FSAA—Datafolio Teacher Resource Guide · • Actions: This menu provides access to the main system windows that will be used by the AAC to manage the district data and progress

FSAA—Datafolio Teacher Resource Guide

2020–2021

This publication is produced through the Bureau of K–12 Student Assessment, Division of Accountability, Research, and Measurement, Florida Department of Education, and is available online at https://fsaa-training.onlinehelp.cognia.org/.

Bureau website: http://www.fldoe.org/accountability/assessments/k-12-student-assessment

Telephone: 850-245-0513

https://fsaa-training.onlinehelp.cognia.org/

http://www.fldoe.org/accountability/assessments/k-12-student-assessment

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Important Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Part 1: An Overview of the FSAA—Datafolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Introduction to the Datafolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Purpose of the Florida Standards Alternate Assessment—Datafolio (FSAA—Datafolio) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2FSAA Participation Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Checklist for Course and Assessment Participation . . . . . . . . . . . . . . . . . . . . . . 3FSAA—Datafolio Participation Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Grades 3 and 4 Students or Transfer Students . . . . . . . . . . . . . . . . . . . . . . . . . . 4Grade 5 through High School Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Grade Levels, Content Areas, and Courses Assessed . . . . . . . . . . . . . . . . . . . . . . . . . 5Responsible Personnel for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Assessment Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Levels of Assistance (LOAs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Allowable Adjustments and Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Accommodations and Criteria for Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Students with Visual Impairments* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Students Who Are Deaf/Hard-of-Hearing* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9English Language Learner (ELL) Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Assistive Technology Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Part 2: Getting Started with the Assessment View System (AVS) . . . . . . . . . . . . . . . . . . . .12System Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Minimum Software Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Supported Operating Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Supported Browsers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Internet Connection Supported. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Required Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Supported File Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Digital Recordings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Image . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Recommended Monitor Resolution Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14System Icons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Login and Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Initial Login to the AVS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Alternate Assessment Coordinator (AAC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16School Level Coordinator (SLC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Verify Information and Submit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Confirm Email and Complete Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Forgot Username/Password . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Logout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Auto Logout (Timing Out) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

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Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Steps to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Step 1: Register and Verify Student Information in the Assessment View System (AVS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Verifying Student Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Landing Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Student Selector (Student Roster) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Step 2: Identify the Activity Choices for Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Review the FSAA—Datafolio Blueprint & Activity Choices . . . . . . . . . . . . . . . . . . . . . 27

Identify Activity Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Example: FSAA—Datafolio Grade 3 ELA Blueprint . . . . . . . . . . . . . . . . . . . . . 27Target the Specific Learning Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Step 3: Develop an Instructional Plan to Assess the Student . . . . . . . . . . . . . . . . . . . . . . 29Identify the Outcome of Instruction and Potential Instructional Activities . . . . . . . . . . 29

Develop a Data Collection Plan for Instruction and Assessment . . . . . . . . . . . 29CP #1 Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Step 4: Gather Collection Period #1 Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30FSAA—Datafolio Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Evidence Collection Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Observation Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Digital Recordings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Work Product Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Evidence Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32A Special Note Regarding English Language Arts (ELA) Evidence . . . . . . . . . 33

Step 5: Establish Level of Assistance (LOA) Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Step 6: Create Electronic Files and Access the Assessment View System (AVS) for File Upload . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Creating Electronic Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Observation and Work Product Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Acceptable Observation and Work Product File Types . . . . . . . . . . . . . . . . . . . 36Creating a Single Upload File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Digital Recordings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Digital Recording Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Acceptable Digital Recording File Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Creating a Single Upload File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Capturing the Evidence Collection Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Naming Evidence Files (File Naming Convention) . . . . . . . . . . . . . . . . . . . . . . 39

Submitting Collection Period #1 Evidence into the AVS . . . . . . . . . . . . . . . . . . . . . . . 40AVS Actions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40File Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Student Selector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41AVS Upload Menu: Uploading Digital Evidence and Required Forms . . . . . . . . . . . . 41Fax Upload . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Creating the Fax Coversheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Electronic Upload to My Files or Student-Specific Folders . . . . . . . . . . . . . . . . . . . . . 43

Upload: Electronic Upload from Main Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

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Behavior Capture App . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Preparing Systems for Digital Recording . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Exploring the Behavior Capture App . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Verify That Files Were Successfully Uploaded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Assessment Module: Student Datafolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Open the Assessment Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Assessment Module Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Assign Access Point EU Choices for Assessment . . . . . . . . . . . . . . . . . . . . . . 49Making Activity Choice Selections in the Assessment Module . . . . . . . . . . . . . 49Electronic Upload: Adding Evidence to Activity Choice Entry . . . . . . . . . . . . . . 51

Entering Data Requirements in the Assessment Module . . . . . . . . . . . . . . . . . . . . . . 51Viewing Files to Verify and Validate Uploaded Evidence . . . . . . . . . . . . . . . . . . . . . . 52

Verifying Uploaded Files with the File Viewer . . . . . . . . . . . . . . . . . . . . . . . . . . 53Verifying and Validating Information—Collection Info, Activity, and Interaction Tabs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Step 7: Provide Instruction, Gather and Upload Evidence for Collection Periods #2 and #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Provide Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Collection Periods #2 and #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Levels of Assistance (LOAs) at CP #2 and CP #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Exception to Presenting Opportunities at the LOA Goal Level in CP #3 . . . . . 57Submitting Collection Period #2 or #3 Evidence into the AVS . . . . . . . . . . . . . . . . . . 57

Step 8: Upload the Required Forms and Complete the Datafolio . . . . . . . . . . . . . . . . . . . 58Required Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Submitting the Required Forms in the Assessment View System (AVS) . . . . . . . . . . 58Learner Characteristics Inventory (LCI) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

System Administrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Best Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61System Administrator Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

System Interface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Landing Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Login and Identification Number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Menu Bar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

AVS Actions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63File Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63My Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

System Admin Window . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Group Association and Filtering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Users Pane and Filtering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Users Pane Sorting and Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Actions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

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Detailed Look at Teachers and Students: Users View . . . . . . . . . . . . . . . . . . . . . . . . . 74Users View: Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74Opening the Teacher’s File Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74Users View: Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74Opening Student Assessment Module and File Organizer . . . . . . . . . . . . . . . . 75

AVS Upload Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

AVS Reports Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Evidence Status Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

AVS Settings Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Update Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Appendix A: Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78Contact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

FSAA Service Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Florida Department of Education Contacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Frequently Asked Questions (FAQs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Level of Assistance (LOA) Goal Setting Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Alternate Assessment Coordinator Teacher Data Collection Form . . . . . . . . . . . . . . . . . . 86

Alternate Assessment Coordinator Student Data Collection Form . . . . . . . . . . . . . . . . . 87

Appendix B: FSAA—Datafolio Blueprint & Activity Choices . . . . . . . . . . . . . . . . . . . . . . .88

Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide . . . . . . . . . . . . . . .164

Appendix D: Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174

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Important Dates

IMPORTANT DATES

Events Locations Dates2020–2021 Administration Trainings Virtual Various Dates

Assessment View System (AVS) Opens Online August 31, 2020

Collection Period #1 (CP #1) Classrooms August 31–September 25, 2020

AVS Upload of CP #1 Evidence Online August 31–November 13, 2020

Goal Setting Online Upon completion of the first collection period

Collection Period #2 (CP #2) Classrooms November 16–December 18, 2020

AVS Upload of CP #2 Evidence Online November 16, 2020–March 9, 2021

Collection Period #3 (CP #3) Classrooms March 1–March 26, 2021

AVS Upload of CP #3 Evidence Online March 1–April 2, 2021

AVS Closes at 11:59 p .m . (ET) Online April 2, 2021

FSAA—Datafolio Scoring Alpharetta, GA Spring 2021

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Part 1: An Overview of the FSAA—Datafolio

2 2020–2021 FSAA—Datafolio Teacher Resource Guide


INTRODUCTION TO THE DATAFOLIO

Purpose of the Florida Standards Alternate Assessment—Datafolio (FSAA—Datafolio)The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities be included in each state’s system of accountability and that students with disabilities have access to the general curriculum. The Every Student Succeeds Act (ESSA), which replaced the No Child Left Behind Act (NCLB), also speaks to the inclusion of all children in a state’s accountability system by requiring states to report student achievement for all students as well as for specific groups of students (e.g., students with disabilities, students for whom English is a second language) in disaggregated categories. These federal laws reflect an ongoing concern about equity.

All students should be academically challenged and taught to high standards. The involvement of all students in the educational accountability system provides a means of measuring progress toward that goal. To provide an option for the participation of all students in the state’s accountability system, including those for whom participation in the general statewide assessment is not appropriate, even with accommodations, the Florida Department of Education (FDOE) developed the Florida Standards Alternate Assessment (FSAA) program. The FSAA—Performance Task and FSAA—Datafolio form a continuum of assessment to meet the needs of Florida’s students with the most significant cognitive disabilities. The program is organized as follows:

1. FSAA—Performance Task: The FSAA—Performance Task allows students an opportunity to progress through three levels of complexity per item. This tiered process provides students the opportunity to work to their potential for each item in each content area. This is critical as educators seek to provide access to the general education curriculum and foster higher expectations for the diverse population of students with significant cognitive disabilities. (Refer to the FSAA—Performance Task Test Administration Manual for additional information.)

2. FSAA—Datafolio: The FSAA—Datafolio assesses the educational performance and growth of students through a collection of student work across three specific collection periods throughout the year. Eligible students are those students with the most significant cognitive disabilities who typically do not have a formal mode of communication and are working at pre-academic levels. This assessment is designed to show student progress on a continuum of access toward academic content. For these students, participation in the FSAA—Datafolio has been determined by the individual educational plan (IEP) team to be the most appropriate method for assessing growth. (Refer to “FSAA—Datafolio Participation Guidelines” on page 4.)

Both methods of the 2020–2021 FSAA are aligned to the following by content area, course, and grade:

• Florida Standards Access Points (FS-APs)

o English Language Arts (Grades 3–10)

o Mathematics (Grades 3–8)

o Access Algebra 1 and Access Geometry

• Next Generation Sunshine State Standards Access Points (NGSSS-APs)

o Science (Grades 5 and 8)

o Access Biology 1

o Access Civics and Access U.S. History



FSAA Participation Guidelines

Checklist for Course and Assessment ParticipationIEP teams are responsible for determining whether students with disabilities will be assessed through administration of the general statewide standardized assessment (with or without accommodations) or the FSAA based on criteria outlined in Rule 6A-1.0943(5), Florida Administrative Code (F.A.C.). The IEP team should consider the student’s present level of educational performance in reference to the Florida Standards and the Next Generation Sunshine State Standards. The IEP team should also be knowledgeable of guidelines and the use of appropriate testing accommodations.

To facilitate informed and equitable decision making, IEP teams should answer each of the following questions when determining the appropriate assessment. Check all that apply.

Questions to Guide the Decision-Making Process to Determine How a Student with Disabilities Will Be Instructed and

Participate in the Statewide Standardized Assessment ProgramYES NO

1. Does the student have a significant cognitive disability?

2. Even with appropriate and allowable instructional accommodations, assistive technology, or accessible instructional materials, does the student require modifications, as defined in Rule 6A-6.03411(1)(z), F.A.C., to the grade-level general state content standards pursuant to Rule 6A-1.09401, F.A.C.?

3. Does the student require direct instruction in academic areas of English language arts, mathematics, social studies, and science based on Access Points in order to acquire, generalize, and transfer skills across settings?

If the IEP team determines that all three of the questions accurately characterize a student’s current educational situation, then the student should be enrolled in access courses and the FSAA should be used to provide meaningful evaluation of the student’s current academic achievement. If “yes” is not checked in all three areas, then the student should be instructed in the general education courses and participate in the general statewide standardized assessment with accommodations, as appropriate.

In accordance with Rule 6A-6.03331(10)(b), F.A.C., if the decision of the IEP team is that the student will participate in access courses and be assessed through the FSAA, the parents and/or guardians of the student must give signed consent to have their child instructed in Access Points and their child’s achievement measured based on alternate academic achievement standards. This decision must be documented on the Parental Consent Form—Instruction in the State Standards Access Points Curriculum and Statewide, Standardized Alternate Assessment, available at http://www.fldoe.org/core/fileparse.php/7571/urlt/ConsentFAA14.pdf. If the parent fails to respond after reasonable efforts by the school district to obtain consent, the school district may provide instruction in the state standards Access Points curriculum and administer the FSAA. The IEP should include a statement of why the student cannot participate in the general assessment and why the alternate assessment is appropriate.

For additional guidance, please consult the Florida Standards Alternate Assessment (FSAA) Assessment Planning Resource Guide for Individual Educational Plan (IEP) Teams, August 2019, a publication produced through the Bureau of K–12 Student Assessment, Division of Accountability, Research, and Measurement, Florida Department of Education, available online at https://fsaa-training.onlinehelp.cognia.org/wp-content/uploads/sites/8/docs/FlaAlt_ResourceGuideIEP.pdf.

http://www.fldoe.org/core/fileparse.php/7571/urlt/ConsentFAA14.pdf

https://fsaa-training.onlinehelp.cognia.org/wp-content/uploads/sites/8/docs/FlaAlt_ResourceGuideIEP.pdf



FSAA—Datafolio Participation GuidelinesOnce the IEP team determines that a student will participate in the FSAA, the next step is to determine the method in which the student will be assessed: the FSAA—Performance Task or the FSAA—Datafolio. The IEP team, which includes the student’s parent/guardians, should consider the student’s present level of performance and communication mode. The FSAA—Datafolio is an alternate achievement standards-based assessment designed specifically for students with the most significant cognitive disabilities who have no formal mode of communication.

After carefully reviewing the Checklist for Course and Assessment Participation, the IEP team may determine that the most meaningful evaluation of the student’s current academic achievement is through participation in the FSAA. Next, the IEP team should answer each of the following questions when determining how the student will participate in the FSAA. Check all that apply.

Questions to Guide the Decision-Making Process to Determine How the Student Will Participate in the FSAA YES NO

1. Does the student primarily communicate through cries, facial expression, eye gaze, and/or change in muscle tone (require interpretation by listeners/observers)?

2. Does the student respond/react to sensory (e.g., auditory, visual, touch, movement) input from another person BUT require actual physical assistance to follow simple directions?

3. Does the student exhibit reactions primarily to stimuli (i.e., student only communicates that he or she is hungry, tired, uncomfortable, sleepy, etc.)?

Previous FSAA—PT Performance (if Applicable)

4. Has the student’s previous performance on the FSAA—PT provided limited information and/or reflected limited growth within Level 1?

Grades 3 and 4 Students or Transfer StudentsFor a student in grade 3 or 4, or a student who does not have previous FSAA—PT scores, the IEP team may determine that the FSAA—Datafolio is the appropriate method to provide meaningful evaluation of the student’s current academic achievement. For the student to qualify, the IEP team must check “yes” in any one of the first three questions.

If the IEP team does not check “yes” in one or more areas, then the IEP team must consider whether the FSAA—Performance Task is a more appropriate statewide assessment for the student.

Grade 5 through High School StudentsFor a student in grade 5 through high school, the IEP team may determine that the FSAA—Datafolio is the appropriate method to provide meaningful evaluation of the student’s current academic achievement. For the student to qualify, the IEP team must check “yes” for any one of the first three questions AND “yes” for question 4. If the IEP team does NOT check “yes” for these questions, then the IEP team must consider whether the FSAA—Performance Task is a more appropriate statewide assessment for the student.

For additional guidance, please consult the Florida Standards Alternate Assessment (FSAA) Assessment Planning Resource Guide for Individual Educational Plan (IEP) Teams.



ASSESSMENT OVERVIEW

Grade Levels, Content Areas, and Courses AssessedThe FSAA—Datafolio has been developed for those students with the most significant cognitive disabilities who typically do not have a formal mode of communication and are working at pre-academic levels. The assessment is designed to show student progress on a continuum of access toward academic content. Student progress is shown through reduced levels of assistance (LOAs) required to engage in the academic content and/or an increased level of accuracy.

The FSAA—Datafolio Blueprint & Activity Choices (Appendix B) document assesses the following grade levels, content areas, and courses:

Grade Level

ELA Math ScienceAlgebra 1

EOCGeometry

EOC Biology 1

EOCCivics EOC

U .S . HistoryEOC

3 X X

4 X X

5 X X X

6 X X

7 X X X

8 X X X

9 (ELA 1) X

10 (ELA 2) X

High School X X X X

The FSAA—Datafolio is a submission of student work samples from three collection periods throughout the school year. The samples are developed from classroom activities/tasks that address selected skills.

The same skills selected for Collection Period #1 (CP #1) are assessed through aligned activities during Collection Period #2 (CP #2) and Collection Period #3 (CP #3). The teacher selects one activity choice per standard and administers activities aligned to the same activity choice throughout the three collection periods. Student evidence from all three collection periods is submitted in the student’s online datafolio in the AVS. This student evidence is then scored to determine the student’s performance.

Responsible Personnel for AdministrationThe student’s exceptional student education (ESE) teacher—who has completed the FSAA—Datafolio administration training—should administer the assessment. If this is not possible, the assessment administrator must be a certified teacher or other licensed professional who has worked extensively with the student and is trained in the assessment procedures.

NOTE: The student’s entire FSAA—Datafolio (either the electronic or paper version) must be stored per your district policy or for a minimum of one year.



Assessment DesignEach content area/course assessment is composed of three predetermined standards/Access Points per content area. Using the FSAA—Datafolio Blueprint & Activity Choices document (Appendix B), teachers build the assessment by selecting one activity choice from a list of two or three options per standard being assessed. Teachers must use the same activity choice throughout the assessment. During the three collection periods, teachers assess students on each of the three selected activity choices by providing between five and eight opportunities for the student to perform the activity.

The submission of all student evidence gathered during the three collection periods makes up each standard entry. The results of each of the three collection period entries are then combined to determine a total score for knowledge, skills, and progress over time.

Cont

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Standard Entry 1 Same Activity Choice 5–8 Opportunities

5–8 Opportunities

5–8 Opportunities





5–8 Opportunities

5–8 Opportunities





5–8 Opportunities

5–8 Opportunities



Levels of Assistance (LOAs)The FSAA—Datafolio is designed to measure the progress of students who require varying LOAs to engage in academic content. The goal is to move the student along the continuum of assistance toward independence by decreasing the LOA provided and increasing student accuracy within the context of content to show progress between CP #1 and CP #3.

The following chart describes the LOAs as they are used in the FSAA—Datafolio:

Level of Assistance Definition Example Non-Example

Non-Engagement (N)

The student requires assistance from the teacher to initiate, engage, or perform; however, the student actively refuses or is unable to accept teacher assistance.

Example: The student resists the teacher’s physical assistance toward the correct answer.

Non-Example: The student does not look at the activity.

Physical Assistance (P)

The student requires physical contact from the teacher to initiate, engage, or perform.

Example: The teacher physically moves the student’s hand to the correct answer.

Non-Example: The teacher taps the correct answer and expects the student to touch where he/she tapped.

Gestural Assistance (G)

The student requires the teacher to point to the specific answer.

Example: When presenting a choice of three pictures and asking the student which picture is a triangle, the teacher will point to or tap on the correct picture to prompt the student to indicate that picture.

Non-Example: The teacher moves the student’s hand to gesture toward the right answer.

Verbal Assistance (V)

The student requires the teacher to verbally provide the correct answer to a specific item.

Example: The teacher says, “Remember, the main character was George. Point to the picture of the main character.”

Non-Example: The teacher says “Who is the main character?” without providing the information verbally.

Model Assistance (M)

The student requires the teacher to model a similar problem/opportunity and answer prior to performance.

Example: The teacher models one-to-one correspondence using manipulatives and then asks the student to perform a similar item.

Non-Example: The teacher completes the exact same activity as the student is expected to perform.

Independent (I) The student requires no assistance to initiate, engage, or perform. The student may still require other supports and accommodations to meaningfully engage in the content but does not require assistance to participate and respond.

Example: The teacher asks the student, “Who is the main character of the book?” and the student meaningfully responds without any prompting or assistance.

Non-Example: The teacher asks the student, “Who is the main character?” and points to the picture of the main character.

When scoring student evidence, teachers must indicate whether the student gave the correct answer or gave an incorrect answer for each opportunity provided. The evidence must also indicate the LOA provided to the student in order to complete the work. Please note that the same LOA must be provided for all opportunities for an activity choice.



Allowable Adjustments and SupportsThe FSAA—Datafolio is designed to allow maximum access to students with the most significant cognitive disabilities. Some students may require adjustments and/or modified materials to access the assessment and demonstrate their knowledge (including the use of assistive technology devices). Adjustments are available to all students on alternate assessment who have been found eligible to receive exceptional student education (ESE) services.

To individualize the activities for a student, identify the current supports and adaptations the student uses daily in the classroom and integrate them as needed into the learning activities for that student. If additional or new supports are needed to teach the skill or concept, it may first be necessary to teach the student how to use the new supports. Growth in performance may be delayed while the student learns to use these new supports. Be sure to choose instructional activities and materials appropriate to the age and grade of the student or those that are age neutral.

Accommodations and Criteria for UseTraditional accommodations, such as presentation mode, response mode, flexible setting, and scheduling, are allowed when assessing students on the FSAA—Datafolio. Some students may require additional accommodations to gain access to the assessment. Additional accommodations are available for students with visual impairments, students with hearing impairments, and English Language Learners (specific accommodations). All accommodations used during the administration of the assessment should be designated in the student’s IEP and align with what the student uses on a daily basis during classroom instruction.

For additional guidance on differentiating activities, please see “Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide.”

Students with Visual Impairments*

CriteriaAdditional accommodations are available for students who have been found eligible to receive ESE services under the Visually Impaired Program with accommodations noted on their current IEP. The use of accommodations must be in accordance with what the student uses on a daily basis during classroom instruction.

AccommodationsFor students with visual impairments (VI), the following accommodations are allowable:

For students who are blind, braille/tactile objects may be used for the FSAA—Datafolio if braille/tactile objects are used regularly by the student.

• The use of an abacus, adapted calculator, raised number line, or braille ruler is permitted.• The use of a light box is permitted.• The use of math manipulatives (i.e., GeoForms or GeoSolids) is permitted if these manipulatives

are used consistently during classroom instruction.• The types of stimulus or response options are determined by the teacher when constructing

the assessment activity or task. Objects may include a label or any text that is read aloud to the student. When naming objects, use the same language typically used in the classroom.

• In Reading, best practice is to describe any object that accompanies the selected reading passage.

• In some instances, a table or graph may be placed on the work surface as a stimulus. It is important to read and describe the table or graph to the student as during normal instruction.

*Includes students found eligible for the Dual-Sensory Impaired Program.



• Real objects should be used instead of pictures whenever possible. For example, real buttons could be used instead of pictures of buttons. In addition to hearing the description of the buttons, the student could actually feel and manipulate the buttons.

• Real objects should be actual size (not a miniature replica, if possible) and be able to fit on the work surface. Provide real objects to the student and allow them to handle the objects as needed.

• Caution should be applied when determining whether to provide real food products (e.g., apple) because of possible allergies.

Students Who Are Deaf/Hard-of-Hearing*

CriteriaAdditional accommodations are available for students who have been found eligible to receive ESE services under the Deaf/Hard-of-Hearing Program with accommodations noted on their current IEP. The use of accommodations must be in accordance with what the student uses during classroom instruction on a daily basis.

AccommodationsFor students who are deaf or hard-of-hearing (DHH), the following accommodations are allowable:

• If the administrator of the assessment is not experienced in sign language, the use of an interpreter is permitted.

• The use of American Sign Language (ASL) or manually coded English in place of oral speech is permitted.

• The use of total communication (speaking and signing simultaneously) is permitted.

English Language Learner (ELL) Students

CriteriaAdditional accommodations are available for students whose access to the assessment is hindered due to language. The ELL student is an individual who: was not born in the United States and whose native language is a language other than English, is an individual who comes from a home environment where a language other than English is spoken in the home, or is an individual who is an American Indian or Alaskan native and who comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency—who, by reason thereof, has sufficient difficulty speaking, reading, writing, or listening to the English language—which denies such individual the opportunity to learn successfully in classrooms where the language of instruction is English. The use of accommodations must be in accordance with what the student uses on a daily basis during classroom instruction.

AccommodationsFor ELL students, the following accommodations are allowable:

• The FSAA—Datafolio must be administered completely and solely in English. Limited assistance may be provided from the assessment administrator; English for Speakers of Other Languages (ESOL) teacher; heritage language teacher; or interpreter in the heritage language, including answering specific inquiries concerning a word or phrase and questions for clarification.

• For mathematics, writing, and science assessments, limited assistance may be provided using the student’s heritage language to answer specific questions about a word or phrase.

• For the reading assessment, the ESOL or heritage language teacher may answer student questions about the general assessment in the student’s heritage language.

*Includes students found eligible for the Dual-Sensory Impaired Program.



Assistive Technology DevicesAn assistive technology device is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a student with a disability.

The Department of Education, Bureau of Exceptional Education and Student Services provides a wide variety of technology supports for students with disabilities. Below is contact information for statewide service providers who can give guidance, support, and information on available assistive technology devices.

• Florida Diagnostic and Learning Resources System (FDLRS) http://www.fdlrs.org/

• Florida Diagnostic and Learning Resources System Technology Coordinating Unit (FDLRS TECH) http://www.fdlrs.org/departments/technology

• Resource Materials and Technology Center for the Deaf and Hard-of-Hearing (RMTC-D/HH) http://www.fsdb.k12.fl.us

• Florida Instructional Materials Center for the Visually Impaired (FIMC-VI) http://www.fimcvi.org

• Florida Alliance for Assistive Services and Technology (FAAST) http://www.faast.org

Additional examples of how accommodations can be implemented within the activity choices can be found in “Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide.”

http://www.fdlrs.org/

http://www.fdlrs.org/departments/technology

http://www.fsdb.k12.fl.us

http://www.fimcvi.org

http://www.faast.org



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Part 2: Getting Started with the Assessment View System (AVS)



SYSTEM REQUIREMENTSThe Assessment View System (AVS) is a web-based, encrypted platform designed to work with the existing technology infrastructure available in Florida schools. No architectural or hardware changes are required for the deployment of the AVS.

To access the AVS, each computer must have at least one supported operating system, one supported browser, the required software, and the capability of using the supported file types. To ensure optimal performance:

• Computers must be able to run overnight to facilitate long uploads. Any scripted or scheduled reboots or shutdowns will cause uploads to stall.

• Computer sleep modes need to be disabled.

• 2 GB of RAM are recommended. Systems will run on computers with RAM of less than 1 GB, but this could be problematic. The network setup should:

o allow HTTPS traffic through any district/school proxies or firewalls (HTTP over SSL on port 443), and

o whitelist (or allow) the IP address corresponding to mp.behaviorimaging.com in any proxies or firewalls to avoid service interruptions.

NOTE: If your system does not meet the basic minimum requirements, you should contact the IT group that supports your school for help.

Minimum Software Requirements

Supported Operating Systems• Windows 7 or 8 for optimal performance

• Mac OSX 10.7 or 10.8 (Lion and Mountain Lion) or greater

Checking Windows Systems:To find out which Windows operating system is currently running, open a web browser and navigate here: http://windows.microsoft.com/en-US/windows/which-operating-system

Checking Apple Systems:To find out which operating system is currently running, select the Apple menu item and then select About This MAC.

Supported Browsers• Internet Explorer 10 or higher

• Firefox: 17+ Current ESR (extended support release) (17.08+) or non-ESR release (23.01) for optimal performance

• Google Chrome 15.0+

Check the system by navigating to: https://whatsmybrowser.org

Internet Connection Supported• T1

http://windows.microsoft.com/en-US/windows/which-operating-system

https://whatsmybrowser.org



Required Software• Java Runtime Environment (JRE) 1.6+ (may also be called Java 6)

• Adobe Flash Player 11.6+ (Most recent release is best.)

• Adobe Reader 9+ (Adobe Reader 11 recommended)

Supported File TypesThe Behavior Connect uploader applet supports the following file formats:

Digital Recordings• FLV, AVI, WMV, MP4, MOV, MPG, and 3GP

NOTE: All digital recording files will be converted by Behavior Connect to FLV format.

Image• JPG, PNG, and GIF

Document• PDF, PPT, PPTX, DOC, DOCX, XLS, and XLSX

NOTE: All document files will be converted by Behavior Connect to PDF format.

Recommended Monitor Resolution SettingsThe suggested screen resolution is dependent on monitor size. The recommended settings are as follows:

• 15-inch monitor: 1024 × 768

• 17- to 19-inch monitor: 1280 × 1024

• 20-inch and larger monitor: 1600 × 1200

NOTE: The larger the screen resolution, the smaller the text appears on the screen.



System IconsThe key below outlines the symbols, buttons, and folders used throughout the AVS.

Table 1: AVS Key

Symbol Functionality

The Library icon represents the Library folder, which contains support files for download.

The My Documents icon represents the My Files folder, a folder for a teacher or System Administrator (AAC or SLC) which contains uploaded files that are the result of a Fax Upload or an Electronic Upload where files were not linked to a specific student.

The blue person icon represents an individual student’s folder. Files that are uploaded via the Electronic Upload window and are linked to a specific student will be located in that student’s folder.

The search button is found throughout the AVS and allows teachers or System Administrators to search for information within the window that is open. For example, in the Student Selector, the search field can search for a student by name.

The refresh button refreshes the window or folder that is currently open.

Clicking on the down arrow will expand a section of an opened window or a folder structure in the File Organizer.

The up arrow will display after clicking on the down arrow. Clicking on the up arrow will collapse a section of an opened window or a folder structure in the File Organizer.

The red circle with the white minus sign indicates that a requirement is missing.

The gold star indicates a completed requirement.

The orange #1 box indicates that the teacher has completed Collection Period #1 of the Datafolio.

The blue #2 box indicates that the teacher has completed Collection Period #2 of the Datafolio.

The green #3 box indicates that the teacher has completed Collection Period #3 of the Datafolio.

Both orange #1 and blue #2 boxes indicate that the teacher has completed Collection Periods #1 and #2 of the Datafolio.

Both orange #1 and green #3 boxes indicate that the teacher has completed Collection Periods #1 and #3 of the Datafolio.

Both blue #2 and green #3 boxes indicate that the teacher has completed Collection Periods #2 and #3 of the Datafolio.

Clicking the X Remove button will remove data/information from a section of an opened window. For example, in the student Assessment Module, clicking the X Remove button will remove the activity choice that was selected previously and allow the teacher or System Administrator to make a new selection.

The pencil icon allows a System Administrator to edit a student or teacher profile.

Clicking on the red X in the top right corner of a window will close that screen.

Clicking on the blue question mark in the top right corner of a window will bring up a Help window, which will explain the functions that are found in the window that is currently in use.



LOGIN AND REGISTRATIONBefore the AVS is released for administration each year, all accounts are purged to maintain student security. All users must re-register yearly .

To log in to the AVS, the Alternate Assessment Coordinator, School Level Coordinator, or teacher will need to open a web browser. Please be sure to use one of the supported browsers listed under “Supported Browsers” on page 13. In the address bar, enter https://mpfl.behaviorimaging.com/av/ to navigate to the AVS home page.

Initial Login to the AVS

Alternate Assessment Coordinator (AAC)Each district’s Alternate Assessment Coordinator (AAC) of record will have their new account credentials preloaded into the system. When the AAC logs in to the AVS for the first time each year, he or she will enter the two-digit district code into the Username and Password fields.

NOTE: If an account was created from the submission of an AVS Correction Form (Appendix D), the password will be eight characters in length: 000000 + two-digit district code (e.g., the district 11 AAC would enter: Username: 11, Password: 00000011).

Once the AAC has successfully logged in to the system, he or she will be asked to complete the registration. See “Registration” on page 17.

NOTE: AACs in large districts may qualify for additional district-level accounts. Contact the FSAA Service Center.

School Level Coordinator (SLC)The AAC will generate SLC accounts in the AVS and communicate login credentials. When the SLC logs in to the AVS for the first time each year, he or she will enter the credentials provided by his or her AAC into the Username and Password fields.

Once the SLC has successfully logged in to the system, he or she will be asked to complete the registration. See “Registration” on page 17.

https://mpfl.behaviorimaging.com/av/



TeacherThe AAC or SLC will generate teacher accounts in the AVS and communicate login credentials. When the teacher logs in to the AVS for the first time each year, he or she will enter the credentials provided into the Username and Password fields.

Once the teacher has successfully logged in to the system, he or she will be asked to complete the registration. See “Registration” below.

RegistrationThe registration process must be completed the first time a user logs in to the AVS each year. Registration should be completed as soon as the AVS is released.

The required fields are indicated by an asterisk, as shown.



User IdentificationThe Register window in the AVS will pre-populate the following fields:

• First Name

• Last Name

• Identification Number

These fields are not editable. To correct this information, an AVS Correction Form (Appendix D) must be submitted.

RolesThe AVS has the following school and district user role levels:

• Alternate Assessment Coordinator (AAC)

• School Level Coordinator (SLC)

• Teacher

• Student

Each user will be assigned one primary user type role.

Default Login RoleThe Register window will present the assigned user role.

Occasionally, a user will require an additional user role (e.g., a teacher who has been designated as the SLC for his or her school). Users who have more than one role assigned may select which role he or she would like the AVS to default to by selecting from the Default Login Role drop-down menu during registration.

Contact InformationTo access the AVS, the user will be required to enter and confirm their district-assigned email address. By registering a unique district-level email address, the user is able to retrieve the password or username quickly right from the website.

Account InfoThe account information area is where the user will enter a new username and password.

• The username must be unique. The system will present a notification if the username chosen is already in use. The system will pre-populate the Username field with the default username. It is recommended that the username be changed to something personalized, but it is not required.

• The password must be changed to something unique.

NOTE: The new password must be at least eight characters long. This password will become the default system password through April 2, 2021, when the system closes and accounts will be deactivated.



Verify Information and SubmitReview the registration form to ensure that all required fields are complete before submitting the form.

NOTE: A red exclamation point indicates that data entered in the registration form field does not meet the information requirement. When hovering a mouse cursor over the exclamation point, a message will appear detailing the issue that needs resolution.

After verifying that the form is complete and accurate, click Register.

Confirm Email and Complete RegistrationA confirmation email will be sent to the email address provided during registration. Open the email and click on the link provided to confirm the email account. If you do not receive an email, check your junk or spam folder and ensure that https://mpfl.behaviorimaging.com/av/ has been whitelisted.

Once the email is confirmed, users may access the system by clicking Start using the system.




Forgot Username/PasswordIf users forget their username or password after registration is complete, they can retrieve that information by clicking on one of the links on the account login window.

1. Click on the Forgot username or Forgot password link.

2. A new window will appear. Enter the registered email address.

3. Click Submit, and the username or password information will be emailed. If you do not receive an email, check your junk or spam folder and ensure that https://mpfl.behaviorimaging.com/av/ has been whitelisted.

4. The Success window will appear, confirming the successful submission of the username or password request.

5. Click OK to return to the login screen.




LogoutTo maintain student security, users must log out of the AVS after each session. The Logout link is located in the top right corner of the AVS screen. Each time users return to the AVS, the login procedures must be followed.

Auto Logout (Timing Out)The AVS will time out if there has been no activity within the system for 10 minutes.

After eight minutes, a warning message will notify the user that the system is about to time out.

Click OK to continue using the system and reset the activity timer.

After 10 minutes of inactivity, another message will indicate that the system has detected no activity and that the user will be logged out.

Click OK to return to the login screen.


Part 3: The FSAA—Datafolio Administration Process and

Assessment View System (AVS) for Teachers


Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers

STEPS TO SUCCESS

1 Register and verify student information in the Assessment View System (AVS).

2 Identify the activity choices for assessment.

3 Develop an instructional plan to assess the student.

4 Gather Collection Period #1 evidence.

5 Establish level of assistance (LOA) goals.

6 Create electronic files and access the Assessment View System (AVS) for file upload.

7 Provide instruction, gather and upload evidence for Collection Periods #2 and #3.

8 Upload the required forms and complete the Datafolio.

STEPS TO SUCCESS

Register and verify student information in the Assessment

View System (AVS).

1Identify the

activity choices for assessment.

Develop an instructional

plan to assess the student.

Gather Collection Period #1 evidence.

2 3 4

5 6 7 8

Establish level of assistance (LOA) goals.

Create electronic files and access the

Assessment View System (AVS) for

file upload.

Provide instruction, gather and upload

evidence for Collection Periods #2 and #3.

Upload the required forms and complete the Datafolio.



STEP 1: REGISTER AND VERIFY STUDENT INFORMATION IN THE ASSESSMENT VIEW SYSTEM (AVS)The AVS will open on August 31, 2020 . Teachers must register in the AVS before accessing the system (see “Part 2: Getting Started with the Assessment View System (AVS)”).

Verifying Student DataOnce teachers have registered, they must log in to the AVS and verify that the

• Student Selector displays the correct students;

• student demographic information is correct (FLEID, first name, last name); and

• student grade, content, and course assignments are correct.

Landing PageOnce registration is completed and the email address has been successfully confirmed, the teacher will be navigated to the AVS landing page, as shown below. The AVS landing page presents two windows:

• File Organizer• Student Selector

NOTE: If the File Organizer and/or Student Selector windows are closed, the teacher may open them from the Actions menu. Refer to “AVS Actions Menu” on page 40.

Login and Identification NumberIn the upper right corner of the screen, Login and Identification Number are displayed. The Logout link is also found in the upper right.

• The Login is the username registered upon initial login and registration.

• The Identification Number dynamically populates a FLEID when the teacher opens a student record from the Student Selector. The Identification Number will present as N/A upon login.



Menu BarThe menu bar gives the teacher access to three system menus. The menu bar functions will be discussed in more detail in “Submitting Collection Period #1 Evidence into the AVS” beginning on page 40.

• Actions: This menu provides access to the main system windows that will be used by the teacher to complete assessment tasks.

• Upload: This menu provides the teacher with options for uploading files into the AVS.

• Settings: This menu provides the teacher with access to his or her user profile.

ManualThe FSAA—Datafolio Teacher Resource Guide (TRG) can be accessed through the Manual link on the right side of the menu bar.

Student Selector (Student Roster)The Student Selector will automatically open on the AVS landing page when the teacher logs in. If this window is closed, the teacher can reopen it.

1. Click on Actions from the menu bar.

2. Then click on Student Selector.

The Student Selector displays a list of students who are assigned to the teacher for assessment. The teacher must review the assigned students to ensure that the list is accurate and complete.

Verify the following for each student:

• FLEID: Ensure that the 14-digit alphanumeric code is correct. (The FLEID must include ALL characters including the letters F and L and any leading zeros.)

• First and Last Name: Ensure that it is the correct name registered with the Florida Department of Education.

• Grade: Ensure that it is the correct grade used with the Florida Department of Education.

• Content and Course Assessments: Ensure that the content assigned to the student is correct based on grade and enrollment.

The content can be viewed in the Assessment Module by clicking the Assess button from the Student Selector.

NOTE: If any student information is incorrect or missing (e.g., missing students, students listed are no longer participating, student name or grade errors) in the AVS, teachers must submit an AVS Correction Form to their System Administrator.



Correcting Student InformationAny corrections that need to be made in the AVS should be detailed on the AVS Correction Form (Appendix D) and submitted to the School Level Coordinator (SLC) or Alternate Assessment Coordinator (AAC) for processing, depending on individual district policies and procedures. The AVS Correction Form (Appendix D) is designed to correct information related to the student’s assessment grade, teacher, student name misspelling, weekend release, transfer information, and/or correction of students listed or not listed in the AVS.

This form must also be submitted for any student listed in the AVS who will NOT be tested during the academic year. The student will be moved to inactive status within the AVS. Teachers who have students on their roster who are not assessed but who are still listed as active will not display the correct completion status.

The SLC and AAC both have the ability to create new teacher accounts and modify any student or teacher account. For SLCs, that ability is restricted to the school level. AACs have district-wide privileges. Any changes that require new student additions or transfers from another district will require the AAC to submit the form to Cognia for processing.

Transfer Students/Late EnrollmentIf a student currently participating in the FSAA—Datafolio administration moves either within or outside of the district, the receiving school will be able to continue with the student’s assessment. The receiving teacher will need to complete the AVS Correction Form and submit it to the district AAC to have the student transferred with the AVS.

If a student transfers from out of state, the receiving teacher will need to complete the AVS Correction Form and submit it to the district AAC to have the student entered into the AVS. If the student transfers after the completion of Collection Period #1, the teacher will also need to complete the Late Enrollment Form (Appendix D) and submit it as the first page of evidence for the initial collection period for which the student is eligible to participate in the FSAA—Datafolio.

If a student not currently participating in the FSAA—Datafolio administration becomes eligible to participate in the FSAA—Datafolio based on IEP team determination after the end of Collection Period #1, the teacher will need to complete the Late Enrollment Form (Appendix D) and submit it as the first page of evidence for the initial collection period for which the student is eligible to participate in the FSAA—Datafolio.



STEP 2: IDENTIFY THE ACTIVITY CHOICES FOR ASSESSMENT

Review the FSAA—Datafolio Blueprint & Activity Choices As discussed in “Assessment Design” on page 6, teachers will choose one activity choice per standard for assessment from a list of two or three choices. Each entry is made up of a submission of student evidence from three collection periods throughout the year.

Identify Activity ChoicesStart by reviewing the FSAA—Datafolio Blueprint & Activity Choices (Appendix B), which are broken out by content area, course, and grade listed below.

• ELA (Grades 3–10)

• Mathematics (Grades 3–8)

• Access Algebra 1 and Access Geometry

• Science (Grades 5 and 8)

• Access Biology 1

• Access Civics and Access U.S. History

In each content area or course, the teacher selects a total of three activity choices (ONE activity choice per standard) across the standards. Each standard/Access Point assessed contains two or three activity choices. Teachers review the activity choices in each standard to select the most appropriate choice for each student. Please note that teachers will need to develop five to eight opportunities for each activity choice in each collection period.

NOTE: Teachers only select ONE activity choice per standard/Access Point to align with their assessment activity. The same activity choice must be administered for all collection periods.

Examples of the intended skill(s) for assessment by activity choice have been provided in the FSAA—Datafolio Blueprint & Activity Choices document (Appendix B). The example listed for each activity choice is just ONE way of addressing the associated choice. Teachers are not limited to these examples. Additional examples can be found in “Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide.”

Example: FSAA—Datafolio Grade 3 ELA Blueprint

NOTE:• Teachers choose

ONE activity choice (per standard) from the Activity Choices column to align one activity per collection period.

• The SAME activity choice (per standard) is assessed across all three collection periods.

This design is an innovative approach that provides teachers with the ability to structure assessment opportunities within activities and tasks that reflect typical classroom activities and instruction for students with the most significant cognitive disabilities by using the individual communication systems they are most familiar with.



Target the Specific Learning GoalsIdentify the targeted skill(s) within each activity choice to determine what is required for assessment. Next, determine the most appropriate way to present those skills to the student while maintaining alignment with the requirements of the targeted skills. For example, the Access Point for standard MAFS.3.G.1.1 is to “identify different examples of quadrilaterals.” This is broken down into a concrete essential understanding (EU) to “sort shapes into quadrilaterals and non-quadrilaterals.” Activity Choice 2 asks a student to “sort by same and different.” The example provided for Activity Choice 2 states, “Student is presented with an assortment of squares and circles, and asked to sort squares into one group and circles into another group. Response: squares sorted into one group and circles sorted into another group.” The example is aligned to the activity choice; the activity choice is aligned to the EU, which is aligned to the Access Point, which, in turn, is aligned to the standard.

As the teacher develops opportunities similar to the example provided above, the teacher must ensure alignment to the activity choice. One example of non-alignment might be providing the student with three shapes and asking the student, “Which shape is round?” This opportunity would not be aligned to the skills in the selected activity choice because the student is identifying characteristics of shapes, not sorting by same and different.

It is recommended, but not required, that the chosen standards from the FSAA—Datafolio Blueprint & Activity Choices be included in the short-term objectives in the student’s current IEP. For additional guidance, please consult the Florida Standards Alternate Assessment (FSAA) Assessment Planning Resource Guide for Individual Educational Plan (IEP) Teams, available online at https://fsaa-training.onlinehelp.cognia.org/wp-content/uploads/sites/8/docs/FlaAlt_ResourceGuideIEP.pdf.

For additional examples of how activity choices can be administered, please refer to “Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide.”

https://fsaa-training.onlinehelp.cognia.org/wp-content/uploads/sites/8/docs/FlaAlt_ResourceGuideIEP.pdf



STEP 3: DEVELOP AN INSTRUCTIONAL PLAN TO ASSESS THE STUDENT

Identify the Outcome of Instruction and Potential Instructional ActivitiesAfter selecting the most appropriate activity choices to include in the assessment, the teacher should identify the intended outcome of instruction. Plan grade-appropriate activities that could include individual, small-group, or large-group activities typically available to students in the general education classroom.

When planning for instruction, it may be beneficial to consult with a general education teacher or curriculum specialist to identify, select, and modify the activity choices. This collaboration will help ensure that the intent of the standard remains the same and represents the intended academic content.

Develop a Data Collection Plan for Instruction and AssessmentTeachers must choose an assessment strategy that is compatible with the selected instructional activity and the student’s mode of communication. A good way to document whether the student has demonstrated learning of the content standard is to use data from instruction and student work samples produced during the activity. Work samples may be teacher observations, digital recordings, or work products of the student performing an activity or task.

The collection of evidence of student learning should be an ongoing process. Learning should occur throughout the instructional year and should represent the skills the student is working on related to a standards-based curriculum. Planning should include ensuring the ability to provide five to eight attempts to perform the skill using unique response options across each attempt and all three collection periods.

Systematically monitoring progress and adjusting instruction throughout the year represents best practice. This process increases the likelihood of progress and higher achievement on targeted skills. An example data collection form appropriate for the FSAA—Datafolio, the Running Record Template, can be found in Appendix D.

CP #1 Data CollectionDuring CP #1, the teacher collects baseline evidence to identify the student’s performance level prior to instruction. The evidence collected during CP #1 is used to determine a baseline of the student’s LOA for each activity choice. It is required that CP #1 assessments include five to eight opportunities and be completed with the same LOA required by the student to engage in the activity in order to demonstrate a baseline level. From this baseline evidence, the teacher identifies both the LOA required to engage the student in the content for assessment as well as the level of accuracy the student achieved in the activity to determine the student’s performance level.

Student performance at CP #1 should not be at the independent (I) LOA with accuracy, as performance at that level will leave very little room to demonstrate progress over the three collection periods. If the student’s performance at CP #1 is already accurate at an independent (I) performance level on the targeted skills, the teacher should present the activity choice in a more challenging manner or select a different, more challenging activity choice entirely. Either way, the teacher must complete a new assessment for the standard using a different activity choice within CP #1. The teacher may also wish to convene an IEP team meeting to discuss whether the FSAA—Datafolio is the appropriate assessment for the student.

As a reminder, students who become eligible to participate in the FSAA—Datafolio after the conclusion of CP #1 may have baseline accuracy and LOA goals determined during the initial collection period that the student became eligible to participate. Refer to “Transfer Students/Late Enrollment” on page 26 for more details.



STEP 4: GATHER COLLECTION PERIOD #1 EVIDENCEOnce the instructional plan is in place, CP #1 evidence should be collected.

As a reminder, CP #1 evidence is collected before instruction occurs, in order to provide a baseline for determining student growth. All CP #1 evidence must be collected prior to the deadline of September 25, 2020 .

FSAA—Datafolio EvidenceWhen collecting evidence for submission in the student’s datafolio, teachers must use one of the acceptable types of evidence listed below:

1. Observation Evidence: an anecdotal observation of the student working on the activity choice

2. Digital Recording Evidence: a digital recording of the student working on the activity choice

3. Work Product Evidence: a permanent work product such as an original work sample or teacher-constructed activity that results in a tangible product

Teachers MUST use the same collection evidence type within a single evidence submission for a standard collection period. However, teachers may use different evidence types between collection period submissions. For example, teachers may choose to use

• observation evidence for CP #1,

• work product evidence for CP #2, and

• digital recording evidence for CP #3.

Teachers can also choose to use the same type of evidence for all three collection periods. Choose the evidence type that best suits the student and the skills being assessed. Below is one example of the types of evidence that might be submitted for a Grade 10 ELA assessment.

Language Arts

Activity Choice SelectionActivity Choice Selection CP #1CP #1 CP #2CP #2 CP #3CP #3LAFS.910.RL.1.3.choice 1LAFS.910.RL.1.3.choice 1 Observation* Observation* Observation* Observation* Observation*Observation*

LAFS.910.L.3.4.choice 1 LAFS.910.L.3.4.choice 1 Observation* Observation* Digital Recording* Digital Recording* Work Product*Work Product*

LAFS.910.RI.3.7.choice 3 LAFS.910.RI.3.7.choice 3 Digital Recording* Digital Recording* Digital Recording* Digital Recording* Digital Recording*Digital Recording*

*One evidence type file submission per collection period with no fewer than 5 and no more than 8 assessment opportunities

Evidence Collection FormOnce the type of evidence that will be collected has been determined, teachers will use the Evidence Collection Form (Appendix D) to organize the evidence and document necessary information for scoring. All evidence and form information must be submitted in the AVS. This information must include:

• student’s name

• student’s FLEID number

• standard code/choice # (e.g., MAFS.3.OA.4.8/Choice1)

• date evidence is completed

• CP #1, #2, or #3 label

• LOA provided to the student (N, P, G, V, M, I)

• student’s accuracy score (including correct and incorrect marks)

• scoring key (if needed) detailing any acronyms, abbreviations, or symbols used for scoring student work



Observation EvidenceIn addition to the information indicated above, when observation evidence is submitted, the following information is required:

• a completed Running Record Template (Appendix D) or hard copy of the opportunities performed and the student’s responses

• teacher name and witness signature

NOTE: The teacher and a witness to the assessment must sign the Evidence Collection Form certifying that the assessment was completed in the manner described.

Digital RecordingsIn order for digital evidence to be effectively evaluated during scoring, the following guidelines should be noted:

• Use of personal recording devices (e .g ., cell phone, tablet, camera, digital recorders, etc .) for capturing FSAA—Datafolio student evidence is strictly prohibited . Student evidence may only be recorded using district-provided equipment (e .g ., camera, tablet, laptop, etc .) and submitted through a secure data upload process .

• Details related to the upload process are described in “AVS Upload Menu: Uploading Digital Evidence and Required Forms” on page 41.

• Teachers should consult their technology coordinator about the tools available in their schools and districts. The system requirements are detailed in “System Requirements” on page 13.

NOTE: If the evidence captured contains identifying student information, please ensure that the data are handled in a way that complies with state (or other) security policies pertaining to student information. Confidential information must be handled in compliance with FERPA and other federal and state regulations, as well as existing FSAA policy.

Digital Recording: Evidence ContentIt should be clear what information was presented to the student AND the student’s responses must be clearly visible in all digital recording evidence. A written transcript of the interactions between the teacher and the student must be submitted within the AVS for each uploaded digital recording.

Best Practices for Digital RecordingIt is recommended that ONLY the student being assessed appears in digital recordings. However, if there are any submissions that include students inadvertently captured in the digital recording of another student’s assessment, a signed Digital Recording Consent Form must be included for each student in the digital recording.

DO• Arrange for recording equipment in advance of assessment date(s). Practice using equipment

and become familiar with its use prior to using it with students.

• Place the equipment in a location where the student and assessment materials can be seen clearly and without obstruction. Set the angle of recording equipment close enough to see the answer choices, but not so close that if the student points at a picture, his or her hand cannot be seen. Make sure the student’s body does not obstruct the clear recording of the student’s response.



• Use only the digital file formats indicated and make sure the file extension is included in the file name being uploaded. See “Supported File Types” on page 14 for additional information about acceptable file types.

DO NOT• Upload just the shortcut or project files.

• Submit digital recording files in “fast forward” mode.

Required Forms for Digital RecordingA signed Digital Recording Consent Form (Appendix D) is required for each student in a digital recording for the evidence to be used during scoring. Teachers must obtain parent/guardian consent via this form prior to creating a digital recording. These signed forms must be submitted through the AVS. Spanish and Haitian-Creole versions of the Digital Recording Consent Form are available in Appendix D.

NOTE: If any Digital Recording Consent Forms are missing or not submitted for all students in the digital recording, including the student being assessed, the digital recording cannot be scored.

Work Product EvidenceWhen submitting work product evidence, in addition to the information from the Evidence Collection Form (Appendix D), be sure to

• provide additional information for the work product submitted along with the actual work product (e.g., worksheet);

• indicate how the student performed each opportunity and the LOA (N, P, G, V, M, I) provided; and

• include any additional scoring rubrics/key acronyms and grade each opportunity, providing the overall grade as a percentage.

Evidence DocumentationTeachers must adhere to the following requirements to ensure that enough information has been documented in the evidence.

• CP #2 and CP #3 evidence MUST be aligned to all parts of the activity choice previously selected in CP #1.

• Evidence must be student work consisting of at least five opportunities that align to the activity choice for each of the three standards.

• Evidence must have a score clearly indicated by the teacher. If the student’s work is graded other than correct/incorrect, a rubric or set of scoring rules must be provided to enable the Scoring Center to understand and replicate the scoring. All evidence must be graded by the teacher prior to submission. Acceptable markings are “C” or “+” (meaning correct) and “X” or “–” (meaning incorrect). Every opportunity must be marked as correct or incorrect and is used to calculate the overall accuracy score (percentage correct). The accuracy score may be recorded on the evidence itself or entered in the AVS. A scoring key must be provided when the scoring is not explicitly clear. If scorers cannot validate the teacher’s scoring, the student’s overall performance score will be impacted .

• Evidence must have the LOA clearly identified for each activity choice . There must be only one LOA per activity choice in each collection period .



Documenting student performance in this manner will assist raters with understanding the ability of the student during scoring. Independent raters must be able to easily see that the evidence has been graded for accuracy and assigned LOA by the teacher to validate scoring. Clear notations will assist independent raters at the Scoring Center.

A Special Note Regarding English Language Arts (ELA) EvidenceMany of the ELA activity choices require the student to interact with specific types of text. The teacher must document the text used by submitting the following information:

• Genre (literature or informational)• Text title• Text author• Other relevant information

The above information must be submitted either within the evidence or in the AVS. The Running Record Template (Appendix D) was redesigned prior to the 2017–2018 administration to provide a space for ELA evidence information.

NOTE: Pay attention to the activity choice requirements to determine whether the objective requires reading literature or informational text and if more than one text is required.

NOTE: Activities aligned to text other than the text indicated, or not providing more than one text when required, will not be considered fully aligned and may impact the student’s score.



STEP 5: ESTABLISH LEVEL OF ASSISTANCE (LOA) GOALS LOA goals are determined by the teacher after completing CP #1 assessments for each activity choice, or, in the case of late enrollment by a student in the FSAA—Datafolio, during the initial collection period when the student became eligible to participate (through the Late Enrollment Form in Appendix D). During this process, the teacher identifies the targeted LOA the student will be able to achieve when performing the specified skill by the end of CP #3. LOA goals must be created at the end of CP #1 for each of the activity choices completed for all students enrolled in the FSAA—Datafolio during CP #1.

It is possible and appropriate to have a student utilizing physical assistance (P) for one activity choice and gestural assistance (G) on another activity choice within or across content areas, courses, and grades. The goal is to determine progress across performance. It is important to remember that the FSAA—Datafolio is a compilation of student evidence and is intended to produce a snapshot in time of the progress the student has or has not made in relation to the activity choices selected for assessment.

When setting LOA goals in CP #1, the following steps may be helpful:

Step 1: Administer the baseline assessment for the activity choice using the LOA most commonly used with the student during similar activities during classroom instruction.

Step 2: Calculate the accuracy score and consider the results.

If the student achieved an accuracy score of 51% or higher, it would be appropriate to set the LOA goal to reflect a decreased LOA from the baseline (e.g., if the baseline was administered with gestural assistance, set the LOA goal to utilizing verbal assistance).

If the student achieved a score of less than 51%, and if, in a teacher’s professional opinion, the student is likely to require the time between CP #1 and CP #3 to achieve an accuracy score of 51% or higher at the LOA provided during CP #1, the LOA goal may be set to improving accuracy within that LOA. This would be documented by selecting that particular LOA as the goal.

For example, if a student scores 25% accuracy with verbal assistance (V), and the teacher, based on his/her knowledge of the student and professional judgment, considers that increasing accuracy to 51% or higher with verbal assistance (V) by CP #3 is a reasonable goal, that teacher would select (V) as the LOA goal in the AVS.

The following chart, which is part of the LOA Goal Setting Worksheet, was designed to help teachers determine the appropriate LOA goal for each standard (see Appendix A). This worksheet does not need to be submitted in the AVS. Refer to “Entering Data Requirements in the Assessment Module” on page 51 for additional information on documenting goals in the AVS.



Guidance for Setting a Level of Assistance (LOA) Goal

Level of Assistance (LOA) During Baseline

Collection PeriodAccuracy Score Recommended LOA Goal

Non-Engagement (N)Less than 51%

Physical (P)51% or greater

Physical (P)Less than 51% Physical (P) or Gestural (G)51% or greater Gestural (G)

Gestural (G)Less than 51% Gestural (G) or Verbal (V)51% or greater Verbal (V)

Verbal (V)Less than 51% Verbal (V) or Model (M)51% or greater Model (M)

Model (M)Less than 51% Model (M) or Independent (I)51% or greater Independent (I)

Independent (I)

Less than 51% Independent (I)

51% or greater

Consult with IEP team regarding the suitability of the FSAA—Datafolio as the appropriate assessment for the

student.

Please contact the FSAA Service Center with any questions or for additional support in setting LOA goals.



STEP 6: CREATE ELECTRONIC FILES AND ACCESS THE ASSESSMENT VIEW SYSTEM (AVS) FOR FILE UPLOAD

Creating Electronic FilesIn the AVS, for each standard activity choice, the system allows one file upload per collection period. Each electronic file must consist of evidence of five to eight opportunities (e.g., image elements, video, observations, etc.) and any associated forms as outlined in “FSAA—Datafolio Evidence” on page 30.

Stan

dard

Activ

ity C

hoic

e Single File UploadCollection Period #1

Single File UploadCollection Period #2

Single File UploadCollection Period #3

Observation and Work Product EvidenceObservation and work product evidence may consist of multiple pages and/or mixed media (e.g., PDF, Word document, JPG, etc.) that will need to be combined into a single document for upload into the AVS.

Observation EvidenceWhen submitting observation evidence, the following are required:

• a completed Evidence Collection Form (Appendix D)

• a completed Running Record Template (Appendix D) or other hard copy of the opportunities performed and the student’s responses

Work Product EvidenceWhen submitting work product evidence, the following is required:

• a completed Evidence Collection Form (Appendix D)

Additional information should also be included detailing the work product submitted.

Acceptable Observation and Work Product File TypesObservation and work product evidence must be submitted in one of the following file formats:

• Image — JPG, PNG, and GIF

• Document — PDF, PPT, PPTX, DOC, DOCX, XLS, and XLSX

NOTE: All document files will be converted within the AVS to PDF format.



Creating a Single Upload FileIf the collection period evidence contains multiple separate documents (such as the Evidence Collection Form and student evidence pages) saved as hard copies or separate electronic files, the documents will need to be combined.

Hard Copy PagesTeachers may choose to print hard copies for use during administration. Teachers can then fax the pages following the procedure outlined on page 41, or they may choose to scan the documents to create one electronic PDF file for upload. Care should be taken to order the pages correctly when feeding the pages in the fax machine or printer.

Multiple PDF DocumentsIf each page is already saved as a separate PDF file, combine them into one electronic file using PDF merging software such as Adobe Acrobat Pro.

A variety of free PDF-merging software is available online (e.g., PDF Merge https://www.pdfmerge.com). To ensure the security of student information and work, the software must be downloaded for use on the computer PRIOR TO uploading secure student materials.

• DO NOT UPLOAD STUDENT WORK TO A WEBSITE.

• Some districts have restrictions on downloads that will require assistance from technical staff within the district.

• If the evidence is any file type other than a PDF, such as a JPG, PNG, or DOC, the file(s) must be converted to PDF before using a PDF merger.

JPGs and Other File TypesIf the student evidence was collected in various file formats such as JPG or PNG, insert or copy and paste the images, in order, into a Microsoft Word document and save the file. When the file is uploaded into the AVS, it will be converted within the AVS to a PDF.

If further instruction is needed regarding preparing evidence for uploading, please contact the FSAA Service Center for assistance.

Digital RecordingsFor this population of students, digital recording can be the most effective way to capture and demonstrate a student’s assessment. When providing digital evidence, a separate digital recording must be submitted for each activity choice.

NOTE: If the evidence captured contains identifying student information, please ensure that the data are handled in a way that complies with state (or other) security policies pertaining to student information. Confidential information must be handled in compliance with FERPA and other federal and state regulations, as well as existing FSAA policy.

Digital Recording LengthDigital recordings representing each assessed standard should be no longer than three minutes in length and should not include the student demonstrating any prerequisite or post-activity steps or preparation. Only the first three minutes of a longer recording will be reviewed during scoring. Teachers may edit the original digital recording to remove information not related to the student demonstrating the skill. Teachers should consult their technology coordinator about the tools available in their schools and districts.

NOTE: Only district-provided devices may be used to generate digital files of student work.

https://www.pdfmerge.com



Acceptable Digital Recording File TypesDigital recordings must be submitted in one of the following file formats:

• FLV, AVI, WMV, MP4, MOV, MPG, or 3GP

NOTE: All digital recording files will be converted within the AVS to FLV format.

Creating a Single Upload FileIf the video has been captured on multiple days as separate videos, the files will need to be edited into a single digital recording. A variety of free merging software is available (e.g., Shotcut https://www.shotcut.org). Windows 10 users can edit digital files using the free Microsoft Photos software. Apple users can use Apple iMovie to create and edit digital recordings.

• DO NOT UPLOAD STUDENT WORK TO A WEBSITE.

• Some districts have restrictions on downloads that will require assistance from technical staff within the district.

Capturing the Evidence Collection Form In order for digital recordings to be scored, the information from the Evidence Collection Form (Appendix D) must be submitted with each recording that is uploaded into the AVS. Refer to “Viewing Files to Verify and Validate Uploaded Evidence” on page 52 when transferring your information from the forms into the AVS.

https://www.shotcut.org



Naming Evidence Files (File Naming Convention)For organizational purposes and ease in uploading actual student work samples, observations, or digital recordings, use the unique file naming convention outlined below.

It is recommended that each digital recording or electronic file be named using the following lowercase format to ensure that files are not saved over each other.

FILE NAMING CONVENTION

StudentName_StandardCode_ActivityChoice_CollectionPeriod

Example:

jsmith_lafs.910.l.3.4_choice1_cp1

Naming Convention Description # of Characters

Note: Spaces are considered 3 characters when naming files.

Notes

StudentName Student’s Name Max. 20 characters The student’s name should be formatted as the first initial and full last name in lowercase format.

StandardCode Standard Code Max. 25 characters combined between standard code and activity choice

The standard code assessed (e.g., mafs.3.oa.4.8).

ActivityChoiceActivity Choice 1, 2, or 3

The activity choice assessed formatted as choice1, choice2, or choice3.

CollectionPeriodCollection Period 1, 2, or 3 3 characters The collection period the evidence aligns to.

Use the abbreviations cp1, cp2, or cp3.

Please follow the naming conventions in the order specified above for each evidence file. All characters should be lowercase.

The example on the right shows a complete math standard evidence set spanning from Collection Period #1 through Collection Period #3.

Please note: When a file is saved, the computer will include a file extension based on the program used to create the evidence. Do not add this extension to your file name.

The example on the right shows documents created in Microsoft Word, and includes the file extension .docx that was automatically generated when the files were saved.

Sample Math Evidence Collection File Set

jsmith_mafs.3.oa.4.8_choice1_cp1.docx



Please note: The entire file name is in lowercase format, the standard and activity choice have remained constant, and the three collection periods are clearly defined.

Standard Activity Choice Student Name Collection Period



Submitting Collection Period #1 Evidence into the AVSOnce teachers have completed CP #1 (Steps 1–5) and the electronic files are created, teachers must log in to the AVS to upload files and enter the data collection requirements (including goal setting) by November 13, 2020.

AVS Actions MenuThe File Organizer and Student Selector will automatically open on the AVS landing page when a teacher logs in.

If either of the windows is closed, the teacher can reopen the File Organizer or Student Selector from the Actions menu on the landing page menu bar.

1. Click on Actions.

2. Then click on File Organizer or Student Selector.

File OrganizerIn the File Organizer, there are two subfolders: Library and My Files. Once evidence has been uploaded for a specific student, a folder for that student will also be available.

LibraryThe Library folder is used to house resource materials or document templates (e.g., Ethics in Data Collection and Submission Form).

My FilesThe My Files folder is a local system folder that contains all files uploaded via Fax Upload or Electronic Upload that are not assigned to a specific student.

The search field in the upper right of the File Organizer will use the entered criteria to search the title of files from the selected folder.

• All documents and files uploaded will be located here unless files are uploaded directly to the student Assessment Module or a student-specific folder. See “AVS Upload Menu: Uploading Digital Evidence and Required Forms” on the following page.



Student SelectorThe Student Selector will automatically open on the AVS landing page when the teacher logs in. If this window is closed, the teacher can reopen it from the Actions menu. The Student Selector is where the teacher will see a list of the assigned students.

The student Assessment Module is launched from the Student Selector. This is discussed in more detail in the “Assessment Module: Student Datafolio” section.

AVS Upload Menu: Uploading Digital Evidence and Required FormsAll work must be digitally created or converted to digital format prior to uploading into the AVS. Refer to “Creating Electronic Files” on page 36.

There are three ways for teachers or district staff to upload files:

• Fax Upload

• Electronic Upload (page 43)

• Behavior Capture App (page 46)

Fax Upload For teachers who are not able to create one digital file for electronic upload, the Fax Upload option is available. To fax the activity choice evidence, teachers must produce and print a fax coversheet from within the AVS.

Creating the Fax Coversheet1. From the Menu bar, click on Upload.

2. Then select Fax Upload from the drop-down menu.

3. Enter the file name in the Add a Title field. Refer to “Naming Evidence Files (File Naming Convention)” on page 39.

4. Click on Create Fax Cover.

NOTE: The title that the teacher enters into the Fax Upload window will print on the fax coversheet. This must be completed to ensure that the teacher knows which coversheet belongs specifically to which student and activity choice entry. Each entry needs a unique fax coversheet.

5. The next message will ask to open or save the file. Select Open and then click OK.

NOTE: The fax coversheet is a PDF file. Refer to “Required Software” on page 14 to ensure that the system is running the correct Acrobat Reader version.



6. Print the fax coversheet.

7. Follow the instructions printed on the Fax Upload Coversheet to fax your evidence together as one document.

NOTE: Do not stack faxes on top of each other. The fax will only read the top coversheet for routing. It will create one digital file. For example, the evidence entry for Activity Choice 1 and the evidence entry for Activity Choice 2 must have two fax coversheets and be faxed at separate times.

8. The AVS will take the fax and create one digital PDF file.

NOTE: The system takes time to process and migrate faxes. It may take an hour to three days for faxes to process, depending on the volume of teachers submitting faxes and how many are currently in the queue.



9. Teachers must verify that the new digital file is visible in the My Files folder.

• Exit any open windows.

• Click on Actions in the upper left corner and select File Organizer.

• Double-click on My Files and locate your faxed files.

10. Repeat the fax upload process for each piece of evidence to be uploaded.

NOTE: Each piece of evidence needs a separate and unique Fax Upload Coversheet from the online system. Do not reuse the same coversheet for evidence.

Electronic Upload to My Files or Student-Specific FoldersThere are two methods for uploading electronic files.

1. Electronic Upload: Upload files to the teacher- or student-specific folders. Refer to “Upload: Electronic Upload from Main Menu” below.

2. Assessment Module: Upload directly to the student’s Assessment Module in the correct activity choice entry area. Refer to “Electronic Upload: Adding Evidence to Activity Choice Entry” on page 51.

Upload: Electronic Upload from Main MenuTeachers can use the Electronic Upload window to upload and route digital files to teacher- or student-specific file folders. Teachers will

1. Click on Upload.

2. Select Electronic Upload.

NOTE: If a security warning appears after selecting Electronic Upload, click Run.

Security Warning



Enter File Details3. Click the Browse button and locate the files that are stored on the computer (e.g., Desktop, My

Documents, Network, etc.).

4. Double-click on a file to load it into the File field.

NOTE: The system will automatically populate the Title field with the same file name. This will be the title (file name) that is visible in the AVS. Do not change the title unless an error was made when originally naming the file prior to upload.

5. Select a location to save the file from the Student field. Choose an option from the Student drop-down menu as shown below.

• My Files: This choice will drop the selected file into the teacher’s folder in the File Organizer.

• Student Name: This choice will drop the selected file into your selected student’s folder within the File Organizer to be routed to the Assessment Module later.

NOTE: The next time the teacher opens the uploader, it will remember the last STUDENT selection that was made. Be sure to upload files to the correct folder to avoid confusion later.

6. After selecting a student, click Add to Queue to start the upload. Progress of the upload for each file can be monitored in the Upload Queue pane.

The file(s) status will read either Uploading or Preparing to Process. Depending on the size of the files in the queue, there will be a varying amount of wait time for the Uploading and Preparing to Process steps to complete.

• If any files are in the Uploading state within the Upload Queue, the button will say Pause. Clicking the Pause button pauses all files in either of these two states and displays them as Paused. When paused, the button label changes back to Start. Click Start to resume the paused uploads.

• Once all files have uploaded, they are transitioned to the Preparing to Process state. The button label changes back to Start. It will continue to say Start until one or more files are added to the queue.



• Once the file is ready, the Upload Queue will read “file.name/100.00%/File Ready/File Available.”

• If the wrong file is selected, teachers can remove it by clicking on the file in the upload queue and then clicking Remove from Queue.

NOTE: Do not X out (or close) the Electronic Upload window while there are active uploads. Closing the window will pause the upload process until the window is opened and the uploading process resumes.

NOTE: When uploading electronic files, ensure that adequate time is provided for the upload to complete. Digital recordings will usually take longer to upload than Word documents or PDFs.



Behavior Capture AppThe Behavior Capture App is an application compatible with Apple devices. It allows teachers to securely capture and upload video evidence directly to the user’s My Files folder. Simply record evidence, select the digital recording to upload, and log in to directly upload the digital recording to the teacher account.

NOTE: To ensure student security, this app may only be used on approved school or district Apple devices.

Preparing Systems for Digital Recording 1. Download the Behavior Capture App at:

https://itunes.apple.com/us/app/behavior-capture/id781632995?mt=8

2. Compatibility: The app will only function on a device with iOS 7.0 or later. It is compatible with the iPhone, iPad, and iPod touch.

Exploring the Behavior Capture App

User Log In to App1. Fill in Account Name: MPFL

2. Enter the AVS username and password to upload to the teacher’s AVS account. The files will load to that teacher’s My Files folder.

Recording Screen

a. Access Upload Menu

b. Switch Camera (Front/Back)

c. Buffer-Length sets how far back the capture will include before pressing record (0, 1, 3, 5 min.)

d. Press to Record/Stop

• When in recording mode, the screen will be outlined in green.

e. Set an Auto-Stop length of 3 min.

https://itunes.apple.com/us/app/behavior-capture/id781632995?mt=8



NOTE: The system allows for longer recording times (3, 5, 10, 60 min.), but only the first 3 minutes of any recording will be scored.

Uploading Screen

a. Home – Return to the recording screen

b. Login/Logout

c. Upload Screen/Menu

d. Upload Photos/Digital Recording from the iOS device Public Camera Library.

• Select a file from the Public Camera Library. This will load the file into the AVS uploader.

• Pop-up HIPAA: It is recommended to delete the file from the Public Camera Library.

e. Help Section

• HIPAA Best Practices

• Knowledge Base

• Contact Support

f. Delete File

g. Upload Status

• Not Uploaded – Gray

• Awaiting/Uploading – Yellow

• Uploaded – Green



Verify That Files Were Successfully UploadedTo verify that files have uploaded,

• Exit the Electronic Upload window by clicking on the X in the upper right corner.

• File Organizer > My Files: Open the File Organizer using the steps for accessing the File Organizer on page 40 and double-click on the My Files folder to view files that were uploaded successfully to My Files.

• Student Files: Double-click on the student’s name in the Student Selector, and then select the File Organizer window. Double-click on the blue icon of the student’s name to view the uploaded files.



Assessment Module: Student DatafolioOnce the FSAA—Datafolio has been administered, digital files have been created, and files have either been saved on the computer or uploaded to My Files or a student-specific folder, teachers can begin transferring the student evidence into the Assessment Module.

Open the Assessment Module1. Go to the Student Selector window (refer to the steps on page 25).

2. Access the student’s Assessment Module (datafolio) by clicking the Assess button in the student row.

The Assess button will launch the student’s File Organizer and Assessment Module, as shown above.

Assessment Module ElementsEach Assessment Module will contain the following areas, as shown above:

• ID Number: This is the student’s FLEID number.

• Datafolio Tabs: Each tab represents a datafolio section that needs to be completed. The tabs will show a red incomplete indicator until all elements of the tab section are completed.

Assign Access Point EU Choices for AssessmentThe Assessment Module is built to match the FSAA—Datafolio Blueprint & Activity Choices document. The system will present the required standards and correlating activity choices that are appropriate for the student’s grade, content area, and courses. Refer to the section “Review the FSAA—Datafolio Blueprint & Activity Choices” on page 27.

Making Activity Choice Selections in the Assessment ModuleAfter confirming that the students are correctly assigned to the appropriate grade, content area, and course, teachers will transfer evidence into the Assessment Module.

1. Click on the content area or course tab to view the standards required for submission, as shown on the following page.

2. Double-click on the light blue bar detailing the Standard Code.

3. Select an Activity Choice Code from the drop-down menu that matches the activity choice for the evidence.



4. Click on Add EU.

NOTE: The standard activity choice selected in the AVS must match the activity choice selected and administered to the student.

5. Double-click on the added EU choice bar to view the collection period data fields for the choice.



Electronic Upload: Adding Evidence to Activity Choice EntryStart adding evidence to the appropriate collection period.

1. Click Add File in the appropriate collection period row.

2. Teachers can Add a File by choosing from the following:

• File Organizer: Choose a file from either My Files or a student-specific folder.

• Upload: Open the Electronic Upload window and choose a new file from the computer to upload directly to this location.

Entering Data Requirements in the Assessment Module

After a file has been loaded into the Assessment Module, the teacher must enter the accuracy, LOA, progress goal, and collection date for the uploaded evidence.

1. Accuracy: the student’s accuracy score for the collection period

• Click on the pencil icon to expand the Accuracy field. Enter a number from zero to 100 in the text box.

2. Levels of Assistance

a. Levels of Assistance—Observed: the observed LOA for the collection period

• Click on the checkbox to the right of the LOA to select the LOA observed during the collection period.

b. Goals: the progress goal for the activity choice across all three collection periods

• Click on the checkbox to the right of the LOA to select the LOA goal.



NOTE: Goals are set at the end of CP #1 only. Refer to “Transfer Students/Late Enrollment” on page 26 for students who enter the FSAA—Datafolio after the conclusion of CP #1.

3. Collection Date: the date the last opportunity was administered to the student within the activity evidence

• Click on the pencil icon to open the date selector. Select the month, day, and year of the evidence collection.

If any of these fields are incomplete or contain invalid data, the text displays in red, indicating that information is required.

NOTE: Tool tips will appear when the mouse hovers over page elements to detail the requirements.

Viewing Files to Verify and Validate Uploaded EvidenceTo view the uploaded evidence file and confirm it is accurate and visible, select the blue file name link. The AVS will launch the Data Viewer and display your evidence.

The Data Viewer presents the evidence in the File Viewer in the main/left pane and three informational tabs in the right pane: Collection Info tab, Activity tab, and Interaction tab.



Verifying Uploaded Files with the File ViewerThe uploaded evidence file is displayed in the File Viewer. Teachers should view and verify that the files uploaded properly.

1. File name: the name of the uploaded file

2. Evidence

3. File Info: information about the uploaded file (i.e., File Name, Upload Date, Recorded On, and Last Update)

File Viewer Actions: Digital RecordingIf the evidence loaded is a video, click Play to run the video. You must play each video to verify that the file is not corrupt and all evidence is present.

The built-in video player will allow you to

• rotate the screen 90° clockwise,

• pause and resume the video as needed,

• adjust the volume,

• expand to full screen and return to normal view, and

• rewind and fast forward.

File Viewer Actions: Fax/Document/PDF/ImageFaxes, documents, and images will be converted to a PDF file when uploaded. You must verify that all pages of the uploaded evidence are present and readable.

The built-in PDF viewer will allow you to

• rotate the evidence 90° clockwise,

• download and print,

• fit to page and fit to width,

• zoom in and zoom out, and

• scroll up and down and scroll left to right.



Verifying and Validating Information—Collection Info, Activity, and Interaction TabsThe Data Viewer tabs store information related to the standard activity choice and uploaded evidence. Teachers must verify that the information presented accurately reflects the opportunities administered to the student.

1. Collection Info: The information in this tab will pre-populate with the data found on the student roster and from within the Assessment Module.

• Student Name

• Student FLEID

• Grade

• Content

• EU Code: the standard and selected activity choice

• Collection Period

• Accuracy: the student’s accuracy for the collection period evidence

• Selected Levels of Assistance: the observed LOA for the collection period evidence

• Collection Date

Validate that the information displayed on the Collection Info tab is correct. This information is not editable from the Data Viewer. If any information is missing or incorrect, exit the Data Viewer and make any necessary corrections to the information.

2. Activity: For digital recording evidence, information about the evidence presented must be entered in the Activity tab. Be sure to thoroughly document the task and the student’s performance. Once all information has been entered, click Submit to save. Refer to “Evidence Documentation” on page 32.

3. Interaction: No information is collected for the FSAA—Datafolio in the Interaction tab. Please disregard this area.



Completion Status IndicatorsCompletion status indicators can be found in the Student Selector and the Assessment Module. Completion status indicators will display as incomplete (a red circle with a white minus sign) when the Assessment Module is initially launched. As required elements are added to the Assessment Module, the status indicators will update in real time.

For example: When all requirements for CP #1 evidence have been added to the Assessment Module, an orange box containing the number 1 will display in the Status column of the Student Selector. See “System Icons” on page 15.

When all required files and information are submitted in the appropriate area of the Assessment Module, the Student Selector will show a gold star in the Status column, indicating that the datafolio is complete.

For a full list of status indicators, please refer to “System Icons” on page 15.

Removing EvidenceTo remove evidence from the Assessment Module, teachers must click the X Remove button. The system will ask for confirmation before removing the evidence.

When removed, the evidence connected to this objective will be removed from the Assessment Module and migrated to the student’s folder (indicated by the blue person icon).



STEP 7: PROVIDE INSTRUCTION, GATHER AND UPLOAD EVIDENCE FOR COLLECTION PERIODS #2 AND #3 After the completion of all CP #1 activities, the teacher should begin incorporating explicit instructional opportunities that target the identified goals. These are not intended to be separate or exclusive of typical classroom instruction practices.

Provide InstructionEmbedded in the standards outlined in the course description, the teacher instructs the student on the FSAA—Datafolio activity choices that were selected after CP #1, providing opportunities for learning and acquisition of the skills and concepts contained within each activity choice. In addition to instructing on the activity choices, the teacher should work toward the LOA goals that were set at the end of CP #1.

Collection Periods #2 and #3CP #2 and #3 assess the same activity choice skills and concepts as previously selected in CP #1. The evidence must be collected and documented following the same process as previously outlined (Steps 1–6).

• This evidence should assess the same activity choice as in the CP #1 evidence using a different instructional activity.

• The level of complexity of CP #2 and #3 evidence should be comparable to that of the CP #1 evidence.

• Evidence must be a student work product, student observation, or digital recording consisting of at least five and no more than eight opportunities that align to the selected activity choice. For CP #2, all opportunities must be presented at the LOA goal level as determined in CP #1 .

• Assessments must be conducted within the dates specified for each collection period. Assessment dates do not include weekends, school holidays, inclement weather day cancellations, and/or teacher workdays, with the exception of students in a hospital or homebound setting.

Levels of Assistance (LOAs) at CP #2 and CP #3 The LOA goal set by the teacher for the student during CP #1 informs the LOA chosen for documenting evidence in CP #2 and CP #3. For CP #2, the evidence submitted to the datafolio for a student must contain documentation of the student’s accuracy for an activity choice at the LOA goal level as determined during CP #1. If the LOA goal was set for an activity choice as improving the accuracy within the gestural assistance (G) level, all opportunities for CP #2 should be presented with gestural assistance (G).



Exception to Presenting Opportunities at the LOA Goal Level in CP #3For CP #3, an exception may be made for presenting the opportunity at a decreased LOA goal level, under the following circumstance. If the student responds with 51% or greater accuracy at the LOA goal level during CP #2, the teacher may decide that in CP #3, it is more appropriate for the student to be presented with opportunities at a decreased LOA (e.g., from gestural assistance at CP #2 to verbal assistance at CP #3). It is important to note that all opportunities must be presented at the same LOA for scoring purposes. For example, it is not permissible to present three items at the gestural assistance (G) level and two items at the verbal assistance (V) level for a collection period. Evidence submitted for each collection period must display only one LOA for the entire piece of evidence for the collection period. Submitting evidence for a collection period with more than one LOA may impact student scores on the FSAA—Datafolio.

The reason for presenting opportunities at a decreased LOA rather than at the LOA goal must be documented on the Evidence Collection Form (Appendix D) for CP #3 in order to ensure proper scoring. For example, the teacher may note “Opportunities for CP #3 were presented at the verbal LOA because the student achieved 80% accuracy at the gestural LOA during CP #2.”

Submitting Collection Period #2 or #3 Evidence into the AVSOnce teachers have completed CP #2 or #3 and the electronic files have been created, teachers must go into the AVS to upload files and enter the data collection requirements as described in Step 6.

NOTE: Evidence must be uploaded and submitted within the AVS. Evidence collected outside of the administration window will not be scored.

CP #2 evidence must be collected between November 16 and December 18, 2020, and submitted no later than March 9, 2021.

CP #3 evidence must be collected between March 1 and March 26, 2021, and submitted no later than April 2, 2021.

NOTE: The AVS will close at 11:59 p .m . (ET) on April 2, 2021 . Teachers and System Administrators will not be able to access the AVS information or make changes after April 2, 2021.



STEP 8: UPLOAD THE REQUIRED FORMS AND COMPLETE THE DATAFOLIO

Required FormsThe following forms (Appendix D) are required for each student datafolio submission:

• Ethics in Data Collection and Submission Form: All datafolios must include this signed form. This form must be completed with signatures at the end of CP #3.

• Digital Recording Consent Form: This signed form must be included for any digital recording that includes the student being assessed, as well as for any other student in the media submitted. If an activity choice entry includes a digital recording and there is no signed consent form for the student being assessed and/or for other visible students, the activity choice entry will be considered unscorable. Datafolios that do not contain digital recordings do not need to include this form.

After all three collection period activities are complete and evidence has been submitted, teachers must sign and submit the Ethics in Data Collection and Submission Form into the AVS.

Verify that signed Digital Recording Consent Forms were submitted during CP #1 as required, or submit now.

Submitting the Required Forms in the Assessment View System (AVS)The Assessment Module (student datafolio), in addition to tabs for the assessed subjects, also contains a Required Forms tab for collecting necessary datafolio assessment forms.

If it is necessary to upload more than one Digital Recording Consent Form, the forms will need to be combined into a single file. Refer to “Creating a Single Upload File” on page 37.

NOTE: Make sure to obtain a signed form for every student in the digital recordings and upload the forms together as one document. Refer to “Required Forms for Digital Recording” on page 32.

Uploading Required Forms

To upload the required forms, from the Student Selector click Assess. (Refer to the steps on page 25.)

1. Select the Required Forms tab.

2. Then click Add File.

3. Select File Organizer (if you have already uploaded the files) or Upload.

For additional information regarding uploading files to the AVS, refer to Step 6 beginning on page 36.



Learner Characteristics Inventory (LCI)In addition to tabs for the assessed subjects and required forms, the Assessment Module also contains an LCI tab.

The LCI is used to collect data that is specific to your student. The data can be used as a basis to assist parents, teachers, and IEP teams in discussing and establishing both short-term and long-term goals, and to document progress over longer periods of time. The data can also provide important information about the general characteristics of students participating in the FSAA—Datafolio to inform relevant policy.

Completing the LCI

Each item has several response options. Only one option can be selected per item, and a response for each item is required.

To complete and submit a student’s LCI, from the Student Selector click Assess.

1. Select the LCI tab.

2. Select one response for each item.

3. Click Save.

Once responses have been saved, the status indicator on the tab will change from missing to a gold star ★, indicating that the elements for this tab are complete.


Part 4: The Assessment View System (AVS) for System

Administrators (AACs and SLCs)


Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)

SYSTEM ADMINISTRATOR

NOTE: Throughout this section you will see the term System Administrator. When referring to System Administrators, we are targeting

• Alternate Assessment Coordinators (AACs) and

• School Level Coordinators (SLCs).

Unless otherwise noted, the presented instructions apply to both AACs and SLCs.

When the system opens, each district will have the AAC of record account preloaded. The AAC may then choose to create SLC accounts to support data management tasks. AACs will have permissions and visibility for all SLC, teacher, and student data within the district to which they are assigned. SLCs will have permissions and visibility for all teacher and student data within the schools to which they are assigned.

Best Practices• System Administrators should pay attention to important dates to ensure that assessments are

conducted and submitted on time. Refer to “Important Dates” on page vii.

• System Administrators must request assistance from the FSAA Service Center or the Florida Department of Education (FDOE) when needed. Refer to “Contact Information” on page 79.

System Administrator Tasks• Log in to the AVS and register.

• The AAC will create SLC accounts to support data management tasks. Once created, the AAC will communicate the login credentials to each SLC.

• Create teacher accounts. Once created, the AAC or SLC will communicate the login credentials to each teacher.

• Create student accounts. Once created, the AAC or SLC will communicate that the teacher can begin verifying student information in the AVS.

• Make any necessary corrections to information (e.g., correct name misspellings, edit course assignments, activate/inactivate accounts, etc.).



SYSTEM INTERFACE

Landing PageOnce registration is completed and the email address has been successfully confirmed, the System Administrator will be navigated to the AVS landing page, as shown below.

NOTE: There will not be any open windows on the AAC/SLC landing page.

Login and Identification NumberIn the upper right corner of the screen, Login and Identification Number are displayed. The Logout link is also found in the upper right.

• The Login is the username registered upon initial login and registration.

• The Identification Number details the ID number of a teacher or student (FLEID). This field dynamically updates when the System Administrator opens a teacher or student record within the district or school. The ID number of the opened record will populate in this field. The Identification Number will present as N/A upon login.

Menu BarThe menu bar gives the System Administrator access to four system menus.

• Actions: This menu provides access to the main system windows that will be used by the AAC to manage the district data and progress toward meeting end goals, and the main system windows that will be used by the SLC to manage the school data and progress toward meeting end goals. The Actions menu is detailed in “AVS Actions Menu” on page 40.

• Upload: This menu provides the AAC/SLC options for uploading files into the AVS. The Upload menu is detailed in “AVS Upload Menu” on page 75.

• Reports: This menu provides the AAC with district-level reports and provides the SLC with school-level reports. The Reports menu is detailed in”AVS Reports Menu” on page 75.

• Settings: This menu provides the AAC/SLC with access to his or her user profile. The Settings menu is detailed in “AVS Settings Menu” on page 77.

ManualThe FSAA—Datafolio Teacher Resource Guide (TRG) can be accessed through the Manual link on the right side of the menu bar.



AVS ACTIONS MENUFrom the Actions menu, the System Administrator can open the File Organizer or System Admin windows.

1. Click on Actions.

2. Then click on File Organizer or System Admin.

File OrganizerSelecting File Organizer will open the File Organizer window. In the File Organizer, there are two subfolders: Library and My Files.

LibraryThe Library folder is used to house resource materials or document templates (e.g., Ethics in Data Collection and Submission Form).

My FilesThe My Files folder is a local system folder that contains all files uploaded via Fax Upload or Electronic Upload that are not assigned to a specific student.



System Admin WindowSelecting System Admin will open the System Admin window where the AAC will see a list of the users assigned to the district and the SLC will see a list of the users assigned to the school. The System Admin window has three main parts:

1. the Group Association pane, located on the left;

2. the Users pane, located on the right; and

3. the Actions menu, located in the upper left.

Group Association and FilteringThe Group Association pane selections will affect which users are displayed in the Users pane.

By clicking in the checkbox, the AAC can filter and obtain more district-specific information. Clicking the plus sign (+) next to the checkbox will expand the list to provide additional filters.

• Florida expands the options to show the district name to which the user is assigned.

• The district name expands to show the schools found within the district.

• The school name expands to show the teachers assigned to the selected school.

NOTE: More than one checkbox can be selected at a time, broadening the information that appears in the Users pane.



Users Pane and FilteringThe Users pane allows the System Administrator to add, edit, and delete user accounts as necessary. AAC/SLC users can sort by any of the twelve columns within the Users pane.

The Users pane contains the following sortable columns:

• Identification (ID) Number

• Completion Status

• User Status

• First Name

• Last Name

• Role

• State

• District

• School

• Class

• Grade

• Email



Users Pane Sorting and DisplayTo change the order in which items are displayed, click on the column header to sort the column in ascending order. A small blue down arrow will display to indicate that the column has been sorted. To sort in descending order, click on the column header again. The indicator will change to an up arrow.

Alternatively, hovering over the column header will reveal a drop-down menu that allows the user to change the sort order of the column. In addition to sorting, users can select which columns are displayed in the Users pane by checking or unchecking the boxes as shown below.

Actions MenuThe Actions drop-down menu displays the actions that are available within the System Admin window. Actions that are boldfaced are accessible. Actions that are shaded are unavailable based on the AAC/SLC permission level or based on a checkbox selection in the Users pane.

The AAC/SLC can:

• Open• Search (refer to page 67)

• Add User (refer to page 69)

• Edit User Teacher & Student Account Changes (refer to page 71)

• Inactivate User (refer to page 71)

• Reactivate User (refer to page 72)

• Export Report (refer to page 72)

Actions: OpenAfter using the checkbox to select a user from the Users pane, click on the Actions menu and then select Open. This will open the File Organizer and display the user datafolio and, if applicable, a student Assessment Module.



Actions: Search (Advanced Searching)

In addition to sorting the User pane columns, the System Administrator can perform a more advanced search/filter.

Within the System Admin window,

1. click on the Actions menu and

2. select Search from the drop-down menu.

When the Search option is selected, a new System Admin Search window will open, as shown below.

This window offers many search options based on a wide range of fields of varying specificity. The System Administrator can choose the specific criteria needed to filter the district data by making the correct selections from each appropriate tab and then clicking Search.

1. User Info Tab: Search by a user’s User Identification (First Name, Last Name, ID Number, Age) or Login & Status (User Login, Active/Inactive, Last Updated, Registered Yes/No).

2. Status Tab: Search by completion status for the entire assessment or each individual collection period.



3. State, District, and School Tabs: Search by state, district, or school . Only the state, district, and school to which the user is assigned will be available as search options .

4. Role Tab: Search by user role.

5. Grade Tab: Search by grade.

6. Class Tab: Search by teacher name or “No Class.”

To add search criteria in the State, District, School, Role, Grade, and Class tabs, select the desired search criteria and click on the right arrow in the middle of the window to move the criteria to the right. Alternatively, the desired criteria can be moved to the right by clicking on it and dragging. To remove search criteria, reverse the process.

NOTE: Multiple search criteria can be selected at a time, broadening the information that appears in the Users pane.



Clicking the search button once all of the desired criteria has been selected on each tab will close the search window and return the user to the filtered System Admin window.

Clear Searching CriteriaTo clear the selected search criteria and view all district data or start a new search,

1. select the Actions drop-down menu in the System Admin Search window and then

2. select Clear.

• Current Tab: This will clear all of the selections made in the current tab. For example, selecting Clear while on the School tab will only clear selections previously made in the School tab but will not affect selections made in the Role or Completion Status tabs.

• All Tabs: This action will clear selections made in each of the System Admin Search window tabs.

To close the System Admin Search window without searching, click the X in the upper right corner of the window.

NOTE: You must click the sort button after clearing all tabs to return to the unfiltered System Admin window.

Actions: Add UserWhen the system opens, each district will have one AAC account preloaded. SLC, teacher, and student user accounts will need to be added to the AVS. AACs will have permissions to create SLC, teacher, and student accounts within the district to which they are assigned. SLCs will have permissions to create all teacher and student accounts within the schools to which they are assigned.

NOTE: The AAC Teacher Data Collection Form and Student Data Collection Form are located in Appendix A. Please use these forms to collect teacher and student information prior to the system opening.

To add a new user from within the System Admin window,

1. click on the Actions menu and

2. select Add User from the drop-down menu.

Personal Details Tab

The information required on the Personal Details tab will depend on the type of user being added to the AVS.

User Identification

• First Name• Last Name• Identification Number



Role(s)

• Student, Teacher, or School Level Coordinator

Default Login Role

• Auto-populates with the selected role

• Demographic Info (Student Only)

• Ethnicity

• Date of Birth

• Gender

Group Association Tab

Once all required fields in the Personal Details tab have been completed, the AAC/SLC will move to the Group Association tab.

The Group Association tab will autofill:

• Grade

• Contents

The following information must be completed:

• Additional Settings: For students who enter the FSAA—Datafolio after the close of Collection Period 1, the Extended Goals Calendar needs to be selected when the System Administrator adds the student account.

This will enable teachers to enter a progress goal after the close of Collection Period 1.

• Group(s): This is the group or school to which the teacher is assigned for assessment purposes. The Group Association tab is where teachers are linked to the correct school. Use the Group(s) pane to choose the correct school and migrate it to the window on the right by double-clicking or using the migration arrows.



3. All required fields in both the Personal Details tab and Group Association tab must be completed before clicking Save.

NOTE: The Add User window will not save the record until all fields with a red asterisk are completed.

NOTE: AACs/SLCs will need to follow the same process to add student accounts to the AVS when the system opens. The AAC Student Data Collection Form is available in Appendix A. Please use this form to collect information on which students will be participating in the FSAA—Datafolio prior to the system opening.

Actions: Edit User—Teacher & Student Account ChangesAfter using the checkbox to select a user (teacher or student) from the list found in the Users pane, the Actions menu will boldface Edit User, indicating that this is now available. The AAC/SLC can now edit the information in the selected user account.

Teacher/Class ChangesThe Group Association tab of the user account (shown previously) is where the teacher/class assignments will be modified. The AAC/SLC will modify the group selection within the student account linking the student to the correct school/teacher.

NOTE: The teacher account must be created in the AVS and assigned to the correct school before making changes to the student account in order to be able to choose the teacher from the Group(s) pane.

Actions: Inactivate User After using the checkbox to select a user (teacher or student) from the list found in the Users pane, the Actions menu will boldface Inactivate User, indicating that this is now available. If a student or teacher account is active in the AVS but the teacher or student is not participating in the assessment, the account should be inactivated.

Inactivating a student or teacher account allows the user profile to remain within the system (and visible to the AAC/SLC), but to be inaccessible to the user and not visible to other users.



NOTE: Inactivating a student account indicates that the student is no longer participating in the assessment; therefore, the student’s work will not affect teacher completion status and the datafolio will not be scored.

Actions: Reactivate User After using the checkbox to select a user from the Users table, Reactivate User allows the AAC/SLC to reactivate the teacher or student account.

Actions: Export Report After filtering or unfiltering the data in the Users pane, the AAC/SLC can choose to use the Export Report feature. This functionality gives the option to export the current page or all pages. Each report is generated as a CSV file that can be opened in Excel or Notepad. A report is simply the data that are currently being displayed on the screen.

After choosing to export all pages or the current page, you will be prompted to either open or save the CSV file. Select Open.

The CSV export will list the following data:

• Identification (ID) Number

• Completion Status

• User Status

• First Name

• Last Name

• Role

• State

• District

• School



• Class

• Grade

• Email

The information can then be sorted using the Data tools in Excel.



Detailed Look at Teachers and Students: Users View

Users View: TeachersClicking on the blue Identification Number link will display the selected teacher data in the User window, as shown below.

This User window will show all of the system information pertaining to the selected teacher. In addition, it will present the assigned students and Access Point choices selected.

Opening the Teacher’s File OrganizerTo open a teacher’s File Organizer, the AAC/SLC will double-click anywhere in the row with the teacher’s Identification Number, Completion Status, or User Status.

The File Organizer for that teacher will appear. The teacher’s File Organizer will contain files that the teacher has uploaded to his or her My Files folder.

The File Organizer can also be accessed by placing a checkmark next to the teacher’s name and selecting Open from the Actions drop-down menu.

Users View: StudentsSimilar to what is shown above, clicking on the blue Identification Number link for any of the students in the district will prompt the User window to display.

The User window will show all of the information pertaining to that student. In addition, any activity choice selections associated with that student can be viewed.



Opening Student Assessment Module and File OrganizerDouble-clicking anywhere in the row with the FLEID will prompt the File Organizer and Assessment Module to appear for the student selected.

• The student’s File Organizer will contain files that the teacher has uploaded to the student’s folder. The student’s File Organizer can also be accessed by placing a checkmark next to the student name and selecting Open from the Actions drop-down menu.

• The Assessment Module is where objectives are selected and scored for each student. Refer to “Assessment Module: Student Datafolio” on page 49.

AVS UPLOAD MENUAll work must be digitally created or converted to digital format prior to uploading into the AVS.

There are three ways for teachers or district staff to upload files:

• Fax Upload

• Electronic Upload via Uploader

• Behavior Capture App

From the Upload menu the System Administrator can open the Fax Upload and Electronic Upload features.

1. Click on Upload.

2. Select Fax Upload or Electronic Upload from the drop-down menu.

Detailed instructions for uploading are found on page 43.

AVS REPORTS MENU

Evidence Status ReportThe Evidence Status Report is a useful tool for System Administrators to track student file uploads and teacher completion.

From the Reports menu, you can download the Evidence Status Report.

1. Click on Reports.

2. Then click on Evidence Status Report to begin the download.

The Evidence Status Report is a CSV report of all evidence added to the system for the AAC’s specified district. The report is actively updated, providing real-time results.

NOTE: SLC reports will only display information for the SLC’s specified school.



The following information for each student will be provided:

• Active/Inactive indicator

• Student FLEID

• Student Name

• Grade

• Teacher ID

• Teacher Name

• AAC ID

• AAC Name

• District ID

• District Name

If activity choices have been selected and files uploaded, the report will detail the following information for each student:

• Access Point EU Choice: Selected choice

• CP #1 File Name

• CP #2 File Name

• CP #3 File Name

NOTE: If the spreadsheet presents an empty/blank field for the collection period file name, then no activity choice evidence file has been uploaded.



AVS SETTINGS MENU

Update ProfileThe Settings menu allows a user to manage their Default Login Role and update the username and/or password.

From the Settings menu the System Administrator can open the Update Profile window.

1. Click on Settings.

2. Click on Update Profile.

The Update Profile window will open. Make any necessary changes and click Save.


Appendix A: Additional Resources



CONTACT INFORMATION

FSAA Service CenterCognia has set up a toll-free customer service number and an email system to resolve questions regarding all aspects of the FSAA program, including—but not limited to—questions about training, administration, scoring, assessment materials, the online system, and reporting issues.

Trained staff, including a staff supervisor, will be available to answer calls regarding the FSAA program from 8:00 a.m. to 5:00 p.m. eastern time (ET) each school day, excluding state and federal holidays. If necessary, callers can leave messages and their calls will be returned in a timely manner—generally within one hour or less, but always within one business day.

FSAA—Datafolio Assessment and Assessment View System (AVS) Questions

FSAA SERVICE CENTER Monday–Friday from 8:00 a.m. to 5:00 p.m. (ET)

Phone: 866-239-2149

Email: [email protected]

Fax: 866-283-2197

Florida Department of Education Contacts

Policy and Training Questions Monday–Friday from 8:00 a.m. to 4:30 p.m. (ET)

Angela Nathaniel

Phone: 850-245-0972


Fax: 850-245-0771

Laura Bailey

Phone: 850-245-0722


Fax: 850-245-0771

mailto:FSAAServiceCenter%40cognia.org?subject=

mailto:Angela.Nathaniel%40fldoe.org?subject=

mailto:Laura.Bailey%40fldoe.org?subject=



FREQUENTLY ASKED QUESTIONS (FAQS)

Who makes the decision about whether a student participates in the FSAA—Performance Task or FSAA—Datafolio?

The IEP team is responsible for determining whether students with disabilities will be assessed through administration of the general statewide standardized assessment (with or without accommodations) or the FSAA based on criteria outlined in Rule 6A-1.0943(5), Florida Administration Code (F.A.C.). Once the IEP team determines the FSAA is appropriate for the student, the team reviews the FSAA—Datafolio Participation Guidelines as outlined in Step 2 of the assessment process in the FSAA—Datafolio Teacher Resource Guide (TRG).

Are the three questions in the “Checklist for Course and Assessment Participation” on page 3 of the FSAA—Datafolio Teacher Resource Guide replacing the previous version with four questions?

Yes. The “Checklist for Course and Assessment Participation” is available:

• online (http://info.fldoe.org/docushare/dsweb/Get/Document-7301/dps-2014- 208.pdf),

• in the FSAA—Datafolio Teacher Resource Guide (TRG), and

• in the FSAA—Performance Task Test Administration Manual (TAM).

Is there a list of standards/Access Points that are being assessed? Who selected them and/or how were they selected?

The standards assessed in the FSAA—Datafolio were chosen by FDOE content specialists from the Bureau of Curriculum and Instruction, in collaboration with Cognia accessibility assessment specialists. FDOE content specialists and Cognia’s accessibility assessment specialists reviewed the FSAA—PT blueprints for each of the grades and content areas. Based on these blueprints and the recommendation from the Alternate Assessment Technical Advisory Committee that three standards would provide appropriate coverage of the standards across the years, the FSAA—Datafolio blueprints were drafted. The rationale for selecting specific standards was to make sure that, throughout a student’s school career, the student would be assessed on the major themes/domains in each content area. This method would ensure that standards selected would not only be the most concrete, but also represent building blocks/prerequisites necessary for students to transition to the FSAA—PT.

Will there be differences between grade bands (Elem/Mid/HS)?The standards/Access Points/activity choices are specific to grades, content areas, and courses.

Are the standards selected for the FSAA—Datafolio the same standards on the FSAA—Performance Task?

Yes. The standards selected for the FSAA—Datafolio are the same as those on the FSAA—Performance Task. However, not every standard in the FSAA—Performance Task is addressed in the FSAA—Datafolio. The FSAA—Datafolio only addresses three standards and Access Points per grade and content area/course.

Is the FSAA—Datafolio anything like the “Portfolio Assessment” used about 15 years ago?The FSAA—Datafolio is different from the “Portfolio Assessment” used in Florida in the past.

http://info.fldoe.org/docushare/dsweb/Get/Document-7301/dps-2014-%20208.pdf



How do we compare students if all our data are different?The FSAA—Datafolio is designed to look at individual student growth over time. A student’s performance is not compared to other students but to his or her own prior performances.

How do I assess students who require full hand-over-hand assistance?Students who require physical contact from the teacher to initiate, engage, and/or perform a task would be assessed by providing the necessary hand-over-hand assistance leading to the correct response and documenting the need for physical assistance when entering the level of assistance (LOA) score for the activity.

How do I assess “nonresponsive” students?Students who require assistance from the teacher to initiate, engage, or perform tasks, but actively refuse or are unable to accept teacher assistance would be assessed by documenting non-engagement (N) as the LOA for the activity.

For students who currently use augmentative and alternative communication (AAC), are errorless choices allowed?

At this time, for the FSAA—Datafolio administration, all items aligned to the activity choice must have only one correct and at least one incorrect response available to the student for selection. Typical example activities include presentation of three choice responses of which only one is correct. The relative closeness of the distractors to the correct answer is determined by the teacher based on the individual student’s ability.

If I am using the physical (P) LOA, is giving the student the correct answer okay?Per the definition of physical assistance in the FSAA—Datafolio Teacher Resource Guide, it is expected that teachers will lead the student to the correct response.

What are “opportunities”?For each activity choice selected, students are provided at least five unique and distinct presentations of an aligned activity to perform within a collection period. These “opportunities” to perform the task cannot be a single activity presented identically over and over. The opportunities may, however, contain activities that are the same in structure and intent but with components, details, order, graphics, and so forth, changed. Contact the FSAA Service Center if you have more specific questions regarding task/item opportunities.

Why are there five to eight opportunities (items) per activity choice? Is there a benefit to doing more than five?

It was determined that there needs to be a minimum of five opportunities (unique items) aligned to the activity choice to document adequate access to the FSAA standards content. Providing additional opportunities is suggested as a safeguard that there will be at least five that are fully aligned and evidenced correctly.

For observation evidence, does the witness need to be trained?No training is required for the witness of observation evidence; however, he or she must be a district employee unless the student is in the hospital/homebound.



For students who are homebound or in the hospital, who can act as the witness for observations?

The parent or any adult can serve as a witness to the administration of opportunities and a student’s performance.

If a teacher does not have consent for digital recordings from the parent(s)/guardian(s), does he or she just use observations and student work products for submitting student evidence?

If a teacher does not receive consent from the parent(s)/guardian(s) for the student to be included in a digital recording, then the teacher may only collect and submit student evidence via observations or actual student work products.

Do we need a digital recording release for any adults in the digital recording (e .g ., other teachers, assistants)?

No additional releases/consent forms are required for adults such as other teachers or teaching assistants being captured in the digital recording. However, best practice would be to provide a notice on the door to indicate that digital recording is taking place.

The limit for digital recording is three minutes . Is that per opportunity or for all five to eight opportunities aligned to the one activity choice?

The three-minute time limit per digital recording is for all opportunities aligned to the activity choice selected. For example, if the digital recording is five minutes in length for seven opportunities, the teacher will need to edit the digital recording to cut any additional wait time or setup time.



DEFINITION OF TERMS

Accuracy—the percentage correct of the five to eight opportunities presented during an activity choice (e.g., 3/5 correct = 60% accuracy).

Activity Choice—the assessment activity aligned to essential understandings (EUs) of selected Access Point standards. Teachers select one activity choice per standard and content area to assess during each of the three collection periods.

Alternate Assessment Coordinator (AAC)—the district-level person who serves as the liaison for alternate assessment between districts, schools, Cognia, and the Florida Department of Education.

Assessment View System (AVS)—the online platform for the FSAA—Datafolio, available at https://mpfl.behaviorimaging.com.

Baseline Data—data collected during Collection Period #1 that is used to determine the level of assistance (LOA) goal for each standard being assessed.

Blueprint & Activity Choices (BAC)—the document containing the standards and activity choices for each grade level/content area/course of the FSAA—Datafolio. The FSAA—Datafolio Blueprint & Activity Choices document is available in Appendix B of the FSAA—Datafolio Teacher Resource Guide.

Collection Period—the three windows of time during which student evidence must be gathered for the FSAA—Datafolio.

Datafolio—a component of the Florida Standards Alternate Assessment (FSAA) program designed specifically for students with the most significant cognitive disabilities who have little to no formal mode of communication. The FSAA—Datafolio consists of student work samples collected during specific time periods throughout the school year to measure student progress.

Evidence—the documented results of the opportunities gathered during a collection period that are uploaded to the Assessment View System (AVS). Evidence will consist of an observation, work product, or digital recording.

Level of Assistance (LOA)—the support required from the teacher to help the student engage in academic content. LOA can also be considered as the amount of assistance the student needs to meaningfully respond to a question or item. LOAs are arranged in a hierarchy of six levels, from most assistance (least independence) to least assistance (most independence):

1. Non-Engagement (N)—denotes active refusal of physical assistance

2. Physical Assistance (P)—hand-over-hand (or similar) assistance

3. Gestural Assistance (G)—teacher indicates desired response by gesturing

4. Verbal Assistance (V)—teacher communicates desired response expressively

5. Model Assistance (M)—teacher models how to arrive at a desired response with similar but not identical materials

6. Independent (I)—the student requires no additional assistance from the teacher to meaningfully select a desired response

https://mpfl.behaviorimaging.com



Level of Assistance (LOA) Goal—the targeted decrease in the level of assistance (LOA) the student will require to access a standard OR the improvement in the accuracy within the LOA by Collection Period #3. LOA goals are determined by teachers after baseline evidence is gathered during Collection Period #1. These goals may vary across standards for students.

Opportunity—the chance to provide a response to a question or item presented during assessment. A minimum of five and a maximum of eight opportunities must be presented for each standard during each collection period.

Response Accommodation—an accommodation provided by the teacher to help the student access items or questions; examples include the use of assistive technology, object exchange, or stabilizing assistance. Response accommodations provide access to all response options. Level of assistance (LOA) is the amount of required assistance needed to meaningfully select desired response options.

Response Option—a potential answer to a question or item presented during an opportunity. Two to three response options must be presented for each opportunity. Only one response option may be correct; all other response options must be incorrect (distractors).

School Level Coordinator (SLC)—the person chosen by the district to help manage the Assessment View System (AVS) for a school. Responsibilities will vary by district but generally will include updating demographic information and monitoring completion of FSAA—Datafolio tasks at the school level.

System Administrator—general term for any AAC or SLC managing administrative tasks in the Assessment View System (AVS).


Level of Assistance (LOA) Goal Setting Worksheet

Student Name: FLEID:

Directions: Please refer to the chart below to determine the LOA goal to set for each standard.

Level of Assistance (LOA) During Baseline Collection Period Accuracy Score Recommended LOA Goal

Non-Engagement (N) Less than 51%

Physical (P) 51% or greater

Physical (P) Less than 51% Physical (P) or Gestural (G) 51% or greater Gestural (G)

Gestural (G) Less than 51% Gestural (G) or Verbal (V) 51% or greater Verbal (V)

Verbal (V) Less than 51% Verbal (V) or Model (M) 51% or greater Model (M)

Model (M) Less than 51% Model (M) or Independent (I) 51% or greater Independent (I)

Independent (I) Less than 51% Independent (I)

51% or greater Consult with IEP team regarding the suitability of FSAA—Datafolio as the appropriate assessment for the student.

Content Area Standard Baseline LOA Provided (circle only one)

Baseline Accuracy

(%)

LOA Goal (circle only one)

N P G V M I P G V M I









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) te E f ar u f t u c s p arh us aa ir ll ti o u q i t n q i ci q

he sq t o irr i c ti r n t . s . n t s h so nr n e tc n

d tc : se : det le e :d e e s eh ea d d W, e s , e d su m o o a cu m scu n t n u .s nu t at

nd q t s o s t t ir an

or r d c p p t e oq s e el p l p s pf e so m

s e u, c s c e d s e s. so o k o ou ap a Th as ir e irg o, . s t c R c Th as as an e r r Th h eR g g s Rs e ee ll ( p 1. 2. 3.g yn r m o .a a st g x lc ae te ra r, te

c w e

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d c er d iaa on um l h am am a q s a

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2: .tn 3: ata d a e e ls e e i

c re x c c ca ri

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i i e isr u o o f o ado te q h h fi h u n C C d C qg u f ee ot b ra i s ee f d c ttr fl

nt a p i dd s a

n

e m y sr e a f algti re r x n ef af h e n i

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t

a . re s Is e at i e i s ad. r d:s t th r u .rs

te pe

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d o rnu q e t et nb ha th s ai as t U i atd

ttr d

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h T hEr as u t SS ngEa Nh b I D

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em

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af g atn ryi Dt or go ep t

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es

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.W

Cn .R Od d . .NF

.Gi r .Rr a .4 r .4.4 .4 4a .4

ep

d S .M

AFS SS S d S F

an F F FF AA AA A anL L St L St MMu )l A

B EL4 ( se t r sd A ciar ge atmG a

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u eg l l ha

on

an er on ata e L i u ir t tt

af

a a Mnh aes m er mi G

for

for t s yt gl i g n ra L ni o

En

n n

D k i etI I n ct m

—

i ah r F eoyr

AA

–o ic T G dg a s ne r nt aa eb o S i ,s t aF ea C gl a tg A er ad I in d p Dtd n , r s O tny l ni ep

o a

e a

Writ

ing ds er a nn m

o s

et R o a ntg g e

D

i ie d t er rt ae ua b epr

d wl s

C n er m u

g o

ased p u ea

l

a O N 4 B

in s n M

ea

et Kr Bf ad

epo d o

Text

- r I n io G

R ey oi olK ta afr at

eg Dt —n AI

SAF

FSAA

—Da

tafo

lio G

rade

4 E

LA

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 1: K

ey Id

eas a

nd D

etai

ls

Key Ideas and Details

Reading Informational Text

Informational

STAN

DARD

CO

DE

Stan

dard

: Exp

lain

eve

nts,

pro

cedu

res,

idea

s, o

r con

cept

s in

a h

istor

ical

, sci

entif

ic, o

r tec

hnic

al te

xt, i

nclu

ding

w

hat h

appe

ned

and

why

, bas

ed o

n sp

ecifi

c in

form

atio

n in

the

text

.

LAFS.4.RI.1.3

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: Id

entif

y ev

ents

, pro

cedu

res,

idea

s, o

r con

cept

s in

a h

istor

ical

, sci

entif

ic, o

r te

chni

cal t

ext.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.4.RI.1.AP.3a

Id

entif

y th

e to

pic

(mai

n id

ea, e

vent

or c

once

pt) f

rom

a te

xt.

Id

entif

y th

e se

quen

ce o

f eve

nts,

proc

edur

es, o

r ide

as in

the

text

.

Choi

ce 1

: Ide

ntify

the

topi

c fr

om a

text

. 1.

The

stud

ent i

s pr

esen

ted

with

and

read

a s

hort

info

rmat

iona

l tex

t and

thre

e re

spon

se o

ptio

ns. W

hat i

s th

eto

pic

of th

e te

xt?

Resp

onse

: will

var

yCh

oice

2: I

dent

ify th

e se

quen

ce o

f eve

nts,

pr

oced

ures

, or i

deas

in

a te

xt.

2.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sho

rt in

form

atio

nal t

ext,

cont

aini

ng a

seq

uenc

e an

d pr

esen

ted

with

thre

e re

spon

se o

ptio

ns. A

ste

p is

iden

tifie

d. W

hat i

s th

e ne

xt s

tep?

Resp

onse

: will

var

yCh

oice

3: I

dent

ify

simpl

e ca

use-

and-

effe

ct re

latio

nshi

ps in

a

text

.

3.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sho

rt in

form

atio

nal t

ext a

ndth

ree

resp

onse

opt

ions

. Wha

tha

ppen

ed a

s a

resu

lt of

this

even

t?O

r, w

hat d

id th

is e

vent

cau

se to

happ

en?

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 4

ELA

Act

ivity

Cho

ices

9

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 3: I

nteg

ratio

n of

Kno

wle

dge

and

Idea

s

Integration of Knowledge and Ideas

Reading Literature

Literature

STAN

DARD

CO

DE

Stan

dard

: Mak

e co

nnec

tions

bet

wee

n th

e te

xt o

f a s

tory

or d

ram

a an

d a

visu

al o

r ora

l pre

sent

atio

n of

the

text

, id

entif

ying

whe

re e

ach

vers

ion

refle

cts s

peci

fic d

escr

iptio

ns a

nd d

irect

ions

in th

e te

xt.

LAFS.4.RL.3.7

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: M

ake

conn

ectio

ns b

etw

een

the

text

of a

sto

ry a

nd th

e vi

sual

re

pres

enta

tions

(as d

escr

ibed

by

the

teac

her)

, ref

errin

g ba

ck to

text

/illu

stra

tions

to s

uppo

rt

answ

er.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.4.RL.3.AP.7b

W

ith p

rom

ptin

g an

d su

ppor

t,co

mpa

re a

sto

ry’s

text

with

the

stor

y’s

illus

trat

ion

(e.g

., W

hat d

oyo

u se

e in

the

illus

trat

ion

that

you

don’

t rea

d in

the

text

?).

Choi

ce 1

: Mat

ch a

n ill

ustr

atio

n to

a s

tory

. 1.

The

stud

ent i

s pr

esen

ted

with

and

read

a sh

ort s

tory

with

illu

stra

tions

and

thre

e re

spon

se o

ptio

ns. T

he p

ictu

resh

ows

that

(des

crip

tion

abou

tch

arac

ter f

rom

illu

stra

tion)

. Whi

ch o

fth

ese

pict

ures

mat

ches

the

stor

y?Re

spon

se: w

ill v

ary

Choi

ce 2

: Com

pare

a

stor

y’s

text

with

the

stor

y’s

illus

trat

ion.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ada

shor

t tex

t and

thre

e re

spon

seop

tions

. The

teac

her i

ndic

ates

the

text

says

that

(des

crip

tion

of c

hara

cter

from

stor

y). H

ow is

the

char

acte

r in

the

pict

ure

the

sam

e as

or d

iffer

ent f

rom

the

char

acte

r in

the

stor

y?Re

spon

se: w

ill v

ary

Choi

ce 3

: Ide

ntify

the

port

ion

of th

e te

xt th

at

refe

rs to

the

stor

y’s

illus

trat

ion.

3.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ada

shor

t sto

ry a

nd th

ree

resp

onse

optio

ns. W

hich

line

from

the

stor

ysh

ows

wha

t is

happ

enin

g in

this

pict

ure?

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 4

ELA

Act

ivity

Cho

ices

10

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 4: T

ext T

ypes

and

Pur

pose

s Text-Based Writing

Writing

Informational

STAN

DARD

CO

DE

Stan

dard

: Writ

e in

form

ativ

e/ex

plan

ator

y te

xts

to e

xam

ine

a to

pic

and

conv

ey id

eas

and

info

rmat

ion

clea

rly.

LAFS.4.W.1.2

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: D

evel

op th

e to

pic

(add

add

ition

al in

form

atio

n re

late

d to

the

topi

c) w

ith

rele

vant

fact

s, d

efin

ition

s, c

oncr

ete

deta

ils, q

uota

tions

, or o

ther

info

rmat

ion

and

exam

ples

re

late

d to

the

topi

c.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.4.W.1.AP.2b

So

rt re

leva

nt a

nd ir

rele

vant

info

rmat

ion

rela

ted

to a

giv

ento

pic

into

the

corr

ect c

ateg

orie

s.

Iden

tify

fact

s and

det

ails

from

ate

xt re

late

d to

a s

peci

fied

topi

c.

Deve

lop

the

topi

c by

iden

tifyi

ng a

tle

ast o

ne re

leva

nt fa

ct, d

efin

ition

,or

det

ail f

rom

the

text

.

Choi

ce 1

: Sor

t the

re

leva

nt in

form

atio

n re

late

d to

a g

iven

topi

c.

1.Th

e st

uden

t is

pres

ente

d w

ith a

topi

can

d fo

ur re

spon

se o

ptio

ns. W

hich

of

thes

e pi

ctur

es w

ould

be

incl

uded

inan

art

icle

abo

ut th

is to

pic?

Resp

onse

: will

var

y

Choi

ce 2

: Ide

ntify

fact

s or

det

ails

from

a te

xt

rela

ted

to a

spe

cifie

d to

pic.

2.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sho

rt in

form

atio

nal a

rtic

lean

d th

ree

resp

onse

opt

ions

. Whi

chde

tail

can

be fo

und

in th

is ar

ticle

?Re

spon

se: w

ill v

ary

Choi

ce 3

: Ide

ntify

the

topi

c fr

om a

giv

en fa

ct,

defin

ition

, or d

etai

l.

3.Th

e st

uden

t is

pres

ente

d w

ith a

defin

ition

and

thre

e re

spon

seop

tions

. Whi

ch to

pic

does

this

defin

ition

sup

port

?Re

spon

se: i

dent

ifies

the

corr

ect t

opic

from

a c

hoic

e of

thre

e

FSA

A—D

ataf

olio

Gra

de 4

ELA

Act

ivity

Cho

ices

11

| P

ag

e

FSAA

—Da

tafo

lio G

rade

4 M

athe

mat

ics

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 3

: Gen

erat

e an

d an

alyz

e pa

tter

ns.

Operations and Algebraic Thinking


STAN

DARD

CO

DE

Stan

dard

: Gen

erat

e a

num

ber o

r sha

pe p

atte

rn th

at fo

llow

s a

give

n ru

le. I

dent

ify a

ppar

ent f

eatu

res o

f the

pat

tern

that

w

ere

not e

xplic

it in

the

rule

itse

lf. F

or e

xam

ple,

giv

en th

e ru

le “

Add

3” a

nd th

e st

artin

g nu

mbe

r 1, g

ener

ate

term

s in

the

resu

lting

sequ

ence

and

obs

erve

that

the

term

s ap

pear

to a

ltern

ate

betw

een

odd

and

even

num

bers

. Exp

lain

info

rmal

ly

why

the

num

bers

will

con

tinue

to a

ltern

ate

in th

is w

ay.

MAFS.4.OA.3.5 AC

CESS

PO

INT

CODE

Acce

ss P

oint

Sta

ndar

d: G

ener

ate

a pa

tter

n w

hen

give

n a

rule

.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.4.OA.3.AP.5a Co

ncre

te:

U

se m

anip

ulat

ives

to c

reat

e a

patt

ern.

Choi

ce 1

: Ide

ntify

a p

atte

rn.

1.Th

e st

uden

t is

pres

ente

d w

ith th

ree

obje

ctdi

spla

ys: s

hape

pat

tern

, ran

dom

obj

ects

,an

d co

ins.

Whi

ch s

et s

how

s a

patt

ern?

Resp

onse

: sha

pe p

atte

rnCh

oice

2: E

xten

d a

patt

ern

usin

g m

anip

ulat

ives

. 2.

The

stud

ent i

s pr

esen

ted

with

the

first

five

elem

ents

of a

sim

ple

patt

ern.

Wha

t com

esne

xt in

the

patt

ern?

Resp

onse

: will

var

yCh

oice

3: M

odel

a p

atte

rn

usin

g m

anip

ulat

ives

. 3.

The

stud

ent i

s pr

esen

ted

with

four

squ

are

(S)t

iles

and

four

circ

ular

(C) t

iles,

and

aske

d to

cre

ate

a sim

ple

patt

ern.

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 4

Mat

hem

atic

s Ac

tivity

Cho

ices

12

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 2

: Bui

ld fr

actio

ns fr

om u

nit f

ract

ions

by

appl

ying

and

ext

endi

ng p

revi

ous u

nder

stan

ding

s of o

pera

tions

on

who

le n

umbe

rs.

Number and Operations – Fractions


STAN

DARD

CO

DE

Stan

dard

: Und

erst

and

a fr

actio

n a/

b w

ith a

> 1

as

a su

m o

f fra

ctio

ns 1

/b.

a.U

nder

stan

d ad

ditio

n an

d su

btra

ctio

n of

frac

tions

as

join

ing

and

sepa

ratin

g pa

rts

refe

rrin

g to

the

sam

e w

hole

.b.

Deco

mpo

se a

frac

tion

into

a s

um o

f fra

ctio

ns w

ith th

e sa

me

deno

min

ator

in m

ore

than

one

way

, rec

ordi

ng e

ach

deco

mpo

sitio

n by

an

equa

tion.

Just

ify d

ecom

posi

tions

, e.g

., by

usin

g a

visu

al fr

actio

n m

odel

. Exa

mpl

es: 3

/8 =

1/8

+ 1

/8 +

1/8

;3/

8 =

1/8

+ 2/

8 ; 2

1/8

= 1

+ 1

+ 1

/8 =

8/8

+ 8

/8 +

1/8

.c.

Add

and

subt

ract

mix

ed n

umbe

rs w

ith li

ke d

enom

inat

ors,

e.g

., by

repl

acin

g ea

ch m

ixed

num

ber w

ith a

n eq

uiva

lent

frac

tion,

and/

or b

y us

ing

prop

ertie

s of

ope

ratio

ns a

nd th

e re

latio

nshi

p be

twee

n ad

ditio

n an

d su

btra

ctio

n.d.

Solv

e w

ord

prob

lem

s in

volv

ing

addi

tion

and

subt

ract

ion

of fr

actio

ns re

ferr

ing

to th

e sa

me

who

le a

nd h

avin

g lik

e de

nom

inat

ors,

e.g.

, by

usin

g vi

sual

frac

tion

mod

els

and

equa

tions

to re

pres

ent t

he p

robl

em.

MAFS.4.NF.2.3

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: U

sing

a re

pres

enta

tion,

dec

ompo

se a

frac

tion

into

mul

tiple

cop

ies

of a

uni

t fra

ctio

n (e

.g.,

¾ =

¼ +

¼ +

¼).

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.4.NF.2.AP.3a

Conc

rete

:

Usin

g fr

actio

n m

anip

ulat

ives

, mod

ela

who

le a

nd th

en d

ecom

pose

(i.e

.,di

vide

) it i

nto

equa

l par

ts to

cre

ate

unit

frac

tions

(i.e

., fr

actio

ns w

here

1 is

the

num

erat

or).

For e

xam

ple:

1=

1/3

+ 1/

3 +

1/3

or 1

= 1

/4 +

1/4

+1/

4 +

1/4.

U

sing

frac

tion

man

ipul

ativ

es, m

odel

a no

n-un

it fr

actio

n (i.

e., a

frac

tion

whe

re 1

is n

ot th

e nu

mer

ator

) and

then

dec

ompo

se th

e fr

actio

n in

toun

it fr

actio

ns. F

or e

xam

ple:

2/3

=1/

3 +

1/3

or 3

/4 =

1/4

+ 1

/4 +

1/4

.

Choi

ce 1

: Usin

g fr

actio

n m

anip

ulat

ives

, mod

el a

who

le

and

then

dec

ompo

se (i

.e.,

divi

de) i

t int

o eq

ual p

arts

to

crea

te a

uni

t fra

ctio

n.

1.Th

e st

uden

t is

pres

ente

d w

ith a

frac

tion

man

ipul

ativ

e re

pres

entin

g a

who

le (e

.g.,

four

1 4m

anip

ulat

ives

pla

ced

toge

ther

.

How

man

y eq

ual p

arts

mak

e up

the

who

le?

Resp

onse

: 4Ch

oice

2: U

sing

frac

tion

man

ipul

ativ

es, m

odel

a n

on-u

nit

frac

tion.

2.Th

e st

uden

t is

pres

ente

d w

ith a

part

ition

ed fr

actio

n m

anip

ulat

ive.

How

man

y pa

rts

are

need

ed to

mak

e3 4

?

Resp

onse

: 3

Choi

ce 3

: Und

erst

and

the

follo

win

g co

ncep

ts, s

ymbo

ls,

and

voca

bula

ry: n

umer

ator

, de

nom

inat

or, f

ract

ion,

/.

3.Th

e st

uden

t is

pres

ente

d w

ith th

e

frac

tion

3 4 a

nd th

ree

resp

onse

opt

ions

.

Wha

t is

the

deno

min

ator

of t

he

frac

tion?

Re

spon

se: 4

FSA

A—D

ataf

olio

Gra

de 4

Mat

hem

atic

s Ac

tivity

Cho

ices

13

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 1

: Dra

w a

nd id

entif

y lin

es a

nd a

ngle

s, a

nd c

lass

ify sh

apes

by

prop

ertie

s of

thei

r lin

es a

nd a

ngle

s.

Measurement, Data, and Geometry

Geometry ST

ANDA

RD

CODE

Stan

dard

: Cla

ssify

two-

dim

ensio

nal f

igur

es b

ased

on

the

pres

ence

or a

bsen

ce o

f par

alle

l or p

erpe

ndic

ular

line

s, o

r the

pr

esen

ce o

r abs

ence

of a

ngle

s of

a sp

ecifi

ed s

ize. R

ecog

nize

righ

t tria

ngle

s as

a c

ateg

ory,

and

iden

tify

right

tria

ngle

s.

MAFS.4.G.1.2

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: Id

entif

y an

d so

rt o

bjec

ts b

ased

on

para

llelis

m, p

erpe

ndic

ular

ity, a

nd a

ngle

type

.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.4.G.1.AP.2a

Conc

rete

:

Iden

tify

attr

ibut

es w

ithin

a tw

o-di

men

siona

l fig

ure

(i.e.

, sid

es a

nd a

ngle

s).

So

rt m

anip

ulat

ives

into

cat

egor

ies:

oPa

ralle

l sid

eso

Perp

endi

cula

r sid

eso

Type

s of a

ngle

s

Choi

ce 1

: Ide

ntify

at

trib

utes

with

in a

two-

dim

ensi

onal

figu

re.

1.Th

e st

uden

t is

pres

ente

d w

itha

rect

angl

e an

d as

ked

toid

entif

y a

side

of th

ere

ctan

gle.

Resp

onse

: a s

ide

of th

ere

ctan

gle

Choi

ce 2

: Sor

t m

anip

ulat

ives

into

ca

tego

ries

(par

alle

l sid

es,

perp

endi

cula

r sid

es, t

ypes

of

ang

les)

.

2.Th

e st

uden

t is

pres

ente

d w

ithth

ree

man

ipul

ativ

es. W

hich

man

ipul

ativ

e sh

ows

perp

endi

cula

r sid

es?

Resp

onse

: per

pend

icul

ar s

ides

FSA

A—D

ataf

olio

Gra

de 4

Mat

hem

atic

s Ac

tivity

Cho

ices

14

| P

ag

e

es

es es ge

ic ic ic a

ho ho ho P |

C C C

f f f 15

o 3 2 3 o 3 3 3 o 2 3 2

er er erb b b

um um um

N N N

s e e 2.2

e2 .6

d .4 . d . .4 d t o 1 o .2 1 .4.1 .2 .2 .2 .1in A. o

C L I C .1Od SL. C 0 4

.R .R . d .G.NF

. d .1 .1r r r5 5 .5 r .Np .5 .La .5 .5 a a .P

S.

MAF

S. Sd S S d S F de F C.5

an S C.5

an F A C.5

A an FF

lu A

St L L LA A) St M S S

M StA

B EL5 (s e t sr

ad A ciatge

ecrol

io G a m n

u l l e e

g a a hn e r Sci

on on ata e u i i

L r t ttn a aa M

e m m s

af h er ns G t oi i it gl L for

for

gen n ct n ya En

I I a e rr T et led

D F e wm

—

d s on a eo n a B K

AA

y , n G

r f egs o o c i d

ea

n n s ceg i n n ee k n e cS d t a en o dya I ,i i o ci ci enF d C h t a S a T t B Sg er a /

e ofs n

cal ciy li e ci D rr a r po u e

a in y

t a o e S

rg et ct g r O

, irt s fg un y i

e D Ld d et eb e t st aea d r epo hu g n m a P nt

C

in t wl NR l a C Sg o A e a er r, g ep

r

din us n s un b in l

t ea K n s t Bo

o i m r

epor a fd t eatf u e

5

I a a N M epo

adR ey r n

C o R ri er GK t p ar O oiol

eg aft atnI D—A

SAF

FSAA

—Da

tafo

lio G

rade

5 E

LA

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 1: K

ey Id

eas a

nd D

etai

ls


Reading Literature

Literature

STAN

DARD

CO

DE

Stan

dard

: Det

erm

ine

a th

eme

of a

sto

ry, d

ram

a, o

r poe

m fr

om d

etai

ls in

the

text

, inc

ludi

ng h

ow c

hara

cter

s in

a

stor

y or

dra

ma

resp

ond

to c

halle

nges

or h

ow th

e sp

eake

r in

a po

em re

flect

s upo

n a

topi

c; su

mm

arize

the

text

.

LAFS.5.RL.1.2

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: S

umm

arize

a p

ortio

n of

text

, suc

h as

a p

arag

raph

or a

cha

pter

.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.5.RL.1.AP.2a

Id

entif

y w

hat h

appe

ns in

the

begi

nnin

g of

a s

tory

.

Iden

tify

wha

t hap

pens

at t

he e

ndof

a st

ory.

Se

quen

ce w

hat h

appe

ns fi

rst,

next

, and

last

.

Sequ

ence

the

begi

nnin

g, m

iddl

e,an

d en

d of

a s

tory

.

Iden

tify

a sim

ple

sum

mar

y of

ast

ory,

poe

m, o

r dra

ma.

Su

mm

ariz

e a

port

ion

of th

e st

ory.

Choi

ce 1

: Ide

ntify

wha

t ha

ppen

s in

the

begi

nnin

g of

a s

tory

.

1.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sho

rt s

tory

and

thre

ere

spon

se o

ptio

ns. W

hat i

s th

e fir

stth

ing

that

hap

pens

in th

e st

ory?

Resp

onse

: will

var

yCh

oice

2: I

dent

ify w

hat

happ

ens

at th

e en

d of

a

stor

y.

2.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sho

rt s

tory

and

thre

ere

spon

se o

ptio

ns. W

hat i

s th

e la

stth

ing

that

hap

pens

in th

e st

ory?

Resp

onse

: will

var

yCh

oice

3: S

eque

nce

wha

t ha

ppen

s fir

st, n

ext,

and

last

.

3.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sho

rt s

tory

and

thre

ere

spon

se o

ptio

ns. W

hat h

appe

nsaf

ter (

even

t in

the

stor

y)?

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 5

ELA

Act

ivity

Cho

ices

16

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 2: C

raft

and

Str

uctu

re Craft and Structure

Informational Text

Informational

STAN

DARD

CO

DE

Stan

dard

: De

term

ine

the

mea

ning

of g

ener

al a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es in

a te

xt re

leva

nt to

a

grad

e 5

topi

c or

subj

ect a

rea.

LAFS.5.RI.2.4

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: D

eter

min

e th

e m

eani

ng o

f dom

ain-

spec

ific

wor

ds a

nd p

hras

es in

a te

xt

rele

vant

to a

gra

de 5

topi

c or

subj

ect a

rea.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.5.RI.2.AP.4b

G

iven

def

initi

ons,

mat

ch th

edo

mai

n-sp

ecifi

c w

ords

or p

hras

esto

its

mea

ning

.

Iden

tify

dom

ain-

spec

ific

wor

dsan

d ph

rase

s re

leva

nt to

gra

de 5

topi

c or

subj

ect a

rea.

De

fine

a do

mai

n-sp

ecifi

c w

ord

byus

ing

com

mon

root

s/af

fixes

.

Defin

e a

dom

ain-

spec

ific

wor

d or

phra

se b

y us

ing

the

cont

ext o

f the

text

.

Defin

e a

dom

ain-

spec

ific

wor

dus

ing

a di

ctio

nary

or o

ther

reso

urce

.

Choi

ce 1

: Ide

ntify

dom

ain-

spec

ific

wor

ds fr

om

cont

ent-

area

text

s.

1.Th

e st

uden

t is

pres

ente

d w

ith a

cont

ent-

area

pas

sage

with

dom

ain-

spec

ific

voca

bula

ry. A

fter

the

pass

age

is re

adal

oud/

pres

ente

d, th

e st

uden

t will

iden

tify

the

new

ly p

rese

nted

wor

dfr

om a

gro

up o

f thr

ee re

spon

seop

tions

.Re

spon

se: w

ill v

ary

Choi

ce 2

: Def

ine

a do

mai

n-sp

ecifi

c w

ord

by u

sing

the

cont

ext o

f the

text

.

2.Th

e st

uden

t is

pres

ente

d w

ith a

cont

ent-

area

pas

sage

with

dom

ain-

spec

ific

voca

bula

ry. A

fter

the

pass

age

is re

adal

oud/

pres

ente

d, th

e st

uden

t will

iden

tify

the

defin

ition

of t

he w

ord

from

a g

roup

of t

wo

resp

onse

optio

ns.

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 5

ELA

Act

ivity

Cho

ices

17

| P

ag

e

FSA

A—

Dat

afol

io G

rade

5 E

LA A

ctiv

ity C

hoic

es

18 | P

age

Repo

rting

Category

Domain/

Strand

Genre

Cluster 1

: Com

preh

ensio

n and Co

llabo

ratio

n

STAN

DARD

Standard: Sum

marize a written text re

ad aloud

or information presented in diverse m

edia and

form

ats,

and Ideas

CO

DE

includ

ing visually, quantita

tively, and

orally.

ACCESS

POINT

CODE

Access Point Stand

ard:

in diverse m

edia.

Summarize the text or a

portio

n of th

e text re

ad, read alou

d, or p

resented

Essential U

nderstandings

Activity Cho

ices

Exam

ples

Identify the topic of te

xt.

Choice 1: Identify th

e 1.

The stud

ent is presen

ted with

and

ing

Identify key details of the

topic in

topic of a te

xt.

read

a sho

rt inform

ational text a

nd

g

Listen

al

a text.

three respon

se options. W

hat is the

lede

Speaking and

rmation

.SL.1.2

.2b

Organize

key details (graph

icorganizers, etc.).

topic of th

e text?

Respon

se: w

ill vary

Choice 2: Identify key

2.The stud

ent is presen

ted with

and

of Know

Info

AP

details of the

topic in a

read

a sho

rt inform

ational article and

n

LAFS.5

.1.text.

three respon

se options. W

hich one

of

.SLthese is a detail from

the article?

Integratio

LAFS.5

Respon

se: w

ill vary

Choice 3: O

rganize key

3.The stud

ent is presen

ted with

ade

tails.

partially com

pleted

graph

ic organizer

with

one

detail and

three respon

seop

tions. W

hich other detail w

ould go

in th

e graphic organizer?

Respon

se: w

ill vary

FSAA

—Da

tafo

lio G

rade

5 M

athe

mat

ics

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 2

: App

ly a

nd e

xten

d pr

evio

us u

nder

stan

ding

s of

mul

tiplic

atio

n an

d di

visio

n to

mul

tiply

and

div

ide

frac

tions

.

Operations, Algebraic Thinking, and Fractions


STAN

DARD

CO

DE

Stan

dard

: Sol

ve re

al-w

orld

pro

blem

s in

volv

ing

mul

tiplic

atio

n of

frac

tions

and

mix

ed n

umbe

rs, e

.g.,

by u

sing

visu

al fr

actio

n m

odel

s or e

quat

ions

to re

pres

ent t

he p

robl

em.

MAFS.5.NF.2.6 AC

CESS

PO

INT

CODE

Acce

ss P

oint

Sta

ndar

d: M

ultip

ly a

frac

tion

by a

who

le o

r mix

ed n

umbe

r usin

g vi

sual

frac

tion

mod

els.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.5.NF.2.AP.6a

Conc

rete

:

Plac

e fr

actio

n m

anip

ulat

ives

ingr

oups

as

indi

cate

d by

the

who

le n

umbe

r in

a gi

ven

mul

tiplic

atio

n ex

pres

sion

(e.g

.,2

x 1/

3 =

2 gr

oups

of 1

/3 o

r 3 x

1/4

= 3

grou

ps o

f 1/4

).

Use

repe

ated

add

ition

/ski

pco

untin

g to

find

the

prod

uct

(e.g

., 1/

3 +

1/3

= 2/

3 or

1/4

+1/

4 +

1/4

= 3/

4).

Choi

ce 1

: Use

arr

ays

to

mul

tiply

a w

hole

nu

mbe

r by

a fr

actio

n.

1. T

he s

tude

nt is

pre

sent

ed w

ith th

e ex

pres

sion

×

12

3an

d pr

esen

ted

with

thre

e re

spon

se o

ptio

ns.

Whi

ch p

ictu

re s

how

s ×

12

3?

Resp

onse

: pi

ctur

e sh

owin

g ×

12

3Ch

oice

2: U

sing

grou

ped

frac

tion

man

ipul

ativ

es,

mat

ch th

e m

odel

to th

e m

ultip

licat

ion

expr

essi

on.

2.Th

e st

uden

t is

pres

ente

d w

ith th

e m

ultip

licat

ion

expr

essi

on ×

13

4 a

nd th

ree

resp

onse

opt

ions

.

Whi

ch m

odel

sho

ws

×1

34

?

Resp

onse

: the

gro

up o

f thr

ee 3 4

Choi

ce 3

: Use

repe

ated

ad

ditio

n/sk

ip c

ount

ing

to fi

nd th

e pr

oduc

t.

3. T

he s

tude

nt is

pre

sent

ed w

ith th

e ex

pres

sion

×

12

3an

d th

ree

resp

onse

opt

ions

. W

hich

equ

atio

n us

es

addi

tion

to s

how

×

12

3?

Resp

onse

: 1 3

+1 3

=2 3

FSA

A—D

ataf

olio

Gra

de 5

Mat

hem

atic

s Ac

tivity

Cho

ices

19

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 1

: Writ

e an

d in

terp

ret n

umer

ical

exp

ress

ions

. Number and Operations in Base 10


STAN

DARD

CO

DE

Stan

dard

: Writ

e si

mpl

e ex

pres

sion

s th

at re

cord

cal

cula

tion

with

num

bers

and

inte

rpre

t num

eric

al e

xpre

ssio

ns w

ithou

t eva

luat

ing

them

.

MAFS.5.OA.1.2

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: W

rite

a sim

ple

expr

essio

n fo

r a c

alcu

latio

n.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.5.OA.1.AP.2a

Conc

rete

:

Use

man

ipul

ativ

es a

nd a

fram

e,jig

, or t

empl

ate

to e

xpre

ss th

eca

lcul

atio

n (i.

e., “

add

8 an

d 7”

).

Choi

ce 1

: Use

man

ipul

ativ

es

and

a fr

ame,

jig,

or t

empl

ate

to e

xpre

ss a

n ad

ditio

n ca

lcul

atio

n.

1.Th

e st

uden

t is

pres

ente

d w

ith th

eca

lcul

atio

n 2

+ 3

and

an a

dditi

on te

mpl

ate

(e.g

., __

+ _

_ =

__)

and

aske

d to

sho

w th

eca

lcul

atio

n us

ing

man

ipul

ativ

es.

Resp

onse

: 2 +

3Ch

oice

2:

Use

man

ipul

ativ

es

and

a fr

ame,

jig,

or t

empl

ate

to e

xpre

ss a

sub

trac

tion

calc

ulat

ion.

2.Th

e st

uden

t is

pres

ente

d w

ith th

eca

lcul

atio

n 4

– 3

and

a su

btra

ctio

n te

mpl

ate

(e.g

., __

- __

= _

_) a

nd a

sked

to s

how

the

calc

ulat

ion

on th

e te

mpl

ate

usin

gm

anip

ulat

ives

.Re

spon

se:

4 –

3Ch

oice

3: U

se m

anip

ulat

ives

an

d a

fram

e, ji

g, o

r tem

plat

e to

exp

ress

a m

ultip

licat

ion

calc

ulat

ion.

3.Th

e st

uden

t is

pres

ente

d w

ith th

eca

lcul

atio

n 2

x 3

and

a m

ultip

licat

ion

tem

plat

e (e

.g.,

grap

hic

orga

nize

r of a

nar

ray)

and

ask

ed to

sho

w th

e ca

lcul

atio

n on

the

tem

plat

e us

ing

man

ipul

ativ

es.

Resp

onse

: tw

o ro

ws

of th

ree

man

ipul

ativ

es

FSA

A—D

ataf

olio

Gra

de 5

Mat

hem

atic

s Ac

tivity

Cho

ices

20

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 2

: Cla

ssify

two-

dim

ensio

nal f

igur

es in

to c

ateg

orie

s ba

sed

on th

eir p

rope

rtie

s.

Measurement, Data, and Geometry

Geometry

STAN

DARD

CO

DE

Stan

dard

: Cla

ssify

two-

dim

ensio

nal f

igur

es in

a h

iera

rchy

bas

ed o

n pr

oper

ties.

MAFS.5.G.2.4

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: U

se p

olyg

on-s

hape

d m

anip

ulat

ives

to c

lass

ify a

nd o

rgan

ize tw

o-di

men

siona

l fig

ures

in

to V

enn

diag

ram

s ba

sed

on th

e at

trib

utes

of t

he fi

gure

s.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.5.G.2.AP.4a

Conc

rete

:

Use

mod

els a

nd m

anip

ulat

ives

tosh

ow p

rope

rtie

s of p

lane

figu

res.

So

rt tw

o-di

men

siona

l fig

ures

base

d up

on th

eir p

rope

rtie

s.

Plac

e so

rted

two-

dim

ensio

nal

figur

es o

nto

Venn

dia

gram

tem

plat

e (e

.g.,

crea

te a

Ven

ndi

agra

m fr

om h

ula

hoop

s).

Choi

ce 1

: Use

mod

els

and

man

ipul

ativ

es to

sho

w

prop

ertie

s of

pla

ne fi

gure

s.

1.Th

e st

uden

t is

pres

ente

d w

ith a

tria

ngle

with

ang

les

labe

led

A, B

, and

C. W

hich

lett

erre

pres

ents

an

angl

e of

the

tria

ngle

?Re

spon

se: A

Choi

ce 2

: Sor

t tw

o-di

men

sion

al fi

gure

s ba

sed

upon

thei

r pro

pert

ies.

2.Th

e st

uden

t is

pres

ente

d w

ith re

ctan

gles

and

tria

ngle

s. W

hich

of t

hese

are

tria

ngle

s?Re

spon

se: t

he tr

iang

les

Choi

ce 3

: Pla

ce s

orte

d tw

o-di

men

sion

al fi

gure

s on

to a

Ve

nn d

iagr

am.

3.Th

e st

uden

t is

pres

ente

d w

ith a

Ven

ndi

agra

m w

ith o

ne c

ircle

labe

led

”fou

r sid

es”

and

the

othe

r circ

le la

bele

d ”e

qual

sid

es”

and

the

mid

dle

labe

led

“fou

r sid

es a

ndeq

ual s

ides

.” T

he s

tude

nt is

als

o pr

esen

ted

with

the

sort

ed re

ctan

gles

, rho

mbi

, squ

ares

,an

d eq

uila

tera

l tria

ngle

s. W

here

do

the

shap

es b

elon

g in

the

diag

ram

?Re

spon

se: c

orre

ctly

pla

ces

shap

es in

Ven

ndi

agra

m

FSA

A—D

ataf

olio

Gra

de 5

Mat

hem

atic

s Ac

tivity

Cho

ices

21

| P

ag

e

FSAA

—Da

tafo

lio G

rade

5 S

cien

ce

Body

of

Know

ledg

e Bi

g Id

ea 1

: The

Pra

ctic

e of

Sci

ence

Nature of Science

STAN

DARD

CO

DE

Stan

dard

: Exp

lain

the

diffe

renc

e be

twee

n an

exp

erim

ent a

nd o

ther

type

s of s

cien

tific

inve

stig

atio

n.

SC.5.N.1.2

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d Ac

tivity

Cho

ices

Ex

ampl

es

SC.5.N.1.Pa.2

Reco

gnize

that

peo

ple

use

obse

rvat

ion

and

actio

ns to

get

ans

wer

s to

ques

tions

abo

ut th

ena

tura

l wor

ld.

Choi

ce 1

: Ide

ntify

that

obs

erva

tions

ca

n pr

ovid

e an

swer

s to

que

stio

ns

abou

t the

nat

ural

wor

ld.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

choi

ces.

How

do

we

lear

n ab

out s

tars

?Re

spon

se: V

iew

the

nigh

t sky

with

a te

lesc

ope.

Choi

ce 2

: Ide

ntify

act

ions

that

can

pr

ovid

e an

swer

s to

que

stio

ns a

bout

th

e na

tura

l wor

ld.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

choi

ces.

Wha

t is

one

actio

n to

take

to le

arn

abou

t pla

nts?

Resp

onse

: Use

a ru

ler t

o m

easu

re th

e le

ngth

of a

leaf

.

FSA

A—D

ataf

olio

Gra

de 5

Sci

ence

Act

ivity

Cho

ices

22

| P

ag

e

Body

of

Know

ledg

e Bi

g Id

ea 1

0: F

orm

s of

Ene

rgy

Physical Science

STAN

DARD

CO

DE

Stan

dard

: Inv

estig

ate

and

expl

ain

that

ele

ctric

al e

nerg

y ca

n be

tran

sfor

med

into

hea

t, lig

ht, a

nd so

und

ener

gy, a

s w

ell a

s th

e en

ergy

of

mot

ion.

SC.5.P.10.4

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d Ac

tivity

Cho

ices

Ex

ampl

es

SC.5.P.10.Pa.4

Id

entif

y on

e so

urce

of

soun

d, h

eat,

or li

ght t

hat

uses

ele

ctric

ity.

Choi

ce 1

: Ide

ntify

a s

ourc

e of

sou

nd

that

use

s el

ectr

icity

. 1.

The

stud

ent i

s pr

esen

ted

with

and

read

thre

e ch

oice

s.W

hich

obj

ect u

ses

elec

tric

ity to

pro

duce

sou

nd?

Resp

onse

: ala

rm c

lock

Choi

ce 2

: Ide

ntify

a s

ourc

e of

hea

t th

at u

ses

elec

tric

ity.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

choi

ces.

Whi

ch o

bjec

t use

s el

ectr

icity

to p

rodu

ce h

eat?

Resp

onse

: sto

veCh

oice

3: I

dent

ify a

sou

rce

of li

ght

that

use

s el

ectr

icity

. 3.

The

stud

ent i

s pr

esen

ted

with

and

read

thre

e ch

oice

s.W

hich

obj

ect u

ses

elec

tric

ity to

pro

duce

ligh

t?Re

spon

se: l

amp

FSA

A—D

ataf

olio

Gra

de 5

Sci

ence

Act

ivity

Cho

ices

23

| P

ag

e

Body

of

Know

ledg

e Bi

g Id

ea 1

4: O

rgan

izatio

n an

d De

velo

pmen

t of L

ivin

g O

rgan

isms

Life Science

STAN

DARD

CO

DE

Stan

dard

: Ide

ntify

the

orga

ns in

the

hum

an b

ody

and

desc

ribe

thei

r fun

ctio

ns, i

nclu

ding

the

skin

, bra

in, h

eart

, lun

gs, s

tom

ach,

live

r, in

test

ines

, pan

crea

s, m

uscl

es a

nd sk

elet

on, r

epro

duct

ive

orga

ns, k

idne

ys, b

ladd

er, a

nd s

enso

ry o

rgan

s.

SC.5.L.14.1 AC

CESS

PO

INT

CODE

Ac

cess

Poi

nt S

tand

ard

Activ

ity C

hoic

es

Exam

ples

SC.5.L.14.Pa.1

Re

cogn

ize b

ody

part

sre

late

d to

mov

emen

t and

the

five

sens

es.

Choi

ce 1

: Ide

ntify

a b

ody

part

rela

ted

to m

ovem

ent.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

choi

ces.

Wha

t par

t of t

he b

ody

is us

ed to

wal

k?Re

spon

se: l

egs

Choi

ce 2

: Ide

ntify

bod

y pa

rts

rela

ted

to th

e fiv

e se

nses

. 2.

The

stud

ent i

s pr

esen

ted

with

and

read

thre

e ch

oice

s.W

hat b

ody

part

is u

sed

to h

ear?

Resp

onse

: ear

FSA

A—D

ataf

olio

Gra

de 5

Sci

ence

Act

ivity

Cho

ices

24

| P

ag

e

es es

ge

aPic ic

ho

|

ho

25 Cf C

o 2 3 2 f

o 3 3 2

er erb b

um umN N

e s d .3 .9 e .4 .2.4 d .1t o .1 .3 o .1.3 .1 .1

in C I L C E Pd .R .L .E .Gr .R d .Sr a .6 .6 .6 .6 .6S .6 rp ad SS F d S Se an

F FF S

L an

F FAA AA A A

lu St L L) St M M MA

B EL6 ( se t

ad

r s

A ciat

olio

Gr geau ml eag

on

e e hn r ra e i u ur t at

L t tn a a a

maf

e Mh er erGs for t ti iit gl L Lna

En

I

D s n y

—

ti oy i lt ir a b

AA

o u ag bq et E ry or a d te PS s Cea n m dF g a nd in s o I t n a

d Ge

cs s

epor on il

e a s iy i e tr a es sr

o i s

et u R tr ntg g apD ie ct d t u xt Se Ea d r epr

u C n t wl

S

lBg a odin s nnt e 6

Kr ea a f ad

epo d tf o r I a

R ey r noC io G

olK ita afr at

eg Dt —n AI

SAF

FSAA

—Da

tafo

lio G

rade

6 E

LA

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 1: K

ey Id

eas a

nd D

etai

ls



Informational

STAN

DARD

CO

DE

Stan

dard

: Ana

lyze

in d

etai

l how

a k

ey in

divi

dual

, eve

nt, o

r ide

a is

intr

oduc

ed, i

llust

rate

d, a

nd e

labo

rate

d in

a

text

(e.g

., th

roug

h ex

ampl

es o

r ane

cdot

es).

LAFS.6.RI.1.3

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: Id

entif

y ke

y in

divi

dual

s, e

vent

s, o

r ide

as in

a te

xt.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.6.RI.1.AP.3a

Id

entif

y im

port

ant p

eopl

e, e

vent

s,or

idea

s in

the

text

.

Iden

tify

a de

scrip

tion

of a

n ev

ent

or in

divi

dual

in a

text

.

Choi

ce 1

: Ide

ntify

im

port

ant p

eopl

e, e

vent

s,

or id

eas

in a

text

.

1.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sho

rt s

tory

and

thre

ere

spon

se o

ptio

ns. W

ho is

an

impo

rtan

t per

son

in th

is st

ory?

Resp

onse

: will

var

yCh

oice

2: I

dent

ify a

de

scrip

tion

of a

n ev

ent o

r in

divi

dual

in a

text

.

2.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sho

rt s

tory

and

thre

ere

spon

se o

ptio

ns. W

hich

sec

tion

from

the

stor

y sh

ows

wha

tha

ppen

ed?

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 6

ELA

Act

ivity

Cho

ices

26

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 3: V

ocab

ular

y

Craft and Structure

Language

Literature ST

ANDA

RD

CODE

Stan

dard

: Det

erm

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

and

phr

ases

bas

ed o

n gr

ade

6 re

adin

g an

d co

nten

t, ch

oosin

g fle

xibl

y fr

om a

rang

e of

stra

tegi

es.

4a. U

se c

onte

xt (e

.g.,

the

over

all m

eani

ng o

f a s

ente

nce

or p

arag

raph

; a w

ord’

s po

sitio

n or

func

tion

in a

sen

tenc

e) a

s a

clue

to th

e m

eani

ng o

f a w

ord

or p

hras

e.

4b. U

se c

omm

on, g

rade

-app

ropr

iate

Gre

ek o

r Lat

in a

ffix

es a

nd ro

ots

as c

lues

to th

e m

eani

ng o

f a w

ord

(e.g

., au

dien

ce,

audi

tory

, aud

ible

). 4c

. Con

sult

refe

renc

e m

ater

ials

(e.g

., di

ctio

narie

s, g

loss

arie

s, th

esau

ruse

s), b

oth

prin

t and

dig

ital,

to fi

nd th

e pr

onun

ciat

ion

of a

wor

d or

det

erm

ine

or c

larif

y its

pre

cise

mea

ning

or i

ts p

art o

f spe

ech.

4d

. Ver

ify th

e pr

elim

inar

y de

term

inat

ion

of th

e m

eani

ng o

f a w

ord

or p

hras

e (e

.g.,

by c

heck

ing

the

infe

rred

mea

ning

in

cont

ext o

r in

a di

ctio

nary

). LAFS.6.L.3.4

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: F

ind

the

prec

ise m

eani

ng o

f a w

ord.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.6.L.3.AP.4f

Sort

a g

iven

list

of w

ords

into

alph

abet

ical

ord

er.

Id

entif

y th

e de

finiti

on w

hen

pres

ente

d w

ith th

e en

tire

listin

g of

aw

ord

from

a d

ictio

nary

.

Iden

tify

the

part

of s

peec

h of

a w

ord

whe

n pr

esen

ted

with

the

entir

elis

ting

of a

wor

d fr

om a

dic

tiona

ry.

U

se th

e co

ntex

t to

help

dec

ide

whi

ch d

efin

ition

(fro

m a

list

of

defin

ition

s) is

the

mos

t app

ropr

iate

choi

ce.

Co

nsul

t a d

ictio

nary

(prin

t or d

igita

l)to

cla

rify

prec

ise

mea

ning

.

Choi

ce 1

: Sor

t a g

iven

list

of

wor

ds in

to a

lpha

betic

al

orde

r.

1.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

wor

d an

d th

ree

resp

onse

optio

ns. W

hich

wor

d co

mes

nex

tin

alp

habe

tical

ord

er?

Resp

onse

: will

var

yCh

oice

2: I

dent

ify th

e de

finiti

on w

hen

pres

ente

d w

ith th

e en

tire

listin

g of

a w

ord

from

a

dict

iona

ry.

2.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sen

tenc

e w

ith a

nun

derli

ned

or h

ighl

ight

ed w

ord

and

thre

e re

spon

se o

ptio

ns.

Whi

ch is

the

best

def

initi

on o

fth

is w

ord

base

d on

the

way

it is

used

in th

is s

ente

nce?

Resp

onse

: will

var

yCh

oice

3: I

dent

ify th

e pa

rt o

f spe

ech

of a

wor

d w

hen

pres

ente

d w

ith th

e en

tire

listin

g of

the

wor

d fr

om a

dic

tiona

ry.

3.Th

e st

uden

t is

pres

ente

d w

ithth

ree

wor

ds w

ith d

efin

ition

sin

clud

ing

the

part

of s

peec

h.W

hich

wor

d is

a no

un?

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 6

ELA

Act

ivity

Cho

ices

27

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 3: I

nteg

ratio

n of

Kno

wle

dge

and

Idea

s


Reading Literature

Literature

STAN

DARD

CO

DE

Stan

dard

: Com

pare

and

con

tras

t tex

ts in

diff

eren

t for

ms

or g

enre

s (e.

g., s

torie

s an

d po

ems;

hist

oric

al n

ovel

s,

and

fant

asy

stor

ies)

in te

rms

of th

eir a

ppro

ache

s to

sim

ilar t

hem

es a

nd to

pics

.

LAFS.6.RL.3.9

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: C

ompa

re te

xts f

rom

diff

eren

t gen

res

that

hav

e a

simila

r the

me

or a

ddre

ss

the

sam

e to

pic.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.6.RL.3.AP.9a

Id

entif

y th

e th

eme

or to

pic

of a

writ

ten

stor

y.

Iden

tify

simila

ritie

s bet

wee

n tw

ote

xts o

n th

e sa

me

topi

c.

Choi

ce 1

: Ide

ntify

the

them

e or

topi

c of

di

ffere

nt te

xts.

1.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sho

rt h

isto

rical

sto

ry a

ndth

ree

resp

onse

opt

ions

. Thi

shi

stor

ical

sto

ry is

mai

nly

abou

tw

hich

topi

c?Re

spon

se: a

girl

who

live

d du

ring

the

Civi

l War

Choi

ce 2

: Ide

ntify

sim

ilarit

ies

betw

een

two

text

s on

the

sam

e to

pic.

2.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sho

rt s

tory

and

a p

oem

and

thre

e re

spon

se o

ptio

ns. W

hat

is on

e w

ay th

is s

tory

is s

imila

r to

the

poem

?Re

spon

se: T

he p

oem

and

the

stor

y bo

th s

how

how

bra

ve th

em

ain

char

acte

rs w

ere.

FSA

A—D

ataf

olio

Gra

de 6

ELA

Act

ivity

Cho

ices

28

| P

ag

e

FSAA

—Da

tafo

lio G

rade

6 M

athe

mat

ics

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 1

: App

ly a

nd e

xten

d pr

evio

us u

nder

stan

ding

s of

arit

hmet

ic to

alg

ebra

ic e

xpre

ssio

ns.

Expressions and Equations


STAN

DARD

CO

DE

Stan

dard

: Ide

ntify

whe

n tw

o ex

pres

sions

are

equ

ival

ent (

i.e.,

whe

n th

e tw

o ex

pres

sions

nam

e th

e sa

me

num

ber

rega

rdle

ss o

f whi

ch v

alue

is s

ubst

itute

d in

to th

em).

For e

xam

ple,

the

expr

essio

ns y

+ y

+ y

and

3y

are

equi

vale

nt b

ecau

se

they

nam

e th

e sa

me

num

ber r

egar

dles

s of

whi

ch n

umbe

r y s

tand

s for

. MAFS.6.EE.1.4

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: E

valu

ate

whe

ther

sid

es o

f an

equa

tion

are

equa

l usin

g m

odel

s.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.6.EE.1.AP.4a Co

ncre

te:

U

se o

bjec

ts to

det

erm

ine

ifbo

th s

ides

of a

n eq

uatio

n ar

eeq

ual.

U

se v

isual

repr

esen

tatio

ns to

dete

rmin

e if

both

side

s of a

neq

uatio

n ar

e eq

ual.

M

atch

bot

h sid

es o

f an

equa

tion

to a

giv

en se

t.

Choi

ce 1

: Use

obj

ects

to

dete

rmin

e if

both

sid

es

of a

n eq

uatio

n ar

e eq

ual.

1.Th

e st

uden

t is

pres

ente

d th

ree

equa

tions

mod

eled

with

man

ipul

ativ

es. W

hich

of t

hese

equ

atio

ns is

true

?Re

spon

se: w

ill v

ary

Choi

ce 2

: Use

visu

al

repr

esen

tatio

ns to

de

term

ine

if bo

th s

ides

of

an

equa

tion

are

equa

l.

2.Th

e st

uden

t is

pres

ente

d w

ith th

ree

sym

bolic

equa

tions

as

resp

onse

opt

ions

. Whi

ch o

f the

seeq

uatio

ns is

true

?Re

spon

se: w

ill v

ary

Choi

ce 3

: Mat

ch b

oth

sides

of a

n eq

uatio

n to

a

give

n se

t.

3.Th

e st

uden

t is

pres

ente

d w

ith n

umer

ic a

ndsy

mbo

lic e

quat

ions

to m

atch

, suc

h as

32

41

+=

+ to

•••••=•••••

or 5

= 5

.

FSA

A—D

ataf

olio

Gra

de 6

Mat

hem

atic

s Ac

tivity

Cho

ices

29

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 1

: Sol

ve re

al-w

orld

and

mat

hem

atic

al p

robl

ems

invo

lvin

g ar

ea, s

urfa

ce a

rea,

and

vol

ume.

Geometry

Geometry ST

ANDA

RD

CODE

Stan

dard

: Fin

d th

e ar

ea o

f rig

ht tr

iang

les,

oth

er tr

iang

les,

spec

ial q

uadr

ilate

rals,

and

pol

ygon

s by

com

posin

g in

to

rect

angl

es o

r dec

ompo

sing

into

tria

ngle

s an

d ot

her s

hape

s; a

pply

thes

e te

chni

ques

in th

e co

ntex

t of s

olvi

ng re

al-w

orld

an

d m

athe

mat

ical

pro

blem

s.

MAFS.6.G.1.1

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: F

ind

the

area

of q

uadr

ilate

rals

usin

g m

odel

s.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.6.G.1.AP.1c

Conc

rete

:

Use

squa

re ti

les t

o co

ver a

rect

angl

e.

Coun

t the

num

ber o

f tile

s to

dete

rmin

e th

e ar

ea.

Choi

ce 1

: Use

squ

are

tiles

to

cove

r a re

ctan

gle.

1.

The

stud

ent i

s pr

esen

ted

with

a li

mite

dnu

mbe

r of s

quar

e til

es a

nd a

sked

to c

over

are

ctan

gula

r are

a w

ithou

t any

gap

s or

over

lapp

ing

part

s.Re

spon

se: w

ill v

ary

Choi

ce 2

: Stu

dent

sho

ws

an

unde

rsta

ndin

g th

at e

ach

squa

re ti

le is

equ

al to

one

sq

uare

uni

t and

can

be

used

to

mea

sure

are

a.

2.Th

e st

uden

t is

pres

ente

d w

ith a

circ

le a

nd a

squa

re a

nd th

ree

resp

onse

opt

ions

. Whi

chsh

ape

can

be u

sed

to m

easu

re th

e ar

ea o

f are

ctan

gle?

Resp

onse

: squ

are

Choi

ce 3

: Cou

nt th

e nu

mbe

r of

squ

are

tiles

to d

eter

min

e th

e ar

ea.

3.Th

e st

uden

t is

pres

ente

d w

ith a

2 x

3re

ctan

gle

cove

red

com

plet

ely

with

squ

are

tiles

and

thre

e re

spon

se o

ptio

ns. H

ow m

any

tiles

cov

er th

e re

ctan

gle?

Resp

onse

: 6

FSA

A—D

ataf

olio

Gra

de 6

Mat

hem

atic

s Ac

tivity

Cho

ices

30

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain

stat

istic

al q

uest

ion

has

a di

strib

utio

n w

hich

can

be

dat

a se

t.

Choi

ces

Exam

ples

resp

onse

s lin

e pl

ot.

1.Th

e st

uden

t is

pres

ente

d w

ith d

ata

disp

laye

d on

a nu

mbe

r lin

e pl

ot. O

ne a

dditi

onal

dat

a el

emen

tis

give

n. W

here

sho

uld

an a

dditi

onal

mar

k be

plac

ed fo

r thi

s da

ta?

Resp

onse

: Stu

dent

iden

tifie

s th

e co

rrec

tpl

acem

ent o

f the

mar

k.nt

ify th

e be

r and

/or

mbe

r in

a

2.Th

e st

uden

t is

pres

ente

d w

ith a

dat

a se

t of

thre

e nu

mbe

rs [1

, 2, 3

] and

thre

e re

spon

seop

tions

. Wha

t is

the

larg

est i

n th

e se

t?Re

spon

se: 3

31 |

Pa

ge

Clus

ter 1

: Dev

elop

und

erst

andi

ng o

f sta

tistic

al v

aria

bilit

y.

Statistics and Probability

Statistics and Probability ST

ANDA

RD

CODE

St

anda

rd: U

nder

stan

d th

at a

set

of d

ata

colle

cted

to a

nsw

er a

desc

ribed

by

its c

ente

r, sp

read

, and

ove

rall

shap

e.

MAFS.6.SP.1.2

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: F

ind

the

rang

e of

a g

iven

Esse

ntia

l Und

erst

andi

ngs

Activ

ity

MAFS.6.SP.1.AP.2a

Conc

rete

:

Add

resp

onse

s to

a n

umbe

r lin

e.

Iden

tify

the

smal

lest

num

ber a

ndth

e la

rges

t num

ber i

n th

e ra

nge.

Choi

ce 1

: Add

to a

num

ber

Choi

ce 2

: Ide

smal

lest

num

the

larg

est n

ura

nge.

FSA

A—D

ataf

olio

Gra

de 6

Mat

hem

atic

s Ac

tivity

Cho

ices

ge

es es

aPic ic

ho ho

| 32 C Cf 3 f

o 3 – 3 o 3 3 32er erb b

um um

N N

st e

in .1 e .3 .6 .8d .4 .2 do o .2 .2 .3.1 3r .1 C C E PL L.p d . .L d .E .Gr .R .S7e a .7 r .7 .7a .7.7 S. S S

lu d d S SS F F

A) an

F

an

F FF

LA A AA AA

B L St LL St M M ME7 ( se t

ad Ar sci

e at

olio

Gr ga

u l m

a eg n hon ia t at aL l a m M

af h e r r os one u i fit r t

gl t nn aaa m I

erD Ene rG ti fo

r

e o

—

L sn r u n yI t o ti

AA

a y i l

er

t ir a bo u ati g bL qeS E ry ot rF a d t P C en dg m a nin s ot n r o s Ge a

g i cs sy li e n ita r i ntr so i

et u t epo s

ii esR tg d r a epr

e ct pt D u E t ux S lr Ba d d E

C n t n Sg a e 7

din s n e a

adtr ea g a

r

ad t u o G

epo f I a g i

R ey

olr nC afaK L atD

—ASAF

FSAA

—Da

tafo

lio G

rade

7 E

LA

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 1: K

ey Id

eas a

nd D

etai

ls


Reading Literature

Literature

STAN

DARD

CO

DE

Stan

dard

: Cite

sev

eral

pie

ces

of te

xtua

l evi

denc

e to

supp

ort a

naly

sis o

f wha

t the

text

say

s exp

licitl

y as

wel

l as

infe

renc

es d

raw

n fr

om th

e te

xt.

LAFS.7.RL.1.1

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: R

efer

to d

etai

ls an

d ex

ampl

es in

a te

xt w

hen

expl

aini

ng w

hat t

he te

xt s

ays

expl

icitl

y.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.7.RL.1.AP.1a

Id

entif

y a

deta

il or

exa

mpl

e in

ate

xt.

Ex

plai

n w

hat a

text

says

expl

icitl

y.

Choi

ce 1

: Ide

ntify

a

deta

il or

exa

mpl

e in

a

text

.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad a

shor

t sto

ry a

nd th

ree

resp

onse

opt

ions

.W

hich

is a

n im

port

ant d

etai

l fro

m th

est

ory?

Resp

onse

: will

var

yCh

oice

2: E

xpla

in w

hat

a te

xt s

ays

expl

icitl

y.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad a

shor

t sto

ry a

nd th

ree

resp

onse

opt

ions

.W

hat h

appe

ns to

the

mai

n ch

arac

ter i

nth

e be

ginn

ing

of th

e st

ory?

Resp

onse

: will

var

yCh

oice

3: I

dent

ify

whi

ch id

ea is

bei

ng

supp

orte

d in

the

text

.

3.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad a

shor

t sto

ry a

nd th

ree

resp

onse

opt

ions

.W

hich

idea

from

the

stor

y do

es th

is de

tail

best

sup

port

?Re

spon

se: w

ill v

ary

FSA

A—D

ataf

olio

Gra

de 7

ELA

Act

ivity

Cho

ices

33

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 3: V

ocab

ular

y Ac

quisi

tion

and

Use

Craft and Structure

Language

Informational

STAN

DARD

CO

DE

Stan

dard

: Det

erm

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

and

phr

ases

bas

ed o

n gr

ade

7 re

adin

g an

d co

nten

t, ch

oosin

g fle

xibl

y fr

om a

rang

e of

stra

tegi

es.

4a. U

se c

onte

xt (e

.g.,

the

over

all m

eani

ng o

f a s

ente

nce

or p

arag

raph

; a w

ord’

s po

sitio

n or

func

tion

in a

sen

tenc

e) a

s a

clue

to th

e m

eani

ng o

f a w

ord

or p

hras

e.

4b. U

se c

omm

on, g

rade

-app

ropr

iate

Gre

ek o

r Lat

in a

ffix

es a

nd ro

ots

as c

lues

to th

e m

eani

ng o

f a w

ord

(e.g

., be

llige

rent

, be

llico

se, r

ebel

). 4c

. Con

sult

gene

ral a

nd s

peci

aliz

ed re

fere

nce

mat

eria

ls (e

.g.,

dict

iona

ries,

glo

ssar

ies,

thes

auru

ses)

, bot

h pr

int a

nd d

igita

l, to

find

the

pron

unci

atio

n of

a w

ord

or d

eter

min

e or

cla

rify

its p

reci

se m

eani

ng o

r its

par

t of s

peec

h.

4d. V

erify

the

prel

imin

ary

dete

rmin

atio

n of

the

mea

ning

of a

wor

d or

phr

ase

(e.g

., by

che

ckin

g th

e in

ferr

ed m

eani

ng in

co

ntex

t or i

n a

dict

iona

ry).

LAFS.7.L.3.4 AC

CESS

PO

INT

CODE

Acce

ss P

oint

Sta

ndar

d: U

se c

onte

xt (e

.g.,

the

over

all m

eani

ng o

f a s

ente

nce,

par

agra

ph, o

r tex

t; a

wor

d’s p

ositi

on in

a se

nten

ce) a

s a

clue

to d

eter

min

e th

e m

eani

ng o

f gra

de-a

ppro

pria

te w

ords

or

phra

ses.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.7.L.3.AP.4a

Reca

ll th

e m

eani

ng o

f fre

quen

tlyus

ed n

ouns

.

Iden

tify

mul

tiple

mea

ning

wor

dsup

to tw

o gr

ade

leve

ls be

low

the

stud

ent’s

gra

de le

vel.

Id

entif

y th

e co

ntex

t in

whi

ch th

eun

know

n w

ord

is be

ing

used

by

look

ing

at th

e te

xt b

efor

e an

d af

ter

it.

List

the

poss

ible

mea

ning

s of

an

unkn

own

wor

d by

usi

ng th

eco

ntex

t (w

ords

sur

roun

ding

the

unkn

own

wor

d).

U

se a

dic

tiona

ry to

ver

ify th

em

eani

ng g

uess

ed b

y us

ing

the

surr

ound

ing

wor

ds.

Choi

ce 1

: Rec

all t

he m

eani

ng

of fr

eque

ntly

use

d no

uns.

1.

The

stud

ent i

s pr

esen

ted

with

and

read

a w

ord

and

thre

ere

spon

se o

ptio

ns. W

hat i

s th

ebe

st d

efin

ition

of t

his

noun

?Re

spon

se: w

ill v

ary

Choi

ce 2

: Ide

ntify

mul

tiple

-m

eani

ng w

ords

. 2.

The

stud

ent i

s pr

esen

ted

with

and

read

two

sent

ence

s w

ith a

miss

ing

wor

d an

d th

ree

resp

onse

opt

ions

. Whi

ch w

ord

fits

in b

oth

sent

ence

s?Re

spon

se: w

ill v

ary

Choi

ce 3

: Ide

ntify

the

cont

ext i

n w

hich

an

unkn

own

wor

d is

bei

ng u

sed

by lo

okin

g at

the

text

bef

ore

and

afte

r it.

3.Th

e st

uden

t is

pres

ente

d w

ithan

d re

ad a

sen

tenc

e an

d th

ree

resp

onse

opt

ions

. Whi

ch w

ords

in th

e se

nten

ce h

elp

expl

ain

the

mea

ning

of t

he w

ord

“acc

ompl

ish?”

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 7

ELA

Act

ivity

Cho

ices

34

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 1: C

onve

ntio

ns o

f Sta

ndar

d En

glish

Language and Editing

Language

Literature or Informational

STAN

DARD

CO

DE

Stan

dard

: Dem

onst

rate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glish

cap

italiz

atio

n, p

unct

uatio

n, a

nd

spel

ling

whe

n w

ritin

g.

2a. U

se a

com

ma

to s

epar

ate

coor

dina

te a

djec

tives

(e.g

., It

was

a fa

scin

atin

g, e

njoy

able

mov

ie b

ut n

ot H

e w

ore

an o

ld[,]

gr

een

shirt

). 2b

. Spe

ll co

rrec

tly.

LAFS.7.L.1.2

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: S

pell

wor

ds c

orre

ctly

in w

ritin

g.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.7.L.1.AP.2b

U

se sp

ellin

g fe

atur

es ty

pica

llyre

pres

enta

tive

of L

ette

r Nam

esp

elle

rs (b

egin

ning

con

sona

nts,

endi

ng c

onso

nant

s,pr

econ

sona

ntal

nas

als,

med

ial

vow

els,

affr

icat

es).

U

se sp

ellin

g fe

atur

es ty

pica

llyre

pres

enta

tive

of W

ithin

Wor

dsp

elle

rs (l

ong

vow

el p

atte

rns

(e.g

., ai

, ue,

oa,

ee)

, lon

g vo

wel

patt

erns

with

sile

nt e

mar

ker,

ambi

guou

s vo

wel

pat

tern

s (e.

g.,

ou, o

w, o

i), r-

cont

rolle

d vo

wel

s,et

c.).

Us

e sp

ellin

g fe

atur

es ty

pica

llyre

pres

enta

tive

of S

ylla

bles

and

Af

fixes

spel

lers

(e.g

., op

en/c

lose

d sy

llabl

es, d

oubl

ing,

etc

.).

Choi

ce 1

: Use

spe

lling

fe

atur

es ty

pica

lly

repr

esen

tativ

e of

Le

tter

Nam

e sp

elle

rs.

1.Th

e te

ache

r say

s (a

wor

d) o

ut lo

ud o

rpr

esen

ts a

n ac

tual

item

that

repr

esen

tsth

at w

ord,

and

the

stud

ent s

pells

the

wor

d us

ing

man

ipul

ativ

e le

tter

s or

assis

tive

tech

nolo

gy.

Resp

onse

: will

var

yTh

e te

ache

r may

als

o pr

esen

t ind

ivid

ual

Brai

lle o

r lar

ge-p

rint l

ette

r fla

sh c

ards

and

have

the

stud

ent a

rran

ge th

e le

tter

flash

car

ds to

spe

ll th

e w

ord.

Choi

ce 2

: Use

spel

ling

feat

ures

typi

cally

re

pres

enta

tive

of W

ithin

W

ord

spel

lers

.

2.Th

e te

ache

r say

s (a

wor

d) o

ut lo

ud, a

ndth

e st

uden

t spe

lls th

e w

ord

usin

gm

anip

ulat

ive

lett

ers

or a

ssis

tive

tech

nolo

gy.

Resp

onse

: will

var

yTh

e te

ache

r may

als

o pr

esen

t ind

ivid

ual

Brai

lle o

r lar

ge-p

rint l

ette

r fla

sh c

ards

and

have

the

stud

ent a

rran

ge th

e le

tter

flash

car

ds to

spe

ll th

e w

ord.

Choi

ce 3

: Use

spe

lling

fe

atur

es ty

pica

lly

repr

esen

tativ

e of

Sy

llabl

es a

nd A

ffixe

s sp

elle

rs.

3.Th

e te

ache

r say

s (a

wor

d) o

ut lo

ud, a

ndth

e st

uden

t spe

lls th

e w

ord

usin

gm

anip

ulat

ive

lett

ers

or a

ssis

tive

tech

nolo

gy.

Resp

onse

: will

var

yTh

e te

ache

r may

als

o pr

esen

t ind

ivid

ual

Brai

lle o

r lar

ge-p

rint l

ette

r fla

sh c

ards

and

have

the

stud

ent a

rran

ge th

e le

tter

flash

car

ds to

spe

ll th

e w

ord.

FSA

A—D

ataf

olio

Gra

de 7

ELA

Act

ivity

Cho

ices

35

| P

ag

e

FSAA

—Da

tafo

lio G

rade

7 M

athe

mat

ics

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 2

: Sol

ve re

al-li

fe a

nd m

athe

mat

ical

pro

blem

s usin

g nu

mer

ical

and

alg

ebra

ic e

xpre

ssio

ns a

nd e

quat

ions

.



STAN

DARD

CO

DE

Stan

dard

: Sol

ve m

ulti-

step

real

-life

and

mat

hem

atic

al p

robl

ems p

osed

with

pos

itive

and

neg

ativ

e ra

tiona

l num

bers

in a

ny

form

(who

le n

umbe

rs, f

ract

ions

, and

dec

imal

s), u

sing

tool

s str

ateg

ical

ly. A

pply

pro

pert

ies

of o

pera

tions

to c

alcu

late

with

nu

mbe

rs in

any

form

; con

vert

bet

wee

n fo

rms a

s ap

prop

riate

; and

ass

ess

the

reas

onab

lene

ss o

f ans

wer

s us

ing

men

tal

com

puta

tion

and

estim

atio

n st

rate

gies

. For

exa

mpl

e: If

a w

oman

mak

ing

$25

an h

our g

ets a

10%

raise

, she

will

mak

e an

ad

ditio

nal 1

/10

of h

er s

alar

y an

hou

r, or

$2.

50, f

or a

new

sal

ary

of $

27.5

0. If

you

wan

t to

plac

e a

tow

el b

ar 9

3/4

inch

es lo

ng

in th

e ce

nter

of a

doo

r tha

t is

27 1

/2 in

ches

wid

e, y

ou w

ill n

eed

to p

lace

the

bar a

bout

9 in

ches

from

eac

h ed

ge; t

his

estim

ate

can

be u

sed

as a

che

ck o

n th

e ex

act c

ompu

tatio

n.

MAFS.7.EE.2.3

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: S

olve

real

-wor

ld, m

ulti-

step

pro

blem

s usin

g po

sitiv

e an

d ne

gativ

e ra

tiona

l num

bers

(who

le

num

bers

, fra

ctio

ns, a

nd d

ecim

als)

.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.7.EE.2.AP.3a

Conc

rete

:

Dem

onst

rate

ope

ratio

ns u

sing

man

ipul

ativ

esw

hen

pres

ente

d w

ith c

omm

on la

ngua

ge(a

ltoge

ther

, lef

t ove

r, su

m, e

tc.).

Cr

eate

an

arra

y of

obj

ects

into

gro

ups t

o m

odel

the

role

of e

qual

gro

ups

in a

mul

tiplic

atio

n or

divi

sion

situa

tion.

G

iven

a se

t num

ber o

f man

ipul

ativ

es, d

istrib

ute

them

eve

nly

to c

reat

e a

defic

it (e

.g.,

give

n 10

mar

kers

, dist

ribut

e 1

each

to 1

5 st

uden

ts) .

G

iven

a s

et n

umbe

r of m

anip

ulat

ives

, dis

trib

ute

them

eve

nly

to c

reat

e a

frac

tion

(e.g

., gi

ven

10pi

eces

of c

halk

dis

trib

ute

½ p

iece

to 2

0st

uden

ts).

Choi

ce 1

: De

mon

stra

te

oper

atio

ns u

sing

m

anip

ulat

ives

whe

n pr

esen

ted

with

co

mm

on la

ngua

ge

(alto

geth

er, l

eft o

ver,

sum

, etc

.).

1.Th

e st

uden

t is

pres

ente

d w

ith 2

blo

cks

and

then

giv

en 2

mor

e bl

ocks

. How

man

ybl

ocks

are

2 b

lock

s an

d 2

bloc

ksal

toge

ther

?Re

spon

se: 4

Choi

ce 2

: Cre

ate

an

arra

y of

obj

ects

into

gr

oups

to m

odel

the

role

of e

qual

gro

ups

in

a m

ultip

licat

ion

or

divi

sion

situ

atio

n.

2.Th

e st

uden

t is

pres

ente

d w

ith 6

blo

cks

and

resp

onse

opt

ions

of t

hree

diff

eren

tar

rays

. Whi

ch a

rray

mod

els

the

mul

tiplic

atio

n fa

ct ×3

2?

Resp

onse

: 3 ro

ws

of 2

blo

cks

Choi

ce 3

: Giv

en a

set

nu

mbe

r of

man

ipul

ativ

es,

dist

ribut

e th

em e

venl

y to

cre

ate

a de

ficit.

3.Th

e st

uden

t is

pres

ente

d w

ith 3

mar

kers

and

thre

e re

spon

se o

ptio

ns. G

ive

1m

arke

r to

each

of 5

stu

dent

s.Re

spon

se: T

here

are

not

eno

ugh

mar

kers

;I n

eed

two

mor

e.

FSA

A—D

ataf

olio

Gra

de 7

Mat

hem

atic

s Ac

tivity

Cho

ices

36

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 2

: Sol

ve re

al-li

fe a

nd m

athe

mat

ical

pro

blem

s inv

olvi

ng a

ngle

mea

sure

, are

a, su

rfac

e ar

ea, a

nd v

olum

e.

Geometry

Geometry ST

ANDA

RD

CODE

St

anda

rd: S

olve

real

-wor

ld a

nd m

athe

mat

ical

pro

blem

s in

volv

ing

area

, vol

ume

and

surf

ace

area

of t

wo-

and

thre

e-di

men

siona

l obj

ects

com

pose

d of

tria

ngle

s, q

uadr

ilate

rals,

pol

ygon

s, c

ubes

, and

righ

t pris

ms.

MAFS.7.G.2.6

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: A

dd th

e ar

ea o

f eac

h fa

ce o

f a p

rism

to fi

nd th

e su

rfac

e ar

ea o

f thr

ee-d

imen

siona

l ob

ject

s.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.7.G.2.AP.6a

Conc

rete

:

Dem

onst

rate

an

unde

rsta

ndin

g of

the

conc

ept o

f the

surf

ace

area

.

Reco

gnize

that

surf

ace

area

isfo

und

by a

ddin

g up

the

indi

vidu

alar

eas o

f eac

h fa

ce.

Ad

d w

hole

num

bers

usi

ngap

prop

riate

tool

s, a

s ne

eded

.

Und

erst

and

two-

and

thre

e-di

men

siona

l dim

ensio

nalit

y (tw

o-di

men

siona

l is s

pace

cov

ered

,th

ree-

dim

ensio

nal i

s th

e sp

ace

with

in).

Choi

ce 1

: Use

m

anip

ulat

ives

to fi

nd

the

area

of a

face

of a

sh

ape.

1.Th

e st

uden

t is

pres

ente

d w

ith a

prin

ted

pict

ure

of a

sha

pe a

nd g

iven

man

ipul

ativ

e sq

uare

s. H

owm

any

bloc

ks c

an fi

t in

the

face

of t

he re

ctan

gle?

Resp

onse

: will

var

yCh

oice

2: I

dent

ify th

e nu

mbe

r of f

aces

of a

th

ree-

dim

ensio

nal

figur

e.

2.Th

e st

uden

t is

pres

ente

d w

ith a

thre

e-di

men

sion

al fi

gure

. How

man

y fa

ces

does

this

figur

e ha

ve?

Resp

onse

: will

var

yCh

oice

3: D

iffer

entia

te

betw

een

a tw

o-di

men

sion

al fi

gure

and

a

thre

e-di

men

sion

al

figur

e.

3.Th

e st

uden

t is

pres

ente

d w

ith th

e m

anip

ulat

ive

of a

cub

e, a

squ

are,

and

a re

ctan

gle.

Whi

ch o

fth

ese

is a

thre

e-di

men

sion

al fi

gure

?Re

spon

se: c

ube

FSA

A—D

ataf

olio

Gra

de 7

Mat

hem

atic

s Ac

tivity

Cho

ices

37

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 3

: Inv

estig

ate

chan

ce p

roce

sses

and

dev

elop

, use

, and

eva

luat

e pr

obab

ility

mod

els.



STAN

DARD

CO

DE

Stan

dard

: Fin

d pr

obab

ilitie

s of

com

poun

d ev

ents

usin

g or

gani

zed

lists

, tab

les,

tree

dia

gram

s, a

nd si

mul

atio

n.

a.U

nder

stan

d th

at, j

ust a

s w

ith s

impl

e ev

ents

, the

pro

babi

lity

of a

com

poun

d ev

ent i

s th

e fr

actio

n of

out

com

es in

the

sam

ple

spac

e fo

r whi

ch th

e co

mpo

und

even

t occ

urs.

b.Re

pres

ent s

ampl

e sp

aces

for c

ompo

und

even

ts u

sing

met

hods

suc

h as

org

aniz

ed li

sts,

tabl

es, a

nd tr

ee d

iagr

ams.

For

an

even

tde

scrib

ed in

eve

ryda

y la

ngua

ge (e

.g.,

“rol

ling

doub

le s

ixes

”), i

dent

ify th

e ou

tcom

es in

the

sam

ple

spac

e w

hich

com

pose

the

even

t. c.

Desig

n an

d us

e a

simul

atio

n to

gen

erat

e fr

eque

ncie

s fo

r com

poun

d ev

ents

. For

exa

mpl

e, u

se ra

ndom

dig

its a

s a

sim

ulat

ion

tool

to a

ppro

xim

ate

the

answ

er to

the

ques

tion:

If 4

0% o

f don

ors

have

type

A b

lood

, wha

t is

the

prob

abili

ty th

at it

will

take

at

leas

t 4 d

onor

s to

find

one

with

type

A b

lood

?

MAFS.7.SP.3.8

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: U

se tr

ee d

iagr

ams,

freq

uenc

y ta

bles

, org

anize

d lis

ts, a

nd/o

r sim

ulat

ions

to c

olle

ct

data

from

a tw

o-st

ep si

mul

atio

n of

com

poun

d ev

ents

(usin

g tw

o co

ins

and/

or tw

o di

ce).

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.7.SP.3.AP.8b

Conc

rete

:

Use

item

s lik

e co

ins t

o de

term

ine

the

prob

abili

ty o

f an

outc

ome

(1/2

head

s).

U

sing

man

ipul

ativ

es a

nd a

cha

rt to

capt

ure

the

outc

omes

of c

oin

flips

or d

ice

rolls

.

Choi

ce 1

: Use

item

s su

ch a

s co

ins

to d

eter

min

e th

e pr

obab

ility

of a

n ou

tcom

e (1

/2 h

eads

).

1.Th

e st

uden

t is

pres

ente

d w

ith a

spi

nner

with

a ci

rcle

hal

f sha

ded

and

thre

e re

spon

seop

tions

. Wha

t is

the

prob

abili

ty o

f the

arr

owla

ndin

g on

the

shad

ed p

art?

Resp

onse

: 1 in

2Ch

oice

2: U

se m

anip

ulat

ives

an

d a

char

t to

capt

ure

the

outc

omes

of c

oin

flips

or

dice

rolls

.

2.Th

e st

uden

t is

pres

ente

d w

ith a

spi

nner

with

a ci

rcle

hal

f sha

ded

and

is to

ld th

ere

is a

1 in

2 ch

ance

that

the

arro

w w

ill la

nd o

n th

esh

aded

par

t. Th

e sp

inne

r is

then

spu

n 4

or 6

times

to d

eter

min

e th

e ac

tual

out

com

e. T

hest

uden

t rec

ords

the

outc

ome

on a

cha

rt.

Resp

onse

: will

var

yCh

oice

3: E

xpre

ss

prob

abili

ty a

s a

perc

ent o

r a

frac

tion.

3.Th

e st

uden

t is

pres

ente

d w

ith a

spi

nner

divi

ded

into

2 e

qual

sec

tions

and

thre

ere

spon

se o

ptio

ns. W

hat i

s th

e pr

obab

ility

of

the

spin

ner l

andi

ng o

n th

e gr

ay s

ectio

n of

the

spin

ner?

Resp

onse

: 1 2

FSA

A—D

ataf

olio

Gra

de 7

Mat

hem

atic

s Ac

tivity

Cho

ices

38

| P

ag

e

ge

es

es

es

a

ic ic ic P

ho ho ho

| 39 Cf C C

o 3 3 3 f f

o 2 3 2 o 3 3 2

er er erb b b

um um umN N N

e e .4 .4 e d .2 .1.5 d .3 d

.1

o o .2

.1s o .1 .1 .1 .1 .4.3t C I

.W

C .G P C .4 8.F .8in d .R .L d .S d .1r .8 .8.8 .8 .8 r .8 r .N .P .La a S ar S Sd S S d SF dp an

F FF F an

FA A C.8

C.8

AA AA an S S C.8

e S

St LL L MSt M M St

lu B8 e s

ad

ci

at ec

olio

Gr A

EL

l l m naon

a e ee on he i u ir tt Scir

ta a atn ae m er m yste

m

M ge SG

af for tiL for

n n led

t I Ia o

D n K

—

y r f e

o o cg the

Num

ber

w

dy

n ce

AA

e st ry e

o ci en nd

n ec

a to cii a en C e B S Sg ct m / l ciS f

in yn o e o

caF rt u o ir e S

r sF Ge fg u y iL s babi

lity

e tl hi ro t ay er aa r epo

PNo et u R P C sge ct D ritin

g

g ntt u ina W and i

d r t

C n t

ased

r epr

Sg a

int ea

n epo ulBds

Rr a B e 8

epo d tf ad I a

ey

Stat

istic

s

r

rR CK Text

-

io G

olaf

atD

—ASAF

FSAA

—Da

tafo

lio G

rade

8 E

LA

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 1: K

ey Id

eas a

nd D

etai

ls



Informational

STAN

DARD

CO

DE

Stan

dard

: Det

erm

ine

a ce

ntra

l ide

a of

a te

xt a

nd a

naly

ze it

s de

velo

pmen

t ove

r the

cou

rse

of th

e te

xt, i

nclu

ding

its

rela

tions

hip

to su

ppor

ting

idea

s; p

rovi

de a

n ob

ject

ive

sum

mar

y of

the

text

.

LAFS.8.RI.1.2

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: P

rovi

de/c

reat

e an

obj

ectiv

e su

mm

ary

of a

text

.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.8.RI.1.AP.2c

Id

entif

y th

e m

ain

idea

of a

text

.

Iden

tify

key

deta

ils re

late

d to

the

mai

n id

ea o

f a te

xt.

Id

entif

y ho

w k

ey d

etai

lssu

ppor

t the

mai

n id

ea.

Id

entif

y a

fact

ual

sum

mar

y/st

atem

ent a

bout

the

text

.

Choi

ce 1

: Ide

ntify

the

mai

n id

ea o

f a te

xt.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ada

shor

t inf

orm

atio

nal t

ext a

nd th

ree

resp

onse

opt

ions

. Wha

t is

this

art

icle

mai

nly

abou

t?Re

spon

se: w

ill v

ary

Choi

ce 2

: Ide

ntify

key

de

tails

rela

ted

to th

e m

ain

idea

of a

text

.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ada

shor

t inf

orm

atio

nal t

ext a

nd th

ree

resp

onse

opt

ions

. Whi

ch d

etai

ls ar

eco

nnec

ted

to th

e m

ain

idea

of t

hear

ticle

? (M

ain

idea

may

be

stat

ed fo

r the

stud

ent.)

Resp

onse

: will

var

yCh

oice

3: I

dent

ify a

fa

ctua

l sum

mar

y/

stat

emen

t abo

ut a

text

.

3.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ada

shor

t inf

orm

atio

nal t

ext a

nd th

ree

resp

onse

opt

ions

. Whi

ch o

f the

se is

afa

ctua

l sta

tem

ent f

rom

the

artic

le?

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 8

ELA

Act

ivity

Cho

ices

40

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 3: V

ocab

ular

y Ac

quisi

tion

and

Use

Craft and Structure

Language

Literature

STAN

DARD

CO

DE

Stan

dard

: Dem

onst

rate

und

erst

andi

ng o

f fig

urat

ive

lang

uage

, wor

d re

latio

nshi

ps, a

nd n

uanc

es in

wor

d m

eani

ngs.

5a

. Int

erpr

et fi

gure

s of

spe

ech

(e.g

., ve

rbal

iron

y, p

uns)

in c

onte

xt.

5b. U

se th

e re

latio

nshi

p be

twee

n pa

rtic

ular

wor

ds to

bet

ter u

nder

stan

d ea

ch o

f the

wor

ds.

5c. D

istin

guish

am

ong

the

conn

otat

ions

(ass

ocia

tions

) of w

ords

with

sim

ilar d

enot

atio

ns (d

efin

ition

s) (e

.g.,

bullh

eade

d,

will

ful,

firm

, per

siste

nt, r

esol

ute)

.

LAFS.8.L.3.5

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: U

se th

e re

latio

nshi

p be

twee

n pa

rtic

ular

wor

ds to

bet

ter u

nder

stan

d ea

ch

of th

e w

ords

.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.8.L.3.AP.5c

Fo

r a g

iven

pai

r of w

ords

,de

term

ine

the

rela

tions

hip

betw

een

the

wor

ds (e

.g.,

caus

e/ef

fect

, par

t/w

hole

,ca

tego

ry).

Choi

ce 1

: For

a g

iven

pa

ir of

wor

ds,

dete

rmin

e th

e re

latio

nshi

p be

twee

n th

e w

ords

.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ada

sent

ence

con

stru

cted

with

wor

d/pi

ctur

e ca

rds.

The

stu

dent

sor

tsw

ords

into

two

grou

ps b

ased

on

whe

ther

the

wor

d sh

ows

a ca

use

or a

nef

fect

. For

exa

mpl

e, g

iven

the

sent

ence

“Bill

fell

beca

use

he w

as ru

nnin

g to

ofa

st,”

the

stud

ent w

ould

cat

egor

ize

the

wor

ds “

Bill

fell”

as

an e

ffect

and

“he

was

runn

ing

too

fast

” as

a c

ause

.Re

spon

se: w

ill v

ary

Choi

ce 2

: Sor

t wor

ds

into

app

ropr

iate

ca

tego

ries

to s

how

the

rela

tions

hip

betw

een

the

wor

ds.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

adth

ree

wor

d/pi

ctur

e ca

rds

and

two

resp

onse

opt

ion

cate

gory

car

ds. W

hich

wor

ds b

elon

g to

geth

er to

des

crib

e th

em

ain

char

acte

r/a

part

icul

ar o

bjec

t?(S

tude

nt m

atch

es th

e w

ords

to th

ech

arac

ter/

obje

ct th

ey d

escr

ibe.

)Re

spon

se: w

ill v

ary

Choi

ce 3

: Ide

ntify

a

wor

d th

at is

rela

ted

to

a gi

ven

wor

d an

d sim

ilar i

n de

finiti

on a

nd

mea

ning

.

3.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

adth

ree

wor

d/pi

ctur

e ca

rds.

Whi

ch w

ord

from

this

list i

s m

ost s

imila

r to

the

wor

d(a

wor

d) in

mea

ning

?Re

spon

se: w

ill v

ary

FSA

A—D

ataf

olio

Gra

de 8

ELA

Act

ivity

Cho

ices

41

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 1: C

ompr

ehen

sion

and

Colla

bora

tion

Text-based Writing

Writing

Informational

STAN

DARD

CO

DE

Stan

dard

: Writ

e ar

gum

ents

to s

uppo

rt c

laim

s w

ith c

lear

reas

ons

and

rele

vant

evi

denc

e.

1a. I

ntro

duce

cla

im(s

), ac

know

ledg

e an

d di

stin

guis

h th

e cl

aim

(s) f

rom

alte

rnat

e or

opp

osin

g cl

aim

s, a

nd o

rgan

ize

the

reas

ons

and

evid

ence

logi

cally

. 1b

. Sup

port

cla

im(s

) with

logi

cal r

easo

ning

and

rele

vant

evi

denc

e, u

sing

acc

urat

e, c

redi

ble

sour

ces

and

dem

onst

ratin

g an

un

ders

tand

ing

of th

e to

pic

or te

xt.

1c

. Use

wor

ds, p

hras

es, a

nd c

laus

es to

cre

ate

cohe

sion

and

cla

rify

the

rela

tions

hips

am

ong

clai

m(s

), co

unte

rcla

ims,

reas

ons,

an

d ev

iden

ce.

1d. E

stab

lish

and

mai

ntai

n a

form

al s

tyle

. 1e

. Pro

vide

a c

oncl

udin

g st

atem

ent o

r sec

tion

that

follo

ws

from

and

sup

port

s th

e ar

gum

ent p

rese

nted

.

LAFS.8.W.1.1 AC

CESS

PO

INT

CODE

Acce

ss P

oint

Sta

ndar

d: C

reat

e an

org

aniza

tiona

l str

uctu

re in

whi

ch id

eas

are

logi

cally

gro

uped

to

supp

ort t

he w

riter

’s c

laim

.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.8.W.1.AP.1b

G

iven

a w

riter

’s c

laim

s,id

entif

y th

e w

riter

’spe

rspe

ctiv

e on

the

topi

c(e

.g.,

pro

or c

on).

Id

entif

y a

reas

on/e

vide

nce

that

supp

orts

a c

laim

with

ina

pers

uasiv

e te

xt.

De

velo

p a

list o

f ide

as th

atsu

ppor

t a c

laim

.

Gro

up th

e id

eas

into

cate

gorie

s tha

t lin

k to

the

clai

m.

Choi

ce 1

: Giv

en a

writ

er’s

cl

aim

s, id

entif

y th

e w

riter

’s p

ersp

ectiv

e on

the

topi

c.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad a

nar

ticle

and

thre

e re

spon

se o

ptio

ns. B

ased

on th

e cl

aim

s in

the

text

, wha

t is

the

writ

er’s

per

spec

tive?

Tex

ts s

houl

d be

info

rmat

iona

l art

icle

s w

ith a

cle

arpe

rsua

sive

ang

le o

n a

scie

nce

or s

ocia

lsc

ienc

e to

pic.

Resp

onse

: will

var

yCh

oice

2: I

dent

ify a

reas

on

or e

vide

nce

that

sup

port

s a

clai

m w

ithin

a p

ersu

asiv

e te

xt.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad a

pers

uasi

ve te

xt a

nd th

ree

resp

onse

optio

ns. W

hich

of t

hese

pro

vide

s sp

ecifi

cev

iden

ce fo

r the

aut

hor’s

cla

im?

(Aut

hor’s

clai

m is

pro

vide

d to

the

stud

ent.)

Resp

onse

: will

var

yCh

oice

3: G

roup

idea

s in

to

cate

gorie

s th

at li

nk to

a

clai

m.

3.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad a

pers

uasi

ve te

xt a

nd th

ree

resp

onse

optio

ns. L

ist o

ne fa

ct in

the

pro

cate

gory

and

one

fact

in th

e co

n ca

tego

ry.

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 8

ELA

Act

ivity

Cho

ices

42

| P

ag

e

FSAA

—Da

tafo

lio G

rade

8 M

athe

mat

ics

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 1

: Def

ine,

eva

luat

e, a

nd c

ompa

re fu

nctio

ns.

Functions

Functions

STAN

DARD

CO

DE

Stan

dard

: Int

erpr

et th

e eq

uatio

n y

= m

x +

b as

def

inin

g a

linea

r fun

ctio

n, w

hose

gra

ph is

a s

trai

ght l

ine;

giv

e ex

ampl

es o

f fu

nctio

ns th

at a

re n

ot li

near

. For

exa

mpl

e, th

e fu

nctio

n A

= s²

giv

ing

the

area

of a

squa

re a

s a

func

tion

of it

s sid

e le

ngth

is

not l

inea

r bec

ause

its

grap

h co

ntai

ns th

e po

ints

(1, 1

), (2

, 4),

and

(3, 9

), w

hich

are

not

on

a st

raig

ht li

ne.

MAFS.8.F.1.3 AC

CESS

PO

INT

CODE

Acce

ss P

oint

Sta

ndar

d: Id

entif

y gr

aphe

d fu

nctio

ns a

s lin

ear o

r not

line

ar.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.8.F.1.AP.3a Co

ncre

te:

Id

entif

y a

linea

r fun

ctio

n on

a g

raph

as o

ne th

at fo

rms a

str

aigh

t lin

e.

Iden

tify

a no

n-lin

ear f

unct

ion

on a

grap

h as

one

that

doe

s not

mak

e a

stra

ight

line

.

Choi

ce 1

: Ide

ntify

a li

near

fu

nctio

n on

a g

raph

as

one

that

fo

rms

a st

raig

ht li

ne.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

adth

ree

grap

hs a

s re

spon

se o

ptio

ns. W

hich

grap

h re

pres

ents

a li

near

func

tion?

Resp

onse

: lin

ear f

unct

ion

Choi

ce 2

: Ide

ntify

a n

onlin

ear

func

tion

on a

gra

ph a

s on

e th

at

does

not

mak

e a

stra

ight

line

.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

adth

ree

grap

hs a

s re

spon

se o

ptio

ns. W

hich

grap

h re

pres

ents

a n

onlin

ear f

unct

ion?

Resp

onse

: non

linea

r fun

ctio

n

FSA

A—D

ataf

olio

Gra

de 8

Mat

hem

atic

s Ac

tivity

Cho

ices

43

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 1

: Und

erst

and

cong

ruen

ce a

nd s

imila

rity

usin

g ph

ysic

al m

odel

s, tr

ansp

aren

cies

, or g

eom

etry

soft

war

e.

Geometry

Geometry ST

ANDA

RD

CODE

Stan

dard

: Und

erst

and

that

a tw

o-di

men

siona

l fig

ure

is sim

ilar t

o an

othe

r if t

he se

cond

can

be

obta

ined

from

the

first

by

a se

quen

ce o

f rot

atio

ns, r

efle

ctio

ns, t

rans

latio

ns, a

nd d

ilatio

ns; g

iven

two

simila

r tw

o-di

men

siona

l fig

ures

, des

crib

e a

sequ

ence

that

exh

ibits

the

simila

rity

betw

een

them

.

MAFS.8.G.1.4

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: C

ompa

re a

rea

and

volu

me

of si

mila

r fig

ures

.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.8.G.1.AP.4c

Conc

rete

:

Reco

gnize

how

the

spac

e in

side

afig

ure

incr

ease

s whe

n th

e sid

esar

e le

ngth

ened

.

Mul

tiply

who

le n

umbe

rs,

frac

tions

, and

dec

imal

s in

ord

erto

com

pare

are

a an

d vo

lum

e.

Use

gra

ph p

aper

to c

ount

the

area

insid

e of

a fi

gure

and

use

the

area

to c

ompa

re th

e siz

es o

f the

figur

es.

U

se c

ubes

to c

ount

the

volu

me

ofa

figur

e an

d us

e th

e vo

lum

e to

com

pare

the

sizes

of t

he fi

gure

s.

Choi

ce 1

: Use

gra

ph p

aper

to

coun

t the

are

a in

side

of a

fig

ure.

1.Th

e st

uden

t is

pres

ente

d w

ith a

dra

win

g of

a re

ctan

gle

on g

raph

pap

er a

nd th

ree

resp

onse

opt

ions

. How

man

y sq

uare

s ar

ein

side

the

rect

angl

e?Re

spon

se: w

ill v

ary

Choi

ce 2

: Rec

ogni

ze h

ow th

e sp

ace

insi

de a

figu

re

incr

ease

s w

hen

the

sides

are

le

ngth

ened

.

2.Th

e st

uden

t is

pres

ente

d w

ith a

dra

win

g of

a re

ctan

gle

on g

raph

pap

er a

nd s

how

n th

esid

e le

ngth

s an

d th

e ar

ea o

f the

rect

angl

ean

d th

ree

resp

onse

opt

ions

. The

rect

angl

eis

then

ext

ende

d on

one

sid

e. H

ow d

id th

ere

ctan

gle

chan

ge?

Resp

onse

: It i

s la

rger

.Ch

oice

3: U

se c

ubes

to c

ount

th

e vo

lum

e of

two

figur

es

and

use

the

volu

me

to

com

pare

the

sizes

of t

he

figur

es.

3.Th

e st

uden

t is

pres

ente

d w

ith u

nit c

ubes

and

two

figur

es. W

hich

figu

re h

olds

mor

ecu

bes?

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 8

Mat

hem

atic

s Ac

tivity

Cho

ices

44

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 1

: Inv

estig

ate

patt

erns

of a

ssoc

iatio

n in

biv

aria

te d

ata.

Statistics and Probability and the Number System


STAN

DARD

CO

DE

Stan

dard

: Und

erst

and

that

pat

tern

s of

ass

ocia

tion

can

also

be

seen

in b

ivar

iate

cat

egor

ical

dat

a by

disp

layi

ng fr

eque

ncie

s an

d re

lativ

e fr

eque

ncie

s in

a tw

o-w

ay ta

ble.

Con

stru

ct a

nd in

terp

ret a

two-

way

tabl

e su

mm

arizi

ng d

ata

on tw

o ca

tego

rical

var

iabl

es c

olle

cted

from

the

sam

e su

bjec

ts. U

se re

lativ

e fr

eque

ncie

s ca

lcul

ated

for r

ows

or c

olum

ns to

de

scrib

e po

ssib

le a

ssoc

iatio

n be

twee

n th

e tw

o va

riabl

es. F

or e

xam

ple,

col

lect

dat

a fr

om st

uden

ts in

you

r cla

ss o

n w

heth

er o

r not

they

hav

e a

curf

ew o

n sc

hool

nig

hts

and

whe

ther

or n

ot th

ey h

ave

assig

ned

chor

es a

t hom

e. Is

ther

e ev

iden

ce th

at th

ose

who

hav

e a

curf

ew a

lso te

nd to

hav

e ch

ores

? MAFS.8.SP.1.4

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: A

naly

ze d

ispla

ys o

f biv

aria

te d

ata

to d

evel

op o

r sel

ect a

ppro

pria

te c

laim

s ab

out t

hose

da

ta. Es

sent

ial U

nder

stan

ding

s Ac

tivity

Cho

ices

Ex

ampl

es

MAFS.8.SP.1.AP.4a Co

ncre

te:

Id

entif

y a

simila

r dist

ribut

ion

whe

n gi

ven

a ch

oice

of t

hree

(e.g

., w

hen

show

n a

norm

aldi

strib

utio

n, c

an se

lect

a se

cond

exam

ple

of a

nor

mal

dist

ribut

ion

from

thre

e ch

oice

s).

Id

entif

y th

e ap

prop

riate

stat

emen

t whe

n gi

ven

are

latio

nshi

p be

twee

n tw

ova

riabl

es (m

ay u

se g

raph

icsu

ppor

ts su

ch a

s hig

hlig

hted

tran

spar

ency

of a

n as

soci

atio

n).

Choi

ce 1

: Ide

ntify

a

simila

r dist

ribut

ion

whe

n gi

ven

a ch

oice

of t

hree

.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad a

gra

phw

ith a

nor

mal

dist

ribut

ion

and

thre

e gr

aph

resp

onse

opt

ions

. Whi

ch g

raph

sho

ws

anot

her

exam

ple

of a

nor

mal

dist

ribut

ion?

Resp

onse

: nor

mal

dist

ribut

ion

Choi

ce 2

: Ide

ntify

the

appr

opria

te s

tate

men

t w

hen

give

n a

rela

tions

hip

betw

een

two

varia

bles

. Di

spla

y tw

o se

ts o

f dat

a in

a tw

o-w

ay ta

ble.

2.Th

e st

uden

t is

pres

ente

d w

ith a

com

plet

ed ta

ble

and

two

resp

onse

opt

ions

. Do

mor

e m

ale

stud

ents

like

Mat

h or

Art

?G

ende

r M

ath

Art

Tota

l M

ale

3 2

5 Fe

mal

e 4

1 5

Resp

onse

: Mat

h

FSA

A—D

ataf

olio

Gra

de 8

Mat

hem

atic

s Ac

tivity

Cho

ices

45

| P

ag

e

FSAA

—Da

tafo

lio G

rade

8 S

cien

ce

Body

of

Know

ledg

e Bi

g Id

ea 4

: Sci

ence

and

Soc

iety

Nature of Science

STAN

DARD

CO

DE

Stan

dard

: Exp

lain

how

pol

itica

l, so

cial

, and

eco

nom

ic c

once

rns c

an a

ffect

scie

nce,

and

vic

e ve

rsa.

SC.8.N.4.2

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d Ac

tivity

Cho

ices

Ex

ampl

es

SC.8.N.4.Pa.1

Reco

gnize

a w

ay sc

ienc

eis

used

in th

e co

mm

unity

.Ch

oice

1: I

dent

ify s

cien

ce

that

hel

ps m

aint

ain

heal

th.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

choi

ces.

Wha

t is

one

way

sci

ence

is u

sed

to k

eep

peop

le h

ealth

y in

the

com

mun

ity?

Resp

onse

: a d

octo

r fix

ing

a br

oken

bon

eCh

oice

2: I

dent

ify s

cien

ce

that

hel

ps a

ddre

ss p

ollu

tion.

2.

The

stud

ent i

s pr

esen

ted

with

and

read

thre

e ch

oice

s. W

hat i

son

e w

ay s

cien

ce is

use

d to

take

car

e of

pol

lutio

n in

the

com

mun

ity?

Resp

onse

: rec

yclin

gCh

oice

3: M

atch

a p

erso

n w

ho u

ses

scie

nce

with

the

way

the

pers

on u

ses

it in

the

com

mun

ity.

3.Th

e st

uden

t is

pres

ente

d w

ith a

per

son

from

the

com

mun

ity(e

.g.,

vete

rinar

ian)

and

read

thre

e ch

oice

s.Re

spon

se: m

atch

es “

vete

rinar

ian”

to “

care

s fo

r ani

mal

s”

FSA

A—D

ataf

olio

Gra

de 8

Sci

ence

Act

ivity

Cho

ices

46

| P

ag

e

Body

of

Know

ledg

e Bi

g Id

ea 8

: Pro

pert

ies o

f Mat

ter

Physical Science

STAN

DARD

CO

DE

Stan

dard

: Cla

ssify

and

com

pare

subs

tanc

es o

n th

e ba

sis o

f cha

ract

erist

ic p

hysic

al p

rope

rtie

s tha

t can

be

dem

onst

rate

d or

m

easu

red;

for e

xam

ple,

den

sity,

ther

mal

or e

lect

rical

con

duct

ivity

, sol

ubili

ty, m

agne

tic p

rope

rtie

s, m

eltin

g an

d bo

iling

poi

nts,

and

kn

ow th

at th

ese

prop

ertie

s are

inde

pend

ent o

f the

am

ount

of t

he sa

mpl

e.

SC.8.P.8.4 AC

CESS

PO

INT

CODE

Ac

cess

Poi

nt S

tand

ard

Activ

ity C

hoic

es

Exam

ples

SC.8.P.8.Pa.3

Reco

gnize

sub

stan

ces b

yph

ysic

al p

rope

rtie

s, su

chas

wei

ght (

heav

y an

dlig

ht),

size

(big

and

smal

l),an

d te

mpe

ratu

re (h

ot a

ndco

ld).

Choi

ce 1

: Ide

ntify

a

subs

tanc

e by

wei

ght.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

choi

ces.

Whi

chob

ject

is h

eavi

er th

an a

pie

ce o

f pap

er?

Resp

onse

: roc

kCh

oice

2: I

dent

ify a

su

bsta

nce

by s

ize.

2.

The

stud

ent i

s pr

esen

ted

with

and

read

thre

e ch

oice

s. W

hich

obje

ct is

sm

alle

r tha

n a

chai

r?Re

spon

se:

penn

yCh

oice

3: I

dent

ify a

su

bsta

nce

by te

mpe

ratu

re.

3.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

choi

ces.

Whi

chsu

bsta

nce

is co

ld?

Resp

onse

: Ice

is c

old.

FSA

A—D

ataf

olio

Gra

de 8

Sci

ence

Act

ivity

Cho

ices

47

| P

ag

e

Body

of

Know

ledg

e Bi

g Id

ea 1

8: M

atte

r and

Ene

rgy

Tran

sfor

mat

ions

STAN

DARD

CO

DE

Stan

dard

: Des

crib

e an

d in

vest

igat

e th

e pr

oces

s of

pho

tosy

nthe

sis, s

uch

as th

e ro

les

of li

ght,

carb

on d

ioxi

de, w

ater

and

chl

orop

hyll;

pr

oduc

tion

of fo

od; a

nd re

leas

e of

oxy

gen.

Life Science

SC.8.L.18.1

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d Ac

tivity

Cho

ices

Ex

ampl

es

SC.8.L.18.Pa.1

Reco

gnize

that

pla

nts

need

wat

er a

nd li

ght t

ogr

ow.

Choi

ce 1

: Ide

ntify

that

pla

nts

need

wat

er to

gro

w.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

choi

ces.

Wha

the

lps

a pl

ant t

o gr

ow?

Resp

onse

: wat

er

Choi

ce 2

: Ide

ntify

that

pla

nts

need

ligh

t to

grow

. 2.

The

stud

ent i

s pr

esen

ted

with

and

read

thre

e ch

oice

s. W

hat

does

a fl

ower

nee

d to

gro

w?

Resp

onse

: sun

light

FSA

A—D

ataf

olio

Gra

de 8

Sci

ence

Act

ivity

Cho

ices

48

| P

ag

e

ge

es a

ic P

ho

|49

Cf

o 3 3 3

erbum

N

.1 e 4 .8d .1 3.t o . .3

in C

I I

.R L .Rd 0 0rr 1a 910.

1p d .9 . .9

an

SS Se FF F

lu St AA AL L L)

B AEL9 (e st

ad

r Ar

olio

G

ge a l l la a au ong on one i i in r t t tn a a aa e m m m L G

af h for

for

for

s n n nt i I I Ia gl

D En

—AA sS eaF d I d s l ny i er a ro u e

a

g et ct ge D

d ntt u e ia d r

C n t wl

epr

Sg a o ud l

in s n Bnt K

epor ea a fd t e

9

f I oa ad

ey r n r

R C oK it o G

a iolr

eg afatt DnI —A

SAF

FSAA

—Da

tafo

lio G

rade

9 E

LA

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 1: K

ey Id

eas a

nd D

etai

ls



Informational

STAN

DARD

CO

DE

Stan

dard

: Cite

str

ong

and

thor

ough

text

ual e

vide

nce

to s

uppo

rt a

naly

sis o

f wha

t the

text

say

s exp

licitl

y as

wel

l as

infe

renc

es d

raw

n fr

om th

e te

xt.

LAFS.910.RI.1.1

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: D

eter

min

e w

hich

pie

ce(s

) of e

vide

nce

prov

ide

the

stro

nges

t sup

port

for

infe

renc

es, c

oncl

usio

ns, o

r sum

mar

ies

in a

text

.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.910.RI.1.AP.1b

Id

entif

y th

e sp

ecifi

c pi

eces

of

evid

ence

s (e.

g., m

ain

idea

, pic

ture

s,gr

aphs

, spe

cific

sen

tenc

es, d

etai

ls)fo

r inf

eren

ce, c

oncl

usio

n, a

nd/o

rsu

mm

ary

from

a se

lect

ed te

xt.

Ca

tego

rize

the

evid

ence

s int

o th

eth

ree

cate

gorie

s: in

fere

nce,

conc

lusio

n, a

nd/o

r sum

mar

y.

Choo

se th

e st

rong

est p

iece

of

evid

ence

in e

ach

cate

gory

.

Choi

ce 1

: Ide

ntify

a

conc

lusio

n fr

om a

n in

form

atio

nal t

ext.

1.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

n in

form

atio

nal a

rtic

le a

ndth

ree

resp

onse

opt

ions

. Whi

chse

nten

ce c

an b

e us

ed a

s a

clos

ing

for t

his

artic

le?

Resp

onse

: will

var

yCh

oice

2: I

dent

ify a

su

mm

ary

from

an

info

rmat

iona

l tex

t.

2.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

n in

form

atio

nal a

rtic

le a

ndth

ree

resp

onse

opt

ions

. Whi

chse

ctio

n in

clud

es th

e m

ost

impo

rtan

t par

ts o

f the

art

icle

?Re

spon

se: w

ill v

ary

Choi

ce 3

: Ide

ntify

de

tails

to s

uppo

rt a

n in

fere

nce,

con

clus

ion,

or

sum

mar

y.

3.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

n in

form

atio

nal a

rtic

le a

ndth

ree

resp

onse

opt

ions

. Whi

chde

tails

pro

vide

evi

denc

e fo

r the

auth

or’s

arg

umen

t? (A

utho

r’sar

gum

ent i

s pr

ovid

ed to

the

stud

ent.)

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 9

ELA

Act

ivity

Cho

ices

50

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 3: V

ocab

ular

y Ac

quisi

tion

and

Use

Craft and Structure

Language

Informational ST

ANDA

RD

CODE

Stan

dard

: Det

erm

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

and

phr

ases

bas

ed o

n gr

ades

9–1

0 re

adin

g an

d co

nten

t, ch

oosin

g fle

xibl

y fr

om a

rang

e of

str

ateg

ies.

4a

. Use

con

text

(e.g

., th

e ov

eral

l mea

ning

of a

sen

tenc

e, p

arag

raph

, or t

ext;

a w

ord’

s po

sitio

n or

func

tion

in a

sen

tenc

e) a

s a

clue

to th

e m

eani

ng o

f a w

ord

or p

hras

e.

4b. I

dent

ify a

nd c

orre

ctly

use

pat

tern

s of

wor

d ch

ange

s th

at in

dica

te d

iffer

ent m

eani

ngs

or p

arts

of s

peec

h (e

.g.,

anal

yze,

an

alys

is, a

naly

tical

; adv

ocat

e, a

dvoc

acy)

. 4c

. Con

sult

gene

ral a

nd s

peci

aliz

ed re

fere

nce

mat

eria

ls (e

.g.,

dict

iona

ries,

glo

ssar

ies,

thes

auru

ses)

, bot

h pr

int a

nd d

igita

l, to

find

the

pron

unci

atio

n of

a w

ord

or d

eter

min

e or

cla

rify

its p

reci

se m

eani

ng, i

ts p

art o

f spe

ech,

or i

ts e

tym

olog

y.

4d. V

erify

the

prel

imin

ary

dete

rmin

atio

n of

the

mea

ning

of a

wor

d or

phr

ase

(e.g

., by

che

ckin

g th

e in

ferr

ed m

eani

ng in

co

ntex

t or i

n a

dict

iona

ry).

LAFS.910.L.3.4 AC

CESS

PO

INT

CODE

Acce

ss P

oint

Sta

ndar

d: F

ind

the

prec

ise m

eani

ng o

f a w

ord.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.910.L.3.AP.4c

Sort

a g

iven

list

of w

ords

into

alph

abet

ical

ord

er.

Id

entif

y gu

ide

wor

ds.

Id

entif

y th

e de

finiti

on w

hen

pres

ente

d w

ith th

e en

tire

listin

g of

a w

ord

from

a d

ictio

nary

.

Iden

tify

the

part

of s

peec

h of

aw

ord

whe

n pr

esen

ted

with

the

entir

e lis

ting

of a

wor

d fr

om a

dict

iona

ry.

U

se th

e co

ntex

t to

help

dec

ide

whi

ch d

efin

ition

(fro

m a

list

of

defin

ition

s) is

the

mos

t app

ropr

iate

choi

ce.

Choi

ce 1

: Ide

ntify

gu

ide

wor

ds.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

adth

ree

wor

ds o

n a

glos

sary

pag

e. W

hich

two

wor

ds a

re g

uide

wor

ds o

n th

ispa

ge?

Resp

onse

: will

var

yCh

oice

2: I

dent

ify th

e pa

rt o

f spe

ech

of a

w

ord

whe

n pr

esen

ted

with

the

entir

e lis

ting

of th

e w

ord

from

a

dict

iona

ry.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ada

wor

d/de

finiti

on fr

om a

glo

ssar

y an

dth

ree

resp

onse

opt

ions

. Whi

ch p

art o

fth

e de

finiti

on s

how

s ho

w th

e w

ord

isus

ed in

the

sent

ence

?Re

spon

se: w

ill v

ary

Choi

ce 3

: Use

con

text

to

hel

p de

cide

whi

ch

defin

ition

from

a li

st

of d

efin

ition

s is

the

mos

t app

ropr

iate

ch

oice

.

3.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ada

sent

ence

con

tain

ing

a hi

ghlig

hted

or

unde

rline

d w

ord

and

thre

e re

spon

seop

tions

. Whi

ch d

efin

ition

is th

e be

stba

sed

on h

ow th

e w

ord

is us

ed in

this

sent

ence

?Re

spon

se: w

ill v

ary

FSA

A—D

ataf

olio

Gra

de 9

ELA

Act

ivity

Cho

ices

51

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r: In

tegr

atio

n of

Kno

wle

dge

and

Idea

s



Informational

STAN

DARD

CO

DE

Stan

dard

: Del

inea

te a

nd e

valu

ate

the

argu

men

t and

spec

ific

clai

ms

in a

text

, ass

essin

g w

heth

er th

e re

ason

ing

is va

lid a

nd th

e ev

iden

ce is

rele

vant

and

suffi

cien

t; id

entif

y fa

lse s

tate

men

ts a

nd fa

llaci

ous r

easo

ning

.

LAFS.910.RI.3.8

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: Id

entif

y cl

aim

s an

d ar

gum

ents

mad

e by

the

auth

or.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.910.RI.3.AP.8a

Fi

nd a

cla

im/a

rgum

ent t

heau

thor

mak

es in

the

text

.

List

/hig

hlig

ht o

ne o

r mor

ese

nten

ces

that

supp

ort t

hecl

aim

.

Choi

ce 1

: Ide

ntify

a

clai

m/a

rgum

ent t

he

auth

or m

akes

in a

text

.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

adan

art

icle

and

thre

e re

spon

se o

ptio

ns.

Whi

ch s

ente

nce

show

s w

hat t

heau

thor

’s c

laim

is in

this

artic

le?

Text

ssh

ould

be

info

rmat

iona

l art

icle

s on

aso

cial

sci

ence

or s

cien

ce to

pic.

Resp

onse

: will

var

yCh

oice

2: I

dent

ify o

ne

or m

ore

deta

ils th

at

supp

ort a

cla

im.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

adan

art

icle

and

thre

e re

spon

se o

ptio

ns.

Whi

ch d

etai

l(s) f

rom

the

artic

le s

uppo

rts

the

auth

or’s

arg

umen

t? T

exts

sho

uld

bein

form

atio

nal a

rtic

les

on a

soc

ial s

cien

ceor

sci

ence

topi

c. (

Auth

or’s

arg

umen

t is

prov

ided

to th

e st

uden

t.)Re

spon

se: w

ill v

ary

Choi

ce 3

: List

two

piec

es o

f evi

denc

e th

at

supp

orts

the

clai

m.

3.Th

e st

uden

t is

pres

ente

d w

ith a

n ar

ticle

and

thre

e re

spon

se o

ptio

ns. W

hich

two

piec

es o

f evi

denc

e su

ppor

t the

aut

hor’s

clai

m?

Text

s sh

ould

be

info

rmat

iona

lar

ticle

s on

a s

ocia

l sci

ence

or s

cien

ceto

pic.

(Aut

hor’s

arg

umen

t is

prov

ided

toth

e st

uden

t.)Re

spon

se: w

ill v

ary

FSA

A—D

ataf

olio

Gra

de 9

ELA

Act

ivity

Cho

ices

52

| P

ag

e

ge

es aic P

ho

|

C 53f

o 3 3 3

erbum

N

t 3 e .7n 4d 1.i .3o . 3.r L .

ep

C

ILR .Rd 0r 1ad 910.

910.

.9u .

S S an

. Sl F

B

F F) AA St A AL L

0 EL

L

1 (se trd Aar ge

G au l go a

n e e r ri onel a u u i

fo L r tt tn aa ah e er er m

ta s G t ti i i

gl L L for

a n

D En

I

—AA

seaS dF I d s y l ni er a ro et u e

a

g ct g

e D d ntt u e i

a d r

C n t wl

S uepr

g a o ldin s n B

tr ea

n K 0

a fd t e 1

epo f I oa adr r

R ey n

C oK ita io G

r ol

eg af

t at

n DI —ASAF

FSAA

—Da

tafo

lio G

rade

10

ELA

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 3: K

ey Id

eas a

nd D

etai

ls


Reading Literature

Literature

STAN

DARD

CO

DE

Stan

dard

: Ana

lyze

how

com

plex

cha

ract

ers (

e.g.

, tho

se w

ith m

ultip

le o

r con

flict

ing

mot

ivat

ions

) dev

elop

ove

r th

e co

urse

of a

text

, int

erac

t with

oth

er c

hara

cter

s, a

nd a

dvan

ce th

e pl

ot o

r dev

elop

the

them

e.

LAFS.910.RL.1.3

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: D

elin

eate

how

a c

ompl

ex c

hara

cter

dev

elop

s ov

er th

e co

urse

of a

text

, in

tera

cts

with

oth

er c

hara

cter

s, a

nd a

dvan

ces

the

plot

or d

evel

ops

the

them

e.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.910.RL.1.AP.3b

Li

st h

ow o

r why

a c

hara

cter

’sde

cisio

ns m

ake

them

aco

mpl

ex c

hara

cter

.

Crea

te a

tim

elin

e of

eve

nts

(i.e.

, beg

inni

ng, m

iddl

e, e

nd)

that

con

trib

utes

to th

ede

velo

pmen

t of t

he c

ompl

exch

arac

ter i

n a

text

.

Iden

tify

how

a c

hara

cter

chan

ges o

ver t

ime

byan

alyz

ing

how

the

char

acte

rde

velo

ps th

roug

hout

the

text

.

Choi

ce 1

: Id

entif

y a

reas

on th

at a

ch

arac

ter f

rom

a

stor

y m

akes

a

deci

sion.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad a

shor

t sto

ry a

nd th

ree

resp

onse

opt

ions

. Why

does

the

mai

n ch

arac

ter d

ecid

e to

(eve

nt o

rid

ea fr

om th

e st

ory)

?Re

spon

se: w

ill v

ary

Choi

ce 2

: Ide

ntify

a

char

acte

r at t

he

begi

nnin

g of

a s

tory

an

d th

e sa

me

char

acte

r at t

he e

nd

of th

e st

ory.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad a

shor

t sto

ry a

nd th

ree

resp

onse

opt

ions

. How

does

the

char

acte

r cha

nge

from

the

begi

nnin

g of

the

stor

y to

the

end

of th

est

ory?

Resp

onse

: will

var

yCh

oice

3: O

rder

key

ev

ents

from

a s

tory

. 3.

The

stud

ent i

s pr

esen

ted

with

and

read

ash

ort s

tory

and

thre

e re

spon

se o

ptio

ns. P

lace

the

even

ts fr

om th

e st

ory

in o

rder

from

begi

nnin

g to

end

.Re

spon

se: w

ill v

ary

FSA

A—D

ataf

olio

Gra

de 1

0 EL

A Ac

tivity

Cho

ices

54

|

Pa

ge

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 3: V

ocab

ular

y Ac

quisi

tion

and

Use

Craft and Structure

Language

Literature ST

ANDA

RD

CODE

Stan

dard

: Det

erm

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

and

phr

ases

bas

ed o

n gr

ades

9–1

0 re

adin

g an

d co

nten

t, ch

oosin

g fle

xibl

y fr

om a

rang

e of

str

ateg

ies.

4a

. Use

con

text

(e.g

., th

e ov

eral

l mea

ning

of a

sen

tenc

e, p

arag

raph

, or t

ext;

a w

ord’

s po

sitio

n or

func

tion

in a

sen

tenc

e) a

s a

clue

to th

e m

eani

ng o

f a w

ord

or p

hras

e.

4b. I

dent

ify a

nd c

orre

ctly

use

pat

tern

s of

wor

d ch

ange

s th

at in

dica

te d

iffer

ent m

eani

ngs

or p

arts

of s

peec

h (e

.g.,

anal

yze,

an

alys

is, a

naly

tical

; adv

ocat

e, a

dvoc

acy)

. 4c

. Con

sult

gene

ral a

nd s

peci

aliz

ed re

fere

nce

mat

eria

ls (e

.g.,

dict

iona

ries,

glo

ssar

ies,

thes

auru

ses)

, bot

h pr

int a

nd d

igita

l, to

find

the

pron

unci

atio

n of

a w

ord

or d

eter

min

e or

cla

rify

its p

reci

se m

eani

ng, i

ts p

art o

f spe

ech,

or i

ts e

tym

olog

y.

4d. V

erify

the

prel

imin

ary

dete

rmin

atio

n of

the

mea

ning

of a

wor

d or

phr

ase

(e.g

., by

che

ckin

g th

e in

ferr

ed m

eani

ng in

co

ntex

t or i

n a

dict

iona

ry).

LASF.910.L.3.4

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: V

erify

the

pred

ictio

n of

the

mea

ning

of a

new

wor

d or

phr

ase.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.910.L.3.AP.4a

Use

wor

d pa

rts (

affix

es, r

oots

) to

help

pre

dict

the

mea

ning

of a

nun

know

n w

ord.

U

se th

e co

ntex

t to

help

dec

ide

whi

ch d

efin

ition

(fro

m a

list

of

defin

ition

s) is

the

mos

tap

prop

riate

cho

ice.

Choi

ce 1

: Use

affi

xes

and

root

s to

hel

p pr

edic

t the

m

eani

ng o

f an

unkn

own

wor

d.

1.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

wor

d in

isol

atio

n an

d th

ree

resp

onse

opt

ions

. Whi

ch is

the

corr

ect d

efin

ition

of (

a w

ord)

?Re

spon

se: w

ill v

ary

Choi

ce 2

: Use

con

text

to

help

dec

ide

whi

ch

defin

ition

from

a li

st o

f de

finiti

ons

is th

e m

ost

appr

opria

te c

hoic

e.

2.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sen

tenc

e an

d th

ree

resp

onse

optio

ns. W

hich

def

initi

on is

cor

rect

base

d on

the

way

the

wor

d is

used

in th

is se

nten

ce?

Resp

onse

: will

var

yCh

oice

3: U

se c

onte

xt

from

with

in a

sen

tenc

e to

he

lp d

eter

min

e m

eani

ng.

3.Th

e st

uden

t is

pres

ente

d w

ith a

ndre

ad a

sen

tenc

e an

d th

ree

resp

onse

optio

ns. W

hich

oth

er w

ord

or w

ords

in th

e se

nten

ce h

elp

you

unde

rsta

ndth

e m

eani

ng o

f the

und

erlin

edw

ord?

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 1

0 EL

A Ac

tivity

Cho

ices

55

|Pa

ge

Repo

rtin

g Ca

tego

ry

Dom

ain/

St

rand

G

enre

Cl

uste

r 3: I

nteg

ratio

n of

Kno

wle

dge

and

Idea

s



Informational

STAN

DARD

CO

DE

Stan

dard

: Ana

lyze

var

ious

acc

ount

s of a

subj

ect t

old

in d

iffer

ent m

ediu

ms (

e.g.

, a p

erso

n’s l

ife s

tory

in b

oth

prin

t and

mul

timed

ia),

dete

rmin

ing

whi

ch d

etai

ls ar

e em

phas

ized

in e

ach

acco

unt.

LAFS.910.RI.3.7

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: C

ompa

re a

nd c

ontr

ast v

ario

us a

ccou

nts o

f a su

bjec

t in

two

or m

ore

med

ium

s.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

LAFS.910.RI.3.AP.7a

Id

entif

y, fr

om p

rint s

ourc

es,

info

rmat

ion

abou

t the

topi

c of

the

info

rmat

iona

l rep

ort.

Id

entif

y, fr

om d

igita

l sou

rces

,in

form

atio

n ab

out t

he to

pic

of th

ein

form

atio

nal r

epor

t.

Com

pare

/con

tras

t how

the

topi

cis

port

raye

d in

eac

h m

ediu

m.

Choi

ce 1

: Ide

ntify

in

form

atio

n ab

out a

to

pic

from

two

prin

t so

urce

s.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

adtw

o in

form

atio

nal a

rtic

les

on th

e sa

me

topi

c an

d th

ree

resp

onse

opt

ions

. Wha

tin

form

atio

n ab

out t

he to

pic

is th

e sa

me

in b

oth

prin

t sou

rces

?Re

spon

se: w

ill v

ary

Choi

ce 2

: Ide

ntify

in

form

atio

n ab

out a

to

pic

from

two

digi

tal

sour

ces.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

adtw

o di

gita

l inf

orm

atio

nal a

rtic

les

and

two

resp

onse

opt

ions

. Wha

tin

form

atio

n ab

out t

he to

pic

is th

e sa

me

in b

oth

digi

tal s

ourc

es?

Resp

onse

: will

var

yCh

oice

3: C

ompa

re

and/

or c

ontr

ast

info

rmat

ion

on a

topi

c fr

om o

ne p

rint a

nd o

ne

digi

tal s

ourc

e.

3.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

adon

e in

form

atio

nal a

rtic

le a

nd o

nedi

gita

l sou

rce

of in

form

atio

n on

the

sam

e to

pic

and

pres

ente

d w

ith th

ree

resp

onse

opt

ions

. How

is th

ein

form

atio

n in

the

prin

t sou

rce

the

sam

e as

(or d

iffer

ent f

rom

) the

dig

ital

sour

ce?

Resp

onse

: will

var

y

FSA

A—D

ataf

olio

Gra

de 1

0 EL

A Ac

tivity

Cho

ices

56

|Pa

ge

ag

e

es

es Pic ic |

ho ho 57

C C

f f

o 3 3 3 o 3 3 2

er erb b

um um

N N stnirep 4 .2

.2 .12.u .2

.6.1 .1 . .1l e .1 e DD .2 TB d d GD F Ro II o -) C - CE S MS - -- F C G

M

OC

912. A G -d Grad 912. d

.S 912. r Gad. 912.

912.

E an . S .S F an S 912.

.F . S ( St A F A St SF FF

M A M A Ae AM M Ms Mr 1 yru ar etolg

eb m

C eo

Af G

o s s eses es

yr i

et

td c cc c er

En A A m p

o o

n r

og c P

io iil em rr

T et

fo dt m s ny gg a n , eo y

ta r Sy n i yi es G etela r er el r l d o d o s mbD gg nd g ne m o no e eo

M a a o

—

t u M

t i,a a i ttr Ga C e N dd C Tn t en hu

AA

tg g qnin h as in h mg Et t a t i e wi

epor nd a

epor r h gr R t nS o un b ,

a

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l s

cs gl n R r ea et d ntR i ii u a ot A F ls i M epr

i m uic M

t lra i Bt S et CS

ce,

m O

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SAF

es ag

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es Pic es ic |

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C

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f 3 2 3 o 3 3 2

er f o erb

um

er b

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15.

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912. . .C

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OC . d dd L .7

912.

L S

912. L an

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912. S . . S SS S Sa S an

St S Sd StE an . .C C .

( St CS S Ses yr 1 rou y st sg ico lo

i H iv

C io .S C

Bses ss

U. sf eso c es na

l

c c e y g d tc r A sc t

En A c u enA t l enl en ena mh n t en

zii ms C no C

n erm h c C v f ero e ii il et o t st i m o

y he In

tern

atio

v

fo

ou t g l y o G esy t yr n d is r t Go o

ta

l ov o en o n i fl o g i oy i w co E Ec e

1910

g E rese

nt

1940

b

B T

efen

se o

f

er P w a i nda d t t s oo r a y dn l a a n–D a n ig a C r n

1940 C L o cte l au , a – ft ,

1860

– a p

—

g

1890

g nya l Ei in ,l oel t s in es C t d n D

C ed r

AA

o n ca Fu

g i esi td t a i nd

tr R

epo s d

in l o na nht n l o a p ar epo d

er a a H u tR,n en P eace

R r nS epo r p , P u ,s oa o y t F e i s

cul o P r ta ta

tes

P hi d S a ntR gt , et t n z i

e sl ca

in ilii

The

Uni

ted a R in ep

r

o i m uf s li is n e N n , a

M i gl M g es Bs t a l ria r o Ca a Ol bg O R OLC r o EO lG o i

olaf

atD

—ASAF

FSAA

—Da

tafo

lio A

cces

s Al

gebr

a I

Re

port

ing

Cate

gory

Dom

ain

Clus

ter 1

: Sum

mar

ize, r

epre

sent

, and

inte

rpre

t dat

a on

a s

ingl

e co

unt o

r mea

sure

men

t var

iabl

e.

Statistics and the Number System

Statistics & Probability: Interpreting Categorical & Quantitative Data

STAN

DARD

CO

DE

Stan

dard

: Use

sta

tistic

s ap

prop

riate

to th

e sh

ape

of th

e da

ta d

istrib

utio

n to

com

pare

cen

ter (

med

ian,

mea

n) a

nd sp

read

(in

terq

uart

ile ra

nge,

stan

dard

dev

iatio

n) o

f tw

o or

mor

e di

ffere

nt d

ata

sets

.

MAFS.912.S-ID.1.2 AC

CESS

PO

INT

CODE

Acce

ss P

oint

Sta

ndar

d: D

escr

ibe

a di

strib

utio

n us

ing

cent

er a

nd sp

read

.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.912.S-ID.1.AP.2a

Conc

rete

:

Giv

en a

dat

a di

spla

y, id

entif

y ou

tlier

s in

the

data

set.

I

dent

ify th

e hi

ghes

t and

low

est v

alue

in a

da

ta se

t giv

en a

num

ber l

ine

and

mat

chin

g sy

mbo

ls (c

once

pt o

f ran

ge).

I

dent

ify th

e co

ncep

t of m

edia

n us

ing

conc

rete

repr

esen

tatio

ns o

f dat

a (c

reat

e a

bar g

raph

with

an

odd

num

ber o

f bar

s us

ing

snap

cub

es; a

rran

ge fr

om sh

orte

st

to ta

llest

; stu

dent

pla

ces f

inge

rs o

n tw

o ou

tsid

e to

wer

s, k

nock

s to

wer

s ove

r, an

d m

oves

inw

ard

until

the

one

mid

dle

tow

er le

ft s

tand

ing

is re

ache

d).

F

ind

the

mea

n us

ing

conc

rete

mat

eria

ls.

Choi

ce 1

: Giv

en a

sca

tter

pl

ot, i

dent

ify o

utlie

rs in

a

data

set

.

1. T

he s

tude

nt is

pre

sent

ed w

ith a

sca

tter

pl

ot s

how

ing

a po

sitiv

e co

rrel

atio

n w

ith

one

outli

er a

nd th

ree

resp

onse

opt

ions

. W

hich

dat

a po

int i

s an

out

lier?

Re

spon

se: w

ill v

ary

Choi

ce 2

: Ide

ntify

the

high

est a

nd lo

wes

t val

ues

in a

dat

a se

t giv

en a

nu

mbe

r lin

e an

d m

atch

ing

sym

bols

(con

cept

of

rang

e).

2. T

he s

tude

nt is

pre

sent

ed w

ith a

num

ber

line

num

bere

d fr

om 0

to 5

with

thre

e po

ints

sho

wn

on th

e nu

mbe

r lin

e. W

hich

po

int s

how

s th

e hi

ghes

t val

ue o

n th

e nu

mbe

r lin

e? W

hich

poi

nt s

how

s th

e lo

wes

t val

ue o

n th

e nu

mbe

r lin

e?

Resp

onse

: will

var

y Ch

oice

3: I

dent

ify th

e co

ncep

t of m

ode

or

med

ian

usin

g m

anip

ulat

ives

.

3. T

he s

tude

nt is

pre

sent

ed w

ith e

ight

or

few

er c

olor

ed s

nap

cube

s to

repr

esen

t a

data

set

, and

ask

ed to

iden

tify

the

colo

r th

at is

mos

t pre

vale

nt in

the

set a

s th

e m

ode.

Re

spon

se: w

ill v

ary

FSA

A—D

ataf

olio

Acc

ess

Alge

bra

I EO

C A

ctiv

ity C

hoic

es

59 |

Pa

ge

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 1

: Cre

ate

equa

tions

that

des

crib

e nu

mbe

rs o

r rel

atio

nshi

ps.

Algebra and Modeling

Algebra: Creating Equations

STAN

DARD

CO

DE

Stan

dard

: Cre

ate

equa

tions

in tw

o or

mor

e va

riabl

es to

repr

esen

t rel

atio

nshi

ps b

etw

een

quan

titie

s; g

raph

equ

atio

ns o

n co

ordi

nate

axe

s w

ith la

bels

and

scal

es.

MAFS.912.A-CED.1.2

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: G

raph

equ

atio

ns in

two

or m

ore

varia

bles

on

coor

dina

te a

xes

with

labe

ls an

d sc

ales

.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.912.A-CED.1.AP.2a

Conc

rete

:

Mat

ch th

e eq

uatio

n to

its g

raph

.

Ide

ntify

poi

nt o

f int

erse

ctio

n be

twee

n tw

o gr

aphs

(of a

two-

varia

ble

equa

tion)

.

Use

tool

s to

gra

ph e

quat

ions

in tw

o va

riabl

es (i

.e.,

man

ipul

ativ

es,

calc

ulat

ors,

equ

atio

n ca

lcul

ator

s,

soft

war

e, e

tc.)

Choi

ce 1

: Ide

ntify

an

equa

tion

with

two

varia

bles

.

1. T

he s

tude

nt is

pre

sent

ed w

ith a

nd re

ad th

ree

equa

tions

as

resp

onse

opt

ions

. Whi

ch

equa

tion

has

two

varia

bles

?

Resp

onse

: equ

atio

n w

ith tw

o va

riabl

es

Choi

ce 2

: Mat

ch a

n eq

uatio

n to

its

grap

h.

2. T

he s

tude

nt is

pre

sent

ed w

ith a

nd re

ad o

ne

equa

tion

and

thre

e gr

aphs

as

resp

onse

op

tions

. The

two

inco

rrec

t gra

phs

will

hav

e ei

ther

a v

ertic

al o

r hor

izon

tal l

ine.

Whi

ch g

raph

m

atch

es th

e eq

uatio

n?

Resp

onse

: will

var

y Ch

oice

3: I

dent

ify p

oint

of

inte

rsec

tion

betw

een

two

grap

hs (o

f a tw

o-va

riabl

e eq

uatio

n).

3. T

he s

tude

nt is

pre

sent

ed w

ith a

nd re

ad th

ree

grap

hs a

s re

spon

se o

ptio

ns. W

hich

gra

ph

show

s in

ters

ectin

g lin

es?

Resp

onse

: one

sho

win

g in

ters

ectin

g lin

es

FSA

A—D

ataf

olio

Acc

ess

Alge

bra

I EO

C A

ctiv

ity C

hoic

es

60 |

Pa

ge

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 2

: Int

erpr

et fu

nctio

ns th

at a

rise

in a

pplic

atio

ns in

term

s of

the

cont

ext.

Functions and Modeling

Functions: Interpreting Functions

STAN

DARD

CO

DE

Stan

dard

: Cal

cula

te a

nd in

terp

ret t

he a

vera

ge ra

te o

f cha

nge

of a

func

tion

(pre

sent

ed s

ymbo

lical

ly o

r as a

tabl

e) o

ver a

sp

ecifi

ed in

terv

al. E

stim

ate

the

rate

of c

hang

e fr

om a

gra

ph.

MAFS.912.F-IF.2.6

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: D

escr

ibe

the

rate

of c

hang

e of

a fu

nctio

n us

ing

wor

ds.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.912.F-IF.2.AP.6a

Conc

rete

:

Man

ipul

ate

lines

on

a gr

aph

to s

how

st

eepn

ess.

Man

ipul

ate

lines

on

a gr

aph

to s

how

ris

e or

fall.

Man

ipul

ate

lines

on

a gr

aph

to s

how

po

sitiv

e or

neg

ativ

e.

I

dent

ify th

e co

ncep

ts o

f ste

epne

ss,

rise,

and

fall

in re

al-li

fe c

onte

xts

(e.g

., ra

mps

, roo

fline

, sta

irs, e

scal

ator

s).

D

efin

e ra

te o

f cha

nge

(des

crib

es th

e av

erag

e ra

te a

t whi

ch o

ne q

uant

ity is

ch

angi

ng w

ith re

spec

t to

som

ethi

ng

else

cha

ngin

g).

I

dent

ify c

omm

on ra

te o

f cha

nge:

o

M

iles p

er g

allo

n –

calc

ulat

ed b

y di

vidi

ng th

e nu

mbe

r of m

iles b

y th

e nu

mbe

r of g

allo

ns u

sed

o

Cost

per

kilo

wat

t – c

alcu

late

d by

di

vidi

ng th

e co

st o

f the

ele

ctric

ity

by th

e nu

mbe

r of k

ilow

atts

use

d o

M

iles p

er h

our

Choi

ce 1

: Ide

ntify

the

conc

epts

of s

teep

ness

, ris

e, a

nd fa

ll in

real

-life

co

ntex

ts (e

.g.,

ram

ps,

roof

line,

sta

irs,

esca

lato

rs).

1. T

he s

tude

nt is

pre

sent

ed w

ith th

ree

pict

ures

of

eve

ryda

y sc

enar

ios

as re

spon

se o

ptio

ns.

Whi

ch p

ictu

re re

pres

ents

a s

lope

?

Resp

onse

: will

var

y

Choi

ce 2

: Ide

ntify

a

grap

h th

at d

ispl

ays

a co

mm

on ra

te o

f cha

nge.

2. T

he s

tude

nt is

pre

sent

ed w

ith a

nd re

ad

thre

e gr

aphs

as

resp

onse

opt

ions

. Bot

h th

e x-

and

y-a

xes

shou

ld b

e la

bele

d. W

hich

gra

ph

show

s a

cons

tant

rate

of c

hang

e?

Resp

onse

: gra

ph s

how

ing

a co

nsta

nt ra

te o

f ch

ange

Ch

oice

3: I

dent

ify u

nit

rate

in a

giv

en s

ituat

ion.

3.

The

stu

dent

is p

rese

nted

with

and

read

a

grap

h/ta

ble

show

ing

the

cost

of a

pple

s pe

r po

und:

Co

st o

f App

les

Poun

ds

Cost

($)

1 1.

10

2 2.

20

3 3.

30

Wha

t is

the

cost

per

pou

nd o

f app

les?

Re

spon

se: $

1.10

FSA

A—D

ataf

olio

Acc

ess

Alge

bra

I EO

C A

ctiv

ity C

hoic

es

61 |

Pa

ge

FSAA

—Da

tafo

lio A

cces

s G

eom

etry

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 1

: Und

erst

and

simila

rity

in te

rms o

f sim

ilarit

y tr

ansf

orm

atio

ns.

Congruence, Similarity, Right Triangles, and Trigonometry

Geometry, Similarity, Right Triangles, and Trigonometry

STAN

DARD

CO

DE

Stan

dard

: Giv

en tw

o fig

ures

, use

the

defin

ition

of s

imila

rity

in te

rms o

f sim

ilarit

y tr

ansf

orm

atio

ns to

dec

ide

if th

ey a

re

simila

r; ex

plai

n us

ing

simila

rity

tran

sfor

mat

ions

the

mea

ning

of s

imila

rity

for t

riang

les

as th

e eq

ualit

y of

all

corr

espo

ndin

g pa

irs o

f ang

les

and

the

prop

ortio

nalit

y of

all

corr

espo

ndin

g pa

irs o

f sid

es.

MAFS.912.G-SRT.1.2 AC

CESS

PO

INT

CODE

Acce

ss P

oint

Sta

ndar

d: D

eter

min

e if

two

figur

es a

re s

imila

r.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.912.G-SRT.1.AP.2a

Conc

rete

:

Se

lect

two

obje

cts t

hat a

re th

e sa

me

shap

e.

Use

app

ropr

iate

tool

s as n

eede

d to

dup

licat

e a

shap

e (e

.g.,

wik

i st

icks

, com

pute

rs, i

nter

activ

e w

hite

boa

rds,

mar

kers

).

U

se g

eom

etry

sof

twar

e to

cr

eate

dila

tions

.

Id

entif

y co

ngru

ent a

ngle

s of

simila

r fig

ures

.

Choi

ce 1

: Sel

ect t

wo

obje

cts

that

are

the

sam

e sh

ape.

1. T

he s

tude

nt is

pre

sent

ed w

ith a

righ

t tria

ngle

an

d th

ree

resp

onse

opt

ions

. Whi

ch p

ictu

re

show

s a

right

tria

ngle

?

Resp

onse

: rig

ht tr

iang

le

Choi

ce 2

: Use

app

ropr

iate

to

ols

as n

eede

d to

du

plic

ate

a sh

ape.

2. T

he s

tude

nt is

pre

sent

ed w

ith a

sha

pe u

sing

wik

i st

icks

, com

pute

rs, i

nter

activ

e w

hite

boa

rds,

or

mar

kers

to d

uplic

ate

a sh

ape.

Re

spon

se: w

ill v

ary

Choi

ce 3

: Ide

ntify

co

ngru

ent a

ngle

s of

sim

ilar f

igur

es.

3. S

tude

nt is

pre

sent

ed w

ith tw

o co

ngru

ent

tria

ngle

s; tr

iang

le A

BC a

nd tr

iang

le D

EF. W

hat

angl

e in

tria

ngle

DEF

is c

ongr

uent

to a

ngle

A?

Resp

onse

: an

gle

D

FSA

A—D

ataf

olio

Acc

ess

Geo

met

ry E

OC

Act

ivity

Cho

ices

62

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 2

: Visu

alize

rela

tions

hips

bet

wee

n tw

o-di

men

siona

l and

thre

e-di

men

siona

l obj

ects

.

Circles, Geometric Measurement, and Geometric Properties with Equations

Geometry: Geometric Measurement & Dimension ST

ANDA

RD

CODE

St

anda

rd: I

dent

ify th

e sh

apes

of t

wo-

dim

ensio

nal c

ross

sec

tions

of t

hree

-dim

ensio

nal o

bjec

ts, a

nd id

entif

y th

ree-

dim

ensio

nal o

bjec

ts g

ener

ated

by

rota

tions

of t

wo-

dim

ensio

nal o

bjec

ts.

MAFS.912.G-GMD.2.4

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: Id

entif

y sh

apes

cre

ated

by

cros

s sec

tions

of t

wo-

dim

ensio

nal a

nd th

ree-

dim

ensio

nal

figur

es.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.912.G-GMD.2.AP.4a

Conc

rete

:

Id

entif

y th

e sh

ape

of a

sid

e(s)

of

a th

ree-

dim

ensio

nal o

bjec

t.

M

atch

a p

ictu

re o

f the

sid

e w

ith a

pic

ture

of t

he sh

ape.

Choi

ce 1

: Ide

ntify

the

shap

e of

a s

ide(

s) o

f a th

ree-

dim

ensi

onal

obj

ect.

1. T

he s

tude

nt is

pre

sent

ed w

ith a

cub

e an

d th

ree

resp

onse

opt

ions

. Whi

ch p

ictu

re re

pres

ents

on

e si

de o

f the

cub

e?

Resp

onse

: a s

quar

e Ch

oice

2: M

atch

a p

ictu

re o

f th

e si

de o

f a th

ree-

dim

ensi

onal

obj

ect w

ith a

pi

ctur

e of

the

shap

e.

2. T

he s

tude

nt is

pre

sent

ed w

ith a

pic

ture

of a

tr

iang

le a

nd th

ree

resp

onse

opt

ions

. Whi

ch

obje

ct h

as a

sid

e th

at is

the

sam

e sh

ape

as th

e tr

iang

le?

Re

spon

se: a

tria

ngul

ar p

yram

id

Choi

ce 3

: Ide

ntify

a s

hape

cr

eate

d by

a c

ross

sec

tion

of a

thre

e-di

men

sion

al

figur

e.

3. T

he s

tude

nt is

pre

sent

ed w

ith a

cub

e cu

t ve

rtic

ally

and

thre

e sh

apes

as

resp

onse

op

tions

. Whi

ch s

hape

repr

esen

ts th

e cu

be a

fter

it

is cu

t?

Resp

onse

: a s

quar

e

FSA

A—D

ataf

olio

Acc

ess

Geo

met

ry E

OC

Act

ivity

Cho

ices

63

| P

ag

e

Repo

rtin

g Ca

tego

ry

Dom

ain

Clus

ter 1

: App

ly g

eom

etric

con

cept

s in

mod

elin

g sit

uatio

ns.

Modeling with Geometry

Geometry: Modeling with Geometry

STAN

DARD

CO

DE

Stan

dard

: Use

geo

met

ric sh

apes

, the

ir m

easu

res,

and

thei

r pro

pert

ies

to d

escr

ibe

obje

cts

(e.g

., m

odel

ing

a tr

ee tr

unk

or a

hu

man

tors

o as

a c

ylin

der)

.

MAFS.912.G-MG.1.1

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d: D

escr

ibe

the

rela

tions

hip

betw

een

the

attr

ibut

es o

f a fi

gure

and

the

chan

ges i

n th

e ar

ea o

r vol

ume

whe

n on

e at

trib

ute

is ch

ange

d.

Esse

ntia

l Und

erst

andi

ngs

Activ

ity C

hoic

es

Exam

ples

MAFS.912.G-MG.1.AP.1a

Conc

rete

:

Iden

tify

a fig

ure

that

repr

esen

tsa

chan

ge in

the

orig

inal

figu

re.

U

se d

escr

iptiv

e w

ords

abo

uttw

o fig

ures

(e.g

., bi

gger

,sm

alle

r, lo

nger

, sho

rter

).

Choi

ce 1

: Ide

ntify

a

figur

e th

at re

pres

ents

a

chan

ge in

the

orig

inal

fig

ure.

1.Th

e st

uden

t is

pres

ente

d w

ith fi

gure

1, g

iven

asc

enar

io o

f a c

hang

e an

d th

ree

resp

onse

opt

ions

.W

hich

new

figu

re re

pres

ents

the

chan

ge?

Resp

onse

: will

var

yCh

oice

2: U

se

desc

riptiv

e w

ords

abo

ut

two

figur

es.

2.Th

e st

uden

t is

pres

ente

d w

ith tw

o di

ffere

nt fi

gure

san

d th

ree

resp

onse

opt

ions

. Whi

ch w

ord

com

pare

s sh

ape

1 to

sha

pe 2

?Re

spon

se: w

ill v

ary

FSA

A—D

ataf

olio

Acc

ess

Geo

met

ry E

OC

Act

ivity

Cho

ices

64

| P

ag

e

FSAA

—Da

tafo

lio A

cces

s Bi

olog

y I

Repo

rtin

g Ca

tego

ry

Body

of

Know

ledg

e Bi

g Id

ea 1

4: O

rgan

izatio

n an

d De

velo

pmen

t of L

ivin

g O

rgan

isms

Molecular and Cellular Biology

Life Science ST

ANDA

RD

CODE

St

anda

rd: C

ompa

re a

nd c

ontr

ast t

he g

ener

al st

ruct

ures

of p

lant

and

ani

mal

cel

ls. C

ompa

re a

nd c

ontr

ast t

he g

ener

al

stru

ctur

es o

f pro

kary

otic

and

euk

aryo

tic c

ells.

SC.912.L.14.3

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d Ac

tivity

Cho

ices

Ex

ampl

es

SC.912.L.14.Pa.1

M

atch

par

ts o

f com

mon

livin

g th

ings

to th

eir

func

tions

.

Choi

ce 1

: Mat

ch p

arts

of

an a

nim

al to

thei

r fu

nctio

ns.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

choi

ces.

Wha

t par

t of a

fish

hel

ps th

e fis

h to

sw

im?

Resp

onse

: tai

lCh

oice

2: M

atch

par

ts o

f a

plan

t to

thei

r fu

nctio

ns.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

choi

ces.

Whi

ch p

art o

f a p

lant

take

s in

wat

er?

Resp

onse

: roo

ts

FSA

A—D

ataf

olio

Acc

ess

Biol

ogy

I EO

C A

ctiv

ity C

hoic

es

65 |

Pa

ge

Repo

rtin

g Ca

tego

ry

Body

of

Know

ledg

e Bi

g Id

ea 1

5: D

iver

sity

and

Evol

utio

n of

Liv

ing

Org

anism

s

Classification, Heredity, and Evolution

STAN

DARD

CO

DE

Stan

dard

: Disc

uss

dist

ingu

ishin

g ch

arac

teris

tics

of th

e do

mai

ns a

nd k

ingd

oms

of li

ving

org

anism

s.

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d Ac

tivity

Cho

ices

Ex

ampl

es

SC.912.L.15.Pa.2

So

rt c

omm

on li

ving

thin

gsin

to p

lant

and

ani

mal

king

dom

s.

Choi

ce 1

: Giv

en tw

o an

imal

s an

d a

plan

t, id

entif

y th

e pl

ant.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

choi

ces.

Whi

ch o

f the

se is

a p

lant

?Re

spon

se: p

lant

Choi

ce 2

: Giv

en tw

o pl

ants

and

an

anim

al,

iden

tify

the

anim

al.

2.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

choi

ces.

Whi

ch o

f the

se is

an

anim

al?

Resp

onse

: ani

mal

Choi

ce 3

: Giv

en a

pla

nt

and

an a

nim

al, s

ort t

he

livin

g th

ings

into

the

appr

opria

te g

roup

s.

3.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad tw

och

oice

s. T

o w

hich

gro

up d

oes

each

of t

hese

livi

ngth

ings

bel

ong?

Resp

onse

: sor

ts a

nim

al a

nd p

lant

into

the

corr

ect

grou

ps

FSA

A—D

ataf

olio

Acc

ess

Biol

ogy

I EO

C A

ctiv

ity C

hoic

es

66 |

Pa

ge

SC.912.L.15.6

Life Science

Re

port

ing

Cate

gory

Bo

dy o

f Kn

owle

dge

Big

Idea

17:

Inte

rdep

ende

nce

Organisms, Populations, and Ecosystems

Life Science

STAN

DARD

CO

DE

Stan

dard

: Pre

dict

the

impa

ct o

f ind

ivid

uals

on e

nviro

nmen

tal s

yste

ms

and

exam

ine

how

hum

an li

fest

yles

affe

ct

sust

aina

bilit

y.

SC.912.L.17.20

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d

Activ

ity C

hoic

es

Exam

ples

SC.912.L.17.Pa.7

R

ecog

nize

a w

ay to

hel

p th

e lo

cal e

nviro

nmen

t. Ch

oice

1: I

dent

ify a

way

to

help

redu

ce p

ollu

tion

in th

e lo

cal e

nviro

nmen

t.

1. T

he s

tude

nt is

pre

sent

ed w

ith a

nd re

ad th

ree

choi

ces.

Wha

t is

one

way

to h

elp

redu

ce

pollu

tion

in th

e lo

cal e

nviro

nmen

t?

Resp

onse

: pic

king

up

tras

h Ch

oice

2: I

dent

ify a

way

to

help

reus

e or

redu

ce

mat

eria

l was

te in

the

loca

l en

viro

nmen

t.

2. T

he s

tude

nt is

pre

sent

ed w

ith a

nd re

ad th

ree

choi

ces.

Wha

t is

one

way

to h

elp

reus

e or

re

duce

mat

eria

l was

te in

the

loca

l env

ironm

ent?

Re

spon

se: r

ecyc

le b

ottle

s Ch

oice

3: I

dent

ify a

way

to

redu

ce w

ater

use

in th

e lo

cal e

nviro

nmen

t.

3. T

he s

tude

nt is

pre

sent

ed w

ith a

nd re

ad th

ree

choi

ces.

Wha

t is

one

way

to re

duce

wat

er u

se in

th

e lo

cal e

nviro

nmen

t?

Resp

onse

: tur

n of

f wat

er fa

ucet

whi

le b

rush

ing

teet

h

FSA

A—D

ataf

olio

Acc

ess

Biol

ogy

I EO

C A

ctiv

ity C

hoic

es

67 |

Pa

ge

FSAA

—Da

tafo

lio A

cces

s U

.S. H

istor

y

Repo

rtin

g Ca

tego

ry

Stra

nd

Stan

dard

2: U

nder

stan

d th

e ca

uses

, cou

rse,

and

con

sequ

ence

s of

the

Civi

l War

and

Rec

onst

ruct

ion

and

its e

ffect

s on

the

Amer

ican

pe

ople

.

Late Nineteenth and Early Twentieth Century, 1860–1910

American History

BE

NCH

MAR

K CO

DE

Benc

hmar

k: R

evie

w c

ause

s and

con

sequ

ence

s of

the

Civi

l War

.

SS.912.A.2.1

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d

Activ

ity C

hoic

es

Exam

ples

SS.912.A.2.Pa.a

Reco

gnize

cha

ract

erist

ics

of li

fe d

urin

g th

e Ci

vil

War

.

Choi

ce 1

: Rec

ogni

ze a

ch

arac

teris

tic o

f life

du

ring

the

Civi

l War

.

1.

The

stud

ent i

s re

ad a

con

tent

-bas

ed

info

rmat

iona

l tex

t (on

e to

four

sen

tenc

es) a

bout

lif

e du

ring

war

time

and

aske

d to

reco

gniz

e a

char

acte

ristic

of l

ife d

urin

g th

e Ci

vil W

ar.

Resp

onse

: will

var

y ba

sed

on th

e co

nten

t of t

he

pass

age

pres

ente

d to

the

stud

ent

Choi

ce 2

: Rec

ogni

ze a

ch

arac

teris

tic o

f life

in

the

Sout

h du

ring

the

Civi

l War

.

2.

The

stud

ent i

s re

ad a

con

tent

-bas

ed

info

rmat

iona

l tex

t (on

e to

four

sen

tenc

es) a

bout

lif

e in

the

Sout

h du

ring

the

Civi

l War

and

ask

ed to

re

cogn

ize

a ch

arac

teris

tic o

f life

in th

e So

uth

durin

g th

e Ci

vil W

ar.

Resp

onse

: will

var

y ba

sed

on th

e co

nten

t of t

he

pass

age

pres

ente

d to

the

stud

ent

Choi

ce 3

: Rec

ogni

ze a

ch

arac

teris

tic o

f life

in

the

Nor

th d

urin

g th

e Ci

vil W

ar.

3.

The

stud

ent i

s re

ad a

con

tent

-bas

ed

info

rmat

iona

l tex

t (on

e to

four

sen

tenc

es) a

bout

lif

e in

the

Nor

th d

urin

g th

e Ci

vil W

ar a

nd a

sked

to

iden

tify

a w

ord/

pict

ure

card

that

repr

esen

ts a

ch

arac

teris

tic o

f life

in th

e N

orth

dur

ing

the

Civi

l W

ar.

Resp

onse

: will

var

y ba

sed

on th

e co

nten

t of t

he

pass

age

pres

ente

d to

the

stud

ent

FSA

A—D

ataf

olio

Acc

ess

U.S

. His

tory

EO

C A

ctiv

ity C

hoic

es

68 |

Pa

ge

Repo

rting

Category

Strand

Standard

5:An

alyze

Depressio

n.

the

effects

of

the

changing

social,political,

and

econ

omic

cond

ition

s

of

theRo

aring

Twentie

s

and

the

Great

BENCH

MAR

KCO

DE

Benchm

ark:An

alyze

othe

rminorities.

supp

ort

for

and

resistance

tocivil

rights

for

wom

en,

African

Americans,

Native

Americans,

and

ACCESS

Military,Political,oic mChallenges,

1890–1940

in caHistory

POINT

CODE

AccessPoint

Standard

Activity

Cho

ices

Exam

ples

Recognize

thatgrou

psmay

fear

peop

lewho

are

diffe

rent.

Choice

1:Re

cognize

howpeop

leare

diffe

rent.

1.

Thestud

ent

isread

acontent‐basedinform

ational

text(one

tofour

senten

ces)that

includ

esseveral

pe

opleandaskedto

recognizeho

wape

rson

isdiffe

rent

from

theothers.

GlobalandEcon

Amer

SS.912.A.5.10

Pa SS.912.A.5..j

Respon

se:w

illvarybasedon

theconten

tofthe

passagepresentedto

thestud

ent

Ch

oice

2:Re

cognize

that

peop

lemay

feel

fearfulor

uncomfortable

arou

nd

peop

lewho

are

diffe

rent.

2.

Thestud

entisread

acontent‐basedinform

ational

text(one

tofour

senten

ces)that

includ

esfirst

timeinteractions

amon

gpeop

leandaskedto

recognizeho

wthepeop

lefelt.

Respon

se:w

illvarydepend

ingon

thecontento

fthepassagepresen

tedto

thestud

ent

FSA

A—

Dat

afol

io A

cces

s U

.S. H

isto

ry E

OC

Act

ivity

Cho

ices

69

|Page

Re

port

ing

Cate

gory

St

rand

St

anda

rd 7

: Und

erst

and

the

rise

and

cont

inui

ng in

tern

atio

nal i

nflu

ence

of t

he U

nite

d St

ates

as a

wor

ld le

ader

and

the

impa

ct o

f co

ntem

pora

ry s

ocia

l and

pol

itica

l mov

emen

ts o

n Am

eric

an li

fe.

The United States and the Defense of the International Peace, 1940–present

American History

BEN

CHM

ARK

CODE

Be

nchm

ark:

Ana

lyze

pol

itica

l, ec

onom

ic, a

nd so

cial

con

cern

s tha

t em

erge

d at

the

end

of th

e 20

th c

entu

ry a

nd in

to

the

21st

cen

tury

.

SS.912.A.7.12

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d

Activ

ity C

hoic

es

Exam

ples

SS.912.A.7.Pa.l

Reco

gnize

a s

ocia

l or

econ

omic

con

cern

of

peop

le.

Choi

ce 1

: Rec

ogni

ze a

so

cial

con

cern

of

peop

le.

1.

The

stud

ent i

s pr

esen

ted

with

a s

cena

rio o

r rea

d a

cont

ent-

base

d in

form

atio

nal t

ext (

one

to fo

ur

sent

ence

s) a

bout

con

cern

s an

d as

ked

to

reco

gniz

e an

exa

mpl

e of

a s

ocia

l con

cern

. Re

spon

se: w

ill v

ary

base

d on

the

cont

ent o

f the

sc

enar

io o

r pas

sage

pre

sent

ed to

the

stud

ent

Choi

ce 2

: Rec

ogni

ze

an e

cono

mic

con

cern

of

peo

ple.

2. T

he s

tude

nt is

pre

sent

ed w

ith a

sce

nario

or r

ead

a co

nten

t-ba

sed

info

rmat

iona

l tex

t (on

e to

four

se

nten

ces)

abo

ut c

once

rns

and

aske

d to

re

cogn

ize

an e

xam

ple

of a

n ec

onom

ic c

once

rn.

Resp

onse

: will

var

y ba

sed

on th

e co

nten

t of t

he

scen

ario

or p

assa

ge p

rese

nted

to th

e st

uden

t

FSA

A—D

ataf

olio

Acc

ess

U.S

. His

tory

EO

C A

ctiv

ity C

hoic

es

70 |

Pa

ge

FS

AA—

Data

folio

Acc

ess

Civi

cs

Re

port

ing

Cate

gory

St

rand

St

anda

rd 1

: Dem

onst

rate

an

unde

rsta

ndin

g of

the

orig

ins a

nd p

urpo

ses o

f gov

ernm

ent,

law

, and

the

Amer

ican

pol

itica

l sys

tem

.

Origin and Purposes of Law and Government

Civics and Government

BEN

CHM

ARK

CODE

Be

nchm

ark:

Des

crib

e ho

w th

e Co

nstit

utio

n lim

its th

e po

wer

s of

gov

ernm

ent t

hrou

gh s

epar

atio

n of

pow

ers

and

chec

ks a

nd b

alan

ces.

SS.7.C.1.7 AC

CESS

PO

INT

CODE

Ac

cess

Poi

nt S

tand

ard

Ac

tivity

Cho

ices

Ex

ampl

es

SS.7.C.1.Pa.g

R

ecog

nize

that

the

gove

rnm

ent h

as d

iffer

ent

part

s.

Choi

ce 1

: Rec

ogni

ze a

pu

rpos

e of

a

gove

rnm

ent b

ased

on

the

Cons

titut

ion.

1. T

he s

tude

nt is

read

a c

onte

nt-b

ased

in

form

atio

nal t

ext (

one

to fo

ur s

ente

nces

) ab

out t

he p

urpo

se o

f a g

over

nmen

t and

ask

ed

to re

cogn

ize

a pu

rpos

e of

gov

ernm

ent.

Re

spon

se: w

ill v

ary

base

d on

the

cont

ent o

f th

e pa

ssag

e pr

esen

ted

to th

e st

uden

t Ch

oice

2: R

ecog

nize

a

part

of t

he

gove

rnm

ent t

hat w

as

esta

blis

hed

by th

e Co

nstit

utio

n.

2.

The

stud

ent i

s re

ad a

con

tent

-bas

ed

info

rmat

iona

l tex

t (on

e to

four

sen

tenc

es)

abou

t a p

art o

f the

gov

ernm

ent t

hat w

as

esta

blis

hed

by th

e Co

nstit

utio

n an

d as

ked

to

reco

gniz

e a

part

of t

he g

over

nmen

t tha

t was

es

tabl

ishe

d by

the

Cons

titut

ion.

Resp

onse

: will

var

y ba

sed

on th

e co

nten

t of

the

pass

age

pres

ente

d to

the

stud

ent

Choi

ce 3

: Mat

ch th

e fu

nctio

n of

go

vern

men

t to

a pa

rt

of g

over

nmen

t.

3.

The

stud

ent i

s re

ad a

con

tent

-bas

ed

info

rmat

iona

l tex

t (on

e to

four

sen

tenc

es)

abou

t the

func

tions

of a

par

t of g

over

nmen

t)

and

aske

d to

mat

ch a

gov

ernm

enta

l fun

ctio

n w

ith a

par

t of g

over

nmen

t.

Resp

onse

: will

var

y ba

sed

on th

e co

nten

t of

the

pass

age

pres

ente

d to

the

stud

ent

FSA

A—D

ataf

olio

Acc

ess

Civ

ics

EOC

Act

ivity

Cho

ices

71

| P

ag

e

Roles, Rights, and Responsibilities of Citizens


Stan

dard

2: E

valu

ate

the

role

s, ri

ghts

, and

resp

onsib

ilitie

s of U

nite

d St

ates

citi

zens

, and

det

erm

ine

met

hods

of a

ctiv

e pa

rtic

ipat

ion

in

soci

ety,

gov

ernm

ent,

and

the

polit

ical

syst

em.

BEN

CHM

ARK

CODE

Be

nchm

ark:

Eva

luat

e th

e ob

ligat

ions

citi

zens

hav

e to

obe

y la

ws,

pay

taxe

s, d

efen

d th

e na

tion,

and

ser

ve o

n ju

ries.

SS.7.C.2.2

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d

Activ

ity C

hoic

es

Exam

ples

SS.7.C.2.Pa.b

Reco

gnize

an

oblig

atio

n of

ci

tizen

s, su

ch a

s obe

ying

la

ws.

Choi

ce 1

: Rec

ogni

ze

an o

blig

atio

n of

ci

tizen

s.

1.

The

stud

ent i

s re

ad a

con

tent

-bas

ed

info

rmat

iona

l tex

t (on

e to

four

sen

tenc

es)

abou

t the

obl

igat

ions

of c

itize

ns a

nd a

sked

to

reco

gniz

e an

obl

igat

ion

of c

itize

ns.

Resp

onse

: will

var

y ba

sed

on th

e co

nten

t of

the

pass

age

pres

ente

d to

the

stud

ent

Choi

ce 2

: Rec

ogni

ze a

ch

arac

teris

tic o

f goo

d ci

tizen

s.

2.

The

stud

ent i

s re

ad a

con

tent

-bas

ed

info

rmat

iona

l tex

t (on

e to

four

sen

tenc

es)

abou

t cha

ract

erist

ics

of g

ood

citiz

ens

and

aske

d to

reco

gniz

e a

char

acte

ristic

of g

ood

citiz

ens.

Re

spon

se: w

ill v

ary

base

d on

the

cont

ent o

f th

e pa

ssag

e pr

esen

ted

to th

e st

uden

t Ch

oice

3: R

ecog

nize

w

hy it

is im

port

ant t

o be

a g

ood

citiz

en.

3.

The

stud

ent i

s re

ad a

con

tent

-bas

ed

info

rmat

iona

l tex

t (on

e to

four

sen

tenc

es)

abou

t the

impo

rtan

ce o

f goo

d ci

tizen

ship

and

as

ked

to re

cogn

ize

why

goo

d ci

tizen

ship

is

impo

rtan

t. Re

spon

se: w

ill v

ary

base

d on

the

pass

age

pres

ente

d to

the

stud

ent

FSA

A—D

ataf

olio

Acc

ess

Civ

ics

EOC

Act

ivity

Cho

ices

72

| P

ag

e

Organization and Function of Government


Stan

dard

3: D

emon

stra

te a

n un

ders

tand

ing

of th

e pr

inci

ples

, fun

ctio

ns, a

nd o

rgan

izatio

n of

gov

ernm

ent.

BEN

CHM

ARK

CODE

Be

nchm

ark:

Diff

eren

tiate

bet

wee

n lo

cal,

stat

e, a

nd fe

dera

l gov

ernm

ents

’ obl

igat

ions

and

serv

ices

.

SS.7.C.3.14

ACCE

SS

POIN

T CO

DE

Acce

ss P

oint

Sta

ndar

d

Activ

ity C

hoic

es

Exam

ples

SS.7.C.3.Pa.n

Reco

gnize

that

loca

l, st

ate,

and

fede

ral

gove

rnm

ents

pro

vide

se

rvic

es.

Choi

ce 1

: Rec

ogni

ze a

le

vel o

f gov

ernm

ent.

1.

The

stud

ent i

s re

ad a

con

tent

-bas

ed

info

rmat

iona

l tex

t (on

e to

four

sen

tenc

es)

abou

t lev

els

of g

over

nmen

t) a

nd a

sked

to

reco

gniz

e a

leve

l of g

over

nmen

t. Re

spon

se: w

ill v

ary

base

d on

the

cont

ent o

f the

pa

ssag

e pr

esen

ted

to th

e st

uden

t Ch

oice

2: R

ecog

nize

th

at a

role

of

gove

rnm

ent i

s to

pr

ovid

e se

rvic

es.

2.

The

stud

ent i

s re

ad a

con

tent

-bas

ed

info

rmat

iona

l tex

t (on

e to

four

sen

tenc

es)

abou

t the

role

of g

over

nmen

t) a

nd a

sked

to

reco

gniz

e a

role

of g

over

nmen

t. Re

spon

se: w

ill v

ary

base

d on

the

cont

ent o

f the

pa

ssag

e pr

esen

ted

to th

e st

uden

t Ch

oice

3: R

ecog

nize

a

serv

ice

prov

ided

by

a le

vel o

f gov

ernm

ent.

3.

The

stud

ent i

s pr

esen

ted

with

des

crip

tions

of

serv

ices

and

ask

ed to

reco

gniz

e a

serv

ice

prov

ided

by

a le

vel o

f gov

ernm

ent.

Resp

onse

: will

var

y ba

sed

on th

e de

scrip

tions

pr

esen

ted

to th

e st

uden

t. FS

AA—

Dat

afol

io A

cces

s C

ivic

s EO

C A

ctiv

ity C

hoic

es

73 |

Pa

ge


Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide

TTaabbllee ooff CCoonntteennttss Purpose ......................................................................................................................................................... 3 Sample Students ........................................................................................................................................... 3 A Student Who Uses Eye Gaze to Communicate .......................................................................................... 3

Activity Choice Spotlight: Grade 4 ............................................................................................................. 3

A Student with Dual-Sensory Impairment (DSI) ............................................................................................ 4 Activity Choice Spotlight: Grade 5 ............................................................................................................. 4

A Student with Limited Mobility ................................................................................................................... 5 Activity Choice Spotlight: Grade 7 ............................................................................................................. 5

A Student with a Visual Impairment (VI) ....................................................................................................... 6 Activity Choice Spotlight: Grade 8 ............................................................................................................. 6

A Student Who Is Deaf/Hard-of-Hearing (DHH) ............................................................................................7 Activity Choice Spotlight: Access Biology 1 EOC........................................................................................ 7

English Language Arts (ELA) Activity Choice Differentiation – Grade 3 ......................................................... 8 Math Activity Choice Differentiation – Grade 6 ............................................................................................ 9 Suggested Teacher Resources .................................................................................................................... 10

English Language Arts (ELA) .................................................................................................................... 10

High Interest Low Readability (Hi-Lo) Publishing Companies .............................................................. 10

Websites ............................................................................................................................................ 10

Math ....................................................................................................................................................... 10

Assistive Technology ............................................................................................................................... 10

FSAA—Datafolio Activity Choice Differentiation Guide 2

PPuurrppoossee

The purpose of the FSAA—Datafolio Activity Choice Differentiation Guide is to provide teachers with

ideas, examples, and resources to assist in preparations for administering the FSAA—Datafolio.

SSaammppllee SSttuuddeennttss

In the following pages, you will meet five sample students from a variety of grade levels with various

individual needs. For each sample student, an example of how a teacher could differentiate an activity choice to

meet the student’s specific needs is provided.

AA SSttuuddeenntt WWhhoo UUsseess EEyyee GGaazzee ttoo CCoommmmuunniiccaattee

Jacob is a fourth-grade student who enjoys adaptive P.E. and listening to read-aloud activities in the

classroom. He has very limited mobility and is able to inconsistently move his left arm in a limited range of

motion. He does not, however, use gestures to communicate. Jacob communicates by using an eye gaze choice

board (rectangular with the central area removed) to distinguish between options presented in laminated picture

card format. He has recently progressed from selecting from a field of two options to selecting from a field of

four. He periodically becomes frustrated if the option he prefers is not available and will vocalize loudly.

AAccttiivviittyy CChhooiiccee SSppoottlliigghhtt:: GGrraaddee 44

Standard MAFS.4.OA3.AP.5a: Generate a number or shape pattern that follows a given rule. Identify apparent

features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the

starting number 1, generate terms in the resulting sequences and observe that the terms appear to alternate

between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Essential Understanding: Use manipulatives to create a pattern.

Activity Choice 2: Extend a pattern using manipulatives.

Teacher Differentiation: The teacher will prepare laminated picture cards of the math manipulatives that he or

she will be using with Jacob, preferably using photographs of the actual items as well as two to three distractor

items. When presenting the idea of patterns, the teacher can begin with simple two-item patterns and progress in

complexity as Jacob demonstrates understanding during guided activities until reaching four to five item patterns

(based on student ability), using both manipulatives and the picture cards of the manipulatives simultaneously to

ensure maximum comprehension. For assessment, the teacher can present a pattern, both in manipulatives and

the corresponding picture cards, and direct Jacob’s visual attention to the pattern. The teacher can then ask the

student which item comes next in the pattern and offer choices using Jacob’s eye gaze board, including

distractors. If Jacob is successful choosing from a field of two items, the teacher can extend the assessment to

choosing from a field of four.


AA SSttuuddeenntt wwiitthh DDuuaall--SSeennssoorryy IImmppaaiirrmmeenntt ((DDSSII))

Nevaeh is a fifth-grade student who enjoys participating in cooking activities and loves animals. As a result

of a traumatic brain injury, Nevaeh has bilateral low vision (myopic), which affects her ability to discriminate

objects at a distance of greater than two feet. Nevaeh can minimally discriminate between light and dark, and

experiences intermittent decreased field of vision. Nevaeh has also experienced sensorineural hearing loss and

uses a Cochlear implant to increase functional hearing. Nevaeh communicates by gesturing with her right hand as

well as inconsistently through vocalization. Her receptive language comprehension is an area of relative strength.

AAccttiivviittyy CChhooiiccee SSppoottlliigghhtt:: GGrraaddee 55 Standard SC.5.P.10.4: Investigate and explain that electrical energy can be transformed into heat, light, and sound

energy, as well as the energy of motion.

Access Point SC.5.P.10.Pa.4: Identify one source of sound, heat, or light that uses electricity.

Activity Choice 2: Identify a source of heat that uses electricity.

Teacher Differentiation: The teacher can prepare two to three items that generate heat when plugged in (e.g., a

lamp or a hair dryer with a low setting) and an extension cord to bring the items as close to Nevaeh as possible

(while maintaining safety). The teacher can also prepare two to three non-examples that do not generate any

heat when plugged in (e.g., a radio, a pencil sharpener, or a small fan). The teacher should explain safety rules for

plugging items in. The teacher can then demonstrate the items that plug in and generate heat. The teacher will

then demonstrate the non-example items and ask the question “Does it give off heat when you plug it in?” For

assessment, the teacher will offer an example and a non-example item to Nevaeh and ask her to gesture to the

item that gives off heat.


AA SSttuuddeenntt wwiitthh LLiimmiitteedd MMoobbiilliittyy

Lucas is a seventh-grade student with limited mobility who enjoys listening to country music and

watching animated feature films about animals. He is able to gesture in a limited manner with both hands. The

tray attached to his wheelchair is equipped with a hook-and-loop fastener on each side. Lucas communicates by

gesturing to objects or laminated pictures and symbol cards affixed to the hook-and-loop fastener on his tray.

AAccttiivviittyy CChhooiiccee SSppoottlliigghhtt:: GGrraaddee 77 Standard LAFS.7.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.

Access Point LAFS.7.RL.1.AP.1a: Refer to details and examples in a text when explaining what the text says

explicitly.

Essential Understanding: Identify a detail or example in a text.

Activity Choice 3: Identify which idea is being supported in the text.

Teacher Differentiation: The teacher can select a short passage (one to two paragraphs) from a fiction text. The

teacher could prepare symbol cards related to two to three details in the text that are important as well as two to

three distractors. The teacher would introduce the symbol cards as part of the reading. After reading and

discussing, the teacher could then discuss what the most important idea from the passage is and select a detail

that supports this idea by indicating one of the symbol cards with matching text. The teacher could then provide

Lucas with one symbol card and one distractor option on his tray and ask him to gesture to the card that has an

important idea from the passage. The teacher can repeat this process with other options and/or other passages

for the assessment.


AA SSttuuddeenntt wwiitthh aa VViissuuaall IImmppaaiirrmmeenntt ((VVII))

Javier is an eighth-grade student who enjoys listening to music and making music by hitting various small

drums. Javier has low vision and requires assistance navigating the school environment safely. Javier

communicates verbally with a very limited vocabulary. He does respond yes or no to questions consistently. Javier

is beginning to use a tactile picture exchange communication system with significant teacher support. Based on a

recent Learning Media Assessment, Javier prefers using hearing as the primary sense and touch as the secondary

sense during classroom activities.

AAccttiivviittyy CChhooiiccee SSppoottlliigghhtt:: GGrraaddee 88 Standard SC.8.N.4.2: Explain how political, social, and economic concerns can affect science, and vice versa.

Access Point SC.8.N.4.Pa.1: Recognize a way science is used in the community.

Activity Choice 3: Match a person who uses science with the way he or she uses it in the community.

Teacher Differentiation: The teacher will present information to the student on people who use science in the

community, supported by auditory clues. For example, the teacher will read to the student a short text with the

main idea that veterinarians help animals and play an animal sound that the student is familiar with (e.g., a dog

barking or a cat meowing). The teacher will then ask the student if veterinarians help animals, using the auditory

clueing of the animal sound presented previously, and elicit a verbal response from the student.


AA SSttuuddeenntt WWhhoo IIss DDeeaaff//HHaarrdd--ooff--HHeeaarriinngg ((DDHHHH))

Emma is an eleventh-grade student who loves watching reality television and game shows and adaptive

P.E. activities. Emma has moderately severe hearing loss and wears hearing aids. Emma utilizes a total

communication approach with support of an interpreter. Emma’s speech is very difficult for unfamiliar listeners to

understand. This sometimes causes significant frustration, which Emma expresses with physical aggression. Emma

has a limited repertoire of signs, although her receptive understanding of signs is an area of relative strength. She

relies heavily on home signs for expressive language. Emma is able to use a power chair to navigate the school

campus with adult assistance.

AAccttiivviittyy CChhooiiccee SSppoottlliigghhtt:: AAcccceessss BBiioollooggyy 11 EEOOCC Standard SC912.L.15.6: Discuss distinguishing characteristics of the domains and kingdoms of living organisms.

Access Point SC912.L.15.Pa.2: Sort common living things into plant and animal kingdoms.

Activity Choice 3: Given a plant and an animal, sort the living things into the appropriate groups.

Activity Differentiation: The teacher can prepare two sets of cards for students to interact with: each set of cards

should have photographs of different plants common to the region (e.g., palm trees, sunflowers, pine trees, and

roses) and photographs of animals the students are likely to encounter in their daily lives (e.g., birds, dogs, cats,

cows, and snakes). The teacher could use a graphic organizer such as a t-chart to explain the differences between

plants and animals, and, as a group, the students and teacher can sort the first set of cards into animals and

plants. For assessment, the teacher could either work individually with each student to sort the second set of

cards into plant and animal categories (using the same organizer as for instruction), or the teacher could

photocopy the cards onto paper for students to sort, cut, and paste (with appropriate assistance) as a work

product.


EEnngglliisshh LLaanngguuaaggee AArrttss ((EELLAA)) AAccttiivviittyy CChhooiiccee DDiiffffeerreennttiiaattiioonn –– GGrraaddee 33 SSttuuddeennttss wwiitthh DDuuaall--SSeennssoorryy IImmppaaiirrmmeenntt

SSttuuddeennttss wwiitthh VViissuuaall IImmppaaiirrmmeenntt

SSttuuddeennttss WWhhoo AArree DDeeaaff //

HHaarrdd--ooff--HHeeaarriinngg

SSttuuddeennttss WWhhoo UUssee EEyyee GGaazzee

SSttuuddeennttss wwiitthh LLiimmiitteedd MMoobbiilliittyy

SSttaannddaarrdd:: LAFS.3.RL.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

AAcccceessss PPooiinntt:: LAFS.3.RL1.AP.1a Answer questions related to characters, setting, events, or conflicts.

AAccttiivviittyy CChhooiiccee 11:: From a given list, identify the basic elements of a story(e.g., character, setting, events, or conflicts)..

EExxaammppllee TTeexxtt SSeelleeccttiioonn:: The Foot Bookby Dr. Seuss

• Create a tactilebook in a three-ring binder byhole punchingsturdy cardboardpieces. Attachslippers, a towel, cotton balls, asmall shoe, and abig shoe. Prepare four tofive distractorchoices fromcommonclassroom items.

• Read aloud thebook using thetactile book toemphasize thesequence of objects.

• Arrange forassessmentquestion “Whathappened next?”by placing question stemitem (e.g., slippers) on theleft with thedistractor item and the correctanswer items onthe right. Posethe question, offer choices, and recordresponses.

• Create a “bookbox” withslippers, a towel, cotton balls, a toyclown, smallshoes, and bigshoes. Preparefour to fivedistractor choicesfrom commonclassroom items.

• Read aloud thebook, bringingitems out forstudents tohandle. Emphasize theorder of items bypairing sequentialitems together(e.g., hand thestudent a slipperand then handthe student atowel).

• Arrange forassessmentquestion “Whathappened next?”by placingquestion stemitem (e.g., slipper) on the left withthe distractoritem and thecorrect answeritems on theright. Pose thequestion, offerchoices, andrecord responses.

• If the student has aninterpreter, providewith the text in advance.

• Create a “book box”with slippers, a towel, cotton balls, a toyclown, small shoes, and big shoes. Preparefour to five distractorchoices from commonclassroom items. Prepare picture cardsof each key item in thestory as well as thefour to five distractoritems.

• Read aloud the book, bringing items andpicture cards out forstudents to handle(after interpretation if applicable). Emphasizethe sequential orderby pairing the itemstogether (e.g., handthe student a slipperand then hand thestudent a towel).

• Arrange forassessment question“What happenednext?” by placingquestion stem item orcard (e.g., slipper) onthe left with thedistractor item or cardand the correct answeritems or card on theright. Pose thequestion, offerchoices, and recordresponses.

• Create a “bookbox” with slippers, a towel, cottonballs, a toy clown, small shoes, andbig shoes. Preparefour to fivedistractor choicesfrom commonclassroom items. Prepare picturecards of each keyitem in the story aswell as the four tofive distractoritems.

• Read aloud thebook, bringingitems and picturecards out forstudents to handle. Emphasize thesequential orderby pairing theitems together(e.g., hand thestudent a slipperand then hand thestudent a towel).

• Arrange forassessmentquestion “Whathappened next?”by arranging cardsor items in thestudent’s usualmanner of selection. Pose thequestion, offerchoices, andrecord responses.

• Create a “bookbox” with slippers, a towel, cottonballs, a toy clown, small shoes, andbig shoes. Preparefour to fivedistractor choicesfrom commonclassroom items. Prepare picturecards of each keyitem in the story aswell as the four tofive distractoritems.

• Read aloud thebook, bringingitems and picturecards out forstudents to touch. Emphasize thesequential order bypairing the itemstogether (e.g., hand the student aslipper and thenhand the student atowel).

• Arrange forassessmentquestion “Whathappened next?”by arranging cardsor items in thestudent’s usualmanner of selection. Pose thequestion, offerchoices, andrecord responses.


MMaatthh AAccttiivviittyy CChhooiiccee DDiiffffeerreennttiiaattiioonn –– GGrraaddee 66

SSttuuddeennttss wwiitthh DDuuaall--SSeennssoorryy IImmppaaiirrmmeenntt

SSttuuddeennttss wwiitthh VViissuuaall IImmppaaiirrmmeenntt

SSttuuddeennttss WWhhoo AArree DDeeaaff //

HHaarrdd--ooff--HHeeaarriinngg

SSttuuddeennttss WWhhoo UUssee EEyyee GGaazzee

SSttuuddeennttss wwiitthh LLiimmiitteedd MMoobbiilliittyy

SSttaannddaarrdd: MAFS.6.EE.1.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

AAcccceessss PPooiinntt: MAFS.6.EE.1.AP.4a Evaluate whether the sides of an equation are equal using models.

EEsssseennttiiaall UUnnddeerrssttaannddiinngg: Match both sets of an equation to a given set.

AAccttiivviittyy CChhooiiccee 33:: Match both sides of an equation to a given set.

•

•

•

Prepare tactile dot cards for numbers 1–5 , as well as two sets of cards for +, -and =. If the student has a typical method of expressing yes and no, have that readily available. Prepare several sets of common classroom items (e.g., pencils, crayons, counters, etc.). Arrange number sentences on tactile cards and arrange a like number of classroom items(including operation cards) directly underneath each number card. Assist students with interacting with the item sets. Express the concept of equivalence by pointing out examples that match and do not match, using yes and no cards. Assess by preparing several sets of items, assisting students with interacting with the item sets, and asking students to indicate whether they match or do not match. Record responses.

•

•

•

Prepare tactile dot cards (or use braille cards, if applicable) for numbers 1–5, as well as two sets of cards for +, -and =. Prepare several sets of common classroom items (e.g., pencils, crayons, counters, etc.). Arrange number sentences on tactile (or braille) cards and arrange a like number of classroom items(including operation cards) directly underneath each number card. Assist students with interacting with the item sets. Express the concept of equivalence by pointing out examples that match and do not match.Assess by preparing several sets of items, assisting students with interacting with the item sets, and asking students to indicate whether they match or do not match. Record responses.

•

•

•

Prepare number cards 1–5, as well as two sets of cards for +, - and =. Prepare several sets of common classroom items (e.g., pencils, crayons, counters, etc.) and picture cards with groups of items in various quantities (if appropriate). Arrange number sentences on cards and arrange a like number of classroom items and/or picture cards with the appropriately numbered groups of items directly underneath each number card. Express the concept of equivalence by pointing out examples that match and do not match. Assess by preparing several sets of items and/or picture cards with appropriately numbered groups of items, and asking students to indicate whether they match or do not match. Record responses.

• Prepare numbercards 1–5, as wellas two sets of cardsfor +, - and =. Prepare severalsets of commonclassroom items(e.g., pencils, crayons, counters, etc.) and picturecards with groupsof items in variousquantities.

• Arrange numbersentences on cardsand arrange a likenumber of classroom itemsand picture cardswith theappropriatelynumbered groupsof items directlyunderneath eachnumber card. Express theconcept of equivalence bypointing outexamples thatmatch and do notmatch anddirecting student’sattention to items and cards.• Arrange for

assessmentquestion “Do theymatch?” byarranging cards oritems in thestudent’s usualmanner of selection. Pose thequestion, offerchoices, and recordresponses.

•

•

•

Prepare tactile dot cards for numbers 1–5, as well as two sets of cards for +, -and =. If the student has a typical method of expressing yes and no, have that readily available. Prepare several sets of common classroom items (e.g., pencils, crayons, counters, etc.). Arrange number sentences on tactile cards and arrange a like number of classroom items(including operation cards) directly underneath each number card. Assist students with interacting with the item sets. Express the concept of equivalence by pointing out examples that match and do not match, using yes and no cards. Assess by preparing several sets of items, assisting students with interacting with the item sets, and asking students to indicate whether they match or do not match. Record responses.


Suggested Teacher Resources

English Language Arts (ELA)

High Interest Low Readability (Hi-Lo) Publishing Companies

• Saddleback Educational Publishing: http://www.sdlback.com

• High Interest Publishing: https://hip-books.com

• Bearport Publishing: http://bearportpublishing.com

• High Noon Books: http://www.highnoonbooks.com/index-hnb.tpl

Websites

• Project ACCESS ELA resources: https://accesstofls.weebly.com/ela.html

• Florida Center for Reading Research (FCRR): http://www.fcrr.org/

• Tar Heel Reader: http://tarheelreader.org

• Browser Books: https://sites.prairiesouth.ca/legacy/cassidy.kathy//browserbooks/index.htm

• SEN Teacher Reading Printables: http://www.senteacher.org/print/literacy/

• Florida Division of Blind Services Bureau of Braille and Talking Books Library:

http://dbs.myflorida.com/Library/index.html

• Described and Captioned Media Program (DCMP): https://dcmp.org/

• Florida Instructional Materials Center for the Visually Impaired (FIMC-VI): http://www.fimcvi.org

• Literacy for Children with Combined Vision and Hearing Loss: http://literacy.nationaldb.org/

• Paths to Literacy – Overview of Multiple Disabilities and Deafblindness:

http://www.pathstoliteracy.org/multiple-disabilities

Math

• Project ACCESS Math Resources: https://accesstofls.weebly.com/math.html

• National Council of Teachers of Mathematics Classroom Resources: http://www.nctm.org/

Classroom-Resources/Browse-All/#

• SEN Teacher Math Printables: http://www.senteacher.org/print/mathematics/

Assistive Technology

• SEN Teacher AAC Printables: http://www.senteacher.org/print/aac/

• Florida Alliance for Assistive Services and Technology (FAAST): http://www.faast.org

• Florida Instructional Materials Center for the Visually Impaired (FIMC-VI) Assistive Technology Resources:

https://www.fimcvi.org/assistive-technology-resources


http://www.sdlback.com

https://hip-books.com

http://bearportpublishing.com

http://www.highnoonbooks.com/index-hnb.tpl

https://accesstofls.weebly.com/ela.html

http://www.fcrr.org/

http://tarheelreader.org

https://sites.prairiesouth.ca/legacy/cassidy.kathy//browserbooks/index.htm

http://www.senteacher.org/print/literacy/

http://dbs.myflorida.com/Library/index.html

https://dcmp.org/

http://www.fimcvi.org

http://literacy.nationaldb.org/

http://www.pathstoliteracy.org/multiple-disabilities

https://accesstofls.weebly.com/math.html

http://www.nctm.org/Classroom-Resources/Browse-All/#

http://www.nctm.org/Classroom-Resources/Browse-All/#

http://www.senteacher.org/print/mathematics/

http://www.senteacher.org/print/aac/

http://www.faast.org

https://www.fimcvi.org/assistive-technology-resources/


Appendix D: Forms

2020–2021 Evidence Collection Form

May 2020

Student Name: FLEID: Assessment Grade:

Teacher Name: Witness Name:

District Name: Witness Signature:

School Name: Choice #: 1 2 3

Standard Code: Collection Period: 1 2 3

Check One: Select ONE of the following evidence types for documentation. The information on this form (or the form itself where noted) must be entered in to the Assessment View System (AVS) when submitting the student evidence.

Witness Signature Required for OBSERVATION evidence.

Uploading this form to the AVS (as one electronic file) with the work product is necessary even IF the INFORMATION from this form has been transcribed into

the AVS.

Provide additional information forthe work product submitted alongwith the actual work product.

Indicate how the studentperformed each opportunity andthe level of assistance(N, P, G, V, M, I) provided.

Be sure to include any additionalscoring rubrics/key acronyms andgrade each opportunity, providingthe overall grade as a percentage.

The digital recording file is the student evidence that must be uploaded into the

AVS. Therefore, this form cannot be uploaded. The INFORMATION from this form MUST be transcribed into the AVS.

Include any clarification of thedigital recording to ensure that allopportunities and the student’sresponses are clear to anyoneviewing the recording.

Include detailed information on theopportunities performed and levelof assistance (N, P, G, V, M, I)provided in the digital recording.

Be sure to grade each opportunityand provide the overall grade as apercentage.

A signed Digital RecordingConsent Form must be includedin the submission for each studentin the digital recording.

The observation is the student evidence. Upload BOTH SIDES of this form into the

AVS.

Provide a description of theactivity or task that includes arunning record of theopportunities the student wasasked to perform.

Indicate how the studentperformed each opportunity andthe level of assistance(N, P, G, V, M, I) provided.

Be sure to grade eachopportunity and provide theoverall grade as a percentage.

For all observation evidence, awitness must observe allopportunities as presented to thestudent and provide his or hersignature on this form.

Observation Evidence

*Witness Signature Required

Digital Recording Evidence

*Digital Recording Consent Form Required

WorkProduct

Total Number of Opportunities: ________ (Minimum 5/Maximum 8) Date of Activity____________________________________

Accuracy Score: ________ % Level of Assistance: N_______ P _____ G _____ V _____ M _____ I _____ (Select only one. All opportunities for a standard must be submitted at the same LOA.)

2020–2021Evidence Collection Form

June 2020

2020–2021 FSAA—Datafolio Running Record Template

Student Name: ___________________________________________ Date: __________________

Opportunity/ Item

Number

Teacher Asks

Response Options (Teacher determines the

number of response options.)

Expected Response

Student Response Correct/

Incorrect

Level of Assistance

(N, P, G, V, M, I)

EXAMPLE

What would you wear if it is rainy and

cool outside?

1. Picture of raincoat

3 second eye gaze held on picture of

raincoat apple Incorrect Verbal 2. Picture of T-shirt

3. Picture of apple

1

2

3

4

5

6

7

8

Notes: Accuracy (Accuracy % =

# correct/total # of items multiplied by 100.)

%

For ELA standards, please enter the following information: Genre (Literature or Informational):

Text Title: Text Author:

Other Relevant Information:

(Correct Answer)

2020–2021Ethics in Data Collection

and Submission Form

This form must be completed and uploaded for each student who participated in the FSAA—Datafolio at the conclusion of the assessment.

School Name:

Student Last Name:

District Name:

Student First Name:

Student DOB: / / FLEID Number: (mm/dd/yyyy)

Teacher Statement

By signing below, as the teacher responsible for the production of this student’s FSAA—Datafolio, I certify the following to be true:

1. The student’s work evidence submitted in this FSAA—Datafolio accurately reflects typical instructionbased on the content of the Access Points.

2. Each entry presented in this FSAA—Datafolio is authentic and was ethically generated.

Teacher Name: Position/Title:

Signature: Date:

Statement of School Administrator or Designee

My signature below verifies that I have reviewed the FSAA—Datafolio with the teacher administering this assessment and, to the best of my knowledge, the evidence and forms are complete, valid, and accurate.

Name:

Signature: Date:

Title:

2020–2021Digital Recording Consent Form

School Name:

Student Last Name:

District Name:

Student First Name:

Student DOB: / / FLEID Number:

The Florida Standards Alternate Assessment (FSAA)—Datafolio is a systematic method of data collection of student activites aligned to specific Access Points standards. For some students, the Datafolio is the most meaningful way for them to participate in the FSAA. During this process, the teacher may create a digital recording of a lesson or classroom activity in which a student completes the assessment tasks. This recording is then submitted to Cognia, the test developer, for scoring. Once scores are reported, the digitalrecord is destroyed according to state policy.

You are receiving this form because □ Your child will be participating in the FSAA—Datafolio. Your signed consent is required for digital

recordings to be used as part of the assessment. Consent is voluntary and can be revoked at any timeby notifying your child’s teacher in writing.

I have read and understand this request. I give permission for my child, , to be digitally recorded by his/her teacher(s) for the FSAA—Datafolio evidence submission process.

Parent Name: Signature:

Date:

□ Due to the nature of the classroom setting, your child may be/was inadvertently included in the digitalrecording of another student’s assessment. If this occurs, your signed consent is required for therecording to be submitted for scoring. Consent is voluntary and can be revoked at any time by notifyingyour child’s teacher in writing.

I have read and understand this request and give permission to allow an inadvertent recording of mychild, , to be used as part of the assessment process for the intendedstudent.


Date:

□ A video that includes your child may be used for training teachers on the FSAA—Datafolioadministration. If selected for use in teacher training, steps will be taken to avoid disclosure ofpersonally identifiable information. Only a student’s first name will be used. The student’s last nameand school, district, and town names will be removed. However, digital recordings cannot be edited toobscure or block student images, and your child’s face may be visible. Your consent is voluntary andcan be revoked at any time by notifying your child’s teacher in writing that you are withdrawing consent.

I have read and understand this request. I give my permission for the Florida Department of Educationto use FSAA—Datafolio digital recordings that include my child, , in teacher training materials.


Date:

June 2020

Junio de 2020

2020–2021 Formulario deconsentimiento para la

grabación digital

Nombre del Distrito: Nombre de la institución educativa:

Nombre del Estudiante:

Fecha Nac. Estudiante: / /

Apellido del Estudiante:

FLEID:

Florida Alternate Assessment (FSAA)—Datafolio es un método sistemático de recolección de datos de lasactividades del estudiante alineadas con puntos de acceso específicos. Para algunos estudiantes, el Datafolio es la forma más significativa que tienen para participar en el FSAA. Durante este proceso, el maestro puede crear una grabación digital de una lección o actividad en el aula en que un estudiante completa las tareas deevaluación. Esta grabación luego se envía a Cognia, el desarrollador de la prueba, para su puntuación. Unavez que se informa la puntuación, el registro digital se destruye de acuerdo con las políticas del estado.

Usted recibe este formulario porque:□ Su hijo participará en FSAA—Datafolio. Para poder utilizar las grabaciones digitales como parte de la

evaluación se requiere su consentimiento firmado. El consentimiento es voluntario y puede serrevocado en cualquier momento mediante notificación por escrito al maestro de su hijo.

He leído y comprendo este pedido. Autorizo que mi hijo, , sea grabado digitalmente porsus maestros para el proceso de presentación de pruebas FSAA—Datafolio.

Nombre del Padre/la Madre:

Firma: Fecha:

□ Dada la naturaleza del entorno del salón de clases, su hijo puede ser (o puede haber sido) incluidoaccidentalmente en la grabación digital de la evaluación de otro estudiante. Si esto ocurre, se requieresu consentimiento firmado para enviar la grabación para su puntuación. El consentimiento es voluntarioy puede ser revocado en cualquier momento mediante notificación por escrito al maestro de su hijo.He leído y comprendo este pedido. Autorizo el uso de una grabación accidental de mi hijo,

, como parte del proceso de evaluación del estudiante previsto.

Nombre del Padre/la Madre:Firma: Fecha:

□ Un video que incluya a su hijo podría ser utilizado para capacitar a los maestros en la administracióndel FSAA—Datafolio. En caso de ser seleccionado para utilizar en la capacitación de los maestros, setomarán medidas para evitar la divulgación de información personal identificable. Solo se usará elprimer nombre del estudiante. El apellido del estudiante y los nombres de la escuela, el distrito y laciudad serán eliminados. No obstante, las grabaciones digitales no se pueden editar para oscurecer obloquear las imágenes de los estudiantes, por lo que el rostro de su hijo podría ser visible. Elconsentimiento es voluntario y puede ser revocado en cualquier momento mediante notificación porescrito al maestro de su hijo.

Junio de 2020

2020–2021 Formulario deconsentimiento para la

grabación digital

He leído y comprendo este pedido. Autorizo a que el Departamento de Educación de Florida utilice lasgrabaciones digitales del FSAA—Datafolio que incluyen a mi hijo , en losmateriales de capacitación docente.

Nombre del Padre/la Madre:Firma: Fecha:

Siyati: Dat:

Siyati: Dat:

Siyati: Dat:

2020–2021 Katab—FSAA Anrejistreman Nimerik Fòmilè Konsantman

Non Distri an:

Prenon Elèv lan:

Dat Nesans.: / /

Non Lerkòl lan:

Non Fanmi Elèv lan:

FLEID:

Katab “Florida Standards Alternate Assessment (FSAA)” an—se yon metòd sistematik pou rasanble, sou aktivite elèv lan, enfòmasyon ki aliye ak kondisyon ki bay Aksè ak yon seri Pwen Espesyal (Access Points Standards). Pou anpil elèv, katab sa a se fason ki pi fè sans pou yo patisipe nan FSAA. Pandan dewoulman aktivite sa a, pwofesè an kab kreye yon anrejistreman nimerik pou yon aktivite nan klas la oubyen yon leson kote yon elèv konplete devwa evalyasyon an. Après a, yo soumèt anrejistreman sa a bay Cognia, moun ki devlope tès lan, pou yo ba li pwen. Yon fwa yo rapòte pwen elèv lan reyalize an, yo detwi anrejistreman nimerik lan, selon règleman leta etabli.

W ap resevwa fòmilè sa a, paske □ Pitit ou an pral patisipe nan Katab—FSAA an (FSAA—Datafolio). Konsantman sa a w siyen an nesesè

pou yo ka itilize anrejistreman nimerik yo kòm yon pati nan evalyasyon an. Konsantman w lan volontè. Ou kab voye yon nòt ekri bay pwofesè pitit ou an nan nenpòt kèl moman pou w anile li.

, anrejistre l nimerikman pou aktivite soumisyon evidans ak “FSAA—Datafolio” an.Non Paran an:

□ Akoz fason yo òganize salklas lan, se kapab pa aksidan yo te mete pitit ou an nan evalyasyon anrejistreman nimerik yon lòt elèv. Si se sa ki rive, li nesesè pou w siyen yon konsantman pou yo ka soumèt anrejistreman pou yo ba l pwen. Konsantman w lan volontè. Ou kab voye yon nòt ekri bay pwofesè pitit ou an nan nenpòt kèl moman pou w anile li.

Mwa Mas 2020

Mwen li epi mwen konprann sa yo mande m lan. Mwen bay pèmisyon m pou pwofesè pitit mwen an,

Mwen li epi mwen konprann sa yo mande m lan. Mwen bay pèmisyon m pou Depatman Edikasyon Florida a itilize anrejistreman nimerik “FSAA—Datafolio” ki gen pitit mwen, , ladan li an nan materyèl pou fòmasyon pwofesè yo.

Mwen li epi mwen konprann sa yo mande m lan. Mwen bay pèmisyon m pou m pèmèt pou yo itilize yon anrejistreman aksidantèl pitit mwen an , kòm yon pati nan pwosesis evalyasyon an pou elèv sa yo te gen entansyon fè sa a.

□ Yo kab itilize yon video ki gen pitit ou an ladan l pou fòmasyon pwofesè nan administrasyon “FSAA—Datafolio” an. Si yo seleksyone yon video konsa pou fòmasyon pwofesè yo, y ap pran divès mezi pou evite divilge enfòmasyon pèsonèl ke lòt moun kapab idantifye. Se sèlman prenon elèv lan y ap itilize. Y ap anlve lòt enfòmasyon tankou non fanmi elèv lan, lekòl li, distri li, epi vil kote l rete an. Sepandan, yo pa kapab modifye anrejistreman nimerik yo pou yo efase oubyen kache foto elèv yo, alò konsa, moun ap kapab wè figi pitit ou an. Konsantman w lan volontè. Ou kab voye yon nòt ekri bay pwofesè pitit ou an nan nenpòt kèl moman pou w fè l konnen ke w retire konsantman sa w te bay lan.

Non Paran an:

Non Paran an:

2020–2021 AVS Correction Form

Directions: Please complete the applicable section and submit to Alternate Assessment Coordinator (AAC) or School Level Coordinator (SLC).

Add New Student or Modify Information

Add New Teacher/School Level Coordinator (SLC) or Modify Information Current Data: Enter new data for fields that require change only.

Name: ID Number: Role: □ Teacher □ SLC □ Teacher □ SLCUser Name: Email: Grade(s): Subject(s): District: School:

□ Inactivate Teacher in AVS Reason:

Submitted by: Approved? □ Yes □ No Entered? □ Yes □ No If yes, date:

AAC Name:

Signature:

Date:

Current Data: Enter new data for fields that require change only. Name: FLEID: Ethnicity Gender: Grade: Subjects: District: School: Class: □ Release Weekend Dates Reason: □ Inactivate Student Reason:

2020–2021Late Enrollment Form

PURPOSE: The Late Enrollment Form is designed to provide documentation of the late enrollment of studentsin the FSAA—Datafolio assessment for the 2020–2021 administration, including the reasons for the late enrollment and recording of the level of assistance (LOA) goal to determine progress.

This form must be completed and uploaded as the first page of evidence for each assessed standard for the initialcollection period in which the student is eligible to participate in the FSAA—Datafolio.

Student Name: Grade:

Teacher Name:

School Name:

District Name:

FLEID:

Reason for Late Enrollment in FSAA—Datafolio:

Check One: In-District Transfer

Prior School:

Out-of-District, Within State of Florida

Transfer Prior District and School:

Out-of-State Transfer Student Not a transfer student; IEP Team Determination

Has the student been participating in the FSAA—Datafolio for the 2020–2021 administration?

Yes, the student was participating at a prior school. No, the student was not previously participating.

Level of Assistance (LOA) Goal Setting for Late Enrollment Students

Date: Content Area:

Standard: Activity Choice: 1 2 3

Level of Assistance (LOA) Provided (check one):

Non-Engagement Physical Gestural Verbal Model Independent

# Opportunities: # Correct: Accuracy Score: %

Level of Assistance (LOA) Goal (check one):

level.Increase accuracy at the

Move up to the next LOA: level.

Note: Please remember to submit one completed Late Enrollment Form for each assessed standard for the student.

June 2020

Richard Corcoran Florida Commissioner of Education