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Intermediate School District 917

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District and State Assessments

District and State Assessments

State Assessments: MCA and MTAS When is the MTAS Appropriate? Universal Supports for MCA Assessments Universal Supports Embedded in Online Assessments Universal supports that require a code Accommodations for MCA

  State Assessments: ACCESS for ELLs Graduation Requirements District Assessments

District and State Assessment Nuts and Bolts

The IEP must: 

  1. Identify the assessments that will be administered during the timeframe of the IEP. Assessments vary based on a student's grade level.

  2. Document any accommodations or modifications that are required for the student to complete the assessments.

A collection of various metal nuts, bolts, washers, and screws are scattered on a grid background.

State Assessments: MCA and MTAS

The Minnesota Comprehensive Assessments (MCA) are the state tests that help districts measure student progress toward Minnesota’s academic standards and also meet federal and state legislative requirements. The Minnesota Test of Academic Skills (MTAS) is an alternative assessment that a small portion of students are eligible for. The MCA is administered:

  • Reading: Grades 3-8 and 10

  • Math: Grades 3-8 and 11

  • Science: Grades 5, 8, and once in high school

During MCA administration, Universal supports are available to all students. These are general supports that tailor the testing experience based on student needs or preferences specific to the testing environment or online features that are allowable within standardized testing. Depending on the student, the use of a universal support may replace their need for an accommodation; universal supports may also be used alongside one or more accommodations. While these supports are available to all students, If you are concerned about another district honoring these needs, they should be written in Accommodations, modifications, and supports in general and/or special education. 

The annually updated MCA & MTAS Procedures Manual includes specific details regarding accommodations available for special education students (Chapter 5) and general supports available to all students (Chapter 8).

When is the MTAS Appropriate?

The MTAS may be appropriate for a student with a significant cognitive disability if all of the following requirements have been met:

  1. The IEP team first considered the student’s ability to access the MCA, with or without accommodations.

  2. The IEP team reviewed the student’s instructional program to ensure that the student is receiving instruction linked to the general education curriculum to the extent appropriate. If instruction is not linked to the general education curriculum, then the IEP team must review the student’s goals and determine how access to the general curriculum will be provided.

  3. The IEP team determined the student’s cognitive functioning to be significantly below age expectations. The team also determined that the student’s disability has a significant impact on his or her ability to function in multiple environments, including home, school, and community.

  4. The IEP team determined that the student needs explicit and intensive instruction and/or extensive supports in multiple settings to acquire, maintain, and generalize academic and life skills in order to actively participate in school, work, home, and community environments.

  5. The IEP team documented, in the IEP, reasons the MCA would not be an appropriate measure of the student’s academic progress and how the student would participate in statewide testing.

Flowchart titled 'Decision-Making Process for the NCO'.

Documenting Accommodations for MCA

Universal Supports

These supports are available to all students. They should not be encoded in the assessment portion of the IEP.

If you are concerned about another district honoring these needs, they should be written in Accommodations, modifications, and supports in general and/or special education. 

Screenshot of a web form titled 'Johnny Alliance - 504/SPED Forms - Individualized Education Program (IEP)'.

    • Classroom Materials

      • includes highlighters, specific writing utensils, pencil grips, or place markers

    • Music or Noise Buffers 

      • includes individual study carrels, headsets, earplugs, and individual portable buffers set on the student’s desk, or an audio player that generates white noise or instrumental music

    • Scratch Paper 

    • Sensory Tools 

      • includes fidgets and weighted pads

    • Different Time of Day 

    • Environment

      • the assessment is administered in a special setting (for example, certain lights, acoustics, seating arrangements

    • Flexible Testing Time 

    • Individual or Small-Group Setting 

    • Written, Repeated, or Clarified Testing Directions 

    • Amplification Devices 

      • Includes personal hearing aids, FM systems, or other amplification systems. 

    • Calculator (Handheld), Mathematics Manipulatives, or Abacus for Science MCA or Grade 11 Mathematics MCA

    • Color Overlay 

    • Low-Vision Aids 

    • Styluses for Devices 

    • Templates to Reduce Visual Print Field 

    • Translated Directions (Written, Oral, Recorded, Signed) 

    • Voice Feedback Devices 

    • Word-to-Word Translations Using Dictionaries or Programs for Mathematics MCA and Science MCA 

    • Paper Version of Mathematics Tables for Grades 3-8 Mathematics MCA 

    • Paper Version of Mathematics Tables for Grade 11 Mathematics MCA 

    • Translated Testing Directions in Hmong, Spanish, or Somali (Written or Recorded)

    • Word-to-Word Translation and Glossary Using Word Lists for Reading and Science

    • Word-to-Word Translation Using Word Lists for Mathematics

  • Some tools are only permitted or enabled on certain assessments or specific questions.

    • Answer eliminator

    • Calculators (only available some on mathematics and science questions)

    • Formula sheets (grades 5-8 and 11 Mathematics MCA)

    • Highlighter

    • Pencil

    • Protractor

    • Ruler

    • Scratchpad

    • Straightedge,

    • White noise

    • Answer Masking 

    • Captioning on Videos (Science MCA)

    • Color Contrast 

    • English Glossary (Reading and Science MCA )

    • Line Reader Mask 

    • Magnifier 

    • Online Version of Mathematics Tables 

    • Zoom Feature

    • Standard Text-to-Speech for Mathematics MCA and Science MCA 

Universal supports that require a code

The following universal supports are available to all students, but the District Assessment Coordinator needs to know in advance, as they require a code. Do not note these in the Assessment portion of the IEP.

Support Code Description
Co:Writer Universal/Read&Write for Science MCA Cr-W or CR-S The Read&Write TestNav extension allows students to use either word prediction only (CR-W) or speech-to-text and word prediction (CR-S) to complete constructed-response items for science
Pop-Up Translations in Hmong, Spanish, and Somali for Mathematics MCA  HM (Hmong), SO (Somali), or SP (Spanish) The pop-up translation accessibility feature provides translations for academic terms and direction words. Words that have been translated are underlined in the online test. When selected, a pop-up window with the translation appears. No audio is provided for the translations. 

Accommodations for MCA

These accommodations require documentation in the assessment portion of an IEP or 504, as well as a code. Before entering one of these accommodations in the IEP, review the list of universal supports to see if the student’s need is already met. 

  • Code: HC

    Handheld calculator, mathematics manipulatives (such as unifix cubes or base-10 blocks)

    Note: Requires a paper test. Only permitted on certain segments

  • Code: 12

    A 12-point regular print test book for Reading, Mathematics, and Science MCAs may be used by any student with an IEP or 504 plan whose disability prevents them from accessing the content on a computer or device.

  • Code: 18 or 24

    A large print test book has an increased font size. Large print test books are available in 18-point (reading, mathematics, and science) and 24-point fonts (mathematics only).

  • Code: BC or BU

    A braille version of the test book is available to any student who is blind or has low vision and is competent in the braille system, as determined by the IEP or 504 plan team. The Unified English Braille (UEB) format is used for all braille test materials. For Reading, UEB Contracted (BC) and UEB Uncontracted (BC) are available. For Math and Science, UEB with Nemeth Contracted (BC) and UEB with Nemeth Uncontracted (BU)are available.

  • Code: SC

    An adult helps a student complete testing in instances when visual or motor difficulties, including injuries, prevent the student from indicating their own responses.

  • Code: HR

    The Test Monitor reads from the script while the student responds directly into the paper test book or online test (for mathematics this accommodation is only available with a paper test). Signed interpretation (ASL or signed English) of the Reading, Mathematics, and Science MCA script may be provided for students who are deaf or hard of hearing and who will be using the script/human reader accommodation

  • Code: MC

    Provides computer-generated audio for labels, graphs, and charts along with text that highlights how the text-to-speech is being read aloud within these. Because accommodated text-to-speech also provides audio for all the labels, graphs, and charts, it may be beneficial only for a limited number of students—for example, those who may require language or visual processing supports. The default for most students should be the standard text-to-speech, which is available as a universal support. 

  • Code: HR

    MUST BE PRE-APPROVED BY MDE

    Test Monitor reads from the script while the student responds directly in the online test or the paper test book.

    Read-aloud accommodations will be an approved accommodation for a small number of students who meet one of these criteria:

    Students with documented blindness or low vision that severely limits or prevents them from accessing printed text and who have not yet learned braille.

    Students with deafness or who are hard of hearing and whose print disability severely limits their ability to decode text.

    Students with documented blindness or low vision who use a screen reader in their daily instruction. If the IEP or 504 plan requires read-aloud support, consider if the student needs this support from a human reader or if the text-to-speech in the online test can provide it. Refer to the Read Aloud (Text-to-Speech) for Reading section below for more information about the new RA accommodation for Reading that provides text- to-speech in the online test.

  • MUST BE  PRE-APPROVED BY MDE

    Code: RA

    An online fixed form will be available to provide this support via text-to-speech for a select group of students who meet specific eligibility requirements; this accommodation must be approved by MDE. 

    Read-aloud accommodations will be an approved accommodation for a small number of students who meet one of these criteria: 

    • Students with documented blindness or low vision that severely limits or prevents them from accessing printed text and who have not yet learned braille. 
    • Students with deafness or who are hard of hearing and whose print disability severely limits their ability to decode text. 
    • Students with documented blindness or low vision who use a screen reader in their daily instruction.

  • Code: AT-S or AT-N ( AT-S for Reading can only be indicated once approved by MDE.)

    Allowed for: MCA (Reading, Science)

    Separate TestNav forms–one for screen readers (AT-S) and one for non-screen readers (AT-N)– allow assistive technology (AT) devices to interact directly with the test in order to maintain, increase, or improve the functional capabilities of a student with disabilities. For the new Reading MCA, AT-S can only be indicated once approved by MDE, as a screen reader provides read-aloud support for both the reading passages and test items. Refer to the Read Aloud (Text to Speech) for Reading section above for more information.

  • Code: AT-O. 

    Technology that is used to maintain, increase, or improve the functional capabilities of a student with disabilities. Includes Electronic notetakers for  braille, and AAC devices. 

  • Code: AA

    Any accommodation not specifically addressed above. Contact the District Assessment Coordinator to apply for the accommodation.

A screenshot of an online form detailing student assessment information, including reading and math test selections.

  1. Click the appropriate box indicating which test the student will participate in:

  • Move on to the next step ONLY if the student will participate in the MCA with accommodations listed. Otherwise, you are finished with this section of the IEP.

  1. Identify which of the MCA assessments the student will participate in over the next 12 months (based on when the IEP is being written you may be looking for the student’s current grade or the next grade)

  1. For each of the MCA assessments the student will participate in over the next 12 months, you will select the appropriate accommodations from the dropdown menu using the guidance provided in the MCA Accommodations table above

  1. Explain how accommodations selected are representative of those used in the classroom in the designated box

    1. Ex. "[Student] is unable to access content and/or assessments on electronic devices"

A screenshot of a web form with checkboxes and text fields.

  1. Click the box that says Minnesota Test of Academic Skills (MTAS) or Alternate MCA

  2. Describe how the team arrived at the decision 

    1. Ex. Due to [Student]'s disability in the area of [disability category], the IEP team determined that the MTAS is the most appropriate assessment to measure their academic progress

  • A screenshot of an online form detailing student assessment information, including reading and math test selections.

    1. Click the appropriate box indicating which test the student will participate in:

    • Move on to the next step ONLY if the student will participate in the MCA with accommodations listed. Otherwise, you are finished with this section of the IEP.

    1. Identify which of the MCA assessments the student will participate in over the next 12 months (based on when the IEP is being written you may be looking for the student’s current grade or the next grade)

    1. For each of the MCA assessments the student will participate in over the next 12 months, you will select the appropriate accommodations from the dropdown menu using the guidance provided in the MCA Accommodations table above

    1. Explain how accommodations selected are representative of those used in the classroom in the designated box

      1. Ex. "[Student] is unable to access content and/or assessments on electronic devices"

  • A screenshot of a web form with checkboxes and text fields.

    1. Click the box that says Minnesota Test of Academic Skills (MTAS) or Alternate MCA

    2. Describe how the team arrived at the decision 

      1. Ex. Due to [Student]'s disability in the area of [disability category], the IEP team determined that the MTAS is the most appropriate assessment to measure their academic progress

State Assessments: ACCESS for ELLs

An open notebook with illustrations of headphones, a speech bubble, a book, and a pencil.

The WIDA ACCESS (Assessing Comprehension and Communication in English State-to-State) assessment is a standardized test designed to measure the English language proficiency of students who are identified as English Language Learners (ELLs). Developed by the WIDA Consortium, it is used across many U.S. states and territories to assess students' abilities in academic English.

Key Components of the WIDA ACCESS Assessment

Domains:

    1. Listening: Measures the ability to understand spoken English in academic contexts. 

    2. Speaking: Assesses the ability to express ideas in spoken English, focusing on both fluency and accuracy

    3. Reading: Evaluates the ability to comprehend written English in academic settings

    4. Writing: Measures the ability to produce written English, assessing both the content and mechanics of writing

Grade Level Clusters:

  1. The assessment is tailored to different grade-level clusters: Kindergarten, Grades 1-2, Grades 3-5, Grades 6-8, and Grades 9-12. Each cluster has age-appropriate content and tasks. 

  • A dropdown menu displays options for 'Alternate ACCESS for ELLS', including 'Select'.

    Use the dropdown menu to choose the most appropriate test:

    • ACCESS for ELLs 2.0 Online: This is the standard test for grades 1-12 on a computer

    • ACCESS for ELLs 2.0 Paper: this is the same test as the Online version, but is chosen when computer use is unavailable or will somehow interfere with the student's ability to participate fully in the assessment

    • Alternate ACCESS for ELLs: large-print, paper-based test individually administered to students with significant cognitive disabilities (follow MTAS decision-making process)

    • Kindergarten ACCESS for ELLs: the standard test for all Kindergarten ELL students

    • Not applicable: Selected for all non-ELL students.

    Select the appropriate accommodations box for the student:

    • "Without accommodations": the student will participate in the test in the same manner as their general education peers

    • "With the accommodations listed below,": student requires appropriate accommodations to participate

  • Check out the Accessibility and Accommodations Manual for a description of each available accommodation and which domains it is available for. For any and all questions related to the WIDA ACCESS, reach out to your English Language Development (ELD) teacher, Hawa Salad or Olivia (Liv) Sarasio-Meyer.

Graduation Requirements

MCA or MTAS

The annual statewide assessments (i.e., the MCA or MTAS) also function as graduation assessment requirements. However, students are not required to achieve a specified score or level of proficiency on any statewide assessment to graduate from high school.

College Entrance Exam

Finally, to the extent that state funding is available, districts must pay the cost, one time, for students in grade 11 or 12 to take a nationally normed college entrance exam at the student’s high school during the school day (e.g., the ACT or ACCUPLACER). Students are not required to complete a college entrance exam in order to graduate from high school.

ACT approves accommodations for students with disabilities in accordance with the Americans with Disabilities Act (ADA). Refer to the ACT Accommodations webpage for more details. Accommodations requests must be submitted by the late registration deadline, and because ACT frequently rejects initial applications and requests additional documentation, it is highly recommended that school teams and families begin collaborating on this task well in advance of the school's annual ACT testing date. The most frequently accessed ACT-approved accommodations are: 

  • Extended time (either double or time and one half)

  • Standard time with stop the clock breaks

  • Alternate test format (braille, audio, reader)

Only tests taken without accommodations or with ACT-approved accommodations are eligible to be submitted to colleges as part of the application process. Locally-decided non-ACT-approved accommodations result in test scores that cannot be submitted to colleges.

District Assessments

Fastbridge

All 917 students should have Fastbridge listed on their IEPs as a district assessment. The IEP team should determine if the Fastbridge assessments are appropriate for each student. Between aReading and aMath, and earlyReading and earlyMath, it is appropriate for most students to participate in Fastbridge. Accommodations should match the accommodations a student receives in the classroom. 

A screenshot of an online form with fields for assessment details and student information.

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