FSAA—Datafolio Teacher Resource Guide

FSAA—Datafolio Teacher Resource Guide

2021–2022

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.fsassessments.org.Bureau website: http://www.fldoe.org/accountability/assessments/k-12-student-assessmentTelephone: 850-245-0513

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

iii2021–2022 FSAA—Datafolio Teacher Resource Guide

Table of Contents

Important Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

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

Purpose of the Florida Standards Alternate Assessment—Datafolio (FSAA—Datafolio) .2Course Instruction and Participation in Statewide, Standardized Assessment . . . . . . 3FSAA—Datafolio Participation Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

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

Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Grade Levels, Content Areas, and Courses Assessed . . . . . . . . . . . . . . . . . . . . . . . . . 6Responsible Personnel for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Assessment Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Levels of Assistance (LOAs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Allowable Adjustments and Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Accommodations and Criteria for Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Students with Visual Impairments* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Students Who Are Deaf/Hard-of-Hearing* . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10English Language Learner (ELL) Students . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Assistive Technology Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Part 2: Getting Started with the Data Entry Interface (DEI) . . . . . . . . . . . . . . . . . . . . . . . . .13System Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

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

Recommended Monitor Resolution Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Setting Up User Accounts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Part 3: The FSAA—Datafolio Administration Process and Data Entry Interface (DEI) for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Steps to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Step 1: Activate Your TIDE User Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

User Accounts and Passwords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Step 2: Identify the Activity Choices for Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Review the FSAA—Datafolio Blueprint & Activity Choices . . . . . . . . . . . . . . . . . . 18Identify Activity Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Example: FSAA—Datafolio Grade 3 ELA Blueprint . . . . . . . . . . . . . . . . . . . . . 18Target the Specific Learning Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Step 3: Develop an Instructional Plan to Assess the Student . . . . . . . . . . . . . . . . . . . . . . 20Identify the Outcome of Instruction and Potential Instructional Activities . . . . . . . . . . 20

Develop a Data Collection Plan for Instruction and Assessment . . . . . . . . . . . 20

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Table of Contents

Collection Period (CP) #1 Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Step 4: Gather Collection Period #1 Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

FSAA—Datafolio Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Evidence Collection Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Observation Evidence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Digital Recordings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Work Product Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Evidence Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23A Special Note Regarding English Language Arts (ELA) Evidence . . . . . . . . . 24

Step 5: Establish Level of Assistance (LOA) Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Step 6: Create Electronic Files and Access the Data Entry Interface (DEI) . . . . . . . . . . . 27

Creating Electronic Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Observation and Work Product Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Acceptable Observation and Work Product File Types . . . . . . . . . . . . . . . . . . 27

Digital Recordings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Digital Recording Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Acceptable Digital Recording File Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Digital Recording: Evidence Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Naming Evidence Files (File Naming Convention) . . . . . . . . . . . . . . . . . . . . . . 28

Submitting Collection Period #1 Evidence into the Data Entry Interface (DEI) . . . . . . 30Using the DEI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Logging In and Entering Student Information . . . . . . . . . . . . . . . . . . . . . . . . . . 30Correcting Student Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Transfer Students/Late Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Selecting a Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Instructions and Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Establishing Level of Assistance (LOA) Goals and Uploading Evidence in the DEI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Step 7: Provide Instruction; Gather and Upload Evidence for Collection Periods #2 and #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Provide Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Collection Periods #2 and #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Levels of Assistance (LOAs) at CP #2 and CP #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Exception to Presenting Opportunities at the LOA Goal Level in CP #3 . . . . . 37Submitting Collection Period #2 or #3 Evidence into the DEI . . . . . . . . . . . . . . . . . . . 38

Step 8: Upload the Required Forms and Complete the Datafolio . . . . . . . . . . . . . . . . . . 39Required Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Learner Characteristics Inventory (LCI) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Completing the LCI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Part 4: System Administrator (AAC and SLC) Responsibilities in the Test Information Distribution Engine (TIDE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

System Administrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Best Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41System Administrator Tasks in TIDE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Preparing for the FSAA—Datafolio Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Setting Up User Accounts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Confirming Student Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

v2021–2022 FSAA—Datafolio Teacher Resource Guide

Table of Contents

During Datafolio Collection Periods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Monitoring Test Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Appendix A: Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Contact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

FSAA Service Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Florida Department of Education Contacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Frequently Asked Questions (FAQs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Level of Assistance (LOA) Goal Setting Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Alternate Assessment Coordinator Teacher Data Collection Form . . . . . . . . . . . . . . . . . 51Alternate Assessment Coordinator Student Data Collection Form . . . . . . . . . . . . . . . . . 52

Appendix B: FSAA—Datafolio Blueprint & Activity Choices . . . . . . . . . . . . . . . . . . . . . . .53

Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide . . . . . . . . . . . . . . .128

Appendix D: Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138

vi 2021–2022 FSAA—Datafolio Teacher Resource Guide

Important Dates

IMPORTANT DATESEvents Locations Dates

2021–2022 Administration Trainings In-Person Various DatesLearner Characteristics Inventory (LCI) Window Online August 30, 2021–April 1, 2022

Collection Period #1 (CP #1) Classrooms August 30–September 24, 2021

DEI Upload of CP #1 Evidence Online August 30, 2021–October 15, 2021

Goal Setting Online Upon completion of the first collection period

Collection Period #2 (CP #2) Classrooms November 12–December 17, 2021

DEI Upload of CP #2 Evidence Online November 12, 2021–March 11, 2022

Collection Period #3 (CP #3) Classrooms February 28–March 25, 2022

DEI Upload of CP #3 Evidence Online February 28–April 1, 2022

DEI Closes at 11:59 p .m . (ET) Online April 1, 2022

FSAA—Datafolio Scoring TBD Spring 2022

12021–2022 FSAA—Datafolio Teacher Resource Guide

Part 1: An Overview of the FSAA—Datafolio

2 2021–2022 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 5.)

Both methods of the 2021–2022 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



Course Instruction and Participation in Statewide, Standardized Assessment IEP teams are responsible for determining whether students with disabilities will be instructed in the general standards or Access Points–Alternate Academic Achievement Standards (AP–AAAS) and, subsequently, assessed through the administration of the general statewide, standardized assessment (with or without accommodations) or the statewide alternate assessment aligned to alternate achievement standards based on criteria outlined in Rule 6A-1.0943(5)(c) and (d), Florida Administrative Code (F.A.C.). IEP teams must determine whether students eligible for the Florida Standards Alternate Assessment (FSAA) program should participate in the FSAA—Performance Task (PT) or FSAA—Datafolio. STEP 1—Checklist for Course of Instruction and Subsequent Assessment ParticipationThe IEP team should consider the student’s present level of educational performance in reference to Florida’s 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 course of instruction and subsequent assessment. Circle the applicable answer.

Questions to Guide the Decision-Making Process to Determine How a Student With Disabilities Will be Instructed and Subsequently Participate in the Statewide, Standardized

Assessment Program1. Does the student receive exceptional student education (ESE) services as identified

through a current IEP?Yes No

2. Does the student receive specially designed instruction which provides unique instruction and intervention supports that is determined, designed and delivered through a team approach, ensuring access to core instruction through the adaptation of content, methodology or delivery of instruction and is exhibiting very limited to no progress in the general education curriculum standards?

Yes No

3. Does the student receive support through systematic, explicit and interactive small-group instruction focused on foundational skills in addition to instruction in the general education curriculum standards?

Yes No

4. Even after documented evidence of exhausting all appropriate and allowable instructional accommodations, does the student require modifications to the general education curriculum standards?

Yes No

5. Even after documented evidence of accessing various supplementary instructional materials, does the student require modifications to the general education curriculum standards?

Yes No

6. Even with documented evidence of the provision and use of assistive technology, does the student require modifications to the general education curriculum standards?

Yes No

7. Even with direct instruction in all core academic areas (i.e., English language arts, mathematics, social studies and science), is the student exhibiting limited or no progress on the general education curriculum standards and requires modifications?

Yes No

8. Unless the student is a transfer student, was the student available and present for grade-level general education curriculum standards instruction for at least 70 percent of the prior school year?

Yes No

9. Unless the student is a transfer student, was the student instructed by a certified teacher for at least 80 percent of the prior school year?

Yes No

10. Was the assessment instrument used to measure the student’s global level of cognitive functioning selected to limit the adverse impact of already-identified limitations and impairments (e.g., language acquisition, mode of communication, culture, hearing, vision, orthopedic functioning, hypersensitivities and distractibility)?

Yes No



Questions to Guide the Decision-Making Process to Determine How a Student With Disabilities Will be Instructed and Subsequently Participate in the Statewide, Standardized

Assessment Program11. Does the student have a most significant cognitive disability, defined as a global

cognitive impairment that adversely impacts multiple areas of functioning across many settings and is a result of a congenital, acquired or traumatic brain injury or syndrome that is verified by either:

1. A statistically significant below-average global cognitive score that falls within the first percentile rank (i.e., a standard, the full-scale score of 67 or under); or

2. An evaluation process with procedures to identify students with the most significant cognitive disability when a global, full-scale intelligent quotient score is unattainable. This procedure must be approved by the Florida Department of Education and documented in the district’s ESE Policies and Procedures, as required by Section 1003.57, Florida Statutes (F.S.).

Yes No

If “Yes” is not indicated in all 11 questions, the student must be instructed in the general education curriculum standards and enrolled in general education courses and participate in the general statewide, standardized assessment with accommodations, as appropriate. If “Yes” is indicated in all 11 questions, the following three questions must be answered.1. Is the student identified as a student with a specific learning disability or as gifted? Yes No2. Is the student identified only as a student eligible for services as a student who is deaf

or hard of hearing or has a visual impairment, a dual sensory impairment, an emotional or behavioral disability, a language impairment, a speech impairment or an orthopedic impairment?

Yes No

3. Has the student scored a level 2 or above on a previous statewide, general education curriculum standardized assessment administered according to Section 1008.22(3)(a) and (b), F.S.? Note: If there is medical documentation that the student experienced a traumatic brain injury or other health-related complication that caused a severe cognitive impairment after the student scored a level 2 or above on the general education curriculum standardized assessment, circle “No.”

Yes No

If “No” is not indicated for all three questions, the student should be instructed in the general education curriculum standards and enrolled in general education courses and participate in the general statewide, standardized assessment with accommodations, as appropriate. If “No” is indicated in all three questions, the student is eligible to be enrolled in access courses and subsequently be assessed on a statewide AA-AAAS.Students MUST be enrolled in access courses for at least two consecutive full-time equivalent reporting periods prior to participating in the FSAA—PT .The IEP team then proceeds to STEP 2.

STEP 2—FSAA and Parental ConsentOnce the IEP team determines that a student will be instructed in access points and participate in the FSAA program, the next step is to determine how the student will be assessed—via the FSAA—PT or FSAA—Datafolio. The FSAA—Datafolio is an alternate achievement standards-based assessment designed specifically for students with the most significant cognitive disabilities who have limited to no formal mode of communication.Parental Consent FormIn accordance with Rule 6A-6.0331(10)(b), F.A.C., if the IEP team decides that the student will participate in access courses and be assessed through the FSAA program, the parents 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 https://www.flrules.org/gateway/reference.asp?No=Ref-04779. If the parents fail 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 the student may participate in the FSAA program. The IEP should include a statement of why the student cannot participate in the general assessment and why the alternate assessment is appropriate.

FSAA—Datafolio Participation GuidelinesOnce the IEP team determines that a student will participate in the FSAA program, 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 FSAA participation guidelines on the previous page, the IEP team may determine that the most meaningful evaluation of the student’s current academic achievement is through participation in the FSAA program. Next, the IEP team should answer each of the following questions when determining how the student will participate in the FSAA program. Check all that apply.

Questions to Guide the Decision-Making Process to Determine How the Student Will Participate in the FSAA Program 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

https://www.flrules.org/gateway/reference.asp?No=Ref-04779

https://www.flrules.org/gateway/reference.asp?No=Ref-04779



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 Science Algebra 1

EOCGeometry

EOC Biology 1

EOCCivics EOC

U .S . HistoryEOC

3 X X4 X X5 X X X6 X X7 X X X8 X X X

9 (ELA 1) X10 (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 DEI. 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 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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Collection Period #1



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) StudentsCriteriaAdditional 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 & Learning Resources System (FDLRS) http://www.fdlrs.org/

• Florida Diagnostic and Learning Resources System Technology Specialists (FDLRS TECH) https://www.fdlrs.org/technology

• Resource Materials and Technology Center for the Deaf/Hard of Hearing (RMTC-D/HH) https://www.rmtcdhh.org/

• 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/

https://www.rmtcdhh.org/

http://www.fimcvi.org

http://www.faast.org



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Part 2: Getting Started with the Data Entry Interface (DEI)


Part 2: Getting Started with the Data Entry Interface (DEI)

SYSTEM REQUIREMENTSThe Data Entry Interface (DEI) is a web-based, encrypted platform designed to work with the existing technology infrastructure available in Florida schools. To access the DEI, 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. Supported operating systems and browsers are listed in the Supported Systems & Requirements page on the FSAA Portal. All users should review the Supported Systems & Requirements page on the FSAA Portal to determine the minimum hardware requirements and approved browsers for the DEI and other online systems. Users are strongly encouraged to meet with their alternate assessment coordinator (AAC) or school level coordinator (SLC) to ensure that computers meet the system requirements prior to the opening of Collection Period #1.

Supported File TypesThe DEI supports the following file formats:

Digital Recordings• WEBM, MP4, MOV, 3GP, and OGV

Image• JPG, PNG, GIF, SVG, and JPEG

Document• TXT and PDF (Note, please convert evidence collected in PowerPoint, Word, and Excel to PDF

documents.

Audio• MP3, AAC, WAV, M4A, OGG, OPUS

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.

Additional information on supported file types and how to upload evidence into the Data Entry Interface (DEI) can be found in the FSAA—Datafolio Data Entry Interface (DEI) User Guide.

Setting Up User AccountsWhen the Test Information Distribution Engine (TIDE) opens, each district’s AAC of record will have their new account credentials preloaded into TIDE. AACs are responsible for creating (or delegating the creation of) accounts for users in their district and schools in TIDE in advance of Collection Period #1. AACs can begin adding users on August 16, 2021. Teachers will need to have a TIDE account in order to access the DEI. More information on AAC and SLC responsibilities in TIDE can be found in Part 4 of this guide as well as in the FSAA TIDE User Guide. Information for teachers on activating user accounts can be found in Step 1 of Part 3 of this guide.


Part 3: The FSAA—Datafolio Administration Process and

Data Entry Interface (DEI) for Teachers


Part 3: The FSAA—Datafolio Administration Process and Data Entry Interface (DEI) for Teachers

STEPS TO SUCCESS

1 Activate your TIDE user account.

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 Data Entry Interface (DEI) 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

Activate your TIDE user account.

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 Data Entry Interface (DEI).

Provide instruction, gather and upload

evidence for Collection Periods #2 and #3.

Upload the required forms and complete the Datafolio.



STEP 1: ACTIVATE YOUR TIDE USER ACCOUNT .TIDE will open on August 16, 2021 .

User Accounts and PasswordsOnce a TIDE account has been created, each new user will receive a TIDE activation email that contains links to activate his or her account and to request a new activation email. The activation link is valid for only 15 minutes. After that time the activation link will expire, and the user will need to select the second link to request a new activation email.If a new user has not received the TIDE activation email, he or she is encouraged to check the spam folder. Emails are sent from [email protected], so teachers and SLCs may need to add this address to their contact list. If the email is not in the spam folder, users should contact their AAC to confirm that he or she created the account in TIDE. Contact the FSAA Service Center toll-free at 877-655-3001 or via email ([email protected]) if this step has been completed and users continue to experience difficulty.

NOTE: Each teacher will have his or her own unique login credentials. Teachers must NOT share their login credentials at any time.

After selecting the activation link, you will be asked to create a password that you will use to access all Cambium Assessment, Inc. (CAI) systems.Your password is required to be at least eight (8) characters and must include all the following:

• One lowercase alphabetic character• One uppercase alphabetic character• One number• One special character (e.g., %, #, or !)

mailto:DoNotReply%40cambiumast.com?subject=

mailto:fsaaservicecenter%40cambiumassessment.com?subject=



STEP 2: IDENTIFY THE ACTIVITY CHOICES FOR ASSESSMENT

Review the FSAA—Datafolio Blueprint & Activity Choices As discussed in “Assessment Design” on page 7, 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.fsassessments.org/resources#assessment=Datafolio. For additional examples of how activity choices can be administered, please refer to “Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide.”

https://fsaa.fsassessments.org/resources#assessment=Datafolio



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.

Collection Period (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 level of assistance (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 32 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 24, 2021 .

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 choice2. Digital Recording Evidence: a digital recording of the student working on the activity choice3. Work Product Evidence: a permanent work product such as an original work sample or

teacher-constructed activity that results in a tangible productTeachers 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 ArtsActivity 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 DEI. 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. This Form must be uploaded into the DEI.

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 FSAA—Datafolio Data Entry Interface (DEI) User Guide.

• Teachers should consult their technology coordinator about the tools available in their schools and districts. The system requirements are detailed in the Supported Systems and Requirements page on the FSAA Portal (https://fsaa.fsassessments.org).

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 documented on the Evidence Collection Form (Appendix D) and submitted within the DEI 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 (Appendix D) must be included for each student visible in a digital recording evidence file submission.

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 Form for Digital RecordingA signed Digital Recording Consent Form (Appendix D) must be uploaded for each student for whom a digital recording evidence file is submitted. Teachers must obtain parent/guardian consent via this form prior to creating a digital recording. This signed form must be submitted through the DEI. 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 must be entered into the DEI. 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 DEI. 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. 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 DEI.

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 DEI.



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 DATA ENTRY INTERFACE (DEI)

Creating Electronic FilesIn the DEI, for each standard activity choice, the system allows up to ten uploads 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 21.

Stan

dard

Activ

ity C

hoic

e File UploadsCollection Period #1

File UploadsCollection Period #2

File UploadsCollection Period #3

Observation and Work Product EvidenceObservation and work product evidence may consist of multiple pages and/or mixed media (e.g., PDF, JPG, etc.).

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, JPEG, PNG, GIF, and SVG• Document — TXT and PDF (Note, please convert evidence collected in PowerPoint, Word, and

Excel to PDF documents).Please see the FSAA—Datafolio Data Entry Interface (DEI) User Guide for information on how to upload observation and work product evidence.



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.

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

• OGV, WEBM, MP4, MOV, 3GPPlease see the FSAA—Datafolio Data Entry Interface (DEI) User Guide for information on how to upload digital recording evidence.

Digital Recording: Evidence Content In order for digital recordings to be scored, the Evidence Collection Form (Appendix D) and a transcript (entered on page 2 of the form) explaining the content of the recording MUST be submitted with each recording that is uploaded into the DEI. In all digital recording evidence, it should be clear what information was presented to the student AND the student’s responses must be clearly visible.

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

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).

ActivityChoice Activity Choice 1, 2, or 3

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

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

Use the abbreviations cp1, cp2, or cp3.

EvidenceType (Optional)

Type of evidence documentation being uploaded 2–3 characters

The type of evidence abbreviated as: Evidence Collection Form = ecf; Running Record = rr; Work Product = wp; Digital Recording = dr; Digital Recording Transcript = drt

Sample Math Evidence Collection File Set

jsmith_mafs.oa.4.8_choice1_cp1_ecf.pdf

jsmith_mafs.oa.4.8_choice1_cp1_rr.pdf


jsmith_mafs.oa.4.8_choice1_cp2_dr.mp4

jsmith_mafs.oa.4.8_choice1_cp2_drt.pdf


jsmith_mafs.oa.4.8_choice1_cp3_wp.jpg

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.

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

Individual documents must have unique names. If multiple documents are uploaded as evidence for a single activity choice for a collection period, each document must contain the additional identifying letters so that files are not written over when saved.

Note: The identification of individual evidence file types is not required if all evidence for one collection period are merged and uploaded as a single file. All digital recording evidence, however, will require at least two files—one that contains the digital recording and one that contains the evidence collection form and the transcription.

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



Submitting Collection Period #1 Evidence into the Data Entry Interface (DEI)Once teachers have completed CP #1 (Steps 1–5) and the electronic files are created, teachers must log in to the DEI to upload files and enter the data collection requirements (including goal setting) by October 15, 2021. Your system administrator will also provide you with a roster of students participating in the FSAA—Datafolio at your school. This roster will have the student’s first and last name as it appears in TIDE as well as the student’s FLEID.

Using the DEI

Logging In and Entering Student InformationWhen you are ready to upload evidence, you will use the account your system administrator created for you to log in to the DEI. First, navigate to the FSAA Portal (https://fsaa.fsassessments.org). Select Datafolio for Teachers. On the next page, select the System card for the Data Entry Interface.

Type your password in the password field and then retype your password to confirm your initial entry. Select “Submit” to save your new password.

Be sure to keep your password secure.After you log in to the DEI, the Enter Student Information page appears. On this page, you can enter the login information for the student being assessed. Please use the roster from TIDE that your system administrator provided you. It has the student information you need to log in to the DEI.

1. To enter a student’s information: In the “Student First Name” field, enter the student’s first name as it exists in TIDE.



2. In the “FLEID” field, enter the student’s FLEID number. 3. Select Sign In.

The Is This the Student? page appears. On this screen, please verify all student information and confirm that it is correct.

If all the information is correct, select Next. The Available Tests page appears.If any of the information is incorrect, do not proceed with the data entry for this student. Log out of the application and notify a system administrator that the student’s information is incorrect. Data entry cannot begin until this information is corrected.

Correcting Student InformationAny corrections that need to be made in TIDE should be detailed on the TIDE Correction Form (Appendix D) and submitted to the SLC or AAC for processing, depending on individual district policies and procedures. The TIDE Correction Form (Appendix D) is designed to correct information related to the student’s assessment type (Performance Task or Datafolio), assessment grade, student name misspelling, weekend release, transfer information, and/or correction of students listed or not listed in TIDE. This form must also be submitted for any student listed in TIDE who will NOT be tested during the academic year. The student will be designated as Not Assessed. 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, modify teacher accounts, add new students, and modify student information. For SLCs, that ability is restricted to the school level.



AACs have district-wide privileges. For changes that require student transfers from another district, the AAC will have to contact the FSAA Service Center.

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 TIDE Correction Form and submit it to the district AAC to have the student transferred in TIDE if the student is from the same district. If the student is from another district, the AAC will have to contact the FSAA Service Center to transfer the student.If a student transfers from out of state, the receiving teacher will need to complete the TIDE Correction Form and submit it to the district AAC to add the student to TIDE. For a transfer student already participating in the FSAA—Datafolio, the receiving teacher may need to confirm the new student’s activity choice and LOA goal for an assessed standard. The receiving teacher needs to contact his or her SLC or AAC. The SLC or AAC will contact the FSAA Service Center. The FSAA Service Center can advise the receiving SLC or AAC of the student’s activity choice and LOA goal for the assessed standard(s).

Selecting a TestThe Available Tests page displays the tests available for data entry. On this page, you can select the Learner Characteristics Inventory (LCI), the Required Datafolio Forms, or the content area where you would like to upload evidence for the student.

Upon selecting a test, an auto-generated Session ID is also displayed in the banner. The Session ID will be helpful if you need to contact the FSAA Service Center for technical assistance.



Instructions and HelpAfter selecting the test where you will enter data, the Instructions and Help page appears. On this page, you can review the rules of the DEI and its available tools.To proceed and begin data entry:

1. Optional: To review the test settings, select View Test Settings. The Review Test Settings window appears, displaying the test settings. To close the window, select OK.

2. Optional: To view the Help Guide and understand how to navigate the site and use the available test tools, select View Help Guide. The Help Guide window appears. To close the window, select Back.

3. To officially begin or resume the test, select Begin Test Now.

Establishing Level of Assistance (LOA) Goals and Uploading Evidence in the DEIAfter selecting Begin Test Now, the teacher will select the activity choice and use the information recorded on the LOA Goal Setting Worksheet to input the LOA goal. Teachers will first select the activity choice for the first assessed standard. Teachers will then select Next to enter the level of assistance (LOA) goal for the first assessed standard.



Teachers will continue to move through the pages by selecting Next to select the activity choice and the LOA goal for each assessed Access Point in the content area. Teachers will then reach a Review Screen. Select Back or the associated question numbers to review the activity choices and LOA goals for each standard. Please see the FSAA—Datafolio Data Entry Interface (DEI) User Guide for more information on what each question number represents. Select Next on the Review Screen to begin uploading evidence for Collection Period #1.



Please note, once teachers begin uploading evidence for Collection Period #1, they will not be able to return to the activity choice or LOA goal without contacting a system administrator.Teachers will then upload evidence for Collection Period #1.

During Collection Period #1, teachers will fill out the following information:1. Baseline Level of Assistance: Click on the checkbox to the right of the LOA to select the LOA

provided during this collection period.2. Baseline Accuracy Score: The student’s accuracy score for the collection period. Enter the score

in the text box.See Step 5 for information on how to determine the provided LOA as well as how to calculate the accuracy score. Teachers will also upload the various pieces of evidence gathered during Collection Period #1 for the baseline administration of the activity choice selected for each standard. Please note, multiple pieces of evidence may be collected and uploaded separately. Specific information on the process to upload files of evidence is located in the FSAA—Datafolio Data Entry Interface (DEI) User Guide. When teachers complete uploading evidence for Collection Period #1, they will reach another Review Screen. Select Back or the associated question numbers to review the activity choices and LOA goals



for each standard. Please see the FSAA—Datafolio Data Entry Interface (DEI) User Guide for more information on what each question number represents. Select Submit to complete Collection Period #1. Teachers will then be logged out of the DEI.



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 for 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 determines the LOA to be provided 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 DEIOnce teachers have completed CP #2 or #3 and the electronic files have been created, teachers must go into the DEI to upload files and enter the data collection requirements as described in Step 6 and in the FSAA—Datafolio Data Entry Interface (DEI) User Guide.

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

CP #2 evidence must be collected between November 12 and December 17, 2021, and submitted no later than March 11, 2022.CP #3 evidence must be collected between February 28 and March 25, 2022, and submitted no later than April 1, 2022.

NOTE: The DEI will close at 11:59 p .m . (ET) on April 1, 2022 . Teachers and system administrators will not be able to access the DEI after April 1, 2022.



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 DEI.Verify that signed Digital Recording Consent Forms were submitted during CP #1 as required, or submit them now.Select the Required Datafolio Forms in the Available Tests page to upload these forms, as applicable. More information on how to upload the worksheet is located in the FSAA—Datafolio Data Entry Interface (DEI) User Guide.

Learner Characteristics Inventory (LCI)In addition to the tests for the assessed subjects and the required forms, the DEI includes the LCI as a separate test.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 LCIEach item has several response options. Only one option can be selected per item, and a response for each item is required.Please refer to the FSAA—Datafolio Data Entry Interface (DEI) User Guide for information on how to complete the LCI.


Part 4: System Administrator (AAC and SLC) Responsibilities

in the Test Information Distribution Engine (TIDE)


Part 4: System Administrator (AAC and SLC) Responsibilities in the Test Information Distribution Engine (TIDE)

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.

The Test Information Distribution Engine (TIDE) stores a district’s and school’s student demographic information and test participation information. It provides system administrators with multiple features to add and manage users for administrative tasks associated with the FSAA—Datafolio. TIDE allows authorized users to add, view, edit, and remove district- and school-level users; add, view, edit, and remove student information; and submit test invalidations. Through the Monitoring Test Progress task, authorized users can monitor student participation and testing throughout the testing window. When TIDE opens, each district will have the AAC of record account preloaded. The AAC may then choose to create SLC accounts to support these 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 vi.• 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 44.

System Administrator Tasks in TIDEThe next few pages outlines the various tasks that system administrators will be responsible for in TIDE. For detailed information on how to complete these tasks, please refer to the FSAA TIDE User Guide on the FSAA Portal.

Preparing for the FSAA—Datafolio Administration

Setting Up User AccountsAACs are responsible for creating (or delegating the creation of) accounts for users in their district and schools in TIDE in advance of Collection Period #1. AACs can begin adding users on August 16, 2021. Users will use the same account information to access TIDE and the DEI. Please refer to the FSAA TIDE User Guide for information on creating user accounts.

Confirming Student Information System administrators are responsible for ensuring that the student information in TIDE is accurate and up to date before each data collection period. In order for teachers to have access to the correct assessment (e.g., Datafolio or Performance Task) and the correct tests, it is imperative that student information in TIDE is correct.


Part 4: System Administrator (AAC and SLC) Responsibilities in the Test Information Distribution Engine (TIDE)

CAI will provide system administrators with a file identifying students participating in the FSAA—Datafolio administration before TIDE opens on August 16, 2021. By August 27, 2021, system administrators must do the following: 1) Review the file to verify that the demographic and school information for the students listed in the file is correct. 2) Add students, including students in grades 11 and 12, who are currently not listed to the file. 3) Identify students participating in all end-of-course assessments, ELA 1, and ELA 2. System administrators may correct student information or enter additional students in TIDE manually or using the file layout found in the Upload Students task in TIDE. Teachers will not be able to complete the LCI or upload evidence in the DEI for a student until the student is included in TIDE.More information on adding students, editing student information, and uploading student files can be found in the FSAA TIDE User Guide.

During Datafolio Collection Periods

Monitoring Test ProgressMonitoring Test Progress allows system administrators to ensure that teachers have completed the LCI and the upload of evidence for the FSAA—Datafolio administration. Users may also access a report summarizing the number and percentage of students who started or completed a test. More information on Monitoring Test Progress can be found in the FSAA TIDE User Guide.


Appendix A: Additional Resources



CONTACT INFORMATION

FSAA Service CenterCambium Assessment, Inc. (CAI) and Pearson have 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 Data Entry Interface (DEI), and reporting issues. Trained staff, including a staff supervisor, will be available to answer calls regarding the FSAA program from 7:00 a.m. to 8:30 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 Systems (TIDE, DEI)

FSAA SERVICE CENTER Monday–Friday from 7:00 a.m. to 8:30 p.m. (ET)

Phone: 877-655-3001Email: [email protected]: https://fsaa.fsassessments.org/contact.html

Florida Department of Education Contacts

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

Angela NathanielPhone: 850-245-0972Email: [email protected]: 850-245-0771

Laura BaileyPhone: 850-245-0722Email: [email protected]: 850-245-0771

mailto:FSAAServiceCenter%40cambiumassessment.com?subject=

https://fsaa.fsassessments.org/contact.html

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 questions in the “Checklist for Course of Instruction and Subsequent Assessment Participation” on pages 3–5 of the FSAA—Datafolio Teacher Resource Guide replacing the replacing the previous version with three questions?

Yes. The “Checklist for Course of Instruction and Subsequent Assessment Participation” is available:• Online at https://fsaa.fsassessments.org,• 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 vendor accessibility assessment specialists. FDOE content specialists and vendor 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.

https://fsaa.fsassessments.org



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. For each content area or course, the teacher selects a total of three activity choices (ONE activity choice per standard) across the standards.

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

Baseline Evidence—Evidence 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.

Data Entry Interface (DEI)—The online system where teachers will upload evidence for the FSAA—Datafolio.

Evidence—The documented results of the opportunities gathered during a collection period that are uploaded to the DEI. 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 assistance2. Physical Assistance (P)—hand-over-hand (or similar) assistance3. Gestural Assistance (G)—teacher indicates desired response by gesturing4. Verbal Assistance (V)—teacher communicates desired response expressively5. Model Assistance (M)—teacher models how to arrive at a desired response with similar but not

identical materials6. Independent (I)—the student requires no additional assistance from the teacher to meaningfully

select a desired response



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 TIDE 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 TIDE.

Test Information Distribution Engine (TIDE)—TIDE supports system administrators throughout the testing process, from test preparation, through test administration, to post-administration. TIDE includes features to manage user and student information, order testing materials, track orders, monitor test progress, and execute administrative functions such as test resets or reopens.


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)

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LEVEL OF ASSISTANCE (LOA) GOAL SETTING WORKSHEET


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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?

RReesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 4

ELA

Act

ivity

Cho

ices

9

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 33:: I

nteg

ratio

n of

Kno

wle

dge

and

Idea

s

IInntteeggrraattiioonn ooff KKnnoowwlleeddggee aanndd IIddeeaass

RReeaaddiinngg LLiitteerraattuurree

LLiitteerraattuurree

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

LLAAFFSS..44..RRLL..33..77

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..44..RRLL..33..AAPP..77bb

WW

iitthh pp

rroomm

ppttiinn

gg aann

dd ssuu

ppppoorr

tt,,ccoo

mmppaa

rree aa

ssttoo

rryy’’ss

tteexxtt

wwiitthh

tthhee

ssttoorr

yy’’ss

iilllluuss

ttrraatt

iioonn

((ee..gg

..,, WW

hhaatt dd

ooyyoo

uu ssee

ee iinn

tthhee

iilllluuss

ttrraatt

iioonn

tthhaatt

yyoouu

ddoonn’’

tt rreeaa

dd iinn

tthhee

tteexxtt

??))..

CChhooii

ccee 11

:: 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?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 22

:: 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?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 33

:: 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?

R Reesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 4

ELA

Act

ivity

Cho

ices

10

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 44:: T

ext T

ypes

and

Pur

pose

s TTeexxtt--BBaasseedd WWrriittiinngg

WWrriittiinngg


SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

LLAAFFSS..44..WW..11..22

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..44..WW..11..AAPP..22bb

SSoo

rrtt rree

lleevvaa

nntt aa

nndd iirr

rreellee

vvaanntt

iinnffoo

rrmmaatt

iioonn

rreellaa

tteedd

ttoo aa

ggiivv

eennttoo

ppiicc

iinnttoo

tthhee

ccoorrrr

eecctt cc

aatteegg

oorriiee

ss..

IIddeenn

ttiiffyy

ffaacctt

ss aanndd

ddeett

aaiillss

ffrroomm

aattee

xxtt rree

llaattee

dd ttoo

aa ss

ppeeccii

ffiieedd

ttooppii

cc..

DDeevvee

lloopp

tthhee

ttooppii

cc bbyy

iiddeenn

ttiiffyyii

nngg aa

ttllee

aasstt oo

nnee rree

lleevvaa

nntt ffaa

cctt,, dd

eeffiinn

iittiioonn

,,oorr

ddeett

aaiill ff

rroomm

tthhee

tteexxtt

.

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: will

var

y

CChhooii

ccee 22

:: 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

?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 33

:: 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

?RRee

ssppoonn

ssee:: 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

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 33

:: Gen

erat

e an

d an

alyz

e pa

tter

ns.

OOppeerraattiioonnss aanndd AAllggeebbrraaiicc TThhiinnkkiinngg


SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

MMAAFFSS..44..OOAA..33..55 AACC

CCEESSSS

PPOO

IINNTT

CCOODDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: G

ener

ate

a pa

tter

n w

hen

give

n a

rule

.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..44..OOAA..33..AAPP..55aa CCoo

nnccrree

ttee::

UU

ssee mm

aanniipp

uullaatt

iivveess

ttoo cc

rreeaatt

ee aa

ppaatttt

eerrnn..

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: sha

pe p

atte

rnCChh

ooiiccee

22:: 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?

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

33:: 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.

RReesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 4

Mat

hem

atic

s Ac

tivity

Cho

ices

12

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 22

:: 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.

NNuummbbeerr aanndd OOppeerraattiioonnss –– FFrraaccttiioonnss


SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

MMAAFFSS..44..NNFF..22..33

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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).

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..44..NNFF..22..AAPP..33aa

CCoonncc

rreettee

::

UUssiinn

gg ffrr

aaccttiioo

nn mm

aanniipp

uullaatt

iivveess

,, mmoodd

eellaa

wwhhoo

llee aa

nndd tthh

eenn dd

eeccoomm

ppoossee

((ii..ee

..,,ddii

vviiddee

)) iitt ii

nnttoo

eeqquuaa

ll ppaarr

ttss ttoo

ccrree

aattee

uunniitt

ffrraacc

ttiioonnss

((ii..ee

..,, ffrr

aaccttiioo

nnss ww

hheerree

11 iiss

tthhee

nnuumm

eerraatt

oorr))..

FFoorr ee

xxaamm

ppllee::

11==

11//33

++ 11//

33 ++

11//33

oorr 11

== 11

//44 ++

11//44

++11//

44 ++

11//44..

UU

ssiinngg

ffrraacc

ttiioonn

mmaann

iippuull

aattiivv

eess,, mm

ooddeell

aa nnoo

nn--uunn

iitt ffrr

aaccttiioo

nn ((ii..

ee..,, aa

ffrraacc

ttiioonn

wwhhee

rree 11

iiss nn

oott tthh

ee nnuu

mmeerr

aattoorr

)) aanndd

tthheenn

ddeecc

oommppoo

ssee tthh

ee ffrr

aaccttiioo

nn iinn

ttoouunn

iitt ffrr

aaccttiioo

nnss.. FF

oorr ee

xxaamm

ppllee::

22//33

==11//

33 ++

11//33

oorr 33

//44 ==

11//44

++ 11

//44 ++

11//44

..

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: 4CChh

ooiiccee

22:: 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

?

RReesspp

oonnssee

:: 3

CChhooii

ccee 33

:: 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?

R Ree

ssppoonn

ssee:: 4

FSA

A—D

ataf

olio

Gra

de 4

Mat

hem

atic

s Ac

tivity

Cho

ices

13

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 11

:: 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.

MMeeaassuurreemmeenntt,, DDaattaa,, aanndd GGeeoommeettrryy

GGeeoommeettrryy SSTT

AANNDDAA

RRDD

CCOODDEE

SSttaann

ddaarrdd

:: 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.

MMAAFFSS..44..GG..11..22

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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

.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..44..GG..11..AAPP..22aa

CCoonncc

rreettee

::

IIddeenn

ttiiffyy

aattttrr

iibbuutt

eess ww

iitthhiinn

aa ttww

oo--ddii

mmeenn

ssiioonnaa

ll ffiigg

uurree

((ii..ee..

,, ssiidd

eess aa

nndd aa

nnggllee

ss))..

SSoo

rrtt mm

aanniipp

uullaatt

iivveess

iinnttoo

ccaatt

eeggoorr

iieess::

oPPaa

rraallllee

ll ssiidd

eesso

PPeerrpp

eennddii

ccuullaa

rr ssiidd

eesso

TTyyppee

ss ooff aa

nnggllee

ss

CChhooii

ccee 11

:: 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.

RReesspp

oonnssee

:: a s

ide

of th

ere

ctan

gle

CChhooii

ccee 22

:: 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?

RReesspp

oonnssee

:: 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

eess

eess eess ge

iicc iicc iicc a

hhoo hhoo hhoo P |

CC CC CC

ff f f f f 15

oo 3 2 3 oo 3 3 3 oo 2 3 2

e err eerr eerrbb bb bb

uumm uumm uumm

NN NN NN

ss ee e e 2.2

ee2 .6

dd .4 . dd . .4 dd tt oo 1 o o .2 1 .4.1 .2 .2 .2 .1iinn A. oo

CC L I CC .1Odd SL. CC 0 4

.R .R . dd .G.NF

. dd .1 .1rr rr rr5 5 .5 rr .Npp .5 .Laa .5 .5 aa aa .P

S.

MAF

S. Sd d S S dd S F ddee F C.5

a ann S C.5

a ann F A C.5

A aann FF

lluu A

S Stt L L LA A)) SStt M S S

M SSttAA

BB EELL55 ((ss ee tt ssrr

aadd AA cciiaattggee

eeccrrooll

iioo GG aa mm nn

uu l l ee ee

gg a a hhnn e r SSccii

on on aattaa ee u i i

LL rr t ttn n a aa MM

ee m m s

aaff hh er nss GG t oii i itt ggll L for

for

g geen n ct n yaa EEnn

I I a e rr T et lleedd

DD F e wwm

——

d s oon a eo nn a B KK

AAAA

yy , n G

r r ff egs oo oo c i d

ea

n n s cegg i n n ee e k n e cSS d t t a en o d dyyaa I ,i i oo ci ci enFF d CC h t a S a T t BB Sg g er a //

e ofs n

cal ciy y li e ci D rrrr a r poo u e

a i inn yy

tt a oo e S

r rgg et ct g r O

, irt s fg g un y i

ee D Ld d et t eb ee t stt aeaa d r eeppoo hu g n m a a P nt

CC

in t wl NR R l a CC Sgg o A e a er r, gg ep

r

di inn us n s un b iinn l

tt ea K n s tt Bo

o i m rr

eeppoorr a fd t eatf u e

5

I a a N M eeppoo

adRR ey r n

C o R R ri er GK t p ar O oiol

eg aft atnI D—A

SAF

FSAA

—Da

tafo

lio G

rade

5 E

LA

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 11:: K

ey Id

eas a

nd D

etai

ls




SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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

.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: S

umm

arize

a p

ortio

n of

text

, suc

h as

a p

arag

raph

or a

cha

pter

.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..55..RRLL..11..AAPP..22aa

IIdd

eennttiiff

yy ww

hhaatt hh

aappppee

nnss iinn

tthhee

bbeeggii

nnnniinn

gg ooff

aa ss

ttoorryy

..

IIddeenn

ttiiffyy

wwhhaa

tt hhaapp

ppeennss

aatt tt

hhee ee

nnddooff

aa sstt

oorryy..

SSee

qquueenn

ccee ww

hhaatt hh

aappppee

nnss ffii

rrsstt,,

nneexxtt

,, aanndd

llaasstt

..

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.

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

22:: 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?

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

33:: 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)?

R Reesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 5

ELA

Act

ivity

Cho

ices

16

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 22:: C

raft

and

Str

uctu

re CCrraafftt aanndd SSttrruuccttuurree

IInnffoorrmmaattiioonnaall TTeexxtt


SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..55..RRII..22..AAPP..44bb

G

iven

def

initi

ons,

mat

ch th

edo

mai

n-sp

ecifi

c w

ords

or p

hras

esto

its

mea

ning

.

IIddeenn

ttiiffyy

ddoomm

aaiinn--

ssppeecc

iiffiicc

wwoorr

ddssaann

dd pphh

rraassee

ss rree

lleevvaa

nntt ttoo

ggrraa

ddee 55

ttooppii

cc oorr

ssuubbjj

eecctt aa

rreeaa..

De

fine

a do

mai

n-sp

ecifi

c w

ord

byus

ing

com

mon

root

s/af

fixes

.

DDeeffiinn

ee aa

ddoomm

aaiinn--

ssppeecc

iiffiicc

wwoorr

dd oorr

pphhrraa

ssee bb

yy uuss

iinngg

tthhee

ccoonntt

eexxtt oo

ff tthhee

tteexxtt

..

Defin

e a

dom

ain-

spec

ific

wor

dus

ing

a di

ctio

nary

or o

ther

reso

urce

.

CChhooii

ccee 11

:: 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

.RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 22

:: 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.

RReesspp

oonnssee

:: 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

RReeppoo

rrttiinngg

CCaatteeggoorryy

DDoommaaiinn//

SSttrraanndd

GGeennrree

CClluusstteerr 11

:: Com

preh

ensio

n and Co

llabo

ratio

n

SSTTAANN

DDAARRDD

SSttaannddaarrdd:: Sum

marize a written text re

ad aloud

or information presented in diverse m

edia and

form

ats,

aanndd IIddeeaass

CCOO

DDEE

includ

ing visually, quantita

tively, and

orally.

AACCCCEESSSS

PPOOIINNTT

CCOODDEE

AAcccceessss PPooiinntt SSttaanndd

aarrdd::

in diverse m

edia.

Summarize the text or a

portio

n of th

e text re

ad, read alou

d, or p

resented

E Esssseennttiiaall UU

nnddeerrssttaannddiinnggss

AAccttiivviittyy CChhoo

iicceess

EExxaamm

pplleess

IIddeennttiiffyy tthhee ttooppiicc ooff ttee

xxtt..

CChhooiiccee 11:: Identify th

e 1.

The stud

ent is presen

ted with

and

iinngg

IIddeennttiiffyy kkeeyy ddeettaaiillss ooff tthhee

ttooppiicc iinn

topic of a te

xt.

read

a sho

rt inform

ational text a

nd

gg

LLiisstteenn

aall

aa tteexxtt..

three respon

se options. W

hat is the

lleeddee

SSppeeaakkiinngg aanndd

rrmmaattiioonn

..SSLL..11..22

..22bb

OOrrggaanniizzee

kkeeyy ddeettaaiillss ((ggrraapphh

iiccoorrggaanniizzeerrss,, eettcc..))..

topic of th

e text?

RReessppoonn

ssee:: w

ill vary

C Chhooiiccee 22:: Identify key

2.The stud

ent is presen

ted with

and

ooff KKnnooww

IInnffoo

AAPP

details of the

topic in a

read

a sho

rt inform

ational article and

nn

LLAAFFSS..55

..11..text.

three respon

se options. W

hich one

of

..SSLLthese is a detail from

the article?

IInntteeggrraattiioo

LLAAFFSS..55

RReessppoonn

ssee:: w

ill vary

CChhooiiccee 33:: 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?

RReessppoonn

ssee:: w

ill vary

FSAA

—Da

tafo

lio G

rade

5 M

athe

mat

ics

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 22

:: 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

.

OOppeerraattiioonnss,, AAllggeebbrraaiicc TThhiinnkkiinngg,, aanndd FFrraaccttiioonnss


SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

MMAAFFSS..55..NNFF..22..66 AACC

CCEESSSS

PPOO

IINNTT

CCOODDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..55..NNFF..22..AAPP..66aa

CCoonncc

rreettee

::

PPllaacc

ee ffrr

aaccttiioo

nn mm

aanniipp

uullaatt

iivveess

iinnggrr

oouuppss

aass

iinnddii

ccaattee

dd bbyy

tthhee

wwhhoo

llee nn

uummbbee

rr iinn

aa ggii

vveenn

mmuull

ttiipplliicc

aattiioo

nn eexx

pprreess

ssiioonn

((ee..gg

..,,22

xx 11//

33 ==

22 ggrr

oouuppss

ooff 11

//33 oo

rr 33 xx

11//44

== 33

ggrroouu

ppss oo

ff 11//44

))..

UUssee

rreeppee

aatteedd

aadddd

iittiioonn

//sskkii

ppccoo

uunnttiinn

gg ttoo

ffiinndd

tthhee

pprroodd

uucctt

((ee..gg

..,, 11//

33 ++

11//33

== 22//

33 oorr

11//44

++11//

44 ++

11//44

== 33//

44))..

CChhooii

ccee 11

:: Use

arr

ays

to

mul

tiply

a w

hole

nu

mbe

r by

a fr

actio

n.

1.Th

e st

uden

t is

pres

ente

d 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?

RReesspp

oonnssee

:: pi

ctur

e sh

owin

g ×

12

3CChh

ooiiccee

22:: 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

?

RReesspp

oonnssee

:: the

gro

up o

f thr

ee 3 4

CChhooii

ccee 33

:: Use

repe

ated

ad

ditio

n/sk

ip c

ount

ing

to fi

nd th

e pr

oduc

t.

3.Th

e st

uden

t is

pres

ente

d 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?

RReesspp

oonnssee

:: 1 3

+1 3

=2 3

FSA

A—D

ataf

olio

Gra

de 5

Mat

hem

atic

sAc

tivity

Cho

ices

19

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 11

:: Writ

e an

d in

terp

ret n

umer

ical

exp

ress

ions

. NNuummbbeerr aanndd OOppeerraattiioonnss iinn BBaassee 1100


SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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

.

MMAAFFSS..55..OOAA..11..22

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: W

rite

a sim

ple

expr

essio

n fo

r a c

alcu

latio

n.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..55..OOAA..11..AAPP..22aa

CCoonncc

rreettee

::

UUssee

mmaann

iippuull

aattiivv

eess aa

nndd aa

ffrraamm

ee,,jjiigg

,, oorr tt

eemmppll

aattee

ttoo ee

xxpprree

ssss tthh

eeccaa

llccuull

aattiioo

nn ((ii..

ee..,, ““

aadddd

88 aann

dd 77””

))..

CChhooii

ccee 11

: 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.

RReesspp

oonnssee

:: 2 +

3CChh

ooiiccee

22:

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

.R Ree

ssppoonn

ssee::

4 –

3CChh

ooiiccee

33: 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.

RReesspp

oonnssee

:: tw

o ro

ws

of th

ree

man

ipul

ativ

es

FSA

A—D

ataf

olio

Gra

de 5

Mat

hem

atic

sAc

tivity

Cho

ices

20

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 22

:: Cla

ssify

two-

dim

ensio

nal f

igur

es in

to c

ateg

orie

s ba

sed

on th

eir p

rope

rtie

s.

MMeeaassuurreemmeenntt,, DDaattaa,, aanndd GGeeoommeettrryy

GGeeoommeettrryy

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: Cla

ssify

two-

dim

ensio

nal f

igur

es in

a h

iera

rchy

bas

ed o

n pr

oper

ties.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess


CCoonncc

rreettee

::

UUssee

mmoodd

eellss aa

nndd mm

aanniipp

uullaatt

iivveess

ttoosshh

ooww pp

rrooppee

rrttiiee

ss ooff pp

llaannee

ffiigguu

rreess..

SSoo

rrtt ttww

oo--ddii

mmeenn

ssiioonnaa

ll ffiigg

uurreess

bbaassee

dd uupp

oonn tthh

eeiirr pp

rrooppee

rrttiiee

ss..

PPllaacc

ee ssoo

rrtteedd

ttwwoo--

ddiimm

eennssiioo

nnaall

ffiigguurr

eess oo

nnttoo

VVeennnn

ddiiaa

ggrraamm

tteemm

ppllaatt

ee ((ee

..gg..,,

ccrreeaa

ttee aa

VVeenn

nnddii

aaggrraa

mm ffrr

oomm hh

uullaa

hhoooopp

ss))..

CChhooii

ccee 11

:: 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

?RRee

ssppoonn

ssee:: A

CChhooii

ccee 22

:: 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?RRee

ssppoonn

ssee:: t

he tr

iang

les

CChhooii

ccee 33

:: 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

?RRee

ssppoonn

ssee:: c

orre

ctly

pla

ces

shap

es in

Ven

ndi

agra

m

FSA

A—D

ataf

olio

Gra

de 5

Mat

hem

atic

sAc

tivity

Cho

ices

21

| P

ag

e

FSAA

—Da

tafo

lio G

rade

5 S

cien

ce

BBooddyy

ooff

KKnnooww

lleeddgg

ee BBii

gg IIdd

eeaa 11

:: The

Pra

ctic

e of

Sci

ence

NNaattuurree ooff SScciieennccee

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

SSCC..55..NN..11..22

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd AAcc

ttiivviittyy

CChhoo

iicceess

EExx

aammppll

eess

SSCC..55..NN..11..PPaa..22

RReeccoo

ggnniizzee

tthhaatt

ppeeoo

ppllee

uussee

oobbssee

rrvvaatt

iioonn

aanndd

aaccttiioo

nnss ttoo

ggeett

aannss

wweerr

ss ttoo

qquueess

ttiioonnss

aabboo

uutt tthh

eennaa

ttuurraa

ll wwoorr

lldd..

CChhooii

ccee 11

:: 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

?RRee

ssppoonn

ssee:: V

iew

the

nigh

t sky

with

a te

lesc

ope.

CChhooii

ccee 22

:: 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?

RReesspp

oonnssee

:: 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

BBooddyy

ooff

KKnnooww

lleeddgg

ee BBii

gg IIdd

eeaa 11

00:: F

orm

s of

Ene

rgy

PPhhyyssiiccaall SScciieennccee

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

SSCC..55..PP..1100..44

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd AAcc

ttiivviittyy

CChhoo

iicceess

EExx

aammppll

eess

SSCC..55..PP..1100..PPaa..44

IIdd

eennttiiff

yy oonn

ee ssoo

uurrccee

ooff

ssoouunn

dd,, hh

eeaatt,,

oorr llii

gghhtt tt

hhaatt

uusseess

eellee

ccttrriicc

iittyy..

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: ala

rm c

lock

CChhooii

ccee 22

:: 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?

R Reesspp

oonnssee

:: sto

veCChh

ooiiccee

33:: 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?R Ree

ssppoonn

ssee:: l

amp

FSA

A—D

ataf

olio

Gra

de 5

Sci

ence

Act

ivity

Cho

ices

23

| P

ag

e

BBooddyy

ooff

KKnnooww

lleeddgg

ee BBii

gg IIdd

eeaa 11

44:: O

rgan

izatio

n an

d De

velo

pmen

t of L

ivin

g O

rgan

isms

LLiiffee SScciieennccee

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

SSCC..55..LL..1144..11 AACC

CCEESSSS

PPOO

IINNTT

CCOODDEE

AAcc

cceessss

PPooii

nntt SS

ttaanndd

aarrdd

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

SSCC..55..LL..1144..PPaa..11

RRee

ccooggnn

iizzee bb

ooddyy

ppaarrtt

ssrree

llaattee

dd ttoo

mmoovv

eemmeenn

tt aanndd

tthhee

ffiivvee

sseennss

eess..

CChhooii

ccee 11

:: 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?RRee

ssppoonn

ssee:: l

egs

CChhooii

ccee 22

:: 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?

R Reesspp

oonnssee

:: ear

FSA

A—D

ataf

olio

Gra

de 5

Sci

ence

Act

ivity

Cho

ices

24

| P

ag

e

eess eess

ge

aPiicc iicc

hhoo

|

hhoo

25 CCff CC

oo 2 3 2 ff

oo 3 3 2

e err eerrbb bb

uumm uummNN NN

ee ss dd .3 .9 ee .4 .2.4 d d .1tt oo .1 .3 oo .1.3 .1 .1

iinn CC I L CC E Pd d .R .L .E .Gr r .R dd .Srr aa .6 .6 .6 .6 .6S .6 rrpp aadd SS F dd S See aann

F FF S

L a ann

F FAA AA A A

lluu SStt L L)) SStt M M MAA

BB EELL66 (( ssee tt

aadd

rr ss

AA cciiaatt

oolliioo

GGrr ggeeaauu mml eeagg

on

e e hhnn r raa ee i u urr t aatt

LL t tnn a a a

maaff

ee MMhh er erGGss for t ti iiitt ggll L Lnaa

EEnn

I

DD s n y

——

ti oyy i lt irr a b

AAAA

oo u agg bq eett E ry or aa d te PSS s CCea n m dFF gg a nd iinn s o I t t n a

d Ge

cs s

eeppoorr on il

e a s iyy i e trr a es sr

oo i s

et u RR tr ntgg g apD iee ct d t u xtt Se Ea a d r epr

u CC n t wl

S

lBgg a odi inn s nnt t e 6

Kr r ea a f ad

eeppoo d tf o r I a

RR ey r noC io G

olK ita afr at

eg Dt —n AI

SAF

FSAA

—Da

tafo

lio G

rade

6 E

LA

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 11:: K

ey Id

eas a

nd D

etai

ls




SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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).


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: Id

entif

y ke

y in

divi

dual

s, e

vent

s, o

r ide

as in

a te

xt.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess


IIdd

eennttiiff

yy iimm

ppoorrtt

aanntt pp

eeooppll

ee,, ee

vveenntt

ss,,oorr

iiddeeaa

ss iinn

tthhee

tteexxtt

..

IIddeenn

ttiiffyy

aa ddee

ssccrriipp

ttiioonn

ooff aa

nn eevv

eenntt

oorr iinn

ddiivvii

dduuaall

iinn aa

tteexxtt

..

CChhooii

ccee 11

:: 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?

R Reesspp

oonnssee

:: will

var

yCChh

ooiiccee

22:: 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?

RReesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 6

ELA

Activ

ity C

hoic

es

26 |

Pa

ge

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 33:: V

ocab

ular

y

CCrraafftt aanndd SSttrruuccttuurree

LLaanngguuaaggee

LLiitteerraattuurree SSTT

AANNDDAA

RRDD

CCOODDEE

SSttaann

ddaarrdd

:: 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

). LLAAFFSS..66..LL..33..44

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: F

ind

the

prec

ise m

eani

ng o

f a w

ord.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..66..LL..33..AAPP..44ff

SSoorrtt

aa gg

iivveenn

lliisstt

ooff ww

oorrddss

iinnttoo

aallpphh

aabbeett

iiccaall

oorrdd

eerr..

IIdd

eennttiiff

yy tthh

ee ddee

ffiinniittii

oonn ww

hheenn

pprreess

eennttee

dd ww

iitthh tthh

ee eenn

ttiirree

lliissttiinn

gg ooff

aaww

oorrdd

ffrroomm

aa dd

iiccttiioo

nnaarryy

..

IIddeenn

ttiiffyy

tthhee

ppaarrtt

ooff ss

ppeeeecc

hh ooff

aa ww

oorrdd

wwhhee

nn pprr

eesseenn

tteedd

wwiitthh

tthhee

eennttiirr

eelliiss

ttiinngg

ooff aa

wwoorr

dd ffrr

oomm aa

ddiicc

ttiioonnaa

rryy..

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

.

CChhooii

ccee 11

:: 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?

R Reesspp

oonnssee

:: will

var

yCChh

ooiiccee

22:: 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?

R Reesspp

oonnssee

:: will

var

yCChh

ooiiccee

33:: 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?

R Reesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 6

ELA

Activ

ity C

hoic

es

27 |

Pa

ge

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 33:: I

nteg

ratio

n of

Kno

wle

dge

and

Idea

s




SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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

.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess


IIdd

eennttiiff

yy tthh

ee tthh

eemmee

oorr ttoo

ppiicc

ooff aa

wwrriitt

tteenn

ssttoorr

yy..

IIddeenn

ttiiffyy

ssiimmiillaa

rriittiiee

ss bbeett

wweeee

nn ttww

oottee

xxttss oo

nn tthh

ee ssaa

mmee

ttooppii

cc..

CChhooii

ccee 11

:: 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?RRee

ssppoonn

ssee:: a

girl

who

live

d du

ring

the

Civi

l War

CChhooii

ccee 22

:: 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

?RRee

ssppoonn

ssee:: 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

Activ

ity C

hoic

es

28 |

Pa

ge

FSAA

—Da

tafo

lio G

rade

6 M

athe

mat

ics

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 11

:: 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.

EExxpprreessssiioonnss aanndd EEqquuaattiioonnss


SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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

. MMAAFFSS..66..EEEE..11..44

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: E

valu

ate

whe

ther

sid

es o

f an

equa

tion

are

equa

l usin

g m

odel

s.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..66..EEEE..11..AAPP..44aa CCoo

nnccrree

ttee::

UU

ssee oo

bbjjeecc

ttss ttoo

ddeett

eerrmm

iinnee

iiffbboo

tthh ss

iiddeess

ooff aa

nn eeqq

uuaattiioo

nn aarr

eeeeqq

uuaall..

UU

ssee vv

iissuuaall

rreepprr

eesseenn

ttaattiioo

nnss ttoo

ddeettee

rrmmiinn

ee iiff

bbootthh

ssiiddee

ss ooff aa

nneeqq

uuaattiioo

nn aarr

ee eeqq

uuaall..

MM

aattcchh

bboott

hh ssiidd

eess oo

ff aann

eeqquuaa

ttiioonn

ttoo aa

ggiivv

eenn ssee

tt..

CChhooii

ccee 11

:: 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

?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 22

:: 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

?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 33

:: 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

sAc

tivity

Cho

ices

29

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 11

:: 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.

GGeeoommeettrryy


AANNDDAA

RRDD

CCOODDEE

SSttaann

ddaarrdd

:: 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.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: F

ind

the

area

of q

uadr

ilate

rals

usin

g m

odel

s.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..66..GG..11..AAPP..11cc

CCoonncc

rreettee

::

UUssee

ssqquuaa

rree ttii

lleess tt

oo ccoo

vveerr aa

rreecctt

aannggll

ee..

CCoouunn

tt tthhee

nnuumm

bbeerr oo

ff ttiillee

ss ttoo

ddeettee

rrmmiinn

ee tthh

ee aarr

eeaa..

CChhooii

ccee 11

:: 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.RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 22

:: 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?

RReesspp

oonnssee

:: squ

are

CChhooii

ccee 33

:: 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?

RReesspp

oonnssee

:: 6

FSA

A—D

ataf

olio

Gra

de 6

Mat

hem

atic

sAc

tivity

Cho

ices

30

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

stat

istic

al q

uest

ion

has

a di

strib

utio

n w

hich

can

be

dat

a se

t.

CChhooii

cceess

EExxaamm

pplleess

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?

RReesspp

oonnssee

:: 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?R Ree

ssppoonn

ssee:: 3

31 |

Pa

ge

CClluuss

tteerr 11

:: Dev

elop

und

erst

andi

ng o

f sta

tistic

al v

aria

bilit

y.

SSttaattiissttiiccss aanndd PPrroobbaabbiilliittyy

SSttaattiissttiiccss aanndd PPrroobbaabbiilliittyy SSTT

AANNDDAA

RRDD

CCOODDEE

SStt

aannddaa

rrdd:: 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.

MMAAFFSS..66..SSPP..11..22

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: F

ind

the

rang

e of

a g

iven

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy

MMAAFFSS..66..SSPP..11..AAPP..22aa

CCoonncc

rreettee

::

AAdddd

rreesspp

oonnssee

ss ttoo

aa nn

uummbbee

rr lliinn

ee..

IIddeenn

ttiiffyy

tthhee

ssmmaall

lleesstt

nnuumm

bbeerr aa

nnddtthh

ee llaa

rrggeess

tt nnuumm

bbeerr ii

nn tthh

ee rraa

nnggee..

CChhooii

ccee 11

:: Add

to a

num

ber

CChhooii

ccee 22

:: 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

eess eess

aPiicc iicc

hhoo hhoo

| 32 CC CCff 3 ff

oo 3 – 3 oo 3 3 32e err eerrbb bb

uumm uumm

NN NN

sstt ee

iinn .1 ee .3 .6 .8d d .4 .2 ddoo oo .2 .2 .3.1 3rr .1 CC CC E PL L.pp dd . .L dd .E .Gr r .R .S7ee aa .7 r r .7 .7aa .7.7 S. S S

lluu dd dd S SS F F

AA)) aann

F

aann

F FF

LA A AA AA

BB LL SStt LL SStt M M MEE77 (( ssee tt

aadd AArr ssccii

ee aatt

oolliioo

GGrr ggaa

uu l mm

a eegg n hhonn iaa t aatt aLL l a m MM

aaff hh e r r oss onee u i fiitt rr t

ggll t nn n aaaa m I

erDD EEnnee rG G ti fo

r

e o

——

L sn r u n yI t o ti

AAAA

a y y i l

er

t irr a boo u ati gg bL qeeSS E ry ott rFF aa d t P CC en dgg m a niinn s ott n rr o s Ge a

g i cs syy li e n ita r i ntrr soo i

et u t eeppoo s

ii esRR tgg d r a epr

ee ct ptt D u E t ux S lr Baa d d E

CC n t n Sgg a e 7

diinn s n e a

adttrr ea g a

r

ad t u o G

eeppoo f I a g i

RR ey

olr nC afaK L atD

—ASAF

FSAA

—Da

tafo

lio G

rade

7 E

LA

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 11:: K

ey Id

eas a

nd D

etai

ls




SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess


IIdd

eennttiiff

yy aa

ddeettaa

iill oorr

eexxaa

mmppll

ee iinn

aattee

xxtt..

EExx

ppllaaii

nn ww

hhaatt aa

tteexxtt

ssaayyss

eexxppll

iicciittll

yy..

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

22:: 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?

R Reesspp

oonnssee

:: will

var

yCChh

ooiiccee

33:: 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

?R Ree

ssppoonn

ssee:: w

ill v

ary

FSA

A—D

ataf

olio

Gra

de 7

ELA

Act

ivity

Cho

ices

33

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 33:: V

ocab

ular

y Ac

quisi

tion

and

Use


LLaanngguuaaggee


SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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).

LLAAFFSS..77..LL..33..44 AACC

CCEESSSS

PPOO

IINNTT

CCOODDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..77..LL..33..AAPP..44aa

RReeccaa

llll tthh

ee mm

eeaannii

nngg oo

ff ffrree

qquueenn

ttllyyuuss

eedd nn

oouunnss

..

IIddeenn

ttiiffyy

mmuull

ttiippllee

mmeeaa

nniinngg

wwoorr

ddssuupp

ttoo ttww

oo ggrr

aaddee

lleevvee

llss bbee

llooww

tthhee

ssttuudd

eenntt’’ss

ggrraa

ddee llee

vveell..

IIdd

eennttiiff

yy tthh

ee ccoo

nntteexx

tt iinn

wwhhii

cchh tthh

eeuunn

kknnooww

nn ww

oorrdd

iiss bbee

iinngg

uusseedd

bbyy

llooookk

iinngg

aatt tthh

ee ttee

xxtt bb

eeffoorr

ee aann

dd aaff

tteerr

iitt..

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.

C Chhooii

ccee 11

:: 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

?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 22

:: 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?R Ree

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 33

:: 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?”

R Reesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 7

ELA

Act

ivity

Cho

ices

34

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 11:: C

onve

ntio

ns o

f Sta

ndar

d En

glish

LLaanngguuaaggee aanndd EEddiittiinngg

LLaanngguuaaggee

LLiitteerraattuurree oorr IInnffoorrmmaattiioonnaall

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

LLAAFFSS..77..LL..11..22

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: S

pell

wor

ds c

orre

ctly

in w

ritin

g.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..77..LL..11..AAPP..22bb

UU

ssee sspp

eelllliinn

gg ffee

aattuurr

eess ttyy

ppiiccaa

llllyyrree

pprreess

eennttaa

ttiivvee

ooff LL

eettttee

rr NNaamm

eesspp

eellllee

rrss ((bb

eeggiinn

nniinngg

ccoonn

ssoonnaa

nnttss,,

eennddii

nngg cc

oonnssoo

nnaanntt

ss,,pprr

eeccoonn

ssoonnaa

nnttaall

nnaass

aallss,,

mmeedd

iiaall

vvooww

eellss,,

aaffffrr

iiccaatt

eess))..

UU

ssee sspp

eelllliinn

gg ffee

aattuurr

eess ttyy

ppiiccaa

llllyyrree

pprreess

eennttaa

ttiivvee

ooff WW

iitthhiinn

WWoorr

ddsspp

eellllee

rrss ((ll

oonngg

vvooww

eell pp

aattttee

rrnnss

((ee..gg

..,, aaii

,, uuee,,

ooaa,,

eeee))

,, lloonn

gg vvoo

wweell

ppaatttt

eerrnnss

wwiitthh

ssiillee

nntt ee

mmaarr

kkeerr,,

aammbbii

gguuoouu

ss vvoo

wweell

ppaatt

tteerrnn

ss ((ee..

gg..,,

oouu,, oo

ww,, oo

ii)),, rr--

ccoonntt

rroollllee

dd vvoo

wweell

ss,,eett

cc..))..

UUss

ee sspp

eelllliinn

gg ffee

aattuurr

eess ttyy

ppiiccaa

llllyyrree

pprreess

eennttaa

ttiivvee

ooff SS

yyllllaa

bblleess

aanndd

AAff

ffiixxeess

ssppeell

lleerrss

((ee..gg

..,, oopp

eenn//cc

lloossee

dd ssyy

llllaabbll

eess,, dd

oouubbll

iinngg,,

eettcc

..))..

CChhooii

ccee 11

:: 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.

RReesspp

oonnssee

:: 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.

CChhooii

ccee 22

:: 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.

R Reesspp

oonnssee

:: 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.

CChhooii

ccee 33

:: 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.

R Reesspp

oonnssee

:: 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

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 22

:: 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

.



SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

MMAAFFSS..77..EEEE..22..33

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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)

.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..77..EEEE..22..AAPP..33aa

CCoonncc

rreettee

::

DDeemm

oonnsstt

rraattee

ooppee

rraattiioo

nnss uu

ssiinngg

mmaann

iippuull

aattiivv

eessww

hheenn

pprreess

eennttee

dd ww

iitthh cc

oommmm

oonn llaa

nngguuaa

ggee((aa

llttooggee

tthheerr

,, lleeff

tt oovvee

rr,, ssuu

mm,, ee

ttcc..))..

CCrr

eeaattee

aann

aarrrraa

yy ooff

oobbjj

eeccttss

iinnttoo

ggrroo

uuppss tt

oo mm

ooddeell

tthhee

rroollee

ooff ee

qquuaall

ggrroo

uuppss

iinn aa

mmuull

ttiipplliicc

aattiioo

nn oorr

ddiivvii

ssiioonn

ssiittuuaa

ttiioonn..

GG

iivveenn

aa ssee

tt nnuumm

bbeerr oo

ff mmaann

iippuull

aattiivv

eess,, dd

iissttrriibb

uuttee

tthheemm

eevvee

nnllyy

ttoo cc

rreeaatt

ee aa

ddeeffiicc

iitt ((ee

..gg..,,

ggiivvee

nn 1100

mmaarr

kkeerrss

,, ddiisstt

rriibbuutt

ee 11

eeaacchh

ttoo 11

55 sstt

uuddeenn

ttss)) ..

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).

CChhooii

ccee 11

:: 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

?R Ree

ssppoonn

ssee:: 4

CChhooii

ccee 22

:: 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?

RReesspp

oonnssee

:: 3 ro

ws

of 2

blo

cks

CChhooii

ccee 33

:: 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.RRee

ssppoonn

ssee:: 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

sAc

tivity

Cho

ices

36

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 22

:: 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.

GGeeoommeettrryy


AANNDDAA

RRDD

CCOODDEE

SStt

aannddaa

rrdd:: 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.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess


CCoonncc

rreettee

::

DDeemm

oonnsstt

rraattee

aann

uunnddee

rrssttaa

nnddiinn

gg ooff

tthhee

ccoonncc

eepptt oo

ff tthhee

ssuurrff

aaccee

aarreeaa

..

RReeccoo

ggnniizzee

tthhaatt

ssuurrff

aaccee

aarreeaa

iissffoo

uunndd

bbyy aa

ddddiinn

gg uupp

tthhee

iinnddii

vviidduu

aallaarr

eeaass oo

ff eeaacc

hh ffaa

ccee..

Ad

d w

hole

num

bers

usi

ngap

prop

riate

tool

s, a

s ne

eded

.

UUnndd

eerrsstt

aanndd

ttwwoo--

aanndd

tthhrree

ee--ddii

mmeenn

ssiioonnaa

ll ddiimm

eennssiioo

nnaalliitt

yy ((ttww

oo--ddii

mmeenn

ssiioonnaa

ll iiss ss

ppaaccee

ccoovv

eerreedd

,,tthh

rreeee--

ddiimm

eennssiioo

nnaall ii

ss tthh

ee sspp

aaccee

wwiitthh

iinn))..

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

22:: 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?

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

33:: 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

?RRee

ssppoonn

ssee:: c

ube

FSA

A—D

ataf

olio

Gra

de 7

Mat

hem

atic

sAc

tivity

Cho

ices

37

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 33

:: Inv

estig

ate

chan

ce p

roce

sses

and

dev

elop

, use

, and

eva

luat

e pr

obab

ility

mod

els.



SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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

?

MMAAFFSS..77..SSPP..33..88

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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).

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..77..SSPP..33..AAPP..88bb

CCoonncc

rreettee

::

UUssee

iitteemm

ss lliikk

ee ccoo

iinnss tt

oo ddee

tteerrmm

iinnee

tthhee

pprroobb

aabbiillii

ttyy oo

ff aann

oouuttcc

oommee

((11//22

hheeaadd

ss))..

UU

ssiinngg

mmaann

iippuull

aattiivv

eess aa

nndd aa

cchhaa

rrtt ttoo

ccaapptt

uurree

tthhee

oouuttcc

oommeess

ooff cc

ooiinn

fflliippss

oorr dd

iiccee

rroollllss

..

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: 1 in

2CChh

ooiiccee

22:: 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.

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

33:: 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?

RReesspp

oonnssee

:: 1 2

FSA

A—D

ataf

olio

Gra

de 7

Mat

hem

atic

sAc

tivity

Cho

ices

38

| P

ag

e

ge

eess

eess

eess

a

iicc iicc iicc P

hhoo hhoo hhoo

| 39 CCff CC CC

oo 3 3 3 f f ff

oo 2 3 2 oo 3 3 2

e err eerr eerrbb bb bb

uumm uumm uummNN NN NN

ee e e .4 .4 ee dd .2 .1.5 dd .3 dd

.1

oo oo .2

.1ss oo .1 .1 .1 .1 .4.3tt CC I

.W

CC .G P CC .4 8.F .8iinn dd .R .L dd .S dd .1rr .8 .8.8 .8 .8 rr .8 rr .N .P .La a aa S aarr S Sdd S S d d SF ddpp aann

F FF F aann

FA A C.8

C.8

AA AA a ann S S C.8

ee S

SStt LL L MSStt M M SStt

lluu BB88 ee ss

aadd

ccii

aatt eecc

oolliioo

GGrr AA

EELL

l l mm nnaon

a ee eee on hhee i u irr tt SScciir

ta a aattnn aee m er m yste

m

MM ggee SGG

aaff for tiL for

n n lleedd

tt I Iaa oo

DD nn KK

——

yy rr ff e

o o oo cg g the

Num

ber

ww

ddyy

n ce

AAAA

ee stt ry e

oo ci en nd

n ec

a a to cii a en CC e BB S Sg g ct m / / l ciSS f

i inn yyn o e o

caFF rrtt u oo ir e S

rr sF Ge fgg u y iL s babi

lity

ee tl hi ro tt ayy err aaa r eeppoo

PNoo et u R R P CC sggee ct D ritin

g

gg nttt u iinnaa W and i

d r tt

CC n t

ased

rr epr

Sgg a

iinntt ea

n eeppoo ulBds

R Rrr a B e 8

eeppoo d tf ad I a

ey

Stat

istic

s

r

rRR CK Text

-

io G

olaf

atD

—ASAF

FSAA

—Da

tafo

lio G

rade

8 E

LA

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 11:: K

ey Id

eas a

nd D

etai

ls




SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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

.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: P

rovi

de/c

reat

e an

obj

ectiv

e su

mm

ary

of a

text

.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..88..RRII..11..AAPP..22cc

IIdd

eennttiiff

yy tthh

ee mm

aaiinn

iiddeeaa

ooff aa

tteexxtt

..

IIddeenn

ttiiffyy

kkeeyy

ddeettaa

iillss rree

llaattee

dd ttoo

tthhee

mmaaii

nn iidd

eeaa oo

ff aa ttee

xxtt..

Id

entif

y ho

w k

ey d

etai

lssu

ppor

t the

mai

n id

ea.

IIdd

eennttiiff

yy aa

ffaacctt

uuaall

ssuumm

mmaarr

yy//sstt

aatteemm

eenntt aa

bboouutt

tthhee

tteexxtt

..

CChhooii

ccee 11

:: 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?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 22

:: 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.)

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

33:: 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?

R Reesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 8

ELA

Activ

ity C

hoic

es

40 |

Pa

ge

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 33:: V

ocab

ular

y Ac

quisi

tion

and

Use


LLaanngguuaaggee


SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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)

.

LLAAFFSS..88..LL..33..55

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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

.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..88..LL..33..AAPP..55cc

FFoo

rr aa gg

iivveenn

ppaaii

rr ooff ww

oorrddss

,,ddee

tteerrmm

iinnee

tthhee

rreellaa

ttiioonnss

hhiipp

bbeettww

eeeenn

tthhee

wwoorr

ddss ((ee

..gg..,,

ccaauuss

ee//eeff

ffeecctt

,, ppaarr

tt//ww

hhoollee

,,ccaa

tteeggoo

rryy))..

CChhooii

ccee 11

:: 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

.RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 22

:: 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.

)RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 33

:: 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

?RRee

ssppoonn

ssee:: w

ill v

ary

FSA

A—D

ataf

olio

Gra

de 8

ELA

Activ

ity C

hoic

es

41 |

Pa

ge

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 11:: C

ompr

ehen

sion

and

Colla

bora

tion

TTeexxtt--bbaasseedd WWrriittiinngg

WWrriittiinngg


SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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

.

LLAAFFSS..88..WW..11..11 AACC

CCEESSSS

PPOO

IINNTT

CCOODDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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

.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..88..WW..11..AAPP..11bb

GG

iivveenn

aa ww

rriitteerr

’’ss cc

llaaiimm

ss,,iidd

eennttiiff

yy tthh

ee ww

rriitteerr

’’ssppee

rrssppee

ccttiivv

ee oonn

tthhee

ttooppii

cc((ee

..gg..,,

pprroo

oorr cc

oonn))..

IIdd

eennttiiff

yy aa

rreeaass

oonn//ee

vviiddee

nnccee

tthhaatt

ssuupppp

oorrttss

aa cc

llaaiimm

wwiitthh

iinnaa

ppeerrss

uuaassiivv

ee ttee

xxtt..

De

velo

p a

list o

f ide

as th

atsu

ppor

t a c

laim

.

GGrroo

uupp tthh

ee iidd

eeaass

iinnttoo

ccaattee

ggoorriiee

ss tthhaa

tt lliinn

kk ttoo

tthhee

ccllaaii

mm..

CChhooii

ccee 11

:: 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.

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

22:: 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.)

R Reesspp

oonnssee

:: will

var

yCChh

ooiiccee

33:: 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.

RReesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 8

ELA

Activ

ity C

hoic

es

42 |

Pa

ge

FSAA

—Da

tafo

lio G

rade

8 M

athe

mat

ics

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 11

:: Def

ine,

eva

luat

e, a

nd c

ompa

re fu

nctio

ns.

FFuunnccttiioonnss

FFuunnccttiioonnss

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

MMAAFFSS..88..FF..11..33 AACC

CCEESSSS

PPOO

IINNTT

CCOODDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: Id

entif

y gr

aphe

d fu

nctio

ns a

s lin

ear o

r not

line

ar.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..88..FF..11..AAPP..33aa CCoo

nnccrree

ttee::

IIdd

eennttiiff

yy aa

lliinneeaa

rr ffuunn

ccttiioo

nn oonn

aa gg

rraapphh

aass oo

nnee tthh

aatt ffoo

rrmmss aa

ssttrr

aaiigghh

tt lliinn

ee..

IIddeenn

ttiiffyy

aa nnoo

nn--lliinn

eeaarr ff

uunncctt

iioonn

oonn aa

ggrraapp

hh aass

oonnee

tthhaatt

ddooee

ss nnoott

mmaakk

ee aa

ssttrraa

iigghhtt

lliinnee

..

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: lin

ear f

unct

ion

CChhooii

ccee 22

:: 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?

RReesspp

oonnssee

:: non

linea

r fun

ctio

n

FSA

A—D

ataf

olio

Gra

de 8

Mat

hem

atic

sAc

tivity

Cho

ices

43

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 11

:: 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.

GGeeoommeettrryy


AANNDDAA

RRDD

CCOODDEE

SSttaann

ddaarrdd

:: 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

.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: C

ompa

re a

rea

and

volu

me

of si

mila

r fig

ures

.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..88..GG..11..AAPP..44cc

CCoonncc

rreettee

::

RReeccoo

ggnniizzee

hhooww

tthhee

ssppaacc

ee iinn

ssiiddee

aaffiigg

uurree

iinnccrr

eeaassee

ss wwhhee

nn tthh

ee ssiidd

eessaarr

ee llee

nnggtthh

eenneedd

..

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.

UUssee

ggrraa

pphh pp

aappeerr

ttoo cc

oouunntt

tthhee

aarreeaa

iinnssiidd

ee ooff

aa ffii

gguurree

aanndd

uussee

tthhee

aarreeaa

ttoo cc

oommppaa

rree tthh

ee ssiizz

eess oo

ff tthhee

ffiigguurr

eess..

UU

ssee cc

uubbeess

ttoo cc

oouunntt

tthhee

vvoolluu

mmee

ooffaa

ffiigguurr

ee aann

dd uuss

ee tthh

ee vvoo

lluumm

ee ttoo

ccoomm

ppaarree

tthhee

ssiizzeess

ooff tt

hhee ffii

gguurree

ss..

CChhooii

ccee 11

:: 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?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 22

:: 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?

RReesspp

oonnssee

:: It i

s la

rger

.CChh

ooiiccee

33:: 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?

R Reesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 8

Mat

hem

atic

sAc

tivity

Cho

ices

44

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 11

:: Inv

estig

ate

patt

erns

of a

ssoc

iatio

n in

biv

aria

te d

ata.

SSttaattiissttiiccss aanndd PPrroobbaabbiilliittyy aanndd tthhee NNuummbbeerr SSyysstteemm


SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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

? MMAAFFSS..88..SSPP..11..44

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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. EEss

sseenntt

iiaall UU

nnddeerr

ssttaann

ddiinngg

ss AAcc

ttiivviittyy

CChhoo

iicceess

EExx

aammppll

eess

MMAAFFSS..88..SSPP..11..AAPP..44aa CCoo

nnccrree

ttee::

IIdd

eennttiiff

yy aa

ssiimmiillaa

rr ddiisstt

rriibbuutt

iioonn

wwhhee

nn ggii

vveenn

aa cchh

ooiiccee

ooff tt

hhrreeee

((ee..gg

..,, ww

hheenn

sshhooww

nn aa

nnoorrmm

aallddii

ssttrriibb

uuttiioo

nn,, cc

aann ssee

lleecctt

aa ssee

ccoonndd

eexxaamm

ppllee

ooff aa

nnoorr

mmaall

ddiisstt

rriibbuutt

iioonn

ffrroomm

tthhrree

ee cchh

ooiiccee

ss))..

IIdd

eennttiiff

yy tthh

ee aapp

pprroopp

rriiaattee

ssttaatt

eemmeenn

tt wwhhee

nn ggii

vveenn

aarree

llaattiioo

nnsshhii

pp bbee

ttwweeee

nn ttww

oovvaa

rriiaabbll

eess ((mm

aayy uu

ssee gg

rraapphh

iiccssuu

ppppoorr

ttss ssuu

cchh aa

ss hhiigg

hhlliigg

hhtteedd

ttrraann

ssppaarr

eennccyy

ooff aa

nn aass

ssooccii

aattiioo

nn))..

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: nor

mal

dist

ribut

ion

CChhooii

ccee 22

:: 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

?GG

eennddee

rr MM

aatthh

AArrtt

TToottaa

ll MM

aallee

3 2

5 FFee

mmaall

ee 4

1 5

RReesspp

oonnssee

:: Mat

h

FSA

A—D

ataf

olio

Gra

de 8

Mat

hem

atic

sAc

tivity

Cho

ices

45

| P

ag

e

FSAA

—Da

tafo

lio G

rade

8 S

cien

ce

BBooddyy

ooff

KKnnooww

lleeddgg

ee BBii

gg IIdd

eeaa 44

:: Sci

ence

and

Soc

iety

NNaattuurree ooff SScciieennccee

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

SSCC..88..NN..44..22

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd AAcc

ttiivviittyy

CChhoo

iicceess

EExx

aammppll

eess

SSCC..88..NN..44..PPaa..11

RReeccoo

ggnniizzee

aa ww

aayy sscc

iieenncc

eeiiss

uusseedd

iinn tthh

ee ccoo

mmmm

uunniittyy

..CChh

ooiiccee

11:: 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?

RReesspp

oonnssee

:: a d

octo

r fix

ing

a br

oken

bon

eCChh

ooiiccee

22:: 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?

R Reesspp

oonnssee

:: rec

yclin

gCChh

ooiiccee

33:: 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.RRee

ssppoonn

ssee:: m

atch

es “

vete

rinar

ian”

to “

care

s fo

r ani

mal

s”

FSA

A—D

ataf

olio

Gra

de 8

Sci

ence

Activ

ity C

hoic

es

46 |

Pa

ge

BBooddyy

ooff

KKnnooww

lleeddgg

ee BBii

gg IIdd

eeaa 88

:: Pro

pert

ies o

f Mat

ter

PPhhyyssiiccaall SScciieennccee

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

SSCC..88..PP..88..44 AACC

CCEESSSS

PPOO

IINNTT

CCOODDEE

AAcc

cceessss

PPooii

nntt SS

ttaanndd

aarrdd

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

SSCC..88..PP..88..PPaa..33

RReeccoo

ggnniizzee

ssuubb

ssttaann

cceess bb

yypphh

yyssiicc

aall pp

rrooppee

rrttiiee

ss,, ssuu

cchhaass

wweeii

gghhtt ((

hheeaavv

yy aann

ddlliigg

hhtt)),,

ssiizzee

((bbiigg

aanndd

ssmmaall

ll)),,aann

dd ttee

mmppee

rraattuu

rree ((hh

oott aa

nnddccoo

lldd))..

CChhooii

ccee 11

:: 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?

R Reesspp

oonnssee

:: roc

kCChh

ooiiccee

22:: 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?R Ree

ssppoonn

ssee::

penn

yCChh

ooiiccee

33:: 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?

R Reesspp

oonnssee

:: Ice

is c

old.

FSA

A—D

ataf

olio

Gra

de 8

Sci

ence

Activ

ity C

hoic

es

47 |

Pa

ge

BBooddyy

ooff

KKnnooww

lleeddgg

ee BBii

gg IIdd

eeaa 11

88:: M

atte

r and

Ene

rgy

Tran

sfor

mat

ions

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.


SSCC..88..LL..1188..11

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd AAcc

ttiivviittyy

CChhoo

iicceess

EExx

aammppll

eess

SSCC..88..LL..1188..PPaa..11

RReeccoo

ggnniizzee

tthhaatt

ppllaa

nnttss

nneeeedd

wwaatt

eerr aa

nndd llii

gghhtt tt

ooggrr

ooww..

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: wat

er

CChhooii

ccee 22

:: 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?

R Reesspp

oonnssee

:: sun

light

FSA

A—D

ataf

olio

Gra

de 8

Sci

ence

Activ

ity C

hoic

es

48 |

Pa

ge

ge

eess a

iicc P

hhoo

|49

CCff

oo 3 3 3

eerrbbuumm

NN

.1 ee 4 .8dd .1 3.tt oo . .3

iinn CC

I I

.R L .Rdd 0 0rrrr 1aa 910.

1pp dd .9 . .9

aann

SS See FF F

lluu SStt AA AL L L))

BB AAEELL99 ((ee sstt

aadd

rr AArr

oolliioo

GG

ggee aa l l la a auu ongg on onee i i inn rr t t tnn a a aaa ee m m m LL GG

aaff hh for

for

for

ss n n ntt ii I I Iaa ggll

DD EEnn

——AAAA sSS eaFF d I d s l nyy i err a roo u e

a

gg et ct gee D

d nttt u e iaa d r

CC n t wl

epr

Sgg a o ud l

iinn s n Bntt K

e eppoorr ea a fd t e

9

f I oa ad

ey r n r

RR C oK it o G

a iolr

eg afatt DnI —A

SAF

FSAA

—Da

tafo

lio G

rade

9 E

LA

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 11:: K

ey Id

eas a

nd D

etai

ls




SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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

.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..991100..RRII..11..AAPP..11bb

IIdd

eennttiiff

yy tthh

ee sspp

eecciiffii

cc ppii

eecceess

ooff

eevviidd

eennccee

ss ((ee..

gg..,, mm

aaiinn

iiddeeaa

,, ppiicc

ttuurree

ss,,ggrr

aapphhss

,, ssppee

cciiffiicc

sseenn

tteenncc

eess,, dd

eettaaii

llss))ffoo

rr iinnff

eerreenn

ccee,, cc

oonnccll

uussiioo

nn,, aa

nndd//oo

rrssuu

mmmm

aarryy

ffrroomm

aa ssee

lleecctt

eedd ttee

xxtt..

CCaa

tteeggoo

rriizzee

tthhee

eevviidd

eennccee

ss iinntt

oo tthh

eetthh

rreeee

ccaattee

ggoorriiee

ss:: iinn

ffeerree

nnccee,,

ccoonncc

lluussiioo

nn,, aa

nndd//oo

rr ssuumm

mmaarr

yy..

Choo

se th

e st

rong

est p

iece

of

evid

ence

in e

ach

cate

gory

.

C Chhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

22:: 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

?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 33

:: 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.)

R Reesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 9

ELA

Act

ivity

Cho

ices

50

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 33:: V

ocab

ular

y Ac

quisi

tion

and

Use


LLaanngguuaaggee

IInnffoorrmmaattiioonnaall SSTT

AANNDDAA

RRDD

CCOODDEE

SSttaann

ddaarrdd

:: 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).

LLAAFFSS..991100..LL..33..44 AACC

CCEESSSS

PPOO

IINNTT

CCOODDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: F

ind

the

prec

ise m

eani

ng o

f a w

ord.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..991100..LL..33..AAPP..44cc

Sort

a g

iven

list

of w

ords

into

alph

abet

ical

ord

er.

IIdd

eennttiiff

yy gguu

iiddee

wwoorr

ddss..

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

.

IIddeenn

ttiiffyy

tthhee

ppaarrtt

ooff ss

ppeeeecc

hh ooff

aaww

oorrdd

wwhhee

nn pprr

eesseenn

tteedd

wwiitthh

tthhee

eennttiirr

ee lliiss

ttiinngg

ooff aa

wwoorr

dd ffrr

oomm aa

ddiicctt

iioonnaa

rryy..

UU

ssee tthh

ee ccoo

nntteexx

tt ttoo

hheellpp

ddeecc

iiddee

wwhhii

cchh dd

eeffiinn

iittiioonn

((ffrroo

mm aa

lliisstt

ooff

ddeeffiinn

iittiioonn

ss)) iiss

tthhee

mmooss

tt aapppp

rroopprr

iiaattee

cchhooii

ccee..

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

22:: 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

?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 33

:: 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

?R Ree

ssppoonn

ssee:: w

ill v

ary

FSA

A—D

ataf

olio

Gra

de 9

ELA

Act

ivity

Cho

ices

51

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr:: In

tegr

atio

n of

Kno

wle

dge

and

Idea

s




SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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

.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: Id

entif

y cl

aim

s an

d ar

gum

ents

mad

e by

the

auth

or.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess


FFii

nndd aa

ccllaa

iimm//aa

rrgguumm

eenntt tt

hheeaauu

tthhoorr

mmaakk

eess iinn

tthhee

tteexxtt

..

LLiisstt

//hhiigg

hhlliigg

hhtt oo

nnee oo

rr mmoorr

eessee

nntteenn

cceess

tthhaatt

ssuupppp

oorrtt tt

hheeccll

aaiimm

..

CChhooii

ccee 11

:: 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.

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

22:: 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.)RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 33

:: 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.)RRee

ssppoonn

ssee:: w

ill v

ary

FSA

A—D

ataf

olio

Gra

de 9

ELA

Act

ivity

Cho

ices

52

| P

ag

e

ge

eess aiicc P

hhoo

|

CC 53ff

oo 3 3 3

eerrbbuumm

NN

tt 3 e e .7nn 4dd 1.ii .3o o . 3.rr L .

eepp

CC

ILR .Rdd 0rr 1aadd 910.

910.

.9uu .

S S aann

. Sll F

BB

F F)) AAA SStt A AL L

00 EELL

L

11 ((ssee ttrrdd AAaarr ggee

GG aauu l ggoo a

nn e e r rii one ell aa u u i

ffoo LL rr tt tn n aa ahh ee er er m

ttaa ss GG t tii i i

ggll L L for

aa n

DD EEnn

I

——AAAA

seaSS dFF I d s y y l ni er r a ro o et u e

a

g g ct g

ee D d nttt u e i

aa d r

CC n t wl

S uepr

gg a o ldiinn s n B

ttrr ea

n K 0

a fd t e 1

eeppoo f I oa adr r

RR ey n

C oK ita io G

r ol

eg af

t at

n DI —ASAF

FSAA

—Da

tafo

lio G

rade

10

ELA

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 33:: K

ey Id

eas a

nd D

etai

ls




SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..991100..RRLL..11..AAPP..33bb

LLii

sstt hh

ooww oo

rr wwhhyy

aa cc

hhaarraa

cctteerr

’’ssddee

cciissiioo

nnss mm

aakkee

tthheemm

aaccoo

mmppll

eexx cc

hhaarraa

cctteerr

..

CCrreeaa

ttee aa

ttiimm

eelliinn

ee ooff

eevvee

nnttss

((ii..ee..

,, bbeegg

iinnnnii

nngg,, mm

iiddddll

ee,, ee

nndd))

tthhaatt

ccoonn

ttrriibb

uutteess

ttoo tthh

eeddee

vveelloo

ppmmeenn

tt ooff tt

hhee cc

oommppll

eexxcchh

aarraacc

tteerr ii

nn aa

tteexxtt

..

IIddeenn

ttiiffyy

hhooww

aa cc

hhaarraa

cctteerr

cchhaann

ggeess oo

vveerr tt

iimmee

bbyyaann

aallyyzz

iinngg

hhooww

tthhee

cchhaarr

aaccttee

rrddee

vveelloo

ppss tthh

rroouugg

hhoouutt

tthhee

tteexxtt

..

CChhooii

ccee 11

:: 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)

?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 22

:: 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?

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

33:: 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

.R Ree

ssppoonn

ssee:: w

ill v

ary

FSA

A—D

ataf

olio

Gra

de 1

0EL

AAc

tivity

Cho

ices

54|P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 33:: V

ocab

ular

y Ac

quisi

tion

and

Use


LLaanngguuaaggee

LLiitteerraattuurree SSTT

AANNDDAA

RRDD

CCOODDEE

SSttaann

ddaarrdd

:: 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).

LLAASSFF..991100..LL..33..44

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: V

erify

the

pred

ictio

n of

the

mea

ning

of a

new

wor

d or

phr

ase.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

LLAAFFSS..991100..LL..33..AAPP..44aa

UUssee

wwoorr

dd ppaa

rrttss ((

aaffffiixx

eess,, rr

oooottss

)) ttoo

hheellpp

pprree

ddiicctt

tthhee

mmeeaa

nniinngg

ooff aa

nnuunn

kknnooww

nn ww

oorrdd..

UU

ssee tthh

ee ccoo

nntteexx

tt ttoo

hheellpp

ddeecc

iiddee

wwhhii

cchh dd

eeffiinn

iittiioonn

((ffrroo

mm aa

lliisstt

ooff

ddeeffiinn

iittiioonn

ss)) iiss

tthhee

mmooss

ttaapp

pprroopp

rriiaattee

cchhoo

iiccee..

CChhooii

ccee 11

:: 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)

?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 22

:: 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?

R Reesspp

oonnssee

:: will

var

yCChh

ooiiccee

33:: 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?

R Reesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 1

0EL

AAc

tivity

Cho

ices

55|P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn//

SStt

rraanndd

GG

eennrree

CCll

uussttee

rr 33:: I

nteg

ratio

n of

Kno

wle

dge

and

Idea

s




SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.


AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess


IIdd

eennttiiff

yy,, ffrr

oomm pp

rriinntt ss

oouurrcc

eess,,

iinnffoo

rrmmaatt

iioonn

aabboouu

tt tthhee

ttooppii

cc ooff

tthhee

iinnffoo

rrmmaatt

iioonnaa

ll rreepp

oorrtt..

IIdd

eennttiiff

yy,, ffrr

oomm dd

iiggiittaa

ll ssoouu

rrcceess

,,iinn

ffoorrmm

aattiioo

nn aabb

oouutt tt

hhee ttoo

ppiicc

ooff tthh

eeiinn

ffoorrmm

aattiioo

nnaall rr

eeppoorr

tt..

CCoomm

ppaarree

//ccoonn

ttrraass

tt hhooww

tthhee

ttooppii

cciiss

ppoorrtt

rraayyee

dd iinn

eeaacc

hh mm

eeddiiuu

mm..

CChhooii

ccee 11

:: 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

?RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 22

:: 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?

R Reesspp

oonnssee

:: will

var

yCChh

ooiiccee

33:: 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?

R Reesspp

oonnssee

:: will

var

y

FSA

A—D

ataf

olio

Gra

de 1

0EL

AAc

tivity

Cho

ices

56|P

ag

e

ag

e

eess

eess Piicc iicc |

hhoo hhoo 57

CC CC

ff f f

oo 3 3 3 oo 3 3 2

e err eerrbb bb

uumm uumm

NN NN ssttnniirreepp 4 .2

.2 .12.uu .2

.6.1 .1 . .1ll ee .1 e e DD .2 TBB dd dd GD F Roo II o o -)) CC - CE S MS - -- F CC G

M

OOCC

912. A G -dd Grraadd 912. dd

.S 912. rr Gaadd. 912.

912.

EE aann . S .S F a ann S 912.

.F . S (( SStt A F A S Stt SF FF

M A M A Aee AM M Mss Mrr 11 yyrruu aarr eettoollgg

eebb mm

CC eeoo

AAff GG

oo ss ss ese ess eess

yr i

et

tdd cc cccc cc er

EEnn AA AA m p

o o

n r

og c P

ioo iiill em rr

T et

ffoo dt m s ny gg a n , eo y

ttaa r Syy n i y yi es G etelaa rr er el r r l d o o d oo s mbDD gg g nd g g ne e m o no e e eo

M a a o

——

tt u M

t t i,a a aa i ttr Ga CC e N dd CC Tn t en hu

AAAA

tgg gg qniinn h as i inn h mg Et t t a tt i e wi

e eppoorr nd a

eeppoorr r h gr R t nSS o un b ,

a

i sye wi i

FF ct

l s

cs gl n R R r ea et d ntRR 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

eo

E

en o

G

iolur , afg atn es Do clC r —i AC

SAF

eess ag

e

eess Piicc eess iicc |

hhoo iicc hhoo 58

CCff h hoo

CC

oo 2 3 3 CC

ff 3 2 3 oo 3 3 2

e err ff oo eerrbb

uumm

eerr bb

bb uummNN uumm NN ss NNttnniirreepp ee e e1d d 10 12 d d 4uu 7. o oll 20

oo 2. .7 .2 5. .1ee 3 6 CC .A . . CCBB dd Add ddoo rr C.1

C.3

CC 17. r r

912. A

14.

15.

a a

912.

912. . .C

.2

aa)) .7 .7 .. .

OOCC . dd dddd L .7

912.

L S

912. L aann

. S Sr r

912. S . . S SS S Sa a S a ann

SStt S Sd d SSttEE aann . .C C .

(( SStt CS S Seess yyrr 11 rroouu yy sstt ssgg iiccoo lloo

ii HH iivv

CC iioo ..SS CC

BBsseess ssss

UU.. ssff eessoo cc es na

l

c c cc ee y g dd tcc r A A scc t

EEnn AA cc u enA A t l enl en ena mh n t en

zii ms C noo C

n erm h c C v f ero e iii ill et o t st i m o

y he In

tern

atio

v

ffoo

ou t g l y o G esy y t y yrr n d is r r t Go o

ttaa

l ov oo en o o n i fl o gg i oyy i w co E Ec ee

1910

g g E rese

nt

1940

b

B T

efen

se o

f

eerr P w a i ndaa d tt tt s oo o r aa y dn l aa a n–DD a n igg a CC r n

1940 CC L o cte e l au , a – ftt ,

1860

– a p

——

gg

1890

g g nyaa l Ei iinn ,l oel t s iinn es CC tt d n D

C ed r r

AAAA

o n ca Fu

g g i esi td t a i nd

ttrr R

eeppoo s d

i inn l o na nhtt n l o a p ar r eeppoo d

er a a H u tR R,n en P eace

RR r nSS eeppoo r p , P u ,s oa o y t FF e i s

cul o P r ta ta

tes

P hi d S a ntRR 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

RRee

ppoorrtt

iinngg

CCaattee

ggoorryy

DDoomm

aaiinn

CClluuss

tteerr 11

:: 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.

SSttaattiissttiiccss aanndd tthhee NNuummbbeerr SSyysstteemm

SSttaattiissttiiccss && PPrroobbaabbiilliittyy:: IInntteerrpprreettiinngg CCaatteeggoorriiccaall && QQuuaannttiittaattiivvee DDaattaa

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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

.

MMAAFFSS..991122..SS--IIDD..11..22 AACC

CCEESSSS

PPOO

IINNTT

CCOODDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: D

escr

ibe

a di

strib

utio

n us

ing

cent

er a

nd sp

read

.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..991122..SS--IIDD..11..AAPP..22aa

CCoonncc

rreettee

::

GGiivv

eenn aa

ddaatt

aa ddii

ssppllaa

yy,, iidd

eennttiiff

yy oouu

ttlliieerr

ss iinn

tthhee

ddaattaa

sseett..

IIdd

eennttiiff

yy tthh

ee hhii

gghheess

tt aanndd

llooww

eesstt vv

aalluuee

iinn aa

ddaa

ttaa ssee

tt ggiivv

eenn aa

nnuumm

bbeerr ll

iinnee

aanndd

mmaatt

cchhiinn

gg ssyy

mmbboo

llss ((cc

oonnccee

pptt oo

ff rraann

ggee))..

IIdd

eennttiiff

yy tthh

ee ccoo

nncceepp

tt ooff mm

eeddiiaa

nn uuss

iinngg

ccoonncc

rreettee

rreepprr

eesseenn

ttaattiioo

nnss oo

ff ddaatt

aa ((cc

rreeaatt

ee aa

bbaarr gg

rraapphh

wwiitthh

aann

oodddd

nnuumm

bbeerr oo

ff bbaarr

ss uuss

iinngg

ssnnaapp

ccuubb

eess;; aa

rrrraann

ggee ffrr

oomm sshh

oorrttee

sstt

ttoo ttaa

lllleesstt

;; ssttuu

ddeenntt

ppllaa

cceess ff

iinnggee

rrss oo

nn ttww

oo oouu

ttssiidd

ee ttoo

wweerr

ss,, kk

nnoocckk

ss ttoo

wweerr

ss oovvee

rr,, aann

dd mm

oovveess

iinnww

aarrdd

uunnttiill

tthhee

oonnee

mmiidd

ddllee

ttooww

eerr llee

fftt ss

ttaanndd

iinngg

iiss rree

aacchhee

dd))..

Fi

nd th

e m

ean

usin

g co

ncre

te m

ater

ials

.

C Chhooii

ccee 11

:: Giv

en a

sca

tter

pl

ot, i

dent

ify o

utlie

rs in

a

data

set

.

1.Th

e st

uden

t is

pres

ente

d 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?

RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 22

:: 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.Th

e st

uden

t is

pres

ente

d 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?

RReesspp

oonnssee

:: will

var

y CChh

ooiiccee

33:: I

dent

ify th

e co

ncep

t of m

ode

or

med

ian

usin

g m

anip

ulat

ives

.

3.Th

e st

uden

t is

pres

ente

d 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.

RRee

ssppoonn

ssee:: 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

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 11

:: Cre

ate

equa

tions

that

des

crib

e nu

mbe

rs o

r rel

atio

nshi

ps.

AAllggeebbrraa aanndd MMooddeelliinngg

AAllggeebbrraa:: CCrreeaattiinngg EEqquuaattiioonnss

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

MMAAFFSS..991122..AA--CCEEDD..11..22

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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

.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..991122..AA--CCEEDD..11..AAPP..22aa

CCoonncc

rreettee

::

MMaatt

cchh tthh

ee eeqq

uuaattiioo

nn ttoo

iittss gg

rraapphh

..

IIddeenn

ttiiffyy

ppooiinn

tt ooff ii

nntteerr

sseecctt

iioonn

bbeettww

eeeenn

ttwwoo

ggrraapp

hhss ((oo

ff aa ttww

oo--vvaa

rriiaabbll

ee eeqq

uuaattiioo

nn))..

U

se to

ols

to g

raph

equ

atio

ns in

two

varia

bles

(i.e

., m

anip

ulat

ives

, ca

lcul

ator

s, e

quat

ion

calc

ulat

ors,

so

ftw

are,

etc

.)

C Chhooii

ccee 11

:: Ide

ntify

an

equa

tion

with

two

varia

bles

.

1.Th

e st

uden

t is

pres

ente

d w

ith a

nd re

ad th

ree

equa

tions

as

resp

onse

opt

ions

. Whi

ch

equa

tion

has

two

varia

bles

?

RReesspp

oonnssee

:: equ

atio

n w

ith tw

o va

riabl

es

CChhooii

ccee 22

:: Mat

ch a

n eq

uatio

n to

its

grap

h.

2.Th

e st

uden

t is

pres

ente

d 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?

RReesspp

oonnssee

:: will

var

y CChh

ooiiccee

33:: 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.Th

e st

uden

t is

pres

ente

d 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?

RReesspp

oonnssee

:: 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

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 22

:: Int

erpr

et fu

nctio

ns th

at a

rise

in a

pplic

atio

ns in

term

s of

the

cont

ext.

FFuunnccttiioonnss aanndd MMooddeelliinngg

FFuunnccttiioonnss:: IInntteerrpprreettiinngg FFuunnccttiioonnss

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

MMAAFFSS..991122..FF--IIFF..22..66

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: D

escr

ibe

the

rate

of c

hang

e of

a fu

nctio

n us

ing

wor

ds.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..991122..FF--IIFF..22..AAPP..66aa

CCoonncc

rreettee

::

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.

IIdd

eennttiiff

yy tthh

ee ccoo

nncceepp

ttss oo

ff ssttee

eeppnnee

ssss,,

rriissee,,

aanndd

ffaallll

iinn rree

aall--llii

ffee cc

oonnttee

xxttss

((ee..gg

..,, rraa

mmppss

,, rroooo

fflliinnee

,, ssttaa

iirrss,, ee

ssccaall

aattoorr

ss))..

De

fine

rate

of c

hang

e (d

escr

ibes

the

aver

age

rate

at w

hich

one

qua

ntity

is

chan

ging

with

resp

ect t

o so

met

hing

el

se c

hang

ing)

.

IIddeenn

ttiiffyy

ccoomm

mmoonn

rraattee

ooff cc

hhaanngg

ee::

oMM

iilleess pp

eerr gg

aalllloo

nn ––

ccaallcc

uullaatt

eedd bb

yy ddii

vviiddii

nngg tthh

ee nnuu

mmbbee

rr ooff mm

iilleess bb

yy tthh

ee nnuu

mmbbee

rr ooff gg

aalllloo

nnss uu

sseedd

oCCoo

sstt pp

eerr kk

iillooww

aatttt ––

ccaall

ccuullaa

tteedd

bbyy

ddiivvii

ddiinngg

tthhee

ccoosstt

ooff tt

hhee ee

lleecctt

rriicciittyy

bbyy

tthhee

nnuumm

bbeerr oo

ff kkiilloo

wwaatt

ttss uu

sseedd

oMM

iilleess pp

eerr hh

oouurr

CChhooii

ccee 11

:: 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.Th

e st

uden

t is

pres

ente

d 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

?

RReesspp

oonnssee

:: will

var

y

CChhooii

ccee 22

:: Ide

ntify

a

grap

h th

at d

ispl

ays

a co

mm

on ra

te o

f cha

nge.

2.Th

e st

uden

t is

pres

ente

d 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?

R Reesspp

oonnssee

:: gra

ph s

how

ing

a co

nsta

nt ra

te o

f ch

ange

CChh

ooiiccee

33:: I

dent

ify u

nit

rate

in a

giv

en s

ituat

ion.

3.

The

stud

ent i

s pr

esen

ted

with

and

read

a

grap

h/ta

ble

show

ing

the

cost

of a

pple

s pe

r po

und:

CCoo

sstt oo

ff AApppp

lleess

PPoouunn

ddss

CCoosstt

(($$))

1 1.

10

2 2.

20

3 3.

30

Wha

t is

the

cost

per

pou

nd o

f app

les?

RRee

ssppoonn

ssee:: $

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

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 11

:: Und

erst

and

simila

rity

in te

rms o

f sim

ilarit

y tr

ansf

orm

atio

ns.

CCoonnggrruueennccee,, SSiimmiillaarriittyy,, RRiigghhtt TTrriiaanngglleess,, aanndd TTrriiggoonnoommeettrryy

GGeeoommeettrryy,, SSiimmiillaarriittyy,, RRiigghhtt TTrriiaanngglleess,, aanndd TTrriiggoonnoommeettrryy

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

MMAAFFSS..991122..GG--SSRRTT..11..22 AACC

CCEESSSS

PPOO

IINNTT

CCOODDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: D

eter

min

e if

two

figur

es a

re s

imila

r.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..991122..GG--SSRRTT..11..AAPP..22aa

CCoonncc

rreettee

::

SSeellee

cctt ttww

oo oobb

jjeecctt

ss tthhaa

tt aarree

tthhee

ssaamm

ee sshh

aappee..

UUssee

aapppp

rroopprr

iiaattee

ttooooll

ss aass nn

eeeeddee

dd ttoo

dduupp

lliiccaatt

ee aa

sshhaapp

ee ((ee

..gg..,,

wwiikk

ii sstt

iicckkss

,, ccoomm

ppuuttee

rrss,, ii

nntteerr

aaccttiivv

ee ww

hhiittee

bbooaa

rrddss,,

mmaarr

kkeerrss

))..

Use

geo

met

ry s

oftw

are

to

crea

te d

ilatio

ns.

IIdd

eennttiiff

yy ccoo

nnggrruu

eenntt aa

nnggllee

ss ooff

ssiimmiillaa

rr ffiigg

uurreess

..

CChhooii

ccee 11

:: Sel

ect t

wo

obje

cts

that

are

the

sam

e sh

ape.

1.Th

e st

uden

t is

pres

ente

d 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

?

RReesspp

oonnssee

:: rig

ht tr

iang

le

CChhooii

ccee 22

:: Use

app

ropr

iate

to

ols

as n

eede

d to

du

plic

ate

a sh

ape.

2.Th

e st

uden

t is

pres

ente

d 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.

RRee

ssppoonn

ssee:: w

ill v

ary

CChhooii

ccee 33

:: Ide

ntify

co

ngru

ent a

ngle

s of

sim

ilar f

igur

es.

3.St

uden

t is

pres

ente

d 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?

RReesspp

oonnssee

:: an

gle

D

FSA

A—D

ataf

olio

Acc

ess

Geo

met

ry E

OC

Act

ivity

Cho

ices

62

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 22

:: Visu

alize

rela

tions

hips

bet

wee

n tw

o-di

men

siona

l and

thre

e-di

men

siona

l obj

ects

.

CCiirrcclleess,, GGeeoommeettrriicc MMeeaassuurreemmeenntt,, aanndd GGeeoommeettrriicc PPrrooppeerrttiieess wwiitthh EEqquuaattiioonnss

GGeeoommeettrryy:: GGeeoommeettrriicc MMeeaassuurreemmeenntt && DDiimmeennssiioonn SSTT

AANNDDAA

RRDD

CCOODDEE

SStt

aannddaa

rrdd:: 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.

MMAAFFSS..991122..GG--GGMMDD..22..44

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..991122..GG--GGMMDD..22..AAPP..44aa

CCoonncc

rreettee

::

IIddeenn

ttiiffyy

tthhee

sshhaapp

ee ooff

aa ss

iiddee((

ss))

ooff aa

tthhrree

ee--ddii

mmeenn

ssiioonnaa

ll oobbjj

eecctt..

MM

aattcchh

aa pp

iiccttuu

rree oo

ff tthhee

ssiidd

ee ww

iitthh aa

ppiicc

ttuurree

ooff tt

hhee sshh

aappee..

C Chhooii

ccee 11

:: Ide

ntify

the

shap

e of

a s

ide(

s) o

f a th

ree-

dim

ensi

onal

obj

ect.

1.Th

e st

uden

t is

pres

ente

d 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?

RReesspp

oonnssee

:: a s

quar

e CChh

ooiiccee

22:: 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.Th

e st

uden

t is

pres

ente

d 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?

RRee

ssppoonn

ssee:: a

tria

ngul

ar p

yram

id

CChhooii

ccee 33

:: 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.Th

e st

uden

t is

pres

ente

d 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?

RReesspp

oonnssee

:: a s

quar

e

FSA

A—D

ataf

olio

Acc

ess

Geo

met

ry E

OC

Act

ivity

Cho

ices

63

| P

ag

e

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

DDoomm

aaiinn

CClluuss

tteerr 11

:: App

ly g

eom

etric

con

cept

s in

mod

elin

g sit

uatio

ns.

MMooddeelliinngg wwiitthh GGeeoommeettrryy

GGeeoommeettrryy:: MMooddeelliinngg wwiitthh GGeeoommeettrryy

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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)

.

MMAAFFSS..991122..GG--MMGG..11..11

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd:: 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.

EEssssee

nnttiiaa

ll UUnndd

eerrsstt

aannddii

nnggss

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

MMAAFFSS..991122..GG--MMGG..11..AAPP..11aa

CCoonncc

rreettee

::

IIddeenn

ttiiffyy

aa ffiigg

uurree

tthhaatt

rreepprr

eesseenn

ttssaa

cchhaann

ggee iinn

tthhee

oorriigg

iinnaall

ffiigguu

rree..

UU

ssee dd

eessccrr

iippttiivv

ee ww

oorrddss

aabboo

uuttttww

oo ffiigg

uurreess

((ee..gg

..,, bbii

ggggeerr

,,ssmm

aallllee

rr,, lloo

nnggeerr

,, sshhoo

rrtteerr

))..

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: will

var

yCChh

ooiiccee

22:: 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

?RRee

ssppoonn

ssee:: 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

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

BBooddyy

ooff

KKnnooww

lleeddgg

ee BBii

gg IIdd

eeaa 11

44:: O

rgan

izatio

n an

d De

velo

pmen

t of L

ivin

g O

rgan

isms

MMoolleeccuullaarr aanndd CCeelllluullaarr BBiioollooggyy

LLiiffee SScciieennccee SSTT

AANNDDAA

RRDD

CCOODDEE

SStt

aannddaa

rrdd:: 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.

SSCC..991122..LL..1144..33

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd AAcc

ttiivviittyy

CChhoo

iicceess

EExx

aammppll

eess

SSCC..991122..LL..1144..PPaa..11

MM

aattcchh

ppaarr

ttss oo

ff ccoomm

mmoonn

lliivviinn

gg tthh

iinnggss

ttoo tthh

eeiirr

ffuunncc

ttiioonnss

..

CChhooii

ccee 11

:: 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?

RReesspp

oonnssee

:: tai

lCChh

ooiiccee

22:: 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?

RReesspp

oonnssee

:: roo

ts

FSA

A—D

ataf

olio

Acc

ess

Biol

ogy

I EO

C A

ctiv

ity C

hoic

es

65 |

Pa

ge

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

BBooddyy

ooff

KKnnooww

lleeddgg

ee BBii

gg IIdd

eeaa 11

55:: D

iver

sity

and

Evol

utio

n of

Liv

ing

Org

anism

s

CCllaassssiiffiiccaattiioonn,, HHeerreeddiittyy,, aanndd EEvvoolluuttiioonn

SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd AAcc

ttiivviittyy

CChhoo

iicceess

EExx

aammppll

eess

SSCC..991122..LL..1155..PPaa..22

SSoo

rrtt cc

oommmm

oonn llii

vviinngg

tthhiinn

ggssiinn

ttoo pp

llaanntt

aanndd

aannii

mmaall

kkiinngg

ddoomm

ss..

CChhooii

ccee 11

:: 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

?RRee

ssppoonn

ssee:: p

lant

CChhooii

ccee 22

:: 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?

R Reesspp

oonnssee

:: ani

mal

CChhooii

ccee 33

:: 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?

R Reesspp

oonnssee

:: 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

SSCC..991122..LL..1155..66


RRee

ppoorrtt

iinngg

CCaattee

ggoorryy

BBoo

ddyy oo

ff KKnn

oowwllee

ddggee

BBiigg

IIddeeaa

1177::

Inte

rdep

ende

nce

OOrrggaanniissmmss,, PPooppuullaattiioonnss,, aanndd EEccoossyysstteemmss


SSTTAANN

DDAARRDD

CCOO

DDEE

SSttaann

ddaarrdd

:: 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.

SSCC..991122..LL..1177..2200

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

SSCC..991122..LL..1177..PPaa..77

RRee

ccooggnn

iizzee aa

wwaayy

ttoo hh

eellpp

tthhee

llooccaa

ll eennvv

iirroonnmm

eenntt..

CChhooii

ccee 11

:: Ide

ntify

a w

ay to

he

lp re

duce

pol

lutio

n in

the

loca

l env

ironm

ent.

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

to h

elp

redu

ce

pollu

tion

in th

e lo

cal e

nviro

nmen

t?

RReesspp

oonnssee

:: pic

king

up

tras

h CChh

ooiiccee

22:: 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.Th

e st

uden

t is

pres

ente

d 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?

R Ree

ssppoonn

ssee:: r

ecyc

le b

ottle

s CChh

ooiiccee

33:: I

dent

ify a

way

to

redu

ce w

ater

use

in th

e lo

cal e

nviro

nmen

t.

3.Th

e st

uden

t is

pres

ente

d 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?

RReesspp

oonnssee

:: 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

RReeppoo

rrttiinn

gg CCaa

tteeggoo

rryy

SSttrraa

nndd

SSttaann

ddaarrdd

22:: 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

.

LLaattee NNiinneetteeeenntthh aanndd EEaarrllyy TTwweennttiieetthh CCeennttuurryy,, 11886600––11991100

AAmmeerriiccaann HHiissttoorryy

BBEE

NNCCHH

MMAARR

KK CCOO

DDEE

BBeenncc

hhmmaarr

kk:: R

evie

w c

ause

s and

con

sequ

ence

s of

the

Civi

l War

.

SSSS..991122..AA..22..11

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

SSSS..991122..AA..22..PPaa..aa

RRee

ccooggnn

iizzee cc

hhaarraa

cctteerr

iissttiicc

ss ooff

lliiffee

dduurr

iinngg

tthhee

CCiivvii

ll WW

aarr..

CChhooii

ccee 11

:: Rec

ogni

ze a

ch

arac

teris

tic o

f life

du

ring

the

Civi

l War

.

1.Th

e st

uden

t is

read

a c

onte

nt-b

ased

in

form

atio

nal t

ext (

one

to fo

ur s

ente

nces

) abo

ut

life

durin

g w

artim

e an

d as

ked

to re

cogn

ize

a ch

arac

teris

tic o

f life

dur

ing

the

Civi

l War

. RRee

ssppoonn

ssee:: 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 CChh

ooiiccee

22:: R

ecog

nize

a

char

acte

ristic

of l

ife in

th

e So

uth

durin

g th

e Ci

vil W

ar.

2.Th

e st

uden

t is

read

a c

onte

nt-b

ased

in

form

atio

nal t

ext (

one

to fo

ur s

ente

nces

) abo

ut

life

in th

e So

uth

durin

g th

e Ci

vil W

ar a

nd a

sked

to

reco

gniz

e a

char

acte

ristic

of l

ife in

the

Sout

h du

ring

the

Civi

l War

. RRee

ssppoonn

ssee:: 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

CChhooii

ccee 33

:: 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.Th

e st

uden

t is

read

a c

onte

nt-b

ased

in

form

atio

nal t

ext (

one

to fo

ur s

ente

nces

) abo

ut

life

in th

e N

orth

dur

ing

the

Civi

l War

and

ask

ed to

id

entif

y a

wor

d/pi

ctur

e ca

rd th

at re

pres

ents

a

char

acte

ristic

of l

ife in

the

Nor

th d

urin

g th

e Ci

vil

War

. RRee

ssppoonn

ssee:: 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

FSA

A—D

ataf

olio

Acc

ess

U.S

. His

tory

EO

C A

ctiv

ity C

hoic

es

68 |

Pa

ge

RReeppoo

rrttiinngg

CCaatteeggoorryy

SSttrraanndd

SSttaannddaarrdd

55::An

alyze

Depressio

n.theeffectsof

thechanging

social,political,andecon

omiccond

ition

sof

theRo

aringTw

entie

sandtheGreat

BBEENNCCHH

MMAARR

KKCCOO

DDEEBBee

nncchhmm

aarrkk::An

alyze

othe

rminorities.

supp

ortfor

andresistanceto

civilrightsforw

omen

,African

Americans,NativeAm

ericans,and

AACCCCEESSSS

MMiilliittaarryy,,PPoolliittiiccaall,,ooiicc mmCChhaalllleennggeess,,

11889900––11994400

iinn ccaaHHiissttoorryy

PPOOIINNTT

CCOODDEE

AAcccceessssPPooiinnttSSttaanndd

aarrdd

AAccttiivviittyy

CChhooiicceess

EExxaamm

pplleess

RReeccooggnniizzee

tthhaattggrroouu

ppssmmaayy

ffeeaarr

ppeeoopp

lleewwhhoo

aarree

ddiiffffee

rreenntt..

CChhooiiccee

11::Re

cognize

howpe

opleare

diffe

rent.

1.Thestud

entisread

acontent‐basedinform

ational

text(one

tofour

senten

ces)that

includ

esseveral

peop

leandaskedto

recognizeho

wape

rson

isdiffe

rent

from

theothe

rs.

GGlloobbaallaannddEEccoonn

AAmmeerr

SSSS..991122..AA..55..1100

PPaa SSSS..991122..AA..55....jj

RReessppoonn

ssee::w

illvarybasedon

theconten

tofthe

passagepresentedto

thestud

ent

C Chhooiiccee

22::Re

cognize

that

peop

lemay

feel

fearfulor

uncomfortablearou

ndpe

oplewho

are

diffe

rent.

2.Thestud

entisread

acontent‐basedinform

ational

text(one

tofour

senten

ces)that

includ

esfirst

timeinteractions

amon

gpeop

leandaskedto

recognizeho

wthepeop

lefelt.

RReessppoonn

ssee::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

RRee

ppoorrtt

iinngg

CCaattee

ggoorryy

SStt

rraanndd

SStt

aannddaa

rrdd 77

:: 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.

TThhee UUnniitteedd SSttaatteess aanndd tthhee DDeeffeennssee ooff tthhee IInntteerrnnaattiioonnaall PPeeaaccee,, 11994400––pprreesseenntt

AAmmeerriiccaann HHiissttoorryy

BBEENN

CCHHMM

AARRKK

CCOODDEE

BBee

nncchhmm

aarrkk::

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

.

SSSS..991122..AA..77..1122

AACCCCEE

SSSS

PPOOIINN

TT CCOO

DDEE

AAccccee

ssss PP

ooiinntt

SSttaa

nnddaarr

dd

AAccttiivv

iittyy CC

hhooiicc

eess

EExxaamm

pplleess

SSSS..991122..AA..77..PPaa..ll

RRee

ccooggnn

iizzee aa

ssoocc

iiaall oo

rr eecc

oonnoomm

iicc cc

oonnccee

rrnn oo

ff ppee

ooppllee

..

CChhooii

ccee 11

:: Rec

ogni

ze a

so

cial

con

cern

of

peop

le.

1.Th

e st

uden

t is

pres

ente

d 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

soc

ial c

once

rn.

RReesspp

oonnssee

:: 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 CChh

ooiiccee

22:: R

ecog

nize

an

eco

nom

ic c

once

rn

of p

eopl

e.

2.Th

e st

uden

t is

pres

ente

d 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.

R Reesspp

oonnssee

:: 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

RRee

ppoorrtt

iinngg

CCaattee

ggoorryy

SStt

rraanndd

SStt

aannddaa

rrdd 11

:: DDeemm

oonnsstt

rraattee

aann

uunnddee

rrssttaa

nnddiinn

gg ooff

tthhee

oorriigg

iinnss aa

nndd pp

uurrppoo

sseess oo

ff ggoovv

eerrnnmm

eenntt,,

llaaww

,, aanndd

tthhee

AAmmeerr

iiccaann

ppooll

iittiiccaa

ll ssyyss

tteemm

..

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ch th

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an

d as

ked

to m

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a g

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tal f

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ion

with

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71

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ogni

ze

an o

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ci

tizen

s.

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e st

uden

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read

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onte

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ased

in

form

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ext (

one

to fo

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ente

nces

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out t

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zens

and

ask

ed to

re

cogn

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citi

zens

. RRee

ssppoonn

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cont

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ssag

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esen

ted

to th

e st

uden

t CChh

ooiiccee

22:: R

ecog

nize

a

char

acte

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of g

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citiz

ens.

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uden

t is

read

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onte

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ased

in

form

atio

nal t

ext (

one

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ente

nces

) ab

out c

hara

cter

istic

s of

goo

d ci

tizen

s an

d as

ked

to re

cogn

ize

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teris

tic o

f goo

d ci

tizen

s.

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oonnssee

:: will

var

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sed

on th

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t of

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pass

age

pres

ente

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the

stud

ent

CChhooii

ccee 33

:: Rec

ogni

ze

why

it is

impo

rtan

t to

be a

goo

d ci

tizen

.

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uden

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read

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in

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port

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nd

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im

port

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esen

ted

to th

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t

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A—D

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ics

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ivity

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72

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ccee 22

:: Rec

ogni

ze

that

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vern

men

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to

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.

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t of t

he

pass

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pres

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stud

ent

CChhooii

ccee 33

:: Rec

ogni

ze a

se

rvic

e pr

ovid

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y a

leve

l of g

over

nmen

t.

3.Th

e st

uden

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pres

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ith d

escr

iptio

ns o

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rvic

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to re

cogn

ize

a se

rvic

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ovid

ed b

y a

leve

l of g

over

nmen

t. RRee

ssppoonn

ssee:: w

ill v

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base

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the

desc

riptio

ns

pres

ente

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the

stud

ent.

FSA

A—D

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Civ

ics

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Act

ivity

Cho

ices

73

| P

ag

e


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.


SSuuggggeesstteedd TTeeaacchheerr RReessoouurrcceess

EEnngglliisshh LLaanngguuaaggee AArrttss ((EELLAA))

HHiigghh IInntteerreesstt LLooww RReeaaddaabbiilliittyy ((HHii--LLoo)) PPuubblliisshhiinngg CCoommppaanniieess

• 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

WWeebbssiitteess

• Access Project ELA resources: https://accesstofls.org/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

MMaatthh

• Access Project Math Resources: https://accesstofls.org/Math.html

• National Council of Teachers of Mathematics Classroom Resources: http://www.nctm.org/Classroom-

Resources/Browse-All/#

• SEN Teacher Math Printables: https://www.senteacher.org/printables/mathematics/

AAssssiissttiivvee TTeecchhnnoollooggyy

• SEN Teacher AAC Downloads: https://www.senteacher.org/downloads/assistivetechnology/

• 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



Appendix D: Forms

2021–2022 Evidence Collection Form

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.)

Student Name:

Teacher Name:

District Name:

School Name:

Standard Code:

FLEID: Assessment Grade:

Witness Name:

Witness Signature: Witness Signature Required for OBSERVATION evidence.

Choice #: 1 2 3

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 into the Data Entry Interface (DEI) when submitting the student evidence.

Uploading this form to the DEI with the work product is necessary.

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 DEI. Provide anecdotal information on page 2 of this document.

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.

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

Work Product

June 2021

The observation is the student evidence. Provide anecdotal information on page 2of this document or upload completedRunning Record template.

2021–2022Evidence Collection Form

June 2021

2021–2022 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)

2021–2022Ethics 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:

2021–2022Digital 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 Pearson, the test developer, for scoring. Once scores are reported, the digital record 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 2021

Junio de 2021

2021–2022 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 Standards Alternate Assessment (FSAA)—Datafolio es un método sistemático de recolección de datosde las actividades del estudiante alineadas con puntos de acceso específicos. Para algunos estudiantes, elDatafolio es la forma más significativa que tienen para participar en el FSAA. Durante este proceso, elmaestro puede crear una grabación digital de una lección o actividad en el aula en que un estudiantecompleta las tareas de evaluación. Esta grabación luego se envía a Pearson, el desarrollador de la prueba,para su puntuación. Una vez que se informa la puntuación, el registro digital se destruye de acuerdo con laspolíticas del estado.

Usted recibe este formulario porque:

□ Su hijo participará en FSAA—Datafolio. Para poder utilizar las grabaciones digitales como parte de laevaluación 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 2021

2021–2022 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:

2021–2022 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 Pearson, 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 evalyasyonanrejistreman nimerik yon lòt elèv. Si se sa ki rive, li nesesè pou w siyen yon konsantman pou yo kasoumèt anrejistreman pou yo ba l pwen. Konsantman w lan volontè. Ou kab voye yon nòt ekri baypwofesè pitit ou an nan nenpòt kèl moman pou w anile li.

Mwa Jen 2021

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 EdikasyonFlorida a itilize anrejistreman nimerik “FSAA—Datafolio” ki gen pitit mwen, , ladan li annan 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 yonanrejistreman aksidantèl pitit mwen an , kòm yon pati nan pwosesisevalyasyon 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 pouevite divilge enfòmasyon pèsonèl ke lòt moun kapab idantifye. Se sèlman prenon elèv lan y ap itilize. Yap anlve lòt enfòmasyon tankou non fanmi elèv lan, lekòl li, distri li, epi vil kote l rete an. Sepandan, yo pakapab modifye anrejistreman nimerik yo pou yo efase oubyen kache foto elèv yo, alò konsa, moun apkapab wè figi pitit ou an. Konsantman w lan volontè. Ou kab voye yon nòt ekri bay pwofesè pitit ou annan nenpòt kèl moman pou w fè l konnen ke w retire konsantman sa w te bay lan.

Non Paran an:

Non Paran an:

2021–2022 TIDE Correction Form

Directions: Please complete the applicable section and submit to alternate assessment coordinator (AAC) orschool 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 DEI 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:

Richard Corcoran Florida Commissioner of Education

Documents

FSAA—Datafolio Teacher Resource Guide