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A black and blue text Charting the Cs Conference 2025: To Literacy and Beyond Cooperation Communication Collaboration Mastering the English Language Arts Standards: Scaffolding for Success for All Learners April 30, 2025 Stacie Stensrud, Lauren Walker, Kelsey Black Topics for Today •Legal Foundations and the Standards •Implementation Connections to the Standards •Reading Alt MCA Sample Passage and Items •Unpacking a Standard Example •Unpacking Standard Group Activity •Unpacking a Benchmark Activity •New Accommodations for Reading MCA IV in 2026 •Resources Legal Foundations and the Standards •FAPE •IDEIA, IDEA, ESEA, NCLB •AA - AAAS •Depth: not defined in federal lang. •Breadth: scope, range •Complexity: level of cognitive difficulty Implementation Definitions •Accommodations: the HOW •Modifications: the WHAT •Depth, Breadth, Complexity: considers both the WHAT and the HOW; use as aframework to design instruction Implementation: Making Connections •Teams should consider appropriate depth, breadth, and complexity whenplanning: •Individual lessons •Whole units •IEP accommodations, modifications, goals, and objectives •District teams can support their teachers and case managers by including theseconsiderations in curriculum selection •Collaboration tip! Ensure all teachers and service providers understand the WHY behind considering depth, breadth, and complexity so they buy in to the planning process and provide appropriate supports. Implementation: Accessibility Frameworks Differentiation Learning Progressions Task Analysis UniversalUniversal Design for LearningDesign for Learning Assistive Technology PersonPerson PracticesCentered Practices Implementation: Continuing Connections Review Train Model Collaborate Grade 10 Sample Reading Passage 1 Screenshot of Paragraph 1 of the Grade 10 sample Reading Passage. Text reads: "Amy and her older brother, Anthony, love riding bikes together. When Amy first learned to ride her bike she couldn't go far. She only rode with Anthony around the neighborhood. Anthony encouraged her to ride her bike every day so that she could get better. Image of 2 people riding bike on a sidewalk in a neighborhood. Grade 10 Sample Reading Passage 2 Screenshot of paragraph 2 of the passage, text reads "The more Amy rode her bike, the better she got. Amy and Anthony stayed on the paved bike paths in the park." Image of 2 people riding bike on a paved path. Grade 10 Sample Reading Passage 3 Screenshot of paragraph 3 of passage, text reads "One day Anthony asked if Amy wanted to learn how to ride her bike on the dirt paths in the park. Amy was nervous, but she really wanted to try a new challenge. Amy and Anthony practiced riding around curves and on rocky bike paths. Amy worked hard, and after weeks of practice, she felt ready to try riding on the dirt paths." Image of a rocky dirt path. Grade 10 Sample Reading Passage 4 Screenshot of paragraph 4 of the passage, text reads "The next morning, Amy and Anthony packed their biked and drove to the park. Amy was excited to ride her bike on the dirt paths in the park. They rode around curves and over rocky paths just like they had practiced. She was able to ride on the dirt paths all be herself." Image of two people riding bikes on a dirt path. Grade 10 Sample Reading Passage 5 Screenshot of paragraph 5 of the passage, text reads "Amy and Anthony had so much fun riding their bikes that day. Anthony was proud of Amy for finishing the dirt paths. Amy was glad that she learned how to ride a bike so well. She can't wait for their next ride through the park!" Image of two people standing on the dirt path giving a high five. Access Point A Item Screenshot of Access Point A item. Text reads, "Here is a sentence from Paragraph 4. The next morning, Amy and Anthony packed their bikes and drove to the park. What picture shows the work park?" Answer option A image of a park, Answer option B image of a house. Access Point B Item Screenshot of Access Point B item. Text reads, "In paragraph 3, which work shows why Amy was nervous on the path?" Image shows a rocky dirt path." Answer option A asked, Answer option B Rocky, Answer option C weeks. Access Point C Item Screenshot of Access Point C item. Text reads, "Here is a sentence from paragraph 2. Anthony suggested that they go to the park to ride their bikes. Why did Anthony suggest biking at the park? Answer option A The park has a wide path where friends can ride together. Answer option B, The park has a grass path with many trees and flowers. Answer option C, The park has a paved path like the neighborhood. Unpacking A Standard Grade 10 Example Standard R8 Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts. General Benchmark 10.1.8.1 Evaluate the impact of vocabulary, including key words or phrases with multiple meanings, on content, style and meaning of literary text. Extended Benchmark 10.1.8.1 Explain the impact of vocabulary on keywords, content, and meaning of literary text. Access Point Descriptions Grade 10 Example Extended Benchmark: Explain the impact of vocabulary on keywords, content, and meaning of literary text. Access Point A: The student will match a word or phrase with multiple meanings from the text to a picture. Access Point B: The student will identify a word that would have the greatest impact on thetext Access Point C: The student will explain the impact of choice of word/phrases on content, style, or meaning of the text. Extended Benchmark Details Benchmark Description Specific knowledge or skill that astudent must master to completepart of an academic standard in thisgrade level Extended Benchmark Description Written based upon the benchmarkto be reduced in depth, breadth andcomplexity Access Point Details Access Point Descriptions •Access Point A: Describes skills with the least complexity •Access Point B: Describes skills with moderate complexity •Access Point C: Describes skills with the most complexity Writing Extended Benchmarks (EBM) •Look at the main skills and core knowledge in the general benchmark •Decide what can be reduced in the general benchmark to reduce the depth, breadth, and complexity •Begin with a verb oUse Verb list or DOK list as needed oThink of the skill you are targeting and DOK level when picking a verb •Add in the key skills that apply to the benchmark Reducing Depth, Breadth, and Complexity Examples •This could be the verb used“Evaluate the impact of vocabulary” changed to “Explain the impact ofvocabulary” •This could be limiting the skills to a portion of the skill“Content, style and meaning of literary text” changed to “Content and meaningof literary text” by taking out style •This could be changing a skill to less complicated skill“Key words or phrases with multiple meanings” changed to “Key words” Writing Access Points (AP) •Begin with “The student will (verb)….” oSimilar to an objective when writing an IEP oAP A is at the knowledge level oAP B is at the knowledge or comprehension level oAP C is at the comprehension or application level oShould not be verbatim of the EBM oUse specific instead of general verbs Writing Access Points 2 •Add specific details of the skill to describe what is needed to show knowledge ofthe skillExamples: match a word or phrase, would have the greatest impact, impact ofchoice of word/phrases Tools for Unpacking Standards •2020 Minnesota K-12 Academic Standards in English Language Arts •Verb List •DOK List •Unpacking Benchmarks Guidelines •Unpacking a Standard Worksheet Example Writing an Extended Benchmark Practice Activity Standard R2 Read and comprehend independently A)both self-selected and teacher- directed texts, B) complex literary andinformational texts, and C) frommultiple sources representingperspectives and identities like andunlike their own from dominant, non- dominant and marginalized socialgroups. General Benchmark 5.1.2.1 Read independently and monitor understanding of grade- level text; self - correct as needed, independently using strategies including, but not limited to, making inferences and connecting text to background knowledge. Extended Benchmark 5.1.2.1 Writing Access Points Practice Activity Extended Benchmark: Access Point A: Access Point B: Access Point C: Unpacking A Standard Activity Standard W1 Foundations of Writing: Demonstrate knowledge of oral language, orthography, grammar and mechanics to express ideas in writing. Grade K - 2 Benchmark 0.2.1.1 Recognize that words are represented in written language by specific sequences of letters, which are separated by spaces, and put in a specific order to create a sentence. Grade 3 - 5 Benchmark 4.2.1.1 Use correct punctuation (including punctuation of dialogue and commas with clauses), spelling, capitalization and grammar authentically in writing. Grade 6 - 8 Benchmark 7.2.1.1 Consistently write and edit work for correct punctuation, spelling, capitalization and grammar. High School Benchmark 10.2.1.1 Write and edit work so that it follows the guidelines in a style manual appropriate for the discipline and purpose, with guidance. Uses of Unpacked Standards Discussion •What did you think about the process of unpacking standards? oWhat worked well? oWhat could be changed? • How would you use the unpacked extended benchmarks and access points? Social Studies Example Benchmark Standard 5.3.13.1 Geospatial Skills and Inquiry: Apply geographic tools, including geospatial technologies, and geographic inquiry tosolve spatial problems General Benchmark Create and interpret both fixed and dynamic maps that represent the same places in early America from different perspectives and times. Extended Benchmark Find and describe given locations within early America using fixed maps. Social Studies Example Access Point Descriptions Extended Benchmark: Find and describe given locations within early America using fixedmaps. Access Point A: The student willidentify a map of earlyAmerica. Access Point B: The student will find agiven location on a map. Access Point C: The student will describe a location on a map in relation to another location. 2026 Reading MCA-IV Updates The Reading MCA - IV will include new accommodations for students: •Screen Reader Assistive Technology version will be an approved accommodationfor a small number of students with documented blindness or vision impairmentsthat severely limits or prevents them from accessing printed text and have not yetlearned braille •Read aloud accommodations (human script, Text to Speech) will be an approvedaccommodation for a small number of students owith documented blindness or vision impairments that severely limits or preventsthem from accessing printed text and have not yet learned braille that do not usescreen readers owith deafness or a hearing impairment whose disability is due to a documentedhistory of early and prolonged language deprivation New Reading MCA-IV Accommodations in 2026 New accommodation for all students who use assistive technology that interacts with the test form: A Non - Screen Reader version for use with other AT devices (ex. using switches or ahead mouse) Resources •2020 Minnesota Academic Standards in English Language Arts2020 Minnesota Academic Standards in English Language Arts •DOK List •Verb List •Unpacking a Standard Worksheet Template •Unpacking Benchmarks Guidelines Charting the Cs logo Thank you! Stacie Stensrud and Lauren WalkerAlt.assessment.mde@state.mn.us 651-582-8384 Kelsey Black, Kelsey.Black@state.mn.us 651-582-8843