>>State Testing Opt-out Information
| Test | Website | Level | Grades | Dates | Estimated Time | Rationale | Results | |
|---|---|---|---|---|---|---|---|---|
| Type | How are they used? | |||||||
| DIBELS Reading | DIBELS | LEA | K-5 | September January May | 30 minutes | The DIBELS measures were specifically designed to assess the Big Ideas in Reading. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. These research-based measures are linked to one another and predictive of later reading proficiency. | Formative | DIBELS assessments are utilized to inform instructional decisions. Teachers can use the individual results to see who is struggling with specific skills and use the average scores of the class to determine the instructional approach as a class. |
| DIBELS Math | DIBELS | LEA | K-1 | September January May | 30 minutes | DIBELS Math consists of measures of Early Numeracy, Computation, and Concepts and Applications. Preliminary benchmark goals are available for all of the measures. | Formative | DIBELS assessments are utilized to inform instructional decisions. Teachers can use the individual results to see who is struggling with specific skills and use the average scores of the class to determine the instructional approach as a class. |
| MAP | MAP | LEA | 44235 | September January May | MAP assessments are computer adaptive achievement tests in Mathematics and Reading. MAP assessments will: *Inform instruction using valid and reliable data *Measure growth of students over time *Provide differentiated instructional lessons | Formative | MAP assessments are utilized to inform instructional decisions, group students, and assist in identifying intervention needs. Teachers are able to differentiate their instruction and utilize flexible grouping to meet the needs of their students. |
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| MCA Reading | MCA | State | 44263 | March - May | 2.5 - 3 Hours | The purpose of the MCA is to measure Minnesota students’ achievement on the Minnesota Academic Standards. The MCA results inform curriculum decisions at the district level; inform instruction at the classroom level; and, in reading and mathematics, demonstrate student academic progress from year to year. | Summative | The Minnesota assessments measure student achievement in relation to Minnesota academic standards in reading, math and science. Assessment results are used to inform curriculum decisions at the district and school level, inform instruction at the classroom level and demonstrate ongoing student academic progress. |
| MCA Math | MCA | State | 44263 | March - May | 2.5 - 3 Hours | The purpose of the MCA is to measure Minnesota students’ achievement on the Minnesota Academic Standards. The MCA results inform curriculum decisions at the district level; inform instruction at the classroom level; and, in reading and mathematics, demonstrate student academic progress from year to year. | Summative | The Minnesota assessments measure student achievement in relation to Minnesota academic standards in reading, math and science. Assessment results are used to inform curriculum decisions at the district and school level, inform instruction at the classroom level and demonstrate ongoing student academic progress. |
| MCA Science | MCA | State | 5,8 | March - May | 1.75 hours | The purpose of the MCA is to measure Minnesota students’ achievement on the Minnesota Academic Standards. The MCA results inform curriculum decisions at the district level; inform instruction at the classroom level; and, in reading and mathematics, demonstrate student academic progress from year to year. | Summative | The Minnesota assessments measure student achievement in relation to Minnesota academic standards in reading, math and science. Assessment results are used to inform curriculum decisions at the district and school level, inform instruction at the classroom level and demonstrate ongoing student academic progress. |
| MTAS Math Reading Science | MTAS | State | 44263 | March - May | 1-2 hours | The MTAS measures the extent to which students with significant cognitive disabilities are making progress in the general education curriculum on standards that have been reduced in breadth, depth, and complexity. The MTAS is a performance-based assessment where performance tasks in reading, mathematics, and science are administered to students in a one-on-one setting. | Summative | The Minnesota Test of Academic Skills serves several purposes: • It meets the requirements of NCLB by providing Minnesota students who meet the guidelines for the MTAS with an alternate assessment based on alternate achievement standards that are aligned with grade level academic standards. • It promotes access to the general education curriculum for students with significant cognitive disabilities, as required by both NCLB and the Individuals with Disabilities Education Act (IDEA). • It provides educators a tool for measuring the progress students are making toward proficiency on academic standards in reading and mathematics. • It provides results that can be used to inform instruction at the classroom level. |
| ACCESS for ELL's | ACCESS | State | 44263 | January - March | Listening: 40 minutes Reading: 35 minutes Speaking: 30 minutes Writing : 65 minutes | The purpose of ACCESS for ELLs 2.0 is to monitor student progress in English language proficiency (ELP) on a yearly basis and to serve as a criterion to aid in determining when ELLs have attained language proficiency comparable to that of their English-proficient peers. | Summative | ACCESS for ELLs are used to determine the English language proficiency levels and progress of ELs in the domains of speaking, listening, reading, and writing. ACCESS for ELLs serves five main purposes. These include: *determining the English language proficiency level of students *providing districts with information that will help them evaluate the effectiveness of their ESOL programs *providing information that enhances instruction and learning in programs for English language learners; |