other special education staff from across the state.
Join us via Zoom for the January session on Wednesday, Jan. 14 from 4 to 5 p.m. Please register for the Alt Assessment Chat and Connect. In January, Dean Reasoner, English Learner Assessment Specialist will share about the WIDA Alt ACCESS Decision Making Tool and exit criteria. We will also learn about the Alt MCA accommodations and supports and the Learner Characteristics Inventory (LCI).
We will be meeting on the second Wednesday of each month during the school year. You only need to register once to join any of the monthly Chat and Connects that work for you. However, when registering for the first time, registration for each session closes 24 hours before the meeting time. The Alternate Assessment Chat and Connect dates for this year are Jan. 14, Feb. 11, March 11, April 8, and May 13 at 4 p.m. For more information, contact ALT.Assessment.MDE@state.mn.us.
Pearson DAC Test Administration Training (repeat)
Pearson will provide the DAC Test Administration Training for new and experienced District Assessment Coordinators (DACs) on Thursday, Jan. 15 from 9-11 a.m. This virtual training includes an overview of changes to PearsonAccess Next, TestNav, the Learning Management System, and reporting for the Spring 2026 MCA and MTAS/Alt MCA.
Register for the Pearson DAC Test Administration Training. MDE will review and approve all registrations prior to the training. Participants need to register at least 24 hours before the training to be approved. Once approved, participants will receive an email with a link to join the meeting. A meeting ID and passcode will also be provided if joining directly from Zoom.
A recorded version of the training will be posted to the Learning Management System (LMS) on Friday, Jan. 30.
January WIDA Assessment Webinars
WIDA and DRC will host the following webinars in January:
- Returning WIDA ACCESS Materials, Jan. 20, 1-2 p.m.
- Monitoring WIDA ACCESS Completion for Test Coordinators, Jan. 22, 1-2 p.m.
More information, including webinar links, is available on the Webinars page in the WIDA Secure Portal. Recordings of WIDA assessment webinars are typically posted in the Secure Portal within one week of the live session.
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The Infrastructure Readiness Checklist, available on the Technology tab of the Minnesota Assessment Hub, outlines essential tasks to complete prior to the 2025-26 MCA and Alt MCA online test administrations. Districts are advised to conduct an Infrastructure Readiness Check in the PearsonAccess Next Training Center to simulate test-day network usage, identify infrastructure issues, and confirm that all testing devices are properly configured and ready for online MCA/Alt MCA testing. The Infrastructure Readiness Check is also an opportunity for Technology Staff to familiarize themselves with PearsonAccess Next and provides general troubleshooting experience.
Technology staff should plan approximately 30 minutes to administer the Infrastructure Readiness Check. For conducting the Infrastructure Readiness Check, staff will use sample students and forms in the PearsonAccess Next Training Center.
New for 2025-26: The Training Center was updated to have a single test administration: Technology Readiness. When creating a test session, select the Infrastructure Readiness Check test form. This form contains large item types in an adaptive form to simultaneously test a school’s connectivity to Pearson’s servers and bandwidth to download large items. In addition to running an Infrastructure Readiness Check in the Training Center, District Assessment Coordinators (DACs) can create additional sample students to review the compatibility of student assistive technology devices with TestNav. The Reading and Science MCA and Alt MCA have assistive technology (AT) forms compatible with screen readers and non-screen reader AT devices. Refer to the Guidelines for Using Assistive Technology Online Forms for additional details.
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