FSAA—Datafolio Teacher Resource Guide · • Actions: This menu provides access to the main...
Transcript of FSAA—Datafolio Teacher Resource Guide · • Actions: This menu provides access to the main...
FSAA—Datafolio Teacher Resource Guide
2020–2021
This publication is produced through the Bureau of K–12 Student Assessment, Division of Accountability, Research, and Measurement, Florida Department of Education, and is available online at https://fsaa-training.onlinehelp.cognia.org/.
Bureau website: http://www.fldoe.org/accountability/assessments/k-12-student-assessment
Telephone: 850-245-0513
iii2020–2021 FSAA—Datafolio Teacher Resource Guide
Table of Contents
Important Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Part 1: An Overview of the FSAA—Datafolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Introduction to the Datafolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Purpose of the Florida Standards Alternate Assessment—Datafolio (FSAA—Datafolio) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2FSAA Participation Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Checklist for Course and Assessment Participation . . . . . . . . . . . . . . . . . . . . . . 3FSAA—Datafolio Participation Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Grades 3 and 4 Students or Transfer Students . . . . . . . . . . . . . . . . . . . . . . . . . . 4Grade 5 through High School Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Grade Levels, Content Areas, and Courses Assessed . . . . . . . . . . . . . . . . . . . . . . . . . 5Responsible Personnel for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Assessment Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Levels of Assistance (LOAs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Allowable Adjustments and Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Accommodations and Criteria for Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Students with Visual Impairments* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Students Who Are Deaf/Hard-of-Hearing* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9English Language Learner (ELL) Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Assistive Technology Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Part 2: Getting Started with the Assessment View System (AVS) . . . . . . . . . . . . . . . . . . . .12System Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Minimum Software Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Supported Operating Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Supported Browsers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Internet Connection Supported. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Required Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Supported File Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Digital Recordings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Image . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Recommended Monitor Resolution Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14System Icons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Login and Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Initial Login to the AVS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Alternate Assessment Coordinator (AAC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16School Level Coordinator (SLC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Verify Information and Submit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Confirm Email and Complete Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Forgot Username/Password . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Logout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Auto Logout (Timing Out) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Table of Contents
iv 2020–2021 FSAA—Datafolio Teacher Resource Guide
Table of Contents
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Steps to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Step 1: Register and Verify Student Information in the Assessment View System (AVS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Verifying Student Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Landing Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Student Selector (Student Roster) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Step 2: Identify the Activity Choices for Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Review the FSAA—Datafolio Blueprint & Activity Choices . . . . . . . . . . . . . . . . . . . . . 27
Identify Activity Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Example: FSAA—Datafolio Grade 3 ELA Blueprint . . . . . . . . . . . . . . . . . . . . . 27Target the Specific Learning Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Step 3: Develop an Instructional Plan to Assess the Student . . . . . . . . . . . . . . . . . . . . . . 29Identify the Outcome of Instruction and Potential Instructional Activities . . . . . . . . . . 29
Develop a Data Collection Plan for Instruction and Assessment . . . . . . . . . . . 29CP #1 Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Step 4: Gather Collection Period #1 Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30FSAA—Datafolio Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Evidence Collection Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Observation Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Digital Recordings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Work Product Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Evidence Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32A Special Note Regarding English Language Arts (ELA) Evidence . . . . . . . . . 33
Step 5: Establish Level of Assistance (LOA) Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Step 6: Create Electronic Files and Access the Assessment View System (AVS) for File Upload . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Creating Electronic Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Observation and Work Product Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Acceptable Observation and Work Product File Types . . . . . . . . . . . . . . . . . . . 36Creating a Single Upload File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Digital Recordings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Digital Recording Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Acceptable Digital Recording File Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Creating a Single Upload File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Capturing the Evidence Collection Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Naming Evidence Files (File Naming Convention) . . . . . . . . . . . . . . . . . . . . . . 39
Submitting Collection Period #1 Evidence into the AVS . . . . . . . . . . . . . . . . . . . . . . . 40AVS Actions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40File Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Student Selector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41AVS Upload Menu: Uploading Digital Evidence and Required Forms . . . . . . . . . . . . 41Fax Upload . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Creating the Fax Coversheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Electronic Upload to My Files or Student-Specific Folders . . . . . . . . . . . . . . . . . . . . . 43
Upload: Electronic Upload from Main Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
v2020–2021 FSAA—Datafolio Teacher Resource Guide
Table of Contents
Behavior Capture App . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Preparing Systems for Digital Recording . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Exploring the Behavior Capture App . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Verify That Files Were Successfully Uploaded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Assessment Module: Student Datafolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Open the Assessment Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Assessment Module Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Assign Access Point EU Choices for Assessment . . . . . . . . . . . . . . . . . . . . . . 49Making Activity Choice Selections in the Assessment Module . . . . . . . . . . . . . 49Electronic Upload: Adding Evidence to Activity Choice Entry . . . . . . . . . . . . . . 51
Entering Data Requirements in the Assessment Module . . . . . . . . . . . . . . . . . . . . . . 51Viewing Files to Verify and Validate Uploaded Evidence . . . . . . . . . . . . . . . . . . . . . . 52
Verifying Uploaded Files with the File Viewer . . . . . . . . . . . . . . . . . . . . . . . . . . 53Verifying and Validating Information—Collection Info, Activity, and Interaction Tabs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Step 7: Provide Instruction, Gather and Upload Evidence for Collection Periods #2 and #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Provide Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Collection Periods #2 and #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Levels of Assistance (LOAs) at CP #2 and CP #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Exception to Presenting Opportunities at the LOA Goal Level in CP #3 . . . . . 57Submitting Collection Period #2 or #3 Evidence into the AVS . . . . . . . . . . . . . . . . . . 57
Step 8: Upload the Required Forms and Complete the Datafolio . . . . . . . . . . . . . . . . . . . 58Required Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Submitting the Required Forms in the Assessment View System (AVS) . . . . . . . . . . 58Learner Characteristics Inventory (LCI) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
System Administrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Best Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61System Administrator Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
System Interface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Landing Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Login and Identification Number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Menu Bar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
AVS Actions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63File Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63My Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
System Admin Window . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Group Association and Filtering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Users Pane and Filtering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Users Pane Sorting and Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Actions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
vi 2020–2021 FSAA—Datafolio Teacher Resource Guide
Table of Contents
Detailed Look at Teachers and Students: Users View . . . . . . . . . . . . . . . . . . . . . . . . . 74Users View: Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74Opening the Teacher’s File Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74Users View: Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74Opening Student Assessment Module and File Organizer . . . . . . . . . . . . . . . . 75
AVS Upload Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
AVS Reports Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Evidence Status Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
AVS Settings Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Update Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Appendix A: Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78Contact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
FSAA Service Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Florida Department of Education Contacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Frequently Asked Questions (FAQs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Level of Assistance (LOA) Goal Setting Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Alternate Assessment Coordinator Teacher Data Collection Form . . . . . . . . . . . . . . . . . . 86
Alternate Assessment Coordinator Student Data Collection Form . . . . . . . . . . . . . . . . . 87
Appendix B: FSAA—Datafolio Blueprint & Activity Choices . . . . . . . . . . . . . . . . . . . . . . .88
Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide . . . . . . . . . . . . . . .164
Appendix D: Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174
vii2020–2021 FSAA—Datafolio Teacher Resource Guide
Important Dates
IMPORTANT DATES
Events Locations Dates2020–2021 Administration Trainings Virtual Various Dates
Assessment View System (AVS) Opens Online August 31, 2020
Collection Period #1 (CP #1) Classrooms August 31–September 25, 2020
AVS Upload of CP #1 Evidence Online August 31–November 13, 2020
Goal Setting Online Upon completion of the first collection period
Collection Period #2 (CP #2) Classrooms November 16–December 18, 2020
AVS Upload of CP #2 Evidence Online November 16, 2020–March 9, 2021
Collection Period #3 (CP #3) Classrooms March 1–March 26, 2021
AVS Upload of CP #3 Evidence Online March 1–April 2, 2021
AVS Closes at 11:59 p .m . (ET) Online April 2, 2021
FSAA—Datafolio Scoring Alpharetta, GA Spring 2021
12020–2021 FSAA—Datafolio Teacher Resource Guide
Part 1: An Overview of the FSAA—Datafolio
2 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 1: An Overview of the FSAA—Datafolio
INTRODUCTION TO THE DATAFOLIO
Purpose of the Florida Standards Alternate Assessment—Datafolio (FSAA—Datafolio)The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities be included in each state’s system of accountability and that students with disabilities have access to the general curriculum. The Every Student Succeeds Act (ESSA), which replaced the No Child Left Behind Act (NCLB), also speaks to the inclusion of all children in a state’s accountability system by requiring states to report student achievement for all students as well as for specific groups of students (e.g., students with disabilities, students for whom English is a second language) in disaggregated categories. These federal laws reflect an ongoing concern about equity.
All students should be academically challenged and taught to high standards. The involvement of all students in the educational accountability system provides a means of measuring progress toward that goal. To provide an option for the participation of all students in the state’s accountability system, including those for whom participation in the general statewide assessment is not appropriate, even with accommodations, the Florida Department of Education (FDOE) developed the Florida Standards Alternate Assessment (FSAA) program. The FSAA—Performance Task and FSAA—Datafolio form a continuum of assessment to meet the needs of Florida’s students with the most significant cognitive disabilities. The program is organized as follows:
1. FSAA—Performance Task: The FSAA—Performance Task allows students an opportunity to progress through three levels of complexity per item. This tiered process provides students the opportunity to work to their potential for each item in each content area. This is critical as educators seek to provide access to the general education curriculum and foster higher expectations for the diverse population of students with significant cognitive disabilities. (Refer to the FSAA—Performance Task Test Administration Manual for additional information.)
2. FSAA—Datafolio: The FSAA—Datafolio assesses the educational performance and growth of students through a collection of student work across three specific collection periods throughout the year. Eligible students are those students with the most significant cognitive disabilities who typically do not have a formal mode of communication and are working at pre-academic levels. This assessment is designed to show student progress on a continuum of access toward academic content. For these students, participation in the FSAA—Datafolio has been determined by the individual educational plan (IEP) team to be the most appropriate method for assessing growth. (Refer to “FSAA—Datafolio Participation Guidelines” on page 4.)
Both methods of the 2020–2021 FSAA are aligned to the following by content area, course, and grade:
• Florida Standards Access Points (FS-APs)
o English Language Arts (Grades 3–10)
o Mathematics (Grades 3–8)
o Access Algebra 1 and Access Geometry
• Next Generation Sunshine State Standards Access Points (NGSSS-APs)
o Science (Grades 5 and 8)
o Access Biology 1
o Access Civics and Access U.S. History
32020–2021 FSAA—Datafolio Teacher Resource Guide
Part 1: An Overview of the FSAA—Datafolio
FSAA Participation Guidelines
Checklist for Course and Assessment ParticipationIEP teams are responsible for determining whether students with disabilities will be assessed through administration of the general statewide standardized assessment (with or without accommodations) or the FSAA based on criteria outlined in Rule 6A-1.0943(5), Florida Administrative Code (F.A.C.). The IEP team should consider the student’s present level of educational performance in reference to the Florida Standards and the Next Generation Sunshine State Standards. The IEP team should also be knowledgeable of guidelines and the use of appropriate testing accommodations.
To facilitate informed and equitable decision making, IEP teams should answer each of the following questions when determining the appropriate assessment. Check all that apply.
Questions to Guide the Decision-Making Process to Determine How a Student with Disabilities Will Be Instructed and
Participate in the Statewide Standardized Assessment ProgramYES NO
1. Does the student have a significant cognitive disability?
2. Even with appropriate and allowable instructional accommodations, assistive technology, or accessible instructional materials, does the student require modifications, as defined in Rule 6A-6.03411(1)(z), F.A.C., to the grade-level general state content standards pursuant to Rule 6A-1.09401, F.A.C.?
3. Does the student require direct instruction in academic areas of English language arts, mathematics, social studies, and science based on Access Points in order to acquire, generalize, and transfer skills across settings?
If the IEP team determines that all three of the questions accurately characterize a student’s current educational situation, then the student should be enrolled in access courses and the FSAA should be used to provide meaningful evaluation of the student’s current academic achievement. If “yes” is not checked in all three areas, then the student should be instructed in the general education courses and participate in the general statewide standardized assessment with accommodations, as appropriate.
In accordance with Rule 6A-6.03331(10)(b), F.A.C., if the decision of the IEP team is that the student will participate in access courses and be assessed through the FSAA, the parents and/or guardians of the student must give signed consent to have their child instructed in Access Points and their child’s achievement measured based on alternate academic achievement standards. This decision must be documented on the Parental Consent Form—Instruction in the State Standards Access Points Curriculum and Statewide, Standardized Alternate Assessment, available at http://www.fldoe.org/core/fileparse.php/7571/urlt/ConsentFAA14.pdf. If the parent fails to respond after reasonable efforts by the school district to obtain consent, the school district may provide instruction in the state standards Access Points curriculum and administer the FSAA. The IEP should include a statement of why the student cannot participate in the general assessment and why the alternate assessment is appropriate.
For additional guidance, please consult the Florida Standards Alternate Assessment (FSAA) Assessment Planning Resource Guide for Individual Educational Plan (IEP) Teams, August 2019, a publication produced through the Bureau of K–12 Student Assessment, Division of Accountability, Research, and Measurement, Florida Department of Education, available online at https://fsaa-training.onlinehelp.cognia.org/wp-content/uploads/sites/8/docs/FlaAlt_ResourceGuideIEP.pdf.
4 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 1: An Overview of the FSAA—Datafolio
FSAA—Datafolio Participation GuidelinesOnce the IEP team determines that a student will participate in the FSAA, the next step is to determine the method in which the student will be assessed: the FSAA—Performance Task or the FSAA—Datafolio. The IEP team, which includes the student’s parent/guardians, should consider the student’s present level of performance and communication mode. The FSAA—Datafolio is an alternate achievement standards-based assessment designed specifically for students with the most significant cognitive disabilities who have no formal mode of communication.
After carefully reviewing the Checklist for Course and Assessment Participation, the IEP team may determine that the most meaningful evaluation of the student’s current academic achievement is through participation in the FSAA. Next, the IEP team should answer each of the following questions when determining how the student will participate in the FSAA. Check all that apply.
Questions to Guide the Decision-Making Process to Determine How the Student Will Participate in the FSAA YES NO
1. Does the student primarily communicate through cries, facial expression, eye gaze, and/or change in muscle tone (require interpretation by listeners/observers)?
2. Does the student respond/react to sensory (e.g., auditory, visual, touch, movement) input from another person BUT require actual physical assistance to follow simple directions?
3. Does the student exhibit reactions primarily to stimuli (i.e., student only communicates that he or she is hungry, tired, uncomfortable, sleepy, etc.)?
Previous FSAA—PT Performance (if Applicable)
4. Has the student’s previous performance on the FSAA—PT provided limited information and/or reflected limited growth within Level 1?
Grades 3 and 4 Students or Transfer StudentsFor a student in grade 3 or 4, or a student who does not have previous FSAA—PT scores, the IEP team may determine that the FSAA—Datafolio is the appropriate method to provide meaningful evaluation of the student’s current academic achievement. For the student to qualify, the IEP team must check “yes” in any one of the first three questions.
If the IEP team does not check “yes” in one or more areas, then the IEP team must consider whether the FSAA—Performance Task is a more appropriate statewide assessment for the student.
Grade 5 through High School StudentsFor a student in grade 5 through high school, the IEP team may determine that the FSAA—Datafolio is the appropriate method to provide meaningful evaluation of the student’s current academic achievement. For the student to qualify, the IEP team must check “yes” for any one of the first three questions AND “yes” for question 4. If the IEP team does NOT check “yes” for these questions, then the IEP team must consider whether the FSAA—Performance Task is a more appropriate statewide assessment for the student.
For additional guidance, please consult the Florida Standards Alternate Assessment (FSAA) Assessment Planning Resource Guide for Individual Educational Plan (IEP) Teams.
52020–2021 FSAA—Datafolio Teacher Resource Guide
Part 1: An Overview of the FSAA—Datafolio
ASSESSMENT OVERVIEW
Grade Levels, Content Areas, and Courses AssessedThe FSAA—Datafolio has been developed for those students with the most significant cognitive disabilities who typically do not have a formal mode of communication and are working at pre-academic levels. The assessment is designed to show student progress on a continuum of access toward academic content. Student progress is shown through reduced levels of assistance (LOAs) required to engage in the academic content and/or an increased level of accuracy.
The FSAA—Datafolio Blueprint & Activity Choices (Appendix B) document assesses the following grade levels, content areas, and courses:
Grade Level
ELA Math ScienceAlgebra 1
EOCGeometry
EOC Biology 1
EOCCivics EOC
U .S . HistoryEOC
3 X X
4 X X
5 X X X
6 X X
7 X X X
8 X X X
9 (ELA 1) X
10 (ELA 2) X
High School X X X X
The FSAA—Datafolio is a submission of student work samples from three collection periods throughout the school year. The samples are developed from classroom activities/tasks that address selected skills.
The same skills selected for Collection Period #1 (CP #1) are assessed through aligned activities during Collection Period #2 (CP #2) and Collection Period #3 (CP #3). The teacher selects one activity choice per standard and administers activities aligned to the same activity choice throughout the three collection periods. Student evidence from all three collection periods is submitted in the student’s online datafolio in the AVS. This student evidence is then scored to determine the student’s performance.
Responsible Personnel for AdministrationThe student’s exceptional student education (ESE) teacher—who has completed the FSAA—Datafolio administration training—should administer the assessment. If this is not possible, the assessment administrator must be a certified teacher or other licensed professional who has worked extensively with the student and is trained in the assessment procedures.
NOTE: The student’s entire FSAA—Datafolio (either the electronic or paper version) must be stored per your district policy or for a minimum of one year.
6 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 1: An Overview of the FSAA—Datafolio
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
ent A
rea
Collection Period #1
Collection Period #2
Collection Period #3
Standard Entry 1 Same Activity Choice 5–8 Opportunities
5–8 Opportunities
5–8 Opportunities
Collection Period #1
Collection Period #2
Collection Period #3
Standard Entry 2 Same Activity Choice 5–8 Opportunities
5–8 Opportunities
5–8 Opportunities
Collection Period #1
Collection Period #2
Collection Period #3
Standard Entry 3 Same Activity Choice 5–8 Opportunities
5–8 Opportunities
5–8 Opportunities
72020–2021 FSAA—Datafolio Teacher Resource Guide
Part 1: An Overview of the FSAA—Datafolio
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.
8 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 1: An Overview of the FSAA—Datafolio
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.
92020–2021 FSAA—Datafolio Teacher Resource Guide
Part 1: An Overview of the FSAA—Datafolio
• Real objects should be used instead of pictures whenever possible. For example, real buttons could be used instead of pictures of buttons. In addition to hearing the description of the buttons, the student could actually feel and manipulate the buttons.
• Real objects should be actual size (not a miniature replica, if possible) and be able to fit on the work surface. Provide real objects to the student and allow them to handle the objects as needed.
• Caution should be applied when determining whether to provide real food products (e.g., apple) because of possible allergies.
Students Who Are Deaf/Hard-of-Hearing*
CriteriaAdditional accommodations are available for students who have been found eligible to receive ESE services under the Deaf/Hard-of-Hearing Program with accommodations noted on their current IEP. The use of accommodations must be in accordance with what the student uses during classroom instruction on a daily basis.
AccommodationsFor students who are deaf or hard-of-hearing (DHH), the following accommodations are allowable:
• If the administrator of the assessment is not experienced in sign language, the use of an interpreter is permitted.
• The use of American Sign Language (ASL) or manually coded English in place of oral speech is permitted.
• The use of total communication (speaking and signing simultaneously) is permitted.
English Language Learner (ELL) Students
CriteriaAdditional accommodations are available for students whose access to the assessment is hindered due to language. The ELL student is an individual who: was not born in the United States and whose native language is a language other than English, is an individual who comes from a home environment where a language other than English is spoken in the home, or is an individual who is an American Indian or Alaskan native and who comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency—who, by reason thereof, has sufficient difficulty speaking, reading, writing, or listening to the English language—which denies such individual the opportunity to learn successfully in classrooms where the language of instruction is English. The use of accommodations must be in accordance with what the student uses on a daily basis during classroom instruction.
AccommodationsFor ELL students, the following accommodations are allowable:
• The FSAA—Datafolio must be administered completely and solely in English. Limited assistance may be provided from the assessment administrator; English for Speakers of Other Languages (ESOL) teacher; heritage language teacher; or interpreter in the heritage language, including answering specific inquiries concerning a word or phrase and questions for clarification.
• For mathematics, writing, and science assessments, limited assistance may be provided using the student’s heritage language to answer specific questions about a word or phrase.
• For the reading assessment, the ESOL or heritage language teacher may answer student questions about the general assessment in the student’s heritage language.
*Includes students found eligible for the Dual-Sensory Impaired Program.
10 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 1: An Overview of the FSAA—Datafolio
Assistive Technology DevicesAn assistive technology device is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a student with a disability.
The Department of Education, Bureau of Exceptional Education and Student Services provides a wide variety of technology supports for students with disabilities. Below is contact information for statewide service providers who can give guidance, support, and information on available assistive technology devices.
• Florida Diagnostic and Learning Resources System (FDLRS) http://www.fdlrs.org/
• Florida Diagnostic and Learning Resources System Technology Coordinating Unit (FDLRS TECH) http://www.fdlrs.org/departments/technology
• Resource Materials and Technology Center for the Deaf and Hard-of-Hearing (RMTC-D/HH) http://www.fsdb.k12.fl.us
• Florida Instructional Materials Center for the Visually Impaired (FIMC-VI) http://www.fimcvi.org
• Florida Alliance for Assistive Services and Technology (FAAST) http://www.faast.org
Additional examples of how accommodations can be implemented within the activity choices can be found in “Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide.”
112020–2021 FSAA—Datafolio Teacher Resource Guide
Part 1: An Overview of the FSAA—Datafolio
2020
–21
FSAA
—Da
tafo
lio A
dmin
istra
tion
PPRROO
GGRREE
SSSS RR
UUBBRR
IICC
D
EFIN
ITIO
NS
LE
VELS
OF
ASSI
STAN
CE
(LO
As)
com
PRO
GR
ESS
SCO
RE
LEG
END
00
11 22
33 44
55 Ev
iden
ce is
U
NSC
ORA
BLE.
The
stud
ent d
id n
ot m
eet t
he
LOA
goal
and
ther
e w
as n
o pr
ogre
ss fr
om C
P #1
to C
P #3
. -O
R-
The
LOA
goal
is th
e sa
me
as
the
base
line
and
ther
e w
as n
o pr
ogre
ss fr
om C
P #1
to C
P #3
.
The
stud
ent d
id n
ot
mee
t the
LO
A go
al
with
acc
urac
y;
how
ever
, de
mon
stra
ted
som
e pr
ogre
ss fr
om
CP #
1 to
CP
#3.
The
stud
ent m
et
the
LOA
goal
with
ac
cura
cy h
ighe
r th
an 5
0% b
y CP
#3.
The
stud
ent m
et
the
LOA
goal
with
ac
cura
cy h
ighe
r th
an 5
0% b
y CP
#2
and
mai
ntai
ned
accu
racy
at C
P #3
.
The
stud
ent e
xcee
ded
the
LOA
goal
with
acc
urac
y of
70%
or
high
er b
y CP
#3.
-O
R-
The
stud
ent m
et th
e LO
A go
al
at C
P #2
with
acc
urac
y an
d ex
ceed
ed th
e LO
A go
al w
ith
som
e ac
cura
cy b
y CP
#3.
Non
-Eng
agem
ent (
N)
Phy
sical
(P)
Ges
tura
l (G
) V
erba
l (V)
M
odel
(M)
Inde
pend
ent (
I)
PPoossss
iibbllee
LLOO
AA ww
iitthh AA
ccccuurr
aaccyy
PPrroogg
rreessss
SSccoo
rreess
BBaa
sseedd
oonn OO
ppppoorr
ttuunnii
ttiieess
PPrreess
eennttee
dd DDoo
eess NN
oott MM
eeeett tt
hhee
LLOOAA
GGooaa
ll ww// AA
ccccuurr
aaccyy
2 or
und
er/5
3 or
und
er/6
3 or
und
er/7
4 or
und
er/8
MMeeee
ttss tthh
ee
LLOOAA
GGooaa
ll ww// AA
ccccuurr
aaccyy
3/5
= 60
%
4/6
= 66
%
4/7
= 57
%
5/8
= 63
%
EExxccee
eeddss tt
hhee
LLOOAA
GGooaa
ll ww// AA
ccccuurr
aaccyy
4/5
= 80
%
5/6
= 83
%
5/7
= 71
%
6/8
= 75
%
5/5
= 10
0%
6/6
= 10
0%
6/7
= 86
%
7/8
= 88
%
7/
7 =
100%
8/
8 =
100%
St
uden
t sho
ws
“pro
gres
s” w
hen
leve
l of a
ssis
tanc
e de
crea
ses a
nd/o
r acc
urac
y in
crea
ses b
etw
een
colle
ctio
n pe
riods
.
St
uden
t “m
eets
LO
A go
al”
whe
n ac
cura
cy is
ac
hiev
ed o
n ov
er 5
0% o
f the
opp
ortu
nitie
s pre
sent
ed.
St
uden
t “ex
ceed
s the
LO
A go
al”
whe
n ac
cura
cy is
ac
hiev
ed a
t 70%
or h
ighe
r by
CP #
3.
-OR -
LOA
is on
e or
mor
e le
vels
high
er th
an th
e or
igin
al L
OA
goal
with
som
e ac
cura
cy b
y CP
#3.
12 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 2: Getting Started with the Assessment View System (AVS)
132020–2021 FSAA—Datafolio Teacher Resource Guide
Part 2: Getting Started with the Assessment View System (AVS)
SYSTEM REQUIREMENTSThe Assessment View System (AVS) is a web-based, encrypted platform designed to work with the existing technology infrastructure available in Florida schools. No architectural or hardware changes are required for the deployment of the AVS.
To access the AVS, each computer must have at least one supported operating system, one supported browser, the required software, and the capability of using the supported file types. To ensure optimal performance:
• Computers must be able to run overnight to facilitate long uploads. Any scripted or scheduled reboots or shutdowns will cause uploads to stall.
• Computer sleep modes need to be disabled.
• 2 GB of RAM are recommended. Systems will run on computers with RAM of less than 1 GB, but this could be problematic. The network setup should:
o allow HTTPS traffic through any district/school proxies or firewalls (HTTP over SSL on port 443), and
o whitelist (or allow) the IP address corresponding to mp.behaviorimaging.com in any proxies or firewalls to avoid service interruptions.
NOTE: If your system does not meet the basic minimum requirements, you should contact the IT group that supports your school for help.
Minimum Software Requirements
Supported Operating Systems• Windows 7 or 8 for optimal performance
• Mac OSX 10.7 or 10.8 (Lion and Mountain Lion) or greater
Checking Windows Systems:To find out which Windows operating system is currently running, open a web browser and navigate here: http://windows.microsoft.com/en-US/windows/which-operating-system
Checking Apple Systems:To find out which operating system is currently running, select the Apple menu item and then select About This MAC.
Supported Browsers• Internet Explorer 10 or higher
• Firefox: 17+ Current ESR (extended support release) (17.08+) or non-ESR release (23.01) for optimal performance
• Google Chrome 15.0+
Check the system by navigating to: https://whatsmybrowser.org
Internet Connection Supported• T1
14 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 2: Getting Started with the Assessment View System (AVS)
Required Software• Java Runtime Environment (JRE) 1.6+ (may also be called Java 6)
• Adobe Flash Player 11.6+ (Most recent release is best.)
• Adobe Reader 9+ (Adobe Reader 11 recommended)
Supported File TypesThe Behavior Connect uploader applet supports the following file formats:
Digital Recordings• FLV, AVI, WMV, MP4, MOV, MPG, and 3GP
NOTE: All digital recording files will be converted by Behavior Connect to FLV format.
Image• JPG, PNG, and GIF
Document• PDF, PPT, PPTX, DOC, DOCX, XLS, and XLSX
NOTE: All document files will be converted by Behavior Connect to PDF format.
Recommended Monitor Resolution SettingsThe suggested screen resolution is dependent on monitor size. The recommended settings are as follows:
• 15-inch monitor: 1024 × 768
• 17- to 19-inch monitor: 1280 × 1024
• 20-inch and larger monitor: 1600 × 1200
NOTE: The larger the screen resolution, the smaller the text appears on the screen.
152020–2021 FSAA—Datafolio Teacher Resource Guide
Part 2: Getting Started with the Assessment View System (AVS)
System IconsThe key below outlines the symbols, buttons, and folders used throughout the AVS.
Table 1: AVS Key
Symbol Functionality
The Library icon represents the Library folder, which contains support files for download.
The My Documents icon represents the My Files folder, a folder for a teacher or System Administrator (AAC or SLC) which contains uploaded files that are the result of a Fax Upload or an Electronic Upload where files were not linked to a specific student.
The blue person icon represents an individual student’s folder. Files that are uploaded via the Electronic Upload window and are linked to a specific student will be located in that student’s folder.
The search button is found throughout the AVS and allows teachers or System Administrators to search for information within the window that is open. For example, in the Student Selector, the search field can search for a student by name.
The refresh button refreshes the window or folder that is currently open.
Clicking on the down arrow will expand a section of an opened window or a folder structure in the File Organizer.
The up arrow will display after clicking on the down arrow. Clicking on the up arrow will collapse a section of an opened window or a folder structure in the File Organizer.
The red circle with the white minus sign indicates that a requirement is missing.
The gold star indicates a completed requirement.
The orange #1 box indicates that the teacher has completed Collection Period #1 of the Datafolio.
The blue #2 box indicates that the teacher has completed Collection Period #2 of the Datafolio.
The green #3 box indicates that the teacher has completed Collection Period #3 of the Datafolio.
Both orange #1 and blue #2 boxes indicate that the teacher has completed Collection Periods #1 and #2 of the Datafolio.
Both orange #1 and green #3 boxes indicate that the teacher has completed Collection Periods #1 and #3 of the Datafolio.
Both blue #2 and green #3 boxes indicate that the teacher has completed Collection Periods #2 and #3 of the Datafolio.
Clicking the X Remove button will remove data/information from a section of an opened window. For example, in the student Assessment Module, clicking the X Remove button will remove the activity choice that was selected previously and allow the teacher or System Administrator to make a new selection.
The pencil icon allows a System Administrator to edit a student or teacher profile.
Clicking on the red X in the top right corner of a window will close that screen.
Clicking on the blue question mark in the top right corner of a window will bring up a Help window, which will explain the functions that are found in the window that is currently in use.
16 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 2: Getting Started with the Assessment View System (AVS)
LOGIN AND REGISTRATIONBefore the AVS is released for administration each year, all accounts are purged to maintain student security. All users must re-register yearly .
To log in to the AVS, the Alternate Assessment Coordinator, School Level Coordinator, or teacher will need to open a web browser. Please be sure to use one of the supported browsers listed under “Supported Browsers” on page 13. In the address bar, enter https://mpfl.behaviorimaging.com/av/ to navigate to the AVS home page.
Initial Login to the AVS
Alternate Assessment Coordinator (AAC)Each district’s Alternate Assessment Coordinator (AAC) of record will have their new account credentials preloaded into the system. When the AAC logs in to the AVS for the first time each year, he or she will enter the two-digit district code into the Username and Password fields.
NOTE: If an account was created from the submission of an AVS Correction Form (Appendix D), the password will be eight characters in length: 000000 + two-digit district code (e.g., the district 11 AAC would enter: Username: 11, Password: 00000011).
Once the AAC has successfully logged in to the system, he or she will be asked to complete the registration. See “Registration” on page 17.
NOTE: AACs in large districts may qualify for additional district-level accounts. Contact the FSAA Service Center.
School Level Coordinator (SLC)The AAC will generate SLC accounts in the AVS and communicate login credentials. When the SLC logs in to the AVS for the first time each year, he or she will enter the credentials provided by his or her AAC into the Username and Password fields.
Once the SLC has successfully logged in to the system, he or she will be asked to complete the registration. See “Registration” on page 17.
172020–2021 FSAA—Datafolio Teacher Resource Guide
Part 2: Getting Started with the Assessment View System (AVS)
TeacherThe AAC or SLC will generate teacher accounts in the AVS and communicate login credentials. When the teacher logs in to the AVS for the first time each year, he or she will enter the credentials provided into the Username and Password fields.
Once the teacher has successfully logged in to the system, he or she will be asked to complete the registration. See “Registration” below.
RegistrationThe registration process must be completed the first time a user logs in to the AVS each year. Registration should be completed as soon as the AVS is released.
The required fields are indicated by an asterisk, as shown.
18 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 2: Getting Started with the Assessment View System (AVS)
User IdentificationThe Register window in the AVS will pre-populate the following fields:
• First Name
• Last Name
• Identification Number
These fields are not editable. To correct this information, an AVS Correction Form (Appendix D) must be submitted.
RolesThe AVS has the following school and district user role levels:
• Alternate Assessment Coordinator (AAC)
• School Level Coordinator (SLC)
• Teacher
• Student
Each user will be assigned one primary user type role.
Default Login RoleThe Register window will present the assigned user role.
Occasionally, a user will require an additional user role (e.g., a teacher who has been designated as the SLC for his or her school). Users who have more than one role assigned may select which role he or she would like the AVS to default to by selecting from the Default Login Role drop-down menu during registration.
Contact InformationTo access the AVS, the user will be required to enter and confirm their district-assigned email address. By registering a unique district-level email address, the user is able to retrieve the password or username quickly right from the website.
Account InfoThe account information area is where the user will enter a new username and password.
• The username must be unique. The system will present a notification if the username chosen is already in use. The system will pre-populate the Username field with the default username. It is recommended that the username be changed to something personalized, but it is not required.
• The password must be changed to something unique.
NOTE: The new password must be at least eight characters long. This password will become the default system password through April 2, 2021, when the system closes and accounts will be deactivated.
192020–2021 FSAA—Datafolio Teacher Resource Guide
Part 2: Getting Started with the Assessment View System (AVS)
Verify Information and SubmitReview the registration form to ensure that all required fields are complete before submitting the form.
NOTE: A red exclamation point indicates that data entered in the registration form field does not meet the information requirement. When hovering a mouse cursor over the exclamation point, a message will appear detailing the issue that needs resolution.
After verifying that the form is complete and accurate, click Register.
Confirm Email and Complete RegistrationA confirmation email will be sent to the email address provided during registration. Open the email and click on the link provided to confirm the email account. If you do not receive an email, check your junk or spam folder and ensure that https://mpfl.behaviorimaging.com/av/ has been whitelisted.
Once the email is confirmed, users may access the system by clicking Start using the system.
20 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 2: Getting Started with the Assessment View System (AVS)
Forgot Username/PasswordIf users forget their username or password after registration is complete, they can retrieve that information by clicking on one of the links on the account login window.
1. Click on the Forgot username or Forgot password link.
2. A new window will appear. Enter the registered email address.
3. Click Submit, and the username or password information will be emailed. If you do not receive an email, check your junk or spam folder and ensure that https://mpfl.behaviorimaging.com/av/ has been whitelisted.
4. The Success window will appear, confirming the successful submission of the username or password request.
5. Click OK to return to the login screen.
212020–2021 FSAA—Datafolio Teacher Resource Guide
Part 2: Getting Started with the Assessment View System (AVS)
LogoutTo maintain student security, users must log out of the AVS after each session. The Logout link is located in the top right corner of the AVS screen. Each time users return to the AVS, the login procedures must be followed.
Auto Logout (Timing Out)The AVS will time out if there has been no activity within the system for 10 minutes.
After eight minutes, a warning message will notify the user that the system is about to time out.
Click OK to continue using the system and reset the activity timer.
After 10 minutes of inactivity, another message will indicate that the system has detected no activity and that the user will be logged out.
Click OK to return to the login screen.
22 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and
Assessment View System (AVS) for Teachers
232020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
STEPS TO SUCCESS
1 Register and verify student information in the Assessment View System (AVS).
2 Identify the activity choices for assessment.
3 Develop an instructional plan to assess the student.
4 Gather Collection Period #1 evidence.
5 Establish level of assistance (LOA) goals.
6 Create electronic files and access the Assessment View System (AVS) for file upload.
7 Provide instruction, gather and upload evidence for Collection Periods #2 and #3.
8 Upload the required forms and complete the Datafolio.
STEPS TO SUCCESS
Register and verify student information in the Assessment
View System (AVS).
1Identify the
activity choices for assessment.
Develop an instructional
plan to assess the student.
Gather Collection Period #1 evidence.
2 3 4
5 6 7 8
Establish level of assistance (LOA) goals.
Create electronic files and access the
Assessment View System (AVS) for
file upload.
Provide instruction, gather and upload
evidence for Collection Periods #2 and #3.
Upload the required forms and complete the Datafolio.
24 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
STEP 1: REGISTER AND VERIFY STUDENT INFORMATION IN THE ASSESSMENT VIEW SYSTEM (AVS)The AVS will open on August 31, 2020 . Teachers must register in the AVS before accessing the system (see “Part 2: Getting Started with the Assessment View System (AVS)”).
Verifying Student DataOnce teachers have registered, they must log in to the AVS and verify that the
• Student Selector displays the correct students;
• student demographic information is correct (FLEID, first name, last name); and
• student grade, content, and course assignments are correct.
Landing PageOnce registration is completed and the email address has been successfully confirmed, the teacher will be navigated to the AVS landing page, as shown below. The AVS landing page presents two windows:
• File Organizer• Student Selector
NOTE: If the File Organizer and/or Student Selector windows are closed, the teacher may open them from the Actions menu. Refer to “AVS Actions Menu” on page 40.
Login and Identification NumberIn the upper right corner of the screen, Login and Identification Number are displayed. The Logout link is also found in the upper right.
• The Login is the username registered upon initial login and registration.
• The Identification Number dynamically populates a FLEID when the teacher opens a student record from the Student Selector. The Identification Number will present as N/A upon login.
252020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Menu BarThe menu bar gives the teacher access to three system menus. The menu bar functions will be discussed in more detail in “Submitting Collection Period #1 Evidence into the AVS” beginning on page 40.
• Actions: This menu provides access to the main system windows that will be used by the teacher to complete assessment tasks.
• Upload: This menu provides the teacher with options for uploading files into the AVS.
• Settings: This menu provides the teacher with access to his or her user profile.
ManualThe FSAA—Datafolio Teacher Resource Guide (TRG) can be accessed through the Manual link on the right side of the menu bar.
Student Selector (Student Roster)The Student Selector will automatically open on the AVS landing page when the teacher logs in. If this window is closed, the teacher can reopen it.
1. Click on Actions from the menu bar.
2. Then click on Student Selector.
The Student Selector displays a list of students who are assigned to the teacher for assessment. The teacher must review the assigned students to ensure that the list is accurate and complete.
Verify the following for each student:
• FLEID: Ensure that the 14-digit alphanumeric code is correct. (The FLEID must include ALL characters including the letters F and L and any leading zeros.)
• First and Last Name: Ensure that it is the correct name registered with the Florida Department of Education.
• Grade: Ensure that it is the correct grade used with the Florida Department of Education.
• Content and Course Assessments: Ensure that the content assigned to the student is correct based on grade and enrollment.
The content can be viewed in the Assessment Module by clicking the Assess button from the Student Selector.
NOTE: If any student information is incorrect or missing (e.g., missing students, students listed are no longer participating, student name or grade errors) in the AVS, teachers must submit an AVS Correction Form to their System Administrator.
26 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Correcting Student InformationAny corrections that need to be made in the AVS should be detailed on the AVS Correction Form (Appendix D) and submitted to the School Level Coordinator (SLC) or Alternate Assessment Coordinator (AAC) for processing, depending on individual district policies and procedures. The AVS Correction Form (Appendix D) is designed to correct information related to the student’s assessment grade, teacher, student name misspelling, weekend release, transfer information, and/or correction of students listed or not listed in the AVS.
This form must also be submitted for any student listed in the AVS who will NOT be tested during the academic year. The student will be moved to inactive status within the AVS. Teachers who have students on their roster who are not assessed but who are still listed as active will not display the correct completion status.
The SLC and AAC both have the ability to create new teacher accounts and modify any student or teacher account. For SLCs, that ability is restricted to the school level. AACs have district-wide privileges. Any changes that require new student additions or transfers from another district will require the AAC to submit the form to Cognia for processing.
Transfer Students/Late EnrollmentIf a student currently participating in the FSAA—Datafolio administration moves either within or outside of the district, the receiving school will be able to continue with the student’s assessment. The receiving teacher will need to complete the AVS Correction Form and submit it to the district AAC to have the student transferred with the AVS.
If a student transfers from out of state, the receiving teacher will need to complete the AVS Correction Form and submit it to the district AAC to have the student entered into the AVS. If the student transfers after the completion of Collection Period #1, the teacher will also need to complete the Late Enrollment Form (Appendix D) and submit it as the first page of evidence for the initial collection period for which the student is eligible to participate in the FSAA—Datafolio.
If a student not currently participating in the FSAA—Datafolio administration becomes eligible to participate in the FSAA—Datafolio based on IEP team determination after the end of Collection Period #1, the teacher will need to complete the Late Enrollment Form (Appendix D) and submit it as the first page of evidence for the initial collection period for which the student is eligible to participate in the FSAA—Datafolio.
272020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
STEP 2: IDENTIFY THE ACTIVITY CHOICES FOR ASSESSMENT
Review the FSAA—Datafolio Blueprint & Activity Choices As discussed in “Assessment Design” on page 6, teachers will choose one activity choice per standard for assessment from a list of two or three choices. Each entry is made up of a submission of student evidence from three collection periods throughout the year.
Identify Activity ChoicesStart by reviewing the FSAA—Datafolio Blueprint & Activity Choices (Appendix B), which are broken out by content area, course, and grade listed below.
• ELA (Grades 3–10)
• Mathematics (Grades 3–8)
• Access Algebra 1 and Access Geometry
• Science (Grades 5 and 8)
• Access Biology 1
• Access Civics and Access U.S. History
In each content area or course, the teacher selects a total of three activity choices (ONE activity choice per standard) across the standards. Each standard/Access Point assessed contains two or three activity choices. Teachers review the activity choices in each standard to select the most appropriate choice for each student. Please note that teachers will need to develop five to eight opportunities for each activity choice in each collection period.
NOTE: Teachers only select ONE activity choice per standard/Access Point to align with their assessment activity. The same activity choice must be administered for all collection periods.
Examples of the intended skill(s) for assessment by activity choice have been provided in the FSAA—Datafolio Blueprint & Activity Choices document (Appendix B). The example listed for each activity choice is just ONE way of addressing the associated choice. Teachers are not limited to these examples. Additional examples can be found in “Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide.”
Example: FSAA—Datafolio Grade 3 ELA Blueprint
NOTE:• Teachers choose
ONE activity choice (per standard) from the Activity Choices column to align one activity per collection period.
• The SAME activity choice (per standard) is assessed across all three collection periods.
This design is an innovative approach that provides teachers with the ability to structure assessment opportunities within activities and tasks that reflect typical classroom activities and instruction for students with the most significant cognitive disabilities by using the individual communication systems they are most familiar with.
28 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Target the Specific Learning GoalsIdentify the targeted skill(s) within each activity choice to determine what is required for assessment. Next, determine the most appropriate way to present those skills to the student while maintaining alignment with the requirements of the targeted skills. For example, the Access Point for standard MAFS.3.G.1.1 is to “identify different examples of quadrilaterals.” This is broken down into a concrete essential understanding (EU) to “sort shapes into quadrilaterals and non-quadrilaterals.” Activity Choice 2 asks a student to “sort by same and different.” The example provided for Activity Choice 2 states, “Student is presented with an assortment of squares and circles, and asked to sort squares into one group and circles into another group. Response: squares sorted into one group and circles sorted into another group.” The example is aligned to the activity choice; the activity choice is aligned to the EU, which is aligned to the Access Point, which, in turn, is aligned to the standard.
As the teacher develops opportunities similar to the example provided above, the teacher must ensure alignment to the activity choice. One example of non-alignment might be providing the student with three shapes and asking the student, “Which shape is round?” This opportunity would not be aligned to the skills in the selected activity choice because the student is identifying characteristics of shapes, not sorting by same and different.
It is recommended, but not required, that the chosen standards from the FSAA—Datafolio Blueprint & Activity Choices be included in the short-term objectives in the student’s current IEP. For additional guidance, please consult the Florida Standards Alternate Assessment (FSAA) Assessment Planning Resource Guide for Individual Educational Plan (IEP) Teams, available online at https://fsaa-training.onlinehelp.cognia.org/wp-content/uploads/sites/8/docs/FlaAlt_ResourceGuideIEP.pdf.
For additional examples of how activity choices can be administered, please refer to “Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide.”
292020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
STEP 3: DEVELOP AN INSTRUCTIONAL PLAN TO ASSESS THE STUDENT
Identify the Outcome of Instruction and Potential Instructional ActivitiesAfter selecting the most appropriate activity choices to include in the assessment, the teacher should identify the intended outcome of instruction. Plan grade-appropriate activities that could include individual, small-group, or large-group activities typically available to students in the general education classroom.
When planning for instruction, it may be beneficial to consult with a general education teacher or curriculum specialist to identify, select, and modify the activity choices. This collaboration will help ensure that the intent of the standard remains the same and represents the intended academic content.
Develop a Data Collection Plan for Instruction and AssessmentTeachers must choose an assessment strategy that is compatible with the selected instructional activity and the student’s mode of communication. A good way to document whether the student has demonstrated learning of the content standard is to use data from instruction and student work samples produced during the activity. Work samples may be teacher observations, digital recordings, or work products of the student performing an activity or task.
The collection of evidence of student learning should be an ongoing process. Learning should occur throughout the instructional year and should represent the skills the student is working on related to a standards-based curriculum. Planning should include ensuring the ability to provide five to eight attempts to perform the skill using unique response options across each attempt and all three collection periods.
Systematically monitoring progress and adjusting instruction throughout the year represents best practice. This process increases the likelihood of progress and higher achievement on targeted skills. An example data collection form appropriate for the FSAA—Datafolio, the Running Record Template, can be found in Appendix D.
CP #1 Data CollectionDuring CP #1, the teacher collects baseline evidence to identify the student’s performance level prior to instruction. The evidence collected during CP #1 is used to determine a baseline of the student’s LOA for each activity choice. It is required that CP #1 assessments include five to eight opportunities and be completed with the same LOA required by the student to engage in the activity in order to demonstrate a baseline level. From this baseline evidence, the teacher identifies both the LOA required to engage the student in the content for assessment as well as the level of accuracy the student achieved in the activity to determine the student’s performance level.
Student performance at CP #1 should not be at the independent (I) LOA with accuracy, as performance at that level will leave very little room to demonstrate progress over the three collection periods. If the student’s performance at CP #1 is already accurate at an independent (I) performance level on the targeted skills, the teacher should present the activity choice in a more challenging manner or select a different, more challenging activity choice entirely. Either way, the teacher must complete a new assessment for the standard using a different activity choice within CP #1. The teacher may also wish to convene an IEP team meeting to discuss whether the FSAA—Datafolio is the appropriate assessment for the student.
As a reminder, students who become eligible to participate in the FSAA—Datafolio after the conclusion of CP #1 may have baseline accuracy and LOA goals determined during the initial collection period that the student became eligible to participate. Refer to “Transfer Students/Late Enrollment” on page 26 for more details.
30 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
STEP 4: GATHER COLLECTION PERIOD #1 EVIDENCEOnce the instructional plan is in place, CP #1 evidence should be collected.
As a reminder, CP #1 evidence is collected before instruction occurs, in order to provide a baseline for determining student growth. All CP #1 evidence must be collected prior to the deadline of September 25, 2020 .
FSAA—Datafolio EvidenceWhen collecting evidence for submission in the student’s datafolio, teachers must use one of the acceptable types of evidence listed below:
1. Observation Evidence: an anecdotal observation of the student working on the activity choice
2. Digital Recording Evidence: a digital recording of the student working on the activity choice
3. Work Product Evidence: a permanent work product such as an original work sample or teacher-constructed activity that results in a tangible product
Teachers MUST use the same collection evidence type within a single evidence submission for a standard collection period. However, teachers may use different evidence types between collection period submissions. For example, teachers may choose to use
• observation evidence for CP #1,
• work product evidence for CP #2, and
• digital recording evidence for CP #3.
Teachers can also choose to use the same type of evidence for all three collection periods. Choose the evidence type that best suits the student and the skills being assessed. Below is one example of the types of evidence that might be submitted for a Grade 10 ELA assessment.
Language Arts
Activity Choice SelectionActivity Choice Selection CP #1CP #1 CP #2CP #2 CP #3CP #3LAFS.910.RL.1.3.choice 1LAFS.910.RL.1.3.choice 1 Observation* Observation* Observation* Observation* Observation*Observation*
LAFS.910.L.3.4.choice 1 LAFS.910.L.3.4.choice 1 Observation* Observation* Digital Recording* Digital Recording* Work Product*Work Product*
LAFS.910.RI.3.7.choice 3 LAFS.910.RI.3.7.choice 3 Digital Recording* Digital Recording* Digital Recording* Digital Recording* Digital Recording*Digital Recording*
*One evidence type file submission per collection period with no fewer than 5 and no more than 8 assessment opportunities
Evidence Collection FormOnce the type of evidence that will be collected has been determined, teachers will use the Evidence Collection Form (Appendix D) to organize the evidence and document necessary information for scoring. All evidence and form information must be submitted in the AVS. This information must include:
• student’s name
• student’s FLEID number
• standard code/choice # (e.g., MAFS.3.OA.4.8/Choice1)
• date evidence is completed
• CP #1, #2, or #3 label
• LOA provided to the student (N, P, G, V, M, I)
• student’s accuracy score (including correct and incorrect marks)
• scoring key (if needed) detailing any acronyms, abbreviations, or symbols used for scoring student work
312020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Observation EvidenceIn addition to the information indicated above, when observation evidence is submitted, the following information is required:
• a completed Running Record Template (Appendix D) or hard copy of the opportunities performed and the student’s responses
• teacher name and witness signature
NOTE: The teacher and a witness to the assessment must sign the Evidence Collection Form certifying that the assessment was completed in the manner described.
Digital RecordingsIn order for digital evidence to be effectively evaluated during scoring, the following guidelines should be noted:
• Use of personal recording devices (e .g ., cell phone, tablet, camera, digital recorders, etc .) for capturing FSAA—Datafolio student evidence is strictly prohibited . Student evidence may only be recorded using district-provided equipment (e .g ., camera, tablet, laptop, etc .) and submitted through a secure data upload process .
• Details related to the upload process are described in “AVS Upload Menu: Uploading Digital Evidence and Required Forms” on page 41.
• Teachers should consult their technology coordinator about the tools available in their schools and districts. The system requirements are detailed in “System Requirements” on page 13.
NOTE: If the evidence captured contains identifying student information, please ensure that the data are handled in a way that complies with state (or other) security policies pertaining to student information. Confidential information must be handled in compliance with FERPA and other federal and state regulations, as well as existing FSAA policy.
Digital Recording: Evidence ContentIt should be clear what information was presented to the student AND the student’s responses must be clearly visible in all digital recording evidence. A written transcript of the interactions between the teacher and the student must be submitted within the AVS for each uploaded digital recording.
Best Practices for Digital RecordingIt is recommended that ONLY the student being assessed appears in digital recordings. However, if there are any submissions that include students inadvertently captured in the digital recording of another student’s assessment, a signed Digital Recording Consent Form must be included for each student in the digital recording.
DO• Arrange for recording equipment in advance of assessment date(s). Practice using equipment
and become familiar with its use prior to using it with students.
• Place the equipment in a location where the student and assessment materials can be seen clearly and without obstruction. Set the angle of recording equipment close enough to see the answer choices, but not so close that if the student points at a picture, his or her hand cannot be seen. Make sure the student’s body does not obstruct the clear recording of the student’s response.
32 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
• Use only the digital file formats indicated and make sure the file extension is included in the file name being uploaded. See “Supported File Types” on page 14 for additional information about acceptable file types.
DO NOT• Upload just the shortcut or project files.
• Submit digital recording files in “fast forward” mode.
Required Forms for Digital RecordingA signed Digital Recording Consent Form (Appendix D) is required for each student in a digital recording for the evidence to be used during scoring. Teachers must obtain parent/guardian consent via this form prior to creating a digital recording. These signed forms must be submitted through the AVS. Spanish and Haitian-Creole versions of the Digital Recording Consent Form are available in Appendix D.
NOTE: If any Digital Recording Consent Forms are missing or not submitted for all students in the digital recording, including the student being assessed, the digital recording cannot be scored.
Work Product EvidenceWhen submitting work product evidence, in addition to the information from the Evidence Collection Form (Appendix D), be sure to
• provide additional information for the work product submitted along with the actual work product (e.g., worksheet);
• indicate how the student performed each opportunity and the LOA (N, P, G, V, M, I) provided; and
• include any additional scoring rubrics/key acronyms and grade each opportunity, providing the overall grade as a percentage.
Evidence DocumentationTeachers must adhere to the following requirements to ensure that enough information has been documented in the evidence.
• CP #2 and CP #3 evidence MUST be aligned to all parts of the activity choice previously selected in CP #1.
• Evidence must be student work consisting of at least five opportunities that align to the activity choice for each of the three standards.
• Evidence must have a score clearly indicated by the teacher. If the student’s work is graded other than correct/incorrect, a rubric or set of scoring rules must be provided to enable the Scoring Center to understand and replicate the scoring. All evidence must be graded by the teacher prior to submission. Acceptable markings are “C” or “+” (meaning correct) and “X” or “–” (meaning incorrect). Every opportunity must be marked as correct or incorrect and is used to calculate the overall accuracy score (percentage correct). The accuracy score may be recorded on the evidence itself or entered in the AVS. A scoring key must be provided when the scoring is not explicitly clear. If scorers cannot validate the teacher’s scoring, the student’s overall performance score will be impacted .
• Evidence must have the LOA clearly identified for each activity choice . There must be only one LOA per activity choice in each collection period .
332020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Documenting student performance in this manner will assist raters with understanding the ability of the student during scoring. Independent raters must be able to easily see that the evidence has been graded for accuracy and assigned LOA by the teacher to validate scoring. Clear notations will assist independent raters at the Scoring Center.
A Special Note Regarding English Language Arts (ELA) EvidenceMany of the ELA activity choices require the student to interact with specific types of text. The teacher must document the text used by submitting the following information:
• Genre (literature or informational)• Text title• Text author• Other relevant information
The above information must be submitted either within the evidence or in the AVS. The Running Record Template (Appendix D) was redesigned prior to the 2017–2018 administration to provide a space for ELA evidence information.
NOTE: Pay attention to the activity choice requirements to determine whether the objective requires reading literature or informational text and if more than one text is required.
NOTE: Activities aligned to text other than the text indicated, or not providing more than one text when required, will not be considered fully aligned and may impact the student’s score.
34 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
STEP 5: ESTABLISH LEVEL OF ASSISTANCE (LOA) GOALS LOA goals are determined by the teacher after completing CP #1 assessments for each activity choice, or, in the case of late enrollment by a student in the FSAA—Datafolio, during the initial collection period when the student became eligible to participate (through the Late Enrollment Form in Appendix D). During this process, the teacher identifies the targeted LOA the student will be able to achieve when performing the specified skill by the end of CP #3. LOA goals must be created at the end of CP #1 for each of the activity choices completed for all students enrolled in the FSAA—Datafolio during CP #1.
It is possible and appropriate to have a student utilizing physical assistance (P) for one activity choice and gestural assistance (G) on another activity choice within or across content areas, courses, and grades. The goal is to determine progress across performance. It is important to remember that the FSAA—Datafolio is a compilation of student evidence and is intended to produce a snapshot in time of the progress the student has or has not made in relation to the activity choices selected for assessment.
When setting LOA goals in CP #1, the following steps may be helpful:
Step 1: Administer the baseline assessment for the activity choice using the LOA most commonly used with the student during similar activities during classroom instruction.
Step 2: Calculate the accuracy score and consider the results.
If the student achieved an accuracy score of 51% or higher, it would be appropriate to set the LOA goal to reflect a decreased LOA from the baseline (e.g., if the baseline was administered with gestural assistance, set the LOA goal to utilizing verbal assistance).
If the student achieved a score of less than 51%, and if, in a teacher’s professional opinion, the student is likely to require the time between CP #1 and CP #3 to achieve an accuracy score of 51% or higher at the LOA provided during CP #1, the LOA goal may be set to improving accuracy within that LOA. This would be documented by selecting that particular LOA as the goal.
For example, if a student scores 25% accuracy with verbal assistance (V), and the teacher, based on his/her knowledge of the student and professional judgment, considers that increasing accuracy to 51% or higher with verbal assistance (V) by CP #3 is a reasonable goal, that teacher would select (V) as the LOA goal in the AVS.
The following chart, which is part of the LOA Goal Setting Worksheet, was designed to help teachers determine the appropriate LOA goal for each standard (see Appendix A). This worksheet does not need to be submitted in the AVS. Refer to “Entering Data Requirements in the Assessment Module” on page 51 for additional information on documenting goals in the AVS.
352020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
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.
36 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
STEP 6: CREATE ELECTRONIC FILES AND ACCESS THE ASSESSMENT VIEW SYSTEM (AVS) FOR FILE UPLOAD
Creating Electronic FilesIn the AVS, for each standard activity choice, the system allows one file upload per collection period. Each electronic file must consist of evidence of five to eight opportunities (e.g., image elements, video, observations, etc.) and any associated forms as outlined in “FSAA—Datafolio Evidence” on page 30.
Stan
dard
Activ
ity C
hoic
e Single File UploadCollection Period #1
Single File UploadCollection Period #2
Single File UploadCollection Period #3
Observation and Work Product EvidenceObservation and work product evidence may consist of multiple pages and/or mixed media (e.g., PDF, Word document, JPG, etc.) that will need to be combined into a single document for upload into the AVS.
Observation EvidenceWhen submitting observation evidence, the following are required:
• a completed Evidence Collection Form (Appendix D)
• a completed Running Record Template (Appendix D) or other hard copy of the opportunities performed and the student’s responses
Work Product EvidenceWhen submitting work product evidence, the following is required:
• a completed Evidence Collection Form (Appendix D)
Additional information should also be included detailing the work product submitted.
Acceptable Observation and Work Product File TypesObservation and work product evidence must be submitted in one of the following file formats:
• Image — JPG, PNG, and GIF
• Document — PDF, PPT, PPTX, DOC, DOCX, XLS, and XLSX
NOTE: All document files will be converted within the AVS to PDF format.
372020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Creating a Single Upload FileIf the collection period evidence contains multiple separate documents (such as the Evidence Collection Form and student evidence pages) saved as hard copies or separate electronic files, the documents will need to be combined.
Hard Copy PagesTeachers may choose to print hard copies for use during administration. Teachers can then fax the pages following the procedure outlined on page 41, or they may choose to scan the documents to create one electronic PDF file for upload. Care should be taken to order the pages correctly when feeding the pages in the fax machine or printer.
Multiple PDF DocumentsIf each page is already saved as a separate PDF file, combine them into one electronic file using PDF merging software such as Adobe Acrobat Pro.
A variety of free PDF-merging software is available online (e.g., PDF Merge https://www.pdfmerge.com). To ensure the security of student information and work, the software must be downloaded for use on the computer PRIOR TO uploading secure student materials.
• DO NOT UPLOAD STUDENT WORK TO A WEBSITE.
• Some districts have restrictions on downloads that will require assistance from technical staff within the district.
• If the evidence is any file type other than a PDF, such as a JPG, PNG, or DOC, the file(s) must be converted to PDF before using a PDF merger.
JPGs and Other File TypesIf the student evidence was collected in various file formats such as JPG or PNG, insert or copy and paste the images, in order, into a Microsoft Word document and save the file. When the file is uploaded into the AVS, it will be converted within the AVS to a PDF.
If further instruction is needed regarding preparing evidence for uploading, please contact the FSAA Service Center for assistance.
Digital RecordingsFor this population of students, digital recording can be the most effective way to capture and demonstrate a student’s assessment. When providing digital evidence, a separate digital recording must be submitted for each activity choice.
NOTE: If the evidence captured contains identifying student information, please ensure that the data are handled in a way that complies with state (or other) security policies pertaining to student information. Confidential information must be handled in compliance with FERPA and other federal and state regulations, as well as existing FSAA policy.
Digital Recording LengthDigital recordings representing each assessed standard should be no longer than three minutes in length and should not include the student demonstrating any prerequisite or post-activity steps or preparation. Only the first three minutes of a longer recording will be reviewed during scoring. Teachers may edit the original digital recording to remove information not related to the student demonstrating the skill. Teachers should consult their technology coordinator about the tools available in their schools and districts.
NOTE: Only district-provided devices may be used to generate digital files of student work.
38 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Acceptable Digital Recording File TypesDigital recordings must be submitted in one of the following file formats:
• FLV, AVI, WMV, MP4, MOV, MPG, or 3GP
NOTE: All digital recording files will be converted within the AVS to FLV format.
Creating a Single Upload FileIf the video has been captured on multiple days as separate videos, the files will need to be edited into a single digital recording. A variety of free merging software is available (e.g., Shotcut https://www.shotcut.org). Windows 10 users can edit digital files using the free Microsoft Photos software. Apple users can use Apple iMovie to create and edit digital recordings.
• DO NOT UPLOAD STUDENT WORK TO A WEBSITE.
• Some districts have restrictions on downloads that will require assistance from technical staff within the district.
Capturing the Evidence Collection Form In order for digital recordings to be scored, the information from the Evidence Collection Form (Appendix D) must be submitted with each recording that is uploaded into the AVS. Refer to “Viewing Files to Verify and Validate Uploaded Evidence” on page 52 when transferring your information from the forms into the AVS.
392020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Naming Evidence Files (File Naming Convention)For organizational purposes and ease in uploading actual student work samples, observations, or digital recordings, use the unique file naming convention outlined below.
It is recommended that each digital recording or electronic file be named using the following lowercase format to ensure that files are not saved over each other.
FILE NAMING CONVENTION
StudentName_StandardCode_ActivityChoice_CollectionPeriod
Example:
jsmith_lafs.910.l.3.4_choice1_cp1
Naming Convention Description # of Characters
Note: Spaces are considered 3 characters when naming files.
Notes
StudentName Student’s Name Max. 20 characters The student’s name should be formatted as the first initial and full last name in lowercase format.
StandardCode Standard Code Max. 25 characters combined between standard code and activity choice
The standard code assessed (e.g., mafs.3.oa.4.8).
ActivityChoiceActivity Choice 1, 2, or 3
The activity choice assessed formatted as choice1, choice2, or choice3.
CollectionPeriodCollection Period 1, 2, or 3 3 characters The collection period the evidence aligns to.
Use the abbreviations cp1, cp2, or cp3.
Please follow the naming conventions in the order specified above for each evidence file. All characters should be lowercase.
The example on the right shows a complete math standard evidence set spanning from Collection Period #1 through Collection Period #3.
Please note: When a file is saved, the computer will include a file extension based on the program used to create the evidence. Do not add this extension to your file name.
The example on the right shows documents created in Microsoft Word, and includes the file extension .docx that was automatically generated when the files were saved.
Sample Math Evidence Collection File Set
jsmith_mafs.3.oa.4.8_choice1_cp1.docx
jsmith_mafs.3.oa.4.8_choice1_cp2.docx
jsmith_mafs.3.oa.4.8_choice1_cp2.docx
Please note: The entire file name is in lowercase format, the standard and activity choice have remained constant, and the three collection periods are clearly defined.
Standard Activity Choice Student Name Collection Period
40 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Submitting Collection Period #1 Evidence into the AVSOnce teachers have completed CP #1 (Steps 1–5) and the electronic files are created, teachers must log in to the AVS to upload files and enter the data collection requirements (including goal setting) by November 13, 2020.
AVS Actions MenuThe File Organizer and Student Selector will automatically open on the AVS landing page when a teacher logs in.
If either of the windows is closed, the teacher can reopen the File Organizer or Student Selector from the Actions menu on the landing page menu bar.
1. Click on Actions.
2. Then click on File Organizer or Student Selector.
File OrganizerIn the File Organizer, there are two subfolders: Library and My Files. Once evidence has been uploaded for a specific student, a folder for that student will also be available.
LibraryThe Library folder is used to house resource materials or document templates (e.g., Ethics in Data Collection and Submission Form).
My FilesThe My Files folder is a local system folder that contains all files uploaded via Fax Upload or Electronic Upload that are not assigned to a specific student.
The search field in the upper right of the File Organizer will use the entered criteria to search the title of files from the selected folder.
• All documents and files uploaded will be located here unless files are uploaded directly to the student Assessment Module or a student-specific folder. See “AVS Upload Menu: Uploading Digital Evidence and Required Forms” on the following page.
412020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Student SelectorThe Student Selector will automatically open on the AVS landing page when the teacher logs in. If this window is closed, the teacher can reopen it from the Actions menu. The Student Selector is where the teacher will see a list of the assigned students.
The student Assessment Module is launched from the Student Selector. This is discussed in more detail in the “Assessment Module: Student Datafolio” section.
AVS Upload Menu: Uploading Digital Evidence and Required FormsAll work must be digitally created or converted to digital format prior to uploading into the AVS. Refer to “Creating Electronic Files” on page 36.
There are three ways for teachers or district staff to upload files:
• Fax Upload
• Electronic Upload (page 43)
• Behavior Capture App (page 46)
Fax Upload For teachers who are not able to create one digital file for electronic upload, the Fax Upload option is available. To fax the activity choice evidence, teachers must produce and print a fax coversheet from within the AVS.
Creating the Fax Coversheet1. From the Menu bar, click on Upload.
2. Then select Fax Upload from the drop-down menu.
3. Enter the file name in the Add a Title field. Refer to “Naming Evidence Files (File Naming Convention)” on page 39.
4. Click on Create Fax Cover.
NOTE: The title that the teacher enters into the Fax Upload window will print on the fax coversheet. This must be completed to ensure that the teacher knows which coversheet belongs specifically to which student and activity choice entry. Each entry needs a unique fax coversheet.
5. The next message will ask to open or save the file. Select Open and then click OK.
NOTE: The fax coversheet is a PDF file. Refer to “Required Software” on page 14 to ensure that the system is running the correct Acrobat Reader version.
42 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
6. Print the fax coversheet.
7. Follow the instructions printed on the Fax Upload Coversheet to fax your evidence together as one document.
NOTE: Do not stack faxes on top of each other. The fax will only read the top coversheet for routing. It will create one digital file. For example, the evidence entry for Activity Choice 1 and the evidence entry for Activity Choice 2 must have two fax coversheets and be faxed at separate times.
8. The AVS will take the fax and create one digital PDF file.
NOTE: The system takes time to process and migrate faxes. It may take an hour to three days for faxes to process, depending on the volume of teachers submitting faxes and how many are currently in the queue.
432020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
9. Teachers must verify that the new digital file is visible in the My Files folder.
• Exit any open windows.
• Click on Actions in the upper left corner and select File Organizer.
• Double-click on My Files and locate your faxed files.
10. Repeat the fax upload process for each piece of evidence to be uploaded.
NOTE: Each piece of evidence needs a separate and unique Fax Upload Coversheet from the online system. Do not reuse the same coversheet for evidence.
Electronic Upload to My Files or Student-Specific FoldersThere are two methods for uploading electronic files.
1. Electronic Upload: Upload files to the teacher- or student-specific folders. Refer to “Upload: Electronic Upload from Main Menu” below.
2. Assessment Module: Upload directly to the student’s Assessment Module in the correct activity choice entry area. Refer to “Electronic Upload: Adding Evidence to Activity Choice Entry” on page 51.
Upload: Electronic Upload from Main MenuTeachers can use the Electronic Upload window to upload and route digital files to teacher- or student-specific file folders. Teachers will
1. Click on Upload.
2. Select Electronic Upload.
NOTE: If a security warning appears after selecting Electronic Upload, click Run.
Security Warning
44 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Enter File Details3. Click the Browse button and locate the files that are stored on the computer (e.g., Desktop, My
Documents, Network, etc.).
4. Double-click on a file to load it into the File field.
NOTE: The system will automatically populate the Title field with the same file name. This will be the title (file name) that is visible in the AVS. Do not change the title unless an error was made when originally naming the file prior to upload.
5. Select a location to save the file from the Student field. Choose an option from the Student drop-down menu as shown below.
• My Files: This choice will drop the selected file into the teacher’s folder in the File Organizer.
• Student Name: This choice will drop the selected file into your selected student’s folder within the File Organizer to be routed to the Assessment Module later.
NOTE: The next time the teacher opens the uploader, it will remember the last STUDENT selection that was made. Be sure to upload files to the correct folder to avoid confusion later.
6. After selecting a student, click Add to Queue to start the upload. Progress of the upload for each file can be monitored in the Upload Queue pane.
The file(s) status will read either Uploading or Preparing to Process. Depending on the size of the files in the queue, there will be a varying amount of wait time for the Uploading and Preparing to Process steps to complete.
• If any files are in the Uploading state within the Upload Queue, the button will say Pause. Clicking the Pause button pauses all files in either of these two states and displays them as Paused. When paused, the button label changes back to Start. Click Start to resume the paused uploads.
• Once all files have uploaded, they are transitioned to the Preparing to Process state. The button label changes back to Start. It will continue to say Start until one or more files are added to the queue.
452020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
• Once the file is ready, the Upload Queue will read “file.name/100.00%/File Ready/File Available.”
• If the wrong file is selected, teachers can remove it by clicking on the file in the upload queue and then clicking Remove from Queue.
NOTE: Do not X out (or close) the Electronic Upload window while there are active uploads. Closing the window will pause the upload process until the window is opened and the uploading process resumes.
NOTE: When uploading electronic files, ensure that adequate time is provided for the upload to complete. Digital recordings will usually take longer to upload than Word documents or PDFs.
46 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Behavior Capture AppThe Behavior Capture App is an application compatible with Apple devices. It allows teachers to securely capture and upload video evidence directly to the user’s My Files folder. Simply record evidence, select the digital recording to upload, and log in to directly upload the digital recording to the teacher account.
NOTE: To ensure student security, this app may only be used on approved school or district Apple devices.
Preparing Systems for Digital Recording 1. Download the Behavior Capture App at:
https://itunes.apple.com/us/app/behavior-capture/id781632995?mt=8
2. Compatibility: The app will only function on a device with iOS 7.0 or later. It is compatible with the iPhone, iPad, and iPod touch.
Exploring the Behavior Capture App
User Log In to App1. Fill in Account Name: MPFL
2. Enter the AVS username and password to upload to the teacher’s AVS account. The files will load to that teacher’s My Files folder.
Recording Screen
a. Access Upload Menu
b. Switch Camera (Front/Back)
c. Buffer-Length sets how far back the capture will include before pressing record (0, 1, 3, 5 min.)
d. Press to Record/Stop
• When in recording mode, the screen will be outlined in green.
e. Set an Auto-Stop length of 3 min.
472020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
NOTE: The system allows for longer recording times (3, 5, 10, 60 min.), but only the first 3 minutes of any recording will be scored.
Uploading Screen
a. Home – Return to the recording screen
b. Login/Logout
c. Upload Screen/Menu
d. Upload Photos/Digital Recording from the iOS device Public Camera Library.
• Select a file from the Public Camera Library. This will load the file into the AVS uploader.
• Pop-up HIPAA: It is recommended to delete the file from the Public Camera Library.
e. Help Section
• HIPAA Best Practices
• Knowledge Base
• Contact Support
f. Delete File
g. Upload Status
• Not Uploaded – Gray
• Awaiting/Uploading – Yellow
• Uploaded – Green
48 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Verify That Files Were Successfully UploadedTo verify that files have uploaded,
• Exit the Electronic Upload window by clicking on the X in the upper right corner.
• File Organizer > My Files: Open the File Organizer using the steps for accessing the File Organizer on page 40 and double-click on the My Files folder to view files that were uploaded successfully to My Files.
• Student Files: Double-click on the student’s name in the Student Selector, and then select the File Organizer window. Double-click on the blue icon of the student’s name to view the uploaded files.
492020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Assessment Module: Student DatafolioOnce the FSAA—Datafolio has been administered, digital files have been created, and files have either been saved on the computer or uploaded to My Files or a student-specific folder, teachers can begin transferring the student evidence into the Assessment Module.
Open the Assessment Module1. Go to the Student Selector window (refer to the steps on page 25).
2. Access the student’s Assessment Module (datafolio) by clicking the Assess button in the student row.
The Assess button will launch the student’s File Organizer and Assessment Module, as shown above.
Assessment Module ElementsEach Assessment Module will contain the following areas, as shown above:
• ID Number: This is the student’s FLEID number.
• Datafolio Tabs: Each tab represents a datafolio section that needs to be completed. The tabs will show a red incomplete indicator until all elements of the tab section are completed.
Assign Access Point EU Choices for AssessmentThe Assessment Module is built to match the FSAA—Datafolio Blueprint & Activity Choices document. The system will present the required standards and correlating activity choices that are appropriate for the student’s grade, content area, and courses. Refer to the section “Review the FSAA—Datafolio Blueprint & Activity Choices” on page 27.
Making Activity Choice Selections in the Assessment ModuleAfter confirming that the students are correctly assigned to the appropriate grade, content area, and course, teachers will transfer evidence into the Assessment Module.
1. Click on the content area or course tab to view the standards required for submission, as shown on the following page.
2. Double-click on the light blue bar detailing the Standard Code.
3. Select an Activity Choice Code from the drop-down menu that matches the activity choice for the evidence.
50 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
4. Click on Add EU.
NOTE: The standard activity choice selected in the AVS must match the activity choice selected and administered to the student.
5. Double-click on the added EU choice bar to view the collection period data fields for the choice.
512020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Electronic Upload: Adding Evidence to Activity Choice EntryStart adding evidence to the appropriate collection period.
1. Click Add File in the appropriate collection period row.
2. Teachers can Add a File by choosing from the following:
• File Organizer: Choose a file from either My Files or a student-specific folder.
• Upload: Open the Electronic Upload window and choose a new file from the computer to upload directly to this location.
Entering Data Requirements in the Assessment Module
After a file has been loaded into the Assessment Module, the teacher must enter the accuracy, LOA, progress goal, and collection date for the uploaded evidence.
1. Accuracy: the student’s accuracy score for the collection period
• Click on the pencil icon to expand the Accuracy field. Enter a number from zero to 100 in the text box.
2. Levels of Assistance
a. Levels of Assistance—Observed: the observed LOA for the collection period
• Click on the checkbox to the right of the LOA to select the LOA observed during the collection period.
b. Goals: the progress goal for the activity choice across all three collection periods
• Click on the checkbox to the right of the LOA to select the LOA goal.
52 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
NOTE: Goals are set at the end of CP #1 only. Refer to “Transfer Students/Late Enrollment” on page 26 for students who enter the FSAA—Datafolio after the conclusion of CP #1.
3. Collection Date: the date the last opportunity was administered to the student within the activity evidence
• Click on the pencil icon to open the date selector. Select the month, day, and year of the evidence collection.
If any of these fields are incomplete or contain invalid data, the text displays in red, indicating that information is required.
NOTE: Tool tips will appear when the mouse hovers over page elements to detail the requirements.
Viewing Files to Verify and Validate Uploaded EvidenceTo view the uploaded evidence file and confirm it is accurate and visible, select the blue file name link. The AVS will launch the Data Viewer and display your evidence.
The Data Viewer presents the evidence in the File Viewer in the main/left pane and three informational tabs in the right pane: Collection Info tab, Activity tab, and Interaction tab.
532020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Verifying Uploaded Files with the File ViewerThe uploaded evidence file is displayed in the File Viewer. Teachers should view and verify that the files uploaded properly.
1. File name: the name of the uploaded file
2. Evidence
3. File Info: information about the uploaded file (i.e., File Name, Upload Date, Recorded On, and Last Update)
File Viewer Actions: Digital RecordingIf the evidence loaded is a video, click Play to run the video. You must play each video to verify that the file is not corrupt and all evidence is present.
The built-in video player will allow you to
• rotate the screen 90° clockwise,
• pause and resume the video as needed,
• adjust the volume,
• expand to full screen and return to normal view, and
• rewind and fast forward.
File Viewer Actions: Fax/Document/PDF/ImageFaxes, documents, and images will be converted to a PDF file when uploaded. You must verify that all pages of the uploaded evidence are present and readable.
The built-in PDF viewer will allow you to
• rotate the evidence 90° clockwise,
• download and print,
• fit to page and fit to width,
• zoom in and zoom out, and
• scroll up and down and scroll left to right.
54 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Verifying and Validating Information—Collection Info, Activity, and Interaction TabsThe Data Viewer tabs store information related to the standard activity choice and uploaded evidence. Teachers must verify that the information presented accurately reflects the opportunities administered to the student.
1. Collection Info: The information in this tab will pre-populate with the data found on the student roster and from within the Assessment Module.
• Student Name
• Student FLEID
• Grade
• Content
• EU Code: the standard and selected activity choice
• Collection Period
• Accuracy: the student’s accuracy for the collection period evidence
• Selected Levels of Assistance: the observed LOA for the collection period evidence
• Collection Date
Validate that the information displayed on the Collection Info tab is correct. This information is not editable from the Data Viewer. If any information is missing or incorrect, exit the Data Viewer and make any necessary corrections to the information.
2. Activity: For digital recording evidence, information about the evidence presented must be entered in the Activity tab. Be sure to thoroughly document the task and the student’s performance. Once all information has been entered, click Submit to save. Refer to “Evidence Documentation” on page 32.
3. Interaction: No information is collected for the FSAA—Datafolio in the Interaction tab. Please disregard this area.
552020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Completion Status IndicatorsCompletion status indicators can be found in the Student Selector and the Assessment Module. Completion status indicators will display as incomplete (a red circle with a white minus sign) when the Assessment Module is initially launched. As required elements are added to the Assessment Module, the status indicators will update in real time.
For example: When all requirements for CP #1 evidence have been added to the Assessment Module, an orange box containing the number 1 will display in the Status column of the Student Selector. See “System Icons” on page 15.
When all required files and information are submitted in the appropriate area of the Assessment Module, the Student Selector will show a gold star in the Status column, indicating that the datafolio is complete.
For a full list of status indicators, please refer to “System Icons” on page 15.
Removing EvidenceTo remove evidence from the Assessment Module, teachers must click the X Remove button. The system will ask for confirmation before removing the evidence.
When removed, the evidence connected to this objective will be removed from the Assessment Module and migrated to the student’s folder (indicated by the blue person icon).
56 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
STEP 7: PROVIDE INSTRUCTION, GATHER AND UPLOAD EVIDENCE FOR COLLECTION PERIODS #2 AND #3 After the completion of all CP #1 activities, the teacher should begin incorporating explicit instructional opportunities that target the identified goals. These are not intended to be separate or exclusive of typical classroom instruction practices.
Provide InstructionEmbedded in the standards outlined in the course description, the teacher instructs the student on the FSAA—Datafolio activity choices that were selected after CP #1, providing opportunities for learning and acquisition of the skills and concepts contained within each activity choice. In addition to instructing on the activity choices, the teacher should work toward the LOA goals that were set at the end of CP #1.
Collection Periods #2 and #3CP #2 and #3 assess the same activity choice skills and concepts as previously selected in CP #1. The evidence must be collected and documented following the same process as previously outlined (Steps 1–6).
• This evidence should assess the same activity choice as in the CP #1 evidence using a different instructional activity.
• The level of complexity of CP #2 and #3 evidence should be comparable to that of the CP #1 evidence.
• Evidence must be a student work product, student observation, or digital recording consisting of at least five and no more than eight opportunities that align to the selected activity choice. For CP #2, all opportunities must be presented at the LOA goal level as determined in CP #1 .
• Assessments must be conducted within the dates specified for each collection period. Assessment dates do not include weekends, school holidays, inclement weather day cancellations, and/or teacher workdays, with the exception of students in a hospital or homebound setting.
Levels of Assistance (LOAs) at CP #2 and CP #3 The LOA goal set by the teacher for the student during CP #1 informs the LOA chosen for documenting evidence in CP #2 and CP #3. For CP #2, the evidence submitted to the datafolio for a student must contain documentation of the student’s accuracy for an activity choice at the LOA goal level as determined during CP #1. If the LOA goal was set for an activity choice as improving the accuracy within the gestural assistance (G) level, all opportunities for CP #2 should be presented with gestural assistance (G).
572020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Exception to Presenting Opportunities at the LOA Goal Level in CP #3For CP #3, an exception may be made for presenting the opportunity at a decreased LOA goal level, under the following circumstance. If the student responds with 51% or greater accuracy at the LOA goal level during CP #2, the teacher may decide that in CP #3, it is more appropriate for the student to be presented with opportunities at a decreased LOA (e.g., from gestural assistance at CP #2 to verbal assistance at CP #3). It is important to note that all opportunities must be presented at the same LOA for scoring purposes. For example, it is not permissible to present three items at the gestural assistance (G) level and two items at the verbal assistance (V) level for a collection period. Evidence submitted for each collection period must display only one LOA for the entire piece of evidence for the collection period. Submitting evidence for a collection period with more than one LOA may impact student scores on the FSAA—Datafolio.
The reason for presenting opportunities at a decreased LOA rather than at the LOA goal must be documented on the Evidence Collection Form (Appendix D) for CP #3 in order to ensure proper scoring. For example, the teacher may note “Opportunities for CP #3 were presented at the verbal LOA because the student achieved 80% accuracy at the gestural LOA during CP #2.”
Submitting Collection Period #2 or #3 Evidence into the AVSOnce teachers have completed CP #2 or #3 and the electronic files have been created, teachers must go into the AVS to upload files and enter the data collection requirements as described in Step 6.
NOTE: Evidence must be uploaded and submitted within the AVS. Evidence collected outside of the administration window will not be scored.
CP #2 evidence must be collected between November 16 and December 18, 2020, and submitted no later than March 9, 2021.
CP #3 evidence must be collected between March 1 and March 26, 2021, and submitted no later than April 2, 2021.
NOTE: The AVS will close at 11:59 p .m . (ET) on April 2, 2021 . Teachers and System Administrators will not be able to access the AVS information or make changes after April 2, 2021.
58 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
STEP 8: UPLOAD THE REQUIRED FORMS AND COMPLETE THE DATAFOLIO
Required FormsThe following forms (Appendix D) are required for each student datafolio submission:
• Ethics in Data Collection and Submission Form: All datafolios must include this signed form. This form must be completed with signatures at the end of CP #3.
• Digital Recording Consent Form: This signed form must be included for any digital recording that includes the student being assessed, as well as for any other student in the media submitted. If an activity choice entry includes a digital recording and there is no signed consent form for the student being assessed and/or for other visible students, the activity choice entry will be considered unscorable. Datafolios that do not contain digital recordings do not need to include this form.
After all three collection period activities are complete and evidence has been submitted, teachers must sign and submit the Ethics in Data Collection and Submission Form into the AVS.
Verify that signed Digital Recording Consent Forms were submitted during CP #1 as required, or submit now.
Submitting the Required Forms in the Assessment View System (AVS)The Assessment Module (student datafolio), in addition to tabs for the assessed subjects, also contains a Required Forms tab for collecting necessary datafolio assessment forms.
If it is necessary to upload more than one Digital Recording Consent Form, the forms will need to be combined into a single file. Refer to “Creating a Single Upload File” on page 37.
NOTE: Make sure to obtain a signed form for every student in the digital recordings and upload the forms together as one document. Refer to “Required Forms for Digital Recording” on page 32.
Uploading Required Forms
To upload the required forms, from the Student Selector click Assess. (Refer to the steps on page 25.)
1. Select the Required Forms tab.
2. Then click Add File.
3. Select File Organizer (if you have already uploaded the files) or Upload.
For additional information regarding uploading files to the AVS, refer to Step 6 beginning on page 36.
592020–2021 FSAA—Datafolio Teacher Resource Guide
Part 3: The FSAA—Datafolio Administration Process and Assessment View System (AVS) for Teachers
Learner Characteristics Inventory (LCI)In addition to tabs for the assessed subjects and required forms, the Assessment Module also contains an LCI tab.
The LCI is used to collect data that is specific to your student. The data can be used as a basis to assist parents, teachers, and IEP teams in discussing and establishing both short-term and long-term goals, and to document progress over longer periods of time. The data can also provide important information about the general characteristics of students participating in the FSAA—Datafolio to inform relevant policy.
Completing the LCI
Each item has several response options. Only one option can be selected per item, and a response for each item is required.
To complete and submit a student’s LCI, from the Student Selector click Assess.
1. Select the LCI tab.
2. Select one response for each item.
3. Click Save.
Once responses have been saved, the status indicator on the tab will change from missing to a gold star ★, indicating that the elements for this tab are complete.
60 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System
Administrators (AACs and SLCs)
612020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
SYSTEM ADMINISTRATOR
NOTE: Throughout this section you will see the term System Administrator. When referring to System Administrators, we are targeting
• Alternate Assessment Coordinators (AACs) and
• School Level Coordinators (SLCs).
Unless otherwise noted, the presented instructions apply to both AACs and SLCs.
When the system opens, each district will have the AAC of record account preloaded. The AAC may then choose to create SLC accounts to support data management tasks. AACs will have permissions and visibility for all SLC, teacher, and student data within the district to which they are assigned. SLCs will have permissions and visibility for all teacher and student data within the schools to which they are assigned.
Best Practices• System Administrators should pay attention to important dates to ensure that assessments are
conducted and submitted on time. Refer to “Important Dates” on page vii.
• System Administrators must request assistance from the FSAA Service Center or the Florida Department of Education (FDOE) when needed. Refer to “Contact Information” on page 79.
System Administrator Tasks• Log in to the AVS and register.
• The AAC will create SLC accounts to support data management tasks. Once created, the AAC will communicate the login credentials to each SLC.
• Create teacher accounts. Once created, the AAC or SLC will communicate the login credentials to each teacher.
• Create student accounts. Once created, the AAC or SLC will communicate that the teacher can begin verifying student information in the AVS.
• Make any necessary corrections to information (e.g., correct name misspellings, edit course assignments, activate/inactivate accounts, etc.).
62 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
SYSTEM INTERFACE
Landing PageOnce registration is completed and the email address has been successfully confirmed, the System Administrator will be navigated to the AVS landing page, as shown below.
NOTE: There will not be any open windows on the AAC/SLC landing page.
Login and Identification NumberIn the upper right corner of the screen, Login and Identification Number are displayed. The Logout link is also found in the upper right.
• The Login is the username registered upon initial login and registration.
• The Identification Number details the ID number of a teacher or student (FLEID). This field dynamically updates when the System Administrator opens a teacher or student record within the district or school. The ID number of the opened record will populate in this field. The Identification Number will present as N/A upon login.
Menu BarThe menu bar gives the System Administrator access to four system menus.
• Actions: This menu provides access to the main system windows that will be used by the AAC to manage the district data and progress toward meeting end goals, and the main system windows that will be used by the SLC to manage the school data and progress toward meeting end goals. The Actions menu is detailed in “AVS Actions Menu” on page 40.
• Upload: This menu provides the AAC/SLC options for uploading files into the AVS. The Upload menu is detailed in “AVS Upload Menu” on page 75.
• Reports: This menu provides the AAC with district-level reports and provides the SLC with school-level reports. The Reports menu is detailed in”AVS Reports Menu” on page 75.
• Settings: This menu provides the AAC/SLC with access to his or her user profile. The Settings menu is detailed in “AVS Settings Menu” on page 77.
ManualThe FSAA—Datafolio Teacher Resource Guide (TRG) can be accessed through the Manual link on the right side of the menu bar.
632020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
AVS ACTIONS MENUFrom the Actions menu, the System Administrator can open the File Organizer or System Admin windows.
1. Click on Actions.
2. Then click on File Organizer or System Admin.
File OrganizerSelecting File Organizer will open the File Organizer window. In the File Organizer, there are two subfolders: Library and My Files.
LibraryThe Library folder is used to house resource materials or document templates (e.g., Ethics in Data Collection and Submission Form).
My FilesThe My Files folder is a local system folder that contains all files uploaded via Fax Upload or Electronic Upload that are not assigned to a specific student.
64 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
System Admin WindowSelecting System Admin will open the System Admin window where the AAC will see a list of the users assigned to the district and the SLC will see a list of the users assigned to the school. The System Admin window has three main parts:
1. the Group Association pane, located on the left;
2. the Users pane, located on the right; and
3. the Actions menu, located in the upper left.
Group Association and FilteringThe Group Association pane selections will affect which users are displayed in the Users pane.
By clicking in the checkbox, the AAC can filter and obtain more district-specific information. Clicking the plus sign (+) next to the checkbox will expand the list to provide additional filters.
• Florida expands the options to show the district name to which the user is assigned.
• The district name expands to show the schools found within the district.
• The school name expands to show the teachers assigned to the selected school.
NOTE: More than one checkbox can be selected at a time, broadening the information that appears in the Users pane.
652020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
Users Pane and FilteringThe Users pane allows the System Administrator to add, edit, and delete user accounts as necessary. AAC/SLC users can sort by any of the twelve columns within the Users pane.
The Users pane contains the following sortable columns:
• Identification (ID) Number
• Completion Status
• User Status
• First Name
• Last Name
• Role
• State
• District
• School
• Class
• Grade
66 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
Users Pane Sorting and DisplayTo change the order in which items are displayed, click on the column header to sort the column in ascending order. A small blue down arrow will display to indicate that the column has been sorted. To sort in descending order, click on the column header again. The indicator will change to an up arrow.
Alternatively, hovering over the column header will reveal a drop-down menu that allows the user to change the sort order of the column. In addition to sorting, users can select which columns are displayed in the Users pane by checking or unchecking the boxes as shown below.
Actions MenuThe Actions drop-down menu displays the actions that are available within the System Admin window. Actions that are boldfaced are accessible. Actions that are shaded are unavailable based on the AAC/SLC permission level or based on a checkbox selection in the Users pane.
The AAC/SLC can:
• Open• Search (refer to page 67)
• Add User (refer to page 69)
• Edit User Teacher & Student Account Changes (refer to page 71)
• Inactivate User (refer to page 71)
• Reactivate User (refer to page 72)
• Export Report (refer to page 72)
Actions: OpenAfter using the checkbox to select a user from the Users pane, click on the Actions menu and then select Open. This will open the File Organizer and display the user datafolio and, if applicable, a student Assessment Module.
672020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
Actions: Search (Advanced Searching)
In addition to sorting the User pane columns, the System Administrator can perform a more advanced search/filter.
Within the System Admin window,
1. click on the Actions menu and
2. select Search from the drop-down menu.
When the Search option is selected, a new System Admin Search window will open, as shown below.
This window offers many search options based on a wide range of fields of varying specificity. The System Administrator can choose the specific criteria needed to filter the district data by making the correct selections from each appropriate tab and then clicking Search.
1. User Info Tab: Search by a user’s User Identification (First Name, Last Name, ID Number, Age) or Login & Status (User Login, Active/Inactive, Last Updated, Registered Yes/No).
2. Status Tab: Search by completion status for the entire assessment or each individual collection period.
68 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
3. State, District, and School Tabs: Search by state, district, or school . Only the state, district, and school to which the user is assigned will be available as search options .
4. Role Tab: Search by user role.
5. Grade Tab: Search by grade.
6. Class Tab: Search by teacher name or “No Class.”
To add search criteria in the State, District, School, Role, Grade, and Class tabs, select the desired search criteria and click on the right arrow in the middle of the window to move the criteria to the right. Alternatively, the desired criteria can be moved to the right by clicking on it and dragging. To remove search criteria, reverse the process.
NOTE: Multiple search criteria can be selected at a time, broadening the information that appears in the Users pane.
692020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
Clicking the search button once all of the desired criteria has been selected on each tab will close the search window and return the user to the filtered System Admin window.
Clear Searching CriteriaTo clear the selected search criteria and view all district data or start a new search,
1. select the Actions drop-down menu in the System Admin Search window and then
2. select Clear.
• Current Tab: This will clear all of the selections made in the current tab. For example, selecting Clear while on the School tab will only clear selections previously made in the School tab but will not affect selections made in the Role or Completion Status tabs.
• All Tabs: This action will clear selections made in each of the System Admin Search window tabs.
To close the System Admin Search window without searching, click the X in the upper right corner of the window.
NOTE: You must click the sort button after clearing all tabs to return to the unfiltered System Admin window.
Actions: Add UserWhen the system opens, each district will have one AAC account preloaded. SLC, teacher, and student user accounts will need to be added to the AVS. AACs will have permissions to create SLC, teacher, and student accounts within the district to which they are assigned. SLCs will have permissions to create all teacher and student accounts within the schools to which they are assigned.
NOTE: The AAC Teacher Data Collection Form and Student Data Collection Form are located in Appendix A. Please use these forms to collect teacher and student information prior to the system opening.
To add a new user from within the System Admin window,
1. click on the Actions menu and
2. select Add User from the drop-down menu.
Personal Details Tab
The information required on the Personal Details tab will depend on the type of user being added to the AVS.
User Identification
• First Name• Last Name• Identification Number
70 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
Role(s)
• Student, Teacher, or School Level Coordinator
Default Login Role
• Auto-populates with the selected role
• Demographic Info (Student Only)
• Ethnicity
• Date of Birth
• Gender
Group Association Tab
Once all required fields in the Personal Details tab have been completed, the AAC/SLC will move to the Group Association tab.
The Group Association tab will autofill:
• Grade
• Contents
The following information must be completed:
• Additional Settings: For students who enter the FSAA—Datafolio after the close of Collection Period 1, the Extended Goals Calendar needs to be selected when the System Administrator adds the student account.
This will enable teachers to enter a progress goal after the close of Collection Period 1.
• Group(s): This is the group or school to which the teacher is assigned for assessment purposes. The Group Association tab is where teachers are linked to the correct school. Use the Group(s) pane to choose the correct school and migrate it to the window on the right by double-clicking or using the migration arrows.
712020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
3. All required fields in both the Personal Details tab and Group Association tab must be completed before clicking Save.
NOTE: The Add User window will not save the record until all fields with a red asterisk are completed.
NOTE: AACs/SLCs will need to follow the same process to add student accounts to the AVS when the system opens. The AAC Student Data Collection Form is available in Appendix A. Please use this form to collect information on which students will be participating in the FSAA—Datafolio prior to the system opening.
Actions: Edit User—Teacher & Student Account ChangesAfter using the checkbox to select a user (teacher or student) from the list found in the Users pane, the Actions menu will boldface Edit User, indicating that this is now available. The AAC/SLC can now edit the information in the selected user account.
Teacher/Class ChangesThe Group Association tab of the user account (shown previously) is where the teacher/class assignments will be modified. The AAC/SLC will modify the group selection within the student account linking the student to the correct school/teacher.
NOTE: The teacher account must be created in the AVS and assigned to the correct school before making changes to the student account in order to be able to choose the teacher from the Group(s) pane.
Actions: Inactivate User After using the checkbox to select a user (teacher or student) from the list found in the Users pane, the Actions menu will boldface Inactivate User, indicating that this is now available. If a student or teacher account is active in the AVS but the teacher or student is not participating in the assessment, the account should be inactivated.
Inactivating a student or teacher account allows the user profile to remain within the system (and visible to the AAC/SLC), but to be inaccessible to the user and not visible to other users.
72 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
NOTE: Inactivating a student account indicates that the student is no longer participating in the assessment; therefore, the student’s work will not affect teacher completion status and the datafolio will not be scored.
Actions: Reactivate User After using the checkbox to select a user from the Users table, Reactivate User allows the AAC/SLC to reactivate the teacher or student account.
Actions: Export Report After filtering or unfiltering the data in the Users pane, the AAC/SLC can choose to use the Export Report feature. This functionality gives the option to export the current page or all pages. Each report is generated as a CSV file that can be opened in Excel or Notepad. A report is simply the data that are currently being displayed on the screen.
After choosing to export all pages or the current page, you will be prompted to either open or save the CSV file. Select Open.
The CSV export will list the following data:
• Identification (ID) Number
• Completion Status
• User Status
• First Name
• Last Name
• Role
• State
• District
• School
732020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
• Class
• Grade
The information can then be sorted using the Data tools in Excel.
74 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
Detailed Look at Teachers and Students: Users View
Users View: TeachersClicking on the blue Identification Number link will display the selected teacher data in the User window, as shown below.
This User window will show all of the system information pertaining to the selected teacher. In addition, it will present the assigned students and Access Point choices selected.
Opening the Teacher’s File OrganizerTo open a teacher’s File Organizer, the AAC/SLC will double-click anywhere in the row with the teacher’s Identification Number, Completion Status, or User Status.
The File Organizer for that teacher will appear. The teacher’s File Organizer will contain files that the teacher has uploaded to his or her My Files folder.
The File Organizer can also be accessed by placing a checkmark next to the teacher’s name and selecting Open from the Actions drop-down menu.
Users View: StudentsSimilar to what is shown above, clicking on the blue Identification Number link for any of the students in the district will prompt the User window to display.
The User window will show all of the information pertaining to that student. In addition, any activity choice selections associated with that student can be viewed.
752020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
Opening Student Assessment Module and File OrganizerDouble-clicking anywhere in the row with the FLEID will prompt the File Organizer and Assessment Module to appear for the student selected.
• The student’s File Organizer will contain files that the teacher has uploaded to the student’s folder. The student’s File Organizer can also be accessed by placing a checkmark next to the student name and selecting Open from the Actions drop-down menu.
• The Assessment Module is where objectives are selected and scored for each student. Refer to “Assessment Module: Student Datafolio” on page 49.
AVS UPLOAD MENUAll work must be digitally created or converted to digital format prior to uploading into the AVS.
There are three ways for teachers or district staff to upload files:
• Fax Upload
• Electronic Upload via Uploader
• Behavior Capture App
From the Upload menu the System Administrator can open the Fax Upload and Electronic Upload features.
1. Click on Upload.
2. Select Fax Upload or Electronic Upload from the drop-down menu.
Detailed instructions for uploading are found on page 43.
AVS REPORTS MENU
Evidence Status ReportThe Evidence Status Report is a useful tool for System Administrators to track student file uploads and teacher completion.
From the Reports menu, you can download the Evidence Status Report.
1. Click on Reports.
2. Then click on Evidence Status Report to begin the download.
The Evidence Status Report is a CSV report of all evidence added to the system for the AAC’s specified district. The report is actively updated, providing real-time results.
NOTE: SLC reports will only display information for the SLC’s specified school.
76 2020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
The following information for each student will be provided:
• Active/Inactive indicator
• Student FLEID
• Student Name
• Grade
• Teacher ID
• Teacher Name
• AAC ID
• AAC Name
• District ID
• District Name
If activity choices have been selected and files uploaded, the report will detail the following information for each student:
• Access Point EU Choice: Selected choice
• CP #1 File Name
• CP #2 File Name
• CP #3 File Name
NOTE: If the spreadsheet presents an empty/blank field for the collection period file name, then no activity choice evidence file has been uploaded.
772020–2021 FSAA—Datafolio Teacher Resource Guide
Part 4: The Assessment View System (AVS) for System Administrators (AACs and SLCs)
AVS SETTINGS MENU
Update ProfileThe Settings menu allows a user to manage their Default Login Role and update the username and/or password.
From the Settings menu the System Administrator can open the Update Profile window.
1. Click on Settings.
2. Click on Update Profile.
The Update Profile window will open. Make any necessary changes and click Save.
78 2020–2021 FSAA—Datafolio Teacher Resource Guide
Appendix A: Additional Resources
792020–2021 FSAA—Datafolio Teacher Resource Guide
Appendix A: Additional Resources
CONTACT INFORMATION
FSAA Service CenterCognia has set up a toll-free customer service number and an email system to resolve questions regarding all aspects of the FSAA program, including—but not limited to—questions about training, administration, scoring, assessment materials, the online system, and reporting issues.
Trained staff, including a staff supervisor, will be available to answer calls regarding the FSAA program from 8:00 a.m. to 5:00 p.m. eastern time (ET) each school day, excluding state and federal holidays. If necessary, callers can leave messages and their calls will be returned in a timely manner—generally within one hour or less, but always within one business day.
FSAA—Datafolio Assessment and Assessment View System (AVS) Questions
FSAA SERVICE CENTER Monday–Friday from 8:00 a.m. to 5:00 p.m. (ET)
Phone: 866-239-2149
Email: [email protected]
Fax: 866-283-2197
Florida Department of Education Contacts
Policy and Training Questions Monday–Friday from 8:00 a.m. to 4:30 p.m. (ET)
Angela Nathaniel
Phone: 850-245-0972
Email: [email protected]
Fax: 850-245-0771
Laura Bailey
Phone: 850-245-0722
Email: [email protected]
Fax: 850-245-0771
80 2020–2021 FSAA—Datafolio Teacher Resource Guide
Appendix A: Additional Resources
FREQUENTLY ASKED QUESTIONS (FAQS)
Who makes the decision about whether a student participates in the FSAA—Performance Task or FSAA—Datafolio?
The IEP team is responsible for determining whether students with disabilities will be assessed through administration of the general statewide standardized assessment (with or without accommodations) or the FSAA based on criteria outlined in Rule 6A-1.0943(5), Florida Administration Code (F.A.C.). Once the IEP team determines the FSAA is appropriate for the student, the team reviews the FSAA—Datafolio Participation Guidelines as outlined in Step 2 of the assessment process in the FSAA—Datafolio Teacher Resource Guide (TRG).
Are the three questions in the “Checklist for Course and Assessment Participation” on page 3 of the FSAA—Datafolio Teacher Resource Guide replacing the previous version with four questions?
Yes. The “Checklist for Course and Assessment Participation” is available:
• online (http://info.fldoe.org/docushare/dsweb/Get/Document-7301/dps-2014- 208.pdf),
• in the FSAA—Datafolio Teacher Resource Guide (TRG), and
• in the FSAA—Performance Task Test Administration Manual (TAM).
Is there a list of standards/Access Points that are being assessed? Who selected them and/or how were they selected?
The standards assessed in the FSAA—Datafolio were chosen by FDOE content specialists from the Bureau of Curriculum and Instruction, in collaboration with Cognia accessibility assessment specialists. FDOE content specialists and Cognia’s accessibility assessment specialists reviewed the FSAA—PT blueprints for each of the grades and content areas. Based on these blueprints and the recommendation from the Alternate Assessment Technical Advisory Committee that three standards would provide appropriate coverage of the standards across the years, the FSAA—Datafolio blueprints were drafted. The rationale for selecting specific standards was to make sure that, throughout a student’s school career, the student would be assessed on the major themes/domains in each content area. This method would ensure that standards selected would not only be the most concrete, but also represent building blocks/prerequisites necessary for students to transition to the FSAA—PT.
Will there be differences between grade bands (Elem/Mid/HS)?The standards/Access Points/activity choices are specific to grades, content areas, and courses.
Are the standards selected for the FSAA—Datafolio the same standards on the FSAA—Performance Task?
Yes. The standards selected for the FSAA—Datafolio are the same as those on the FSAA—Performance Task. However, not every standard in the FSAA—Performance Task is addressed in the FSAA—Datafolio. The FSAA—Datafolio only addresses three standards and Access Points per grade and content area/course.
Is the FSAA—Datafolio anything like the “Portfolio Assessment” used about 15 years ago?The FSAA—Datafolio is different from the “Portfolio Assessment” used in Florida in the past.
812020–2021 FSAA—Datafolio Teacher Resource Guide
Appendix A: Additional Resources
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.
82 2020–2021 FSAA—Datafolio Teacher Resource Guide
Appendix A: Additional Resources
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.
832020–2021 FSAA—Datafolio Teacher Resource Guide
Appendix A: Additional Resources
DEFINITION OF TERMS
Accuracy—the percentage correct of the five to eight opportunities presented during an activity choice (e.g., 3/5 correct = 60% accuracy).
Activity Choice—the assessment activity aligned to essential understandings (EUs) of selected Access Point standards. Teachers select one activity choice per standard and content area to assess during each of the three collection periods.
Alternate Assessment Coordinator (AAC)—the district-level person who serves as the liaison for alternate assessment between districts, schools, Cognia, and the Florida Department of Education.
Assessment View System (AVS)—the online platform for the FSAA—Datafolio, available at https://mpfl.behaviorimaging.com.
Baseline Data—data collected during Collection Period #1 that is used to determine the level of assistance (LOA) goal for each standard being assessed.
Blueprint & Activity Choices (BAC)—the document containing the standards and activity choices for each grade level/content area/course of the FSAA—Datafolio. The FSAA—Datafolio Blueprint & Activity Choices document is available in Appendix B of the FSAA—Datafolio Teacher Resource Guide.
Collection Period—the three windows of time during which student evidence must be gathered for the FSAA—Datafolio.
Datafolio—a component of the Florida Standards Alternate Assessment (FSAA) program designed specifically for students with the most significant cognitive disabilities who have little to no formal mode of communication. The FSAA—Datafolio consists of student work samples collected during specific time periods throughout the school year to measure student progress.
Evidence—the documented results of the opportunities gathered during a collection period that are uploaded to the Assessment View System (AVS). Evidence will consist of an observation, work product, or digital recording.
Level of Assistance (LOA)—the support required from the teacher to help the student engage in academic content. LOA can also be considered as the amount of assistance the student needs to meaningfully respond to a question or item. LOAs are arranged in a hierarchy of six levels, from most assistance (least independence) to least assistance (most independence):
1. Non-Engagement (N)—denotes active refusal of physical assistance
2. Physical Assistance (P)—hand-over-hand (or similar) assistance
3. Gestural Assistance (G)—teacher indicates desired response by gesturing
4. Verbal Assistance (V)—teacher communicates desired response expressively
5. Model Assistance (M)—teacher models how to arrive at a desired response with similar but not identical materials
6. Independent (I)—the student requires no additional assistance from the teacher to meaningfully select a desired response
84 2020–2021 FSAA—Datafolio Teacher Resource Guide
Appendix A: Additional Resources
Level of Assistance (LOA) Goal—the targeted decrease in the level of assistance (LOA) the student will require to access a standard OR the improvement in the accuracy within the LOA by Collection Period #3. LOA goals are determined by teachers after baseline evidence is gathered during Collection Period #1. These goals may vary across standards for students.
Opportunity—the chance to provide a response to a question or item presented during assessment. A minimum of five and a maximum of eight opportunities must be presented for each standard during each collection period.
Response Accommodation—an accommodation provided by the teacher to help the student access items or questions; examples include the use of assistive technology, object exchange, or stabilizing assistance. Response accommodations provide access to all response options. Level of assistance (LOA) is the amount of required assistance needed to meaningfully select desired response options.
Response Option—a potential answer to a question or item presented during an opportunity. Two to three response options must be presented for each opportunity. Only one response option may be correct; all other response options must be incorrect (distractors).
School Level Coordinator (SLC)—the person chosen by the district to help manage the Assessment View System (AVS) for a school. Responsibilities will vary by district but generally will include updating demographic information and monitoring completion of FSAA—Datafolio tasks at the school level.
System Administrator—general term for any AAC or SLC managing administrative tasks in the Assessment View System (AVS).
852020–2021 FSAA—Datafolio Teacher Resource Guide
Level of Assistance (LOA) Goal Setting Worksheet
Student Name: FLEID:
Directions: Please refer to the chart below to determine the LOA goal to set for each standard.
Level of Assistance (LOA) During Baseline Collection Period Accuracy Score Recommended LOA Goal
Non-Engagement (N) Less than 51%
Physical (P) 51% or greater
Physical (P) Less than 51% Physical (P) or Gestural (G) 51% or greater Gestural (G)
Gestural (G) Less than 51% Gestural (G) or Verbal (V) 51% or greater Verbal (V)
Verbal (V) Less than 51% Verbal (V) or Model (M) 51% or greater Model (M)
Model (M) Less than 51% Model (M) or Independent (I) 51% or greater Independent (I)
Independent (I) Less than 51% Independent (I)
51% or greater Consult with IEP team regarding the suitability of FSAA—Datafolio as the appropriate assessment for the student.
Content Area Standard Baseline LOA Provided (circle only one)
Baseline Accuracy
(%)
LOA Goal (circle only one)
N P G V M I P G V M I
N P G V M I P G V M I
N P G V M I P G V M I
N P G V M I P G V M I
N P G V M I P G V M I
N P G V M I P G V M I
N P G V M I P G V M I
N P G V M I P G V M I
N P G V M I P G V M I
LEVEL OF ASSISTANCE (LOA) GOAL SETTING WORKSHEET
86 2020–2021 FSAA—Datafolio Teacher Resource Guide
Alt
erna
te A
sses
smen
t C
oord
inat
orT
each
erD
ata
Col
lect
ion
For
mSc
hool
ID
Sc
hool
N
ame
Teac
her
Firs
t Nam
e Te
ache
r Las
t N
ame
Cert
ifica
te #
(U
sern
ame)
Em
ail A
ddre
ssCo
nten
t Are
as a
nd G
rade
Lev
els
(indi
cate
all
area
s tea
cher
will
be
asse
ssin
g)
ELA:
Gr 3
4
5 6
7
8 9
(ELA
1)1
0(E
LA 2
)M
athe
mat
ics:
Gr 3
4 5
6 7
8
Scie
nce:
Gr 5
8
EOC
Civi
cs: G
r 7
EOC
US
Hist
ory:
HS
EOC
Alge
bra
1: H
S EO
C Ge
omet
ry: H
S EO
C Bi
olog
y: H
S EL
A: G
r 3 4
5
6
7 8
9 (E
LA 1
)10
(ELA
2)
Mat
hem
atic
s: G
r 3 4
5 6
7 8
Sc
ienc
e: G
r 5 8
EO
C Ci
vics
: Gr 7
EO
C U
S Hi
stor
y: H
S EO
C Al
gebr
a 1:
HS
EOC
Geom
etry
: HS
EOC
Biol
ogy:
HS
ELA:
Gr 3
4
5 6
7
8 9
(ELA
1)1
0 (E
LA 2
)M
athe
mat
ics:
Gr 3
4 5
6 7
8
Scie
nce:
Gr 5
8
EOC
Civi
cs: G
r 7
EOC
US
Hist
ory:
HS
EOC
Alge
bra
1: H
S EO
C Ge
omet
ry: H
S EO
C Bi
olog
y: H
S EL
A: G
r 3 4
5
6
7 8
9 (E
LA 1
)10
(ELA
2)
Mat
hem
atic
s: G
r 3 4
5 6
7 8
Sc
ienc
e: G
r 5 8
EO
C Ci
vics
: Gr 7
EO
C U
S Hi
stor
y: H
S EO
C Al
gebr
a 1:
HS
EOC
Geom
etry
: HS
EOC
Biol
ogy:
HS
ALTERNATE ASSESSMENT COORDINATOR TEACHER DATA COLLECTION FORM
872020–2021 FSAA—Datafolio Teacher Resource Guide
Alt
erna
te A
sses
smen
t C
oord
inat
or S
tude
nt D
ata
Col
lect
ion
For
m
Scho
ol
ID
Scho
ol N
ame
Teac
her N
ame
FLEI
D
Last
Nam
e Fi
rst N
ame
Gra
de
Gra
des a
nd C
ours
es
(indi
cate
all
area
s stu
dent
will
be
asse
ssed
) EL
A: G
r 3 4
5
6
7 8
9 (E
LA 1
)10
(ELA
2)
Mat
hem
atic
s: G
r 3 4
5 6
7 8
Sc
ienc
e: G
r 5 8
EO
C Ci
vics
: Gr 7
EO
C U
S Hi
stor
y: H
S EO
C Al
gebr
a 1:
HS
EOC
Geom
etry
: HS
EOC
Biol
ogy:
HS
ELA:
Gr 3
4
5 6
7
8 9
(ELA
1)1
0(E
LA 2
)M
athe
mat
ics:
Gr 3
4 5
6 7
8
Scie
nce:
Gr 5
8
EOC
Civi
cs: G
r 7
EOC
US
Hist
ory:
HS
EOC
Alge
bra
1: H
S EO
C Ge
omet
ry: H
S EO
C Bi
olog
y: H
SEL
A: G
r 3 4
5
6
7 8
9 (E
LA 1
)10
(ELA
2)
Mat
hem
atic
s: G
r 3 4
5 6
7 8
Sc
ienc
e: G
r 5 8
EO
C Ci
vics
: Gr 7
EO
C U
S Hi
stor
y: H
S EO
C Al
gebr
a 1:
HS
EOC
Geom
etry
: HS
EOC
Biol
ogy:
HS
ELA:
Gr 3
4
5 6
7
8 9
(ELA
1)1
0 (E
LA 2
)M
athe
mat
ics:
Gr 3
4 5
6 7
8
Scie
nce:
Gr 5
8
EOC
Civi
cs: G
r 7
EOC
US
Hist
ory:
HS
EOC
Alge
bra
1: H
S EO
C Ge
omet
ry: H
S EO
C Bi
olog
y: H
S
ALTERNATE ASSESSMENT COORDINATOR STUDENT DATA COLLECTION FORM
88 2020–2021 FSAA—Datafolio Teacher Resource Guide
Appendix B: FSAA—Datafolio Blueprint & Activity Choices
Blu
epri
nt
& A
ctiv
ity
Ch
oic
es
2020
–2021
ge
a
es es
P
ic ic |
ho ho
1
C Cf f
o 3 3 3 o 3 3 3
er erb b
um um
N N
s e e 8. .1 t d .1 .7 .1.2 d
in 4o .1 .3 o .1 .1L I .1 A. C Cr d .L Od NF
. .Gp r .R .R r 3 .3a .3 .3 .
.3 ae S . .3 Sd S S d S SF F
an F F an F
lu A AA) A A
St LA L L St MAF MM
B EL3 ( se t s
ad
r A ci
olio
Gr ge
l ataa n mou i e
t ng a h en l a me ata e T
L r on ro se u i f a
af h r t Mt nn aa Bs ei er m I n r s yt gl G
for
e o i n
er
rta i o
En
L i et
D n r bI u ct mt m
—
aa u r eoer
yrt N F – G
AA
i o d dL g n s ne nt a aoa S , i , s C g t an aF t
ea g i a
in k ernd pt i D, I r h O
epo t d T ns d l n g e
e a cy nn i i sr a i t R a m a nto et i r eg d
t eb er
ig re D d E ub epr
e sg ua d d l mu ea C n wl l
n A B
g a o , N Min ss n e a e 3
ea
nt K g o adr a r
epo f id u t I o agn io G
ey no er olR aK i pt L afa O atr D
eg —t AnI SAF
n se i se ses n n e ’s
t a
r n r ge
d o e d o e d o r r
an p t p e as an
t
an p ux ac s ac s t c. e P
te
cte eh h h a r t ar
is t ar r ? t r r |te i pe h i e o aci w
h i e re 2h l r c w e c d er w r of ch t d nh d h e r d h e
to
n e ee t ai e t h e t c
o s t n hd d t
c le n n s t t
m
t
ac dn
e an eo an e
si an ty e e e stl r p s y s y ar ty n o ye hy r e yt h, a r d r r e y rc r r rr c ri a a ow al s am
ill v s p o s
e
s p s
ill v ho e op t
eve
n x t t e ill v s p t h ? i r sx E s o s h s c i t
Wh i i
e
m ill v
t t w e itt t h w w t t x en r n r s g o o : e W
l w n r e: o be y? e : e :en h hd e e e, d a
s . s
a s . hs o s d . W
h te oru n u s u
a s si s h rr g s o n d n nr t n nn t o t pi s i p s io
n o o t t oe o s at o
ad ad p p s pt e i nf t s e t ? s h ee s t se ad aiet ee h r Th p e e p ee e om
s r o t R Th R rr op go W R Th r o f m R, t ,x s 1. 2. 3.
te ert
a
c n t x e a
f a a tue n o
r ic o n es ha v .i s y
s ab s
i t ieg sh c a
g a or t ,
b
t a t tn .i r y u gi c n co t e d n nn f o id o e s i
s i l
o sw
e eh m
i
n t m
ELA
o th
t f
a it at n ab tn C tt
ta ed
e oy r n e l t eny s l e nA iFs if of et Id s c,t
1: o ori e r o rr t s u p i ra v t 2: oo en pe q pel
c at eti te nd 3:
e e ue wc ar e s,c e i
n l t fc m tr c A i i p y i ac
u
i sc r n .s o , id
m o wm
r o t o tt e a ar en e o x3 h h o f
te lis l i t h p h h vn eo C e C s h s C s t i c e ti
e
a t
tr es r os ou tn d q s, do a t e
m er
na s f ,og e t ate w r ln v
d s o er s i t e p r .d n y
G to
n , p sn e g nA a m u orni s o ts
olio
t t i sn d: el d ts t s eo r re eti se e hand
c u td , i an
s r g qn se e n a t e of
u a U b it l sl p q t p tS e ac m n af r . t i h . ms i e
we n t t ar )r h o
we i ts sa n y c r mro e fs i (t lic p ee
at P
ls y f h w en ss n r n
a s E te s en o is d a t o he c WD d I s an tn ce
—
s l a Ac th i k
ta s rA oe
SAA f D d:
si SS T Ed r s Ea N Dn a I
O
a1. .R .3 SF LA
a nd
C b C
P .A .1 L
Ps a e COAa te S thF d Iye D
K : AR esE
1 D Dr
.1 .1 L .R .3 SF LA coi
te AN CO hCs T u S yl itC ivt c
re A
ne
er tu ar tei L A
G EL
/ e 3
n dm
ai adan er tu ar tei L gni da R rro te
SD o G
iol
af g atn ryi Dt or go ep t
sli ta e D dn a saed I yeK —Aae CR SAF
e eh al e h h al h ale ar art t l n r t n t n li i c i ge
e h s ? h ud w o t i e w o i uoi i h s w i cc aat e at d e ap
i s t
d ag dr at h h e d at ii ttr Pt n e m an ee m c t es ers t t i hr t m s ar ar |s h as
r r g h h cn r pa n n n n o W o o W ti at o (o e e p e o 3s f n es f t f a p
s
m l s n o sle n . e o . s w s s pee m nn i i e e e ss i h s i s ( e
p r at ro t at t at ?e h r t in n t e
at
d s p r r t c s p r p ei c a s p r e ap
am
r ct o o i o o o oe i e r io a h st i n i h i t d i h g e i e t d d t i h e t m t a
s u p nh
a s p nh t h h tr m nhn i rt x ll o n h o
i n e i r ap : hx E e i : e e h :e
ad e e ap t a s
to d h ap e ap tr d We e
a t r s r d s . r sf u t s d s di g n sn n g u ad g n g u ad n nnt e w e no o t eo o o o t o o i o on s r t p t s r a
n
t ? p t s r an
t p t io d ) p )
s i e d o o e d t p o t ts s o e d t sn Th an
x s x s x x xh e h e h pe e e ity ityd a r p p Th h ee e e et R an t r p t R p t Th or an t c R c
o s 2. 3. w n 1.oe tih a nt od tr ti
an s au s l. l) ) e i m
h a
n rs r ch u m o
is .i f e
ap c o u dc o h yrs
o r g n C
f
tin
i ll in rutg f a t aano y tt d c et en e to i is x fD ev . d . ee n I R th ti n n t xv p r
2: ea c io io e 1: n ts, e A e t t 3:
y e a e a ee
ap e l ac tr ck i tr cn i w io s o s t o
m ow h e h omti illu h, t. C b Co illu
C rf. a xg. he d m d ( a
n )r tl te
nos a , xf a eh en , nn tp , t )o y ao p sh yi i a r rti s a ,
at n h o . ey trw f g g o t p s ga x . kr dti it n al . a, e r e ws n m i ., m
at u n t on (.g g oe r an ton d ou s ol e o m tl h o n t h me i i a
xxI , p
v at tr e hd i w
f a m d e ( dn t e ( oom . t n, d: i s t n f ep ) m o h oo n eo e r n c c ra r p ar r r n i te f he ti ta d e m
i rf o ,
e a h ,. u f a o y f n s yx t hd h nd
p., l o p fn w tr o nn a s al e i i a e i t s r s t oes n gn w .g u, U e h at a , wa s c s ).
ea
i . t ed la b illu g e, ra i c ( . m ng S v ii g. h u i m n n rv
g r e uh
Id wo t h n i rn ap o d w g o . i de tn ( n a e fsr an he sn si . dd o i ) s (t e u tio y t y nyi c e wg es g a st
tif
i ,x o i f n f d or e s occ
n at ee P o rn i i l r
th
s tr h t e
e a t i t
m E al r t i t u es v ns t s n n n wee e e e o at eo c de es s ap hr h r r e n vg h i d he m illu r d d eo D g p p p R u w e
ed
t t I I I ff cfl i o Acon rf
w e gs no U in d
K d:
an SS T Ef r Ea NC I D o strn e O
C
b7. P .A .3I .R .3 SF LA
nd d Po COi a At nt S uaregt D
In: AR esE
3 D Dr
.7 .3I .R .3 SF LA coi
te AN CO hCs T u S yl itC ivt c
re A
ne
l anoti a mr of nI A
G EL
/ e 3
n d ad
mai anrt
xt Te l anoti a mr of n I gni daeR r
o SD io G
olaf g atn ryi Dt or g —o e Ap t
s ea Id dn e a g ed l won Kf o noi t ar eg t In
ae CR SAF
f r s, e d e o es eh he tr h p ?de e e g
e
t t tl i r r oo ar ,i r e ,i d e r s, h e h e e au w h w w h wd .g r t h t p t p n z l t i. l p ay Pg d d d h t d d h n d d hn de , a on n e n c n e n c ) o e n c a ( ti e i |
s, d a ar lt i i ih i t th h on a ir n a n a p 4en d n , e e e es e e e ap f hr s Wo s t W s m
e kc y s c /yle s c W co e . t . e e . s o s,i e n r, e n
w
es ? n et m p s ss . r e e ee a r d e
ua
s
am
t n l e
ill v t n f ay at r
s p
s p w s p t n en c bg a o al o o /d e o am se r n i nin n i n i
as
ze d f i o et i e t t i e t ii ay i e t t
unc t hll x t
a s p
ap w t amc t al n o t p d n nb i at e E n o n d i t n cn? ope : a s : am
o p p h e : ie ( i o e
ad e c e ad e eo e ay a s
e e e h n
p d t p d se t s ss
a s d sc s et ap d ss n n
abl u u ad ta n r u nn n n c
n, e c t ne t e a /m c t e s apr o o o uo e o k o rx e s eg r d t p s r /o r np s p g do i p dl r p e pf o e d e n s e d sl b d e d ue s oi r s s s of et y Th an e se e e o eo e eo e e e h rua s r n R Th an r t w t R an Th an nz g r R g p s , ci g s d ,l g sn 1. 2. 3.a n n et i
pi d il a m
ad l k e c a .a e
h c p cr hh no t n
ee s s c td e e s f c ei se e eo u c td zl i n liz liz
ng an t ia d od alb o he t - r ita ita
d E .s i sn dd C ap a s
e
p p p no e n ar y a,r o i ue t C
nda i Ct
as
n s i C
w
v i ods y
o a ti 1: r no 2:
3:
d p d c e e e r.a e i, w eA c c s cli , e it s io i pd s o t o os e o e su ii h h r h at h rf
st l r i a C i C d C po
am
n f ns
r n ie o sh f i do tti d c r .o e
nt
r i do cd ne g an w w
o
e
nv . n, i ze t. se n ny g go u i. n l ec n c g en i ta io g (e .
he
e .il ds e a s
n ea u p li n b tl na a d q o i p t e . . g .i C t d o sf s
d o n tr s n ti s rf i e ne a rl i d :- o uz r d at s d e pi h i u r nk d wn g al f oo t ar w
li a i n
mm
a n ocn r d s st s re n i h
m g dr . i n r U ri s. e es n no a ld ) f e p n s e i s, t a. t i er al at oo s g S h r s. f amo s i to g e rh i e d i r t wo
n tn d n pii c w ns se at v i e e e e e es i l w ne t ss ll tep se an n at i z z z ze o ag eap
os s i i i i t . at r ie p E aln u i al al ala g i d n s) m P r
s it p t t t t
E r n r h r s i i it q ald ad ss ep os ti d o , e cs t ar si o ap ap ap apn t e rr n p nr r n
as a eo i a p n C C C Cc pa p er d c pd mo w as i se
ap i p rt c r e A an , g n n u oa De e m m
fe d n w ee d it z r S d: w
h m an vm e ln ll li
al i e t of o ot c m u l
r c gg m su SS f T Eo s
api ca e sp
e r e , n n E N Ds n e Is s o si g is o Cn l n
l OC
a .2 P .A .1 .L .3 SF LA
o nd C U U F Ue i U an Ca
2a. .
2b 2d.ti . Pt CO. e
2e
. Aps 2c
.t tn S is 2f m 2gevno D
C AR es: E
1 D Dr
.2 .1 .L .3 SF LA coi
te AN CO hCs T u S yl itC ivt c
re A
ne
l anoti a mr of n I r o er tu ar tei L A
G EL
/ e 3
n di ad
ma anrt
egaugnaL r
o SD io G
olaf g atn ryi Dt or go ep t
ng i t di nd E a eg ua ng aL —Aae CR SAF
2 a t ae f i ho uh e h h n cy rt r t s i inh i e s ti e g
e
h a fs e i ha f s lt c a n s n ic ;. w w we Wd d o .e m ? d o i s
o d d0
a an
n i Pt e e p t e p ei 0 t w e 3 p i e er t s t sc ad |
w
u1 n o n ed r n ee or (
n e H h e r e 5s e f i rs f s m m ?n s n t s e 3 p
p en hi le a . e o e )e ee e y e yo ar
n a sr r 1 or
t s p ar r l
p an rn rti e e ni p
am
ho c h ar
n f
qua w
a rb t s p i r eo i t e t i e t de s p
i i 1 t i i r t ld i iht p u p m d
ns t 3 t 2 t e u uxa n o r nn t 1 w n ad nd I
p
Th I p m
eng pu
t E e f : e f : e d :o e e a I o e a ei d an f d . h s d ss ?t u o s u m s t m . ;d . i tn
an , n u s ox d c na s n o t nm t s e o t e n ai o n or s e el s l o ef l rs p b i t e e
l p s be po c io b on t p
u e p s e o t i eat s o tp e i
Th
s b s
ap
ei e r ct c e
o er Th
up
ms r e r p hl p R p o rf e a R Th p o t a su Ra
e urnt 1. 2. 3.
blo . me o f
pr no oc he
ng
ii t tt t ye g g is ng n h ar
s n . s hme
he u
ii it i l t t us n on
ic
hst t u u ur w ns te i ) ab iti s
mat
nt o or e cc
w oe m i w
c- ( c a
n a o ) ce e+ e v nss e h ( s s s e i ne bl C u o u h o
a
ns pr a e ; p to ny ;s tf i m s
pr
t hee o tr .i b t .c o c mvs d ti je c wer c
at ee t R m wer je l
n pa
t . s o e
ne
c b bs r C o s D Mn o n o sAh n ob
o eei p w 2
: ei 1: r
t tt e e e a
e e e a 3: p
at
e da bla c h c h c
pl r na
r re i c t i c t i or
pe
t o n oet n o
nd e
x w
M
o s h o h o et h- C o s
ne
c g C c g C a ar eu r o of a o3 m f he ky c t f
he he
e xi t l e nt b te s t
de
s o on
ad
ing e rs p c
nd i s g s nd
c
d e
us a n A ri h
d o. e t
a ms y . v nr t g l, i an o t a w led .
olio
G ns nt ri oe S s n ed r io ei bl n mo ua u d: yt d o swna arr pr n q o r n ta l .
r U u s a
pe d e e
r w g nd l vi ha ab em
o n lo a t to i ci baruf p w
tn t od n . v
l o dS u r nk u
un l t e e on p io fc s h i i pn d a f s ct ne n i or
he
t o tE a t
at he i P
:s h ae- s t c n m tn t o e t s e e u
ng w i s at ar g cr s e w
ooe hD ve
t o te on
t Uc M o t Ci fv a Ac l C
—
so r l ng t ev ond
i sn S ic n i o
SAA s d: a o T h
m t Er ti SSEa N s ae C I Dre m O
C
a8. PA. 4. AO3. S. FA M C
bl nd t P CO yita tio t As iv
pr t e tS l e cF Ae v sl co D iS AR at: E
4 D Dr
8. 4. AO3. S. FA M
em
te AN CO h
s Tu Sl Mat
C e
3
nia ad
mo ng i nk hi T ci ar begl A dn a s noti ar ep O r
D io G
olaf g atn ryi Dt or go ep t
ne T esa B n i r eb mu N dna , gni kni hT ci ar begl A, s noti ar ep O —Aae CR SAF
a e e s . eh e s t dd ar h h ? e hn t r n t ei h o i t d d e; i s t
s a w t p a ht s od s w
r p w e aal id dr t he
pa e t ade u pe s
h
e cl n dt r q it ig r s i hn e n t nl n sh t nd ons e e e e s
t a ie r y ar e es s W
ua ta le s n nd h cte e ei an o p .sq r i ar
op r r ac t r s r
b e s
p v i ne
am
ti ?d t t
r d m s p u s p f
d i px te io E n r s an ac ar o no ac ew
i i tr f it p r h3 e 3 t po t
st H e? n a f n owh y a f
o h
nt n te : :
ar e e :e t n e f e. so d ad
ef a s der s d o s
d i n sti u p s n u n u nnt oti n o on m o lh t eo e oo
ne
s it al o st
e t ir i p s r e w p d ct pe ac e pu t e d s ea s o s
Th an Th
sq p e Th
r o ar e eo p r ho m eR ri f e a R t H r f Rt fit or 1. 2. 3.
pa notis
a i ta r eee fl n la bt o h
ho e t . m ls s o e y t s u
w
e e d fic e t
p i ar o tr n n
a o h e ee th p h d n r y
he
de C t . a m .fi al i nt , n
th
t e oy u n n t n t e i
w . i q u c o te vb vs e o e Gi ti act / ti Id le f C ce rr 1 c o a
1:
2:
s s
3: f
pa h re A ctc r fe ie e t e r zi a b1 c c c le est m
i i ar p f m i m
by
o o p oh u ho f h im u Cd
o C ss a . C n ns
me tr th th e
pa n h h eg t tro o .,) nas
) h
a s r tti i s h u f t a t o
by c e oy s i
t d na ar t h c at as
i r n e p s war at r d
nt d ) ,f e a n
me b 8 t e e ere p h
qua s v o
th, r ar i es g t ms o p al o t ued n a nr i , al pr ab
vu ac od 4 (o i h c y q af t u ( r
he th
f e d. n 3, h f sa q sti s tf a e es y a h e r cr t n t , t te i s 2, te s f o a
ar en e
umb s nt h ed r ( o r i
b a f p voe s se p
uaI r ap
et or t b al e c d e l f
/ d: u en hs ar b m u r s o
n 1 d q m qo p e
U p u r
n ra e c f a o e e
s he nd
, l al u n m e bf o ral a s a n io o u t oi e i . t e n p mt t t q ts a l al ) o m fs l n e . uvt e r in c t r d o no t da So b a a e d o o a e o t e ri ot t t s e rt h r e .r s eaf s dn m
h e h / n e atn i b oca
nd a
eE
n a i to i i t n v th h vyd i oo m y at: a t m i
n f t P u f rr e n e t m cf o i dn i e f o i n t o n s tts e d n e
o i n t n na i ns e es v uv e e v ar e mt et ec e cr Gi i o e h
ng
l Gi e uds d dd d b pa c c on
c ( I t I nrde
r Acr
ndi f ic C
n aa Ut s ndd:
t SS a T E
nder r s Ea N D
ndr C I
O
C
c1. PA. 1. F N3. S. FA M
CO
p u
S unde Pa At
olevDe D
AR E1: D Dr
1. 1. F N3. S. FA M
te AN COs Tu SlC nia
mo
s noti carF – ns oi t ar pe nd O ar be um N
D g
n ryit or go ep t
s noti carF – ns oi t ar pe nd O ar be um N
ae CR FSA
A—D
ataf
olio
Gra
de 3
Mat
hem
atic
s Ac
tivity
Cho
ices
g
ea
P| 6
d o es to
t dse p ge
ask s u s, an r
but le e ?ee ale hc s o e e t c ir r n ot rd dh i Pi ze o an n ir c an le o n tr n gi a c . c s |h ,t e p s ir o h rt n ht t s, t n t t u 7 a g o i r e i c o
a
ou n ie o t oo d oe w ar w d ior t u i w fc ar r n s n d d d t g d
e oa u e ds e q a as
ha e r
R th s t
sq n t e
le t s t s i e e t hr. n no e ts h o n s e) p e e e e ey s ol ar ors otl
am
sar sa ap
t
ma s t s sse e u n s e apa s e e eh r qr e ar s
p s o a sr r u rx
sq arte s p s le s
h
) te E f ar u f t u c s p arh us aa ir ll ti o u q i t n q i ci q
he sq t o irr i c ti r n t . s . n t s h so nr n e tc n
d tc : se : det le e :d e e s eh ea d d W, e s , e d su m o o a cu m scu n t n u .s nu t at
nd q t s o s t t ir an
or r d c p p t e oq s e el p l p s pf e so m
s e u, c s c e d s e s. so o k o ou ap a Th as ir e irg o, . s t c R c Th as as an e r r Th h eR g g s Rs e ee ll ( p 1. 2. 3.g yn r m o .a a st g x lc ae te ra r, te
c w e
ds a a re r l se an
s g d
ir e . e
bu
d c er d iaa on um l h am am a q s a
aho
, C s yf ye s hl y fi
n o t c b ta r ii at t n r s v .r, f e l. e te e ti M o al dg d c S r. a p I ee n l
( ir m A 1:
2: .tn 3: ata d a e e ls e e i
c re x c c ca ri
t e
i i e isr u o o f o ado te q h h fi h u n C C d C qg u f ee ot b ra i s ee f d c ttr fl
nt a p i dd s a
n
e m y sr e a f algti re r x n ef af h e n i
n di e dss d i n la
t
a . re s Is e at i e i s ad. r d:s t th r u .rs
te pe
r sa o ea qa alu gnd
d o rnu q e t et nb ha th s ai as t U i atd
ttr d
ubc lS l sn it n r a e
a t i
a ha a t p
nd t , n ad, i n ar ) s h ui ss o ee s qe e e s -l P
:s e s
he
th d tg rs E e t a i s o ont n s cr nd s t e Srn r ta f c on a deu co e o Ac C ss f yn r ee , ngp U s ic n aa d: i e v s o o
h T hEr as u t SS ngEa Nh b I D
th , C. m O
C
b .1 P .A .1 G 3. S. FA M C
nd og o l P CO y
wi ita . At e hS ( r be
ivtn co As a s
e D ciR : AR atE
1 D Dr
.1 .1 G 3. S. FA M
em
te AN CO h
s Tu Sl Mat
C e
3
nia ad
mo
ry t e mo Ge r
D o G
iol
af g atn ryi Dt or go ep t
yr et m eo G dn a, at a D,t en emr us ea M —Aae CR SAF
es
es g
e
ic ic a
ho ho P
C C | 8f f
o 3 3 3 o 3 3 2
er erb b
um umN N
e e 5 .3.3 .7 .2s d d . .23ot .1 .1 o .2.3 .1 C I A.L
.W
Cn .R Od d . .NF
.Gi r .Rr a .4 r .4.4 .4 4a .4
ep
d S .M
AFS SS S d S F
an F F FF AA AA A anL L St L St MMu )l A
B EL4 ( se t r sd A ciar ge atmG a
olio
u eg l l ha
on
an er on ata e L i u ir t tt
af
a a Mnh aes m er mi G
for
for t s yt gl i g n ra L ni o
En
n n
D k i etI I n ct m
—
i ah r F eoyr
AA
–o ic T G dg a s ne r nt aa eb o S i ,s t aF ea C gl a tg A er ad I in d p Dtd n , r s O tny l ni ep
o a
e a
Writ
ing ds er a nn m
o s
et R o a ntg g e
D
i ie d t er rt ae ua b epr
d wl s
C n er m u
g o
ased p u ea
l
a O N 4 B
in s n M
ea
et Kr Bf ad
epo d o
Text
- r I n io G
R ey oi olK ta afr at
eg Dt —n AI
SAF
FSAA
—Da
tafo
lio G
rade
4 E
LA
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 1: K
ey Id
eas a
nd D
etai
ls
Key Ideas and Details
Reading Informational Text
Informational
STAN
DARD
CO
DE
Stan
dard
: Exp
lain
eve
nts,
pro
cedu
res,
idea
s, o
r con
cept
s in
a h
istor
ical
, sci
entif
ic, o
r tec
hnic
al te
xt, i
nclu
ding
w
hat h
appe
ned
and
why
, bas
ed o
n sp
ecifi
c in
form
atio
n in
the
text
.
LAFS.4.RI.1.3
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: Id
entif
y ev
ents
, pro
cedu
res,
idea
s, o
r con
cept
s in
a h
istor
ical
, sci
entif
ic, o
r te
chni
cal t
ext.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.4.RI.1.AP.3a
Id
entif
y th
e to
pic
(mai
n id
ea, e
vent
or c
once
pt) f
rom
a te
xt.
Id
entif
y th
e se
quen
ce o
f eve
nts,
proc
edur
es, o
r ide
as in
the
text
.
Choi
ce 1
: Ide
ntify
the
topi
c fr
om a
text
. 1.
The
stud
ent i
s pr
esen
ted
with
and
read
a s
hort
info
rmat
iona
l tex
t and
thre
e re
spon
se o
ptio
ns. W
hat i
s th
eto
pic
of th
e te
xt?
Resp
onse
: will
var
yCh
oice
2: I
dent
ify th
e se
quen
ce o
f eve
nts,
pr
oced
ures
, or i
deas
in
a te
xt.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt in
form
atio
nal t
ext,
cont
aini
ng a
seq
uenc
e an
d pr
esen
ted
with
thre
e re
spon
se o
ptio
ns. A
ste
p is
iden
tifie
d. W
hat i
s th
e ne
xt s
tep?
Resp
onse
: will
var
yCh
oice
3: I
dent
ify
simpl
e ca
use-
and-
effe
ct re
latio
nshi
ps in
a
text
.
3.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt in
form
atio
nal t
ext a
ndth
ree
resp
onse
opt
ions
. Wha
tha
ppen
ed a
s a
resu
lt of
this
even
t?O
r, w
hat d
id th
is e
vent
cau
se to
happ
en?
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 4
ELA
Act
ivity
Cho
ices
9
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 3: I
nteg
ratio
n of
Kno
wle
dge
and
Idea
s
Integration of Knowledge and Ideas
Reading Literature
Literature
STAN
DARD
CO
DE
Stan
dard
: Mak
e co
nnec
tions
bet
wee
n th
e te
xt o
f a s
tory
or d
ram
a an
d a
visu
al o
r ora
l pre
sent
atio
n of
the
text
, id
entif
ying
whe
re e
ach
vers
ion
refle
cts s
peci
fic d
escr
iptio
ns a
nd d
irect
ions
in th
e te
xt.
LAFS.4.RL.3.7
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: M
ake
conn
ectio
ns b
etw
een
the
text
of a
sto
ry a
nd th
e vi
sual
re
pres
enta
tions
(as d
escr
ibed
by
the
teac
her)
, ref
errin
g ba
ck to
text
/illu
stra
tions
to s
uppo
rt
answ
er.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.4.RL.3.AP.7b
W
ith p
rom
ptin
g an
d su
ppor
t,co
mpa
re a
sto
ry’s
text
with
the
stor
y’s
illus
trat
ion
(e.g
., W
hat d
oyo
u se
e in
the
illus
trat
ion
that
you
don’
t rea
d in
the
text
?).
Choi
ce 1
: Mat
ch a
n ill
ustr
atio
n to
a s
tory
. 1.
The
stud
ent i
s pr
esen
ted
with
and
read
a sh
ort s
tory
with
illu
stra
tions
and
thre
e re
spon
se o
ptio
ns. T
he p
ictu
resh
ows
that
(des
crip
tion
abou
tch
arac
ter f
rom
illu
stra
tion)
. Whi
ch o
fth
ese
pict
ures
mat
ches
the
stor
y?Re
spon
se: w
ill v
ary
Choi
ce 2
: Com
pare
a
stor
y’s
text
with
the
stor
y’s
illus
trat
ion.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
shor
t tex
t and
thre
e re
spon
seop
tions
. The
teac
her i
ndic
ates
the
text
says
that
(des
crip
tion
of c
hara
cter
from
stor
y). H
ow is
the
char
acte
r in
the
pict
ure
the
sam
e as
or d
iffer
ent f
rom
the
char
acte
r in
the
stor
y?Re
spon
se: w
ill v
ary
Choi
ce 3
: Ide
ntify
the
port
ion
of th
e te
xt th
at
refe
rs to
the
stor
y’s
illus
trat
ion.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
shor
t sto
ry a
nd th
ree
resp
onse
optio
ns. W
hich
line
from
the
stor
ysh
ows
wha
t is
happ
enin
g in
this
pict
ure?
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 4
ELA
Act
ivity
Cho
ices
10
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 4: T
ext T
ypes
and
Pur
pose
s Text-Based Writing
Writing
Informational
STAN
DARD
CO
DE
Stan
dard
: Writ
e in
form
ativ
e/ex
plan
ator
y te
xts
to e
xam
ine
a to
pic
and
conv
ey id
eas
and
info
rmat
ion
clea
rly.
LAFS.4.W.1.2
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: D
evel
op th
e to
pic
(add
add
ition
al in
form
atio
n re
late
d to
the
topi
c) w
ith
rele
vant
fact
s, d
efin
ition
s, c
oncr
ete
deta
ils, q
uota
tions
, or o
ther
info
rmat
ion
and
exam
ples
re
late
d to
the
topi
c.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.4.W.1.AP.2b
So
rt re
leva
nt a
nd ir
rele
vant
info
rmat
ion
rela
ted
to a
giv
ento
pic
into
the
corr
ect c
ateg
orie
s.
Iden
tify
fact
s and
det
ails
from
ate
xt re
late
d to
a s
peci
fied
topi
c.
Deve
lop
the
topi
c by
iden
tifyi
ng a
tle
ast o
ne re
leva
nt fa
ct, d
efin
ition
,or
det
ail f
rom
the
text
.
Choi
ce 1
: Sor
t the
re
leva
nt in
form
atio
n re
late
d to
a g
iven
topi
c.
1.Th
e st
uden
t is
pres
ente
d w
ith a
topi
can
d fo
ur re
spon
se o
ptio
ns. W
hich
of
thes
e pi
ctur
es w
ould
be
incl
uded
inan
art
icle
abo
ut th
is to
pic?
Resp
onse
: will
var
y
Choi
ce 2
: Ide
ntify
fact
s or
det
ails
from
a te
xt
rela
ted
to a
spe
cifie
d to
pic.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt in
form
atio
nal a
rtic
lean
d th
ree
resp
onse
opt
ions
. Whi
chde
tail
can
be fo
und
in th
is ar
ticle
?Re
spon
se: w
ill v
ary
Choi
ce 3
: Ide
ntify
the
topi
c fr
om a
giv
en fa
ct,
defin
ition
, or d
etai
l.
3.Th
e st
uden
t is
pres
ente
d w
ith a
defin
ition
and
thre
e re
spon
seop
tions
. Whi
ch to
pic
does
this
defin
ition
sup
port
?Re
spon
se: i
dent
ifies
the
corr
ect t
opic
from
a c
hoic
e of
thre
e
FSA
A—D
ataf
olio
Gra
de 4
ELA
Act
ivity
Cho
ices
11
| P
ag
e
FSAA
—Da
tafo
lio G
rade
4 M
athe
mat
ics
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 3
: Gen
erat
e an
d an
alyz
e pa
tter
ns.
Operations and Algebraic Thinking
Operations and Algebraic Thinking
STAN
DARD
CO
DE
Stan
dard
: Gen
erat
e a
num
ber o
r sha
pe p
atte
rn th
at fo
llow
s a
give
n ru
le. I
dent
ify a
ppar
ent f
eatu
res o
f the
pat
tern
that
w
ere
not e
xplic
it in
the
rule
itse
lf. F
or e
xam
ple,
giv
en th
e ru
le “
Add
3” a
nd th
e st
artin
g nu
mbe
r 1, g
ener
ate
term
s in
the
resu
lting
sequ
ence
and
obs
erve
that
the
term
s ap
pear
to a
ltern
ate
betw
een
odd
and
even
num
bers
. Exp
lain
info
rmal
ly
why
the
num
bers
will
con
tinue
to a
ltern
ate
in th
is w
ay.
MAFS.4.OA.3.5 AC
CESS
PO
INT
CODE
Acce
ss P
oint
Sta
ndar
d: G
ener
ate
a pa
tter
n w
hen
give
n a
rule
.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.4.OA.3.AP.5a Co
ncre
te:
U
se m
anip
ulat
ives
to c
reat
e a
patt
ern.
Choi
ce 1
: Ide
ntify
a p
atte
rn.
1.Th
e st
uden
t is
pres
ente
d w
ith th
ree
obje
ctdi
spla
ys: s
hape
pat
tern
, ran
dom
obj
ects
,an
d co
ins.
Whi
ch s
et s
how
s a
patt
ern?
Resp
onse
: sha
pe p
atte
rnCh
oice
2: E
xten
d a
patt
ern
usin
g m
anip
ulat
ives
. 2.
The
stud
ent i
s pr
esen
ted
with
the
first
five
elem
ents
of a
sim
ple
patt
ern.
Wha
t com
esne
xt in
the
patt
ern?
Resp
onse
: will
var
yCh
oice
3: M
odel
a p
atte
rn
usin
g m
anip
ulat
ives
. 3.
The
stud
ent i
s pr
esen
ted
with
four
squ
are
(S)t
iles
and
four
circ
ular
(C) t
iles,
and
aske
d to
cre
ate
a sim
ple
patt
ern.
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 4
Mat
hem
atic
s Ac
tivity
Cho
ices
12
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 2
: Bui
ld fr
actio
ns fr
om u
nit f
ract
ions
by
appl
ying
and
ext
endi
ng p
revi
ous u
nder
stan
ding
s of o
pera
tions
on
who
le n
umbe
rs.
Number and Operations – Fractions
Number and Operations – Fractions
STAN
DARD
CO
DE
Stan
dard
: Und
erst
and
a fr
actio
n a/
b w
ith a
> 1
as
a su
m o
f fra
ctio
ns 1
/b.
a.U
nder
stan
d ad
ditio
n an
d su
btra
ctio
n of
frac
tions
as
join
ing
and
sepa
ratin
g pa
rts
refe
rrin
g to
the
sam
e w
hole
.b.
Deco
mpo
se a
frac
tion
into
a s
um o
f fra
ctio
ns w
ith th
e sa
me
deno
min
ator
in m
ore
than
one
way
, rec
ordi
ng e
ach
deco
mpo
sitio
n by
an
equa
tion.
Just
ify d
ecom
posi
tions
, e.g
., by
usin
g a
visu
al fr
actio
n m
odel
. Exa
mpl
es: 3
/8 =
1/8
+ 1
/8 +
1/8
;3/
8 =
1/8
+ 2/
8 ; 2
1/8
= 1
+ 1
+ 1
/8 =
8/8
+ 8
/8 +
1/8
.c.
Add
and
subt
ract
mix
ed n
umbe
rs w
ith li
ke d
enom
inat
ors,
e.g
., by
repl
acin
g ea
ch m
ixed
num
ber w
ith a
n eq
uiva
lent
frac
tion,
and/
or b
y us
ing
prop
ertie
s of
ope
ratio
ns a
nd th
e re
latio
nshi
p be
twee
n ad
ditio
n an
d su
btra
ctio
n.d.
Solv
e w
ord
prob
lem
s in
volv
ing
addi
tion
and
subt
ract
ion
of fr
actio
ns re
ferr
ing
to th
e sa
me
who
le a
nd h
avin
g lik
e de
nom
inat
ors,
e.g.
, by
usin
g vi
sual
frac
tion
mod
els
and
equa
tions
to re
pres
ent t
he p
robl
em.
MAFS.4.NF.2.3
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: U
sing
a re
pres
enta
tion,
dec
ompo
se a
frac
tion
into
mul
tiple
cop
ies
of a
uni
t fra
ctio
n (e
.g.,
¾ =
¼ +
¼ +
¼).
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.4.NF.2.AP.3a
Conc
rete
:
Usin
g fr
actio
n m
anip
ulat
ives
, mod
ela
who
le a
nd th
en d
ecom
pose
(i.e
.,di
vide
) it i
nto
equa
l par
ts to
cre
ate
unit
frac
tions
(i.e
., fr
actio
ns w
here
1 is
the
num
erat
or).
For e
xam
ple:
1=
1/3
+ 1/
3 +
1/3
or 1
= 1
/4 +
1/4
+1/
4 +
1/4.
U
sing
frac
tion
man
ipul
ativ
es, m
odel
a no
n-un
it fr
actio
n (i.
e., a
frac
tion
whe
re 1
is n
ot th
e nu
mer
ator
) and
then
dec
ompo
se th
e fr
actio
n in
toun
it fr
actio
ns. F
or e
xam
ple:
2/3
=1/
3 +
1/3
or 3
/4 =
1/4
+ 1
/4 +
1/4
.
Choi
ce 1
: Usin
g fr
actio
n m
anip
ulat
ives
, mod
el a
who
le
and
then
dec
ompo
se (i
.e.,
divi
de) i
t int
o eq
ual p
arts
to
crea
te a
uni
t fra
ctio
n.
1.Th
e st
uden
t is
pres
ente
d w
ith a
frac
tion
man
ipul
ativ
e re
pres
entin
g a
who
le (e
.g.,
four
1 4m
anip
ulat
ives
pla
ced
toge
ther
.
How
man
y eq
ual p
arts
mak
e up
the
who
le?
Resp
onse
: 4Ch
oice
2: U
sing
frac
tion
man
ipul
ativ
es, m
odel
a n
on-u
nit
frac
tion.
2.Th
e st
uden
t is
pres
ente
d w
ith a
part
ition
ed fr
actio
n m
anip
ulat
ive.
How
man
y pa
rts
are
need
ed to
mak
e3 4
?
Resp
onse
: 3
Choi
ce 3
: Und
erst
and
the
follo
win
g co
ncep
ts, s
ymbo
ls,
and
voca
bula
ry: n
umer
ator
, de
nom
inat
or, f
ract
ion,
/.
3.Th
e st
uden
t is
pres
ente
d w
ith th
e
frac
tion
3 4 a
nd th
ree
resp
onse
opt
ions
.
Wha
t is
the
deno
min
ator
of t
he
frac
tion?
Re
spon
se: 4
FSA
A—D
ataf
olio
Gra
de 4
Mat
hem
atic
s Ac
tivity
Cho
ices
13
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 1
: Dra
w a
nd id
entif
y lin
es a
nd a
ngle
s, a
nd c
lass
ify sh
apes
by
prop
ertie
s of
thei
r lin
es a
nd a
ngle
s.
Measurement, Data, and Geometry
Geometry ST
ANDA
RD
CODE
Stan
dard
: Cla
ssify
two-
dim
ensio
nal f
igur
es b
ased
on
the
pres
ence
or a
bsen
ce o
f par
alle
l or p
erpe
ndic
ular
line
s, o
r the
pr
esen
ce o
r abs
ence
of a
ngle
s of
a sp
ecifi
ed s
ize. R
ecog
nize
righ
t tria
ngle
s as
a c
ateg
ory,
and
iden
tify
right
tria
ngle
s.
MAFS.4.G.1.2
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: Id
entif
y an
d so
rt o
bjec
ts b
ased
on
para
llelis
m, p
erpe
ndic
ular
ity, a
nd a
ngle
type
.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.4.G.1.AP.2a
Conc
rete
:
Iden
tify
attr
ibut
es w
ithin
a tw
o-di
men
siona
l fig
ure
(i.e.
, sid
es a
nd a
ngle
s).
So
rt m
anip
ulat
ives
into
cat
egor
ies:
oPa
ralle
l sid
eso
Perp
endi
cula
r sid
eso
Type
s of a
ngle
s
Choi
ce 1
: Ide
ntify
at
trib
utes
with
in a
two-
dim
ensi
onal
figu
re.
1.Th
e st
uden
t is
pres
ente
d w
itha
rect
angl
e an
d as
ked
toid
entif
y a
side
of th
ere
ctan
gle.
Resp
onse
: a s
ide
of th
ere
ctan
gle
Choi
ce 2
: Sor
t m
anip
ulat
ives
into
ca
tego
ries
(par
alle
l sid
es,
perp
endi
cula
r sid
es, t
ypes
of
ang
les)
.
2.Th
e st
uden
t is
pres
ente
d w
ithth
ree
man
ipul
ativ
es. W
hich
man
ipul
ativ
e sh
ows
perp
endi
cula
r sid
es?
Resp
onse
: per
pend
icul
ar s
ides
FSA
A—D
ataf
olio
Gra
de 4
Mat
hem
atic
s Ac
tivity
Cho
ices
14
| P
ag
e
es
es es ge
ic ic ic a
ho ho ho P |
C C C
f f f 15
o 3 2 3 o 3 3 3 o 2 3 2
er er erb b b
um um um
N N N
s e e 2.2
e2 .6
d .4 . d . .4 d t o 1 o .2 1 .4.1 .2 .2 .2 .1in A. o
C L I C .1Od SL. C 0 4
.R .R . d .G.NF
. d .1 .1r r r5 5 .5 r .Np .5 .La .5 .5 a a .P
S.
MAF
S. Sd S S d S F de F C.5
an S C.5
an F A C.5
A an FF
lu A
St L L LA A) St M S S
M StA
B EL5 (s e t sr
ad A ciatge
ecrol
io G a m n
u l l e e
g a a hn e r Sci
on on ata e u i i
L r t ttn a aa M
e m m s
af h er ns G t oi i it gl L for
for
gen n ct n ya En
I I a e rr T et led
D F e wm
—
d s on a eo n a B K
AA
y , n G
r f egs o o c i d
ea
n n s ceg i n n ee k n e cS d t a en o dya I ,i i o ci ci enF d C h t a S a T t B Sg er a /
e ofs n
cal ciy li e ci D rr a r po u e
a in y
t a o e S
rg et ct g r O
, irt s fg un y i
e D Ld d et eb e t st aea d r epo hu g n m a P nt
C
in t wl NR l a C Sg o A e a er r, g ep
r
din us n s un b in l
t ea K n s t Bo
o i m r
epor a fd t eatf u e
5
I a a N M epo
adR ey r n
C o R ri er GK t p ar O oiol
eg aft atnI D—A
SAF
FSAA
—Da
tafo
lio G
rade
5 E
LA
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 1: K
ey Id
eas a
nd D
etai
ls
Key Ideas and Details
Reading Literature
Literature
STAN
DARD
CO
DE
Stan
dard
: Det
erm
ine
a th
eme
of a
sto
ry, d
ram
a, o
r poe
m fr
om d
etai
ls in
the
text
, inc
ludi
ng h
ow c
hara
cter
s in
a
stor
y or
dra
ma
resp
ond
to c
halle
nges
or h
ow th
e sp
eake
r in
a po
em re
flect
s upo
n a
topi
c; su
mm
arize
the
text
.
LAFS.5.RL.1.2
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: S
umm
arize
a p
ortio
n of
text
, suc
h as
a p
arag
raph
or a
cha
pter
.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.5.RL.1.AP.2a
Id
entif
y w
hat h
appe
ns in
the
begi
nnin
g of
a s
tory
.
Iden
tify
wha
t hap
pens
at t
he e
ndof
a st
ory.
Se
quen
ce w
hat h
appe
ns fi
rst,
next
, and
last
.
Sequ
ence
the
begi
nnin
g, m
iddl
e,an
d en
d of
a s
tory
.
Iden
tify
a sim
ple
sum
mar
y of
ast
ory,
poe
m, o
r dra
ma.
Su
mm
ariz
e a
port
ion
of th
e st
ory.
Choi
ce 1
: Ide
ntify
wha
t ha
ppen
s in
the
begi
nnin
g of
a s
tory
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt s
tory
and
thre
ere
spon
se o
ptio
ns. W
hat i
s th
e fir
stth
ing
that
hap
pens
in th
e st
ory?
Resp
onse
: will
var
yCh
oice
2: I
dent
ify w
hat
happ
ens
at th
e en
d of
a
stor
y.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt s
tory
and
thre
ere
spon
se o
ptio
ns. W
hat i
s th
e la
stth
ing
that
hap
pens
in th
e st
ory?
Resp
onse
: will
var
yCh
oice
3: S
eque
nce
wha
t ha
ppen
s fir
st, n
ext,
and
last
.
3.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt s
tory
and
thre
ere
spon
se o
ptio
ns. W
hat h
appe
nsaf
ter (
even
t in
the
stor
y)?
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 5
ELA
Act
ivity
Cho
ices
16
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 2: C
raft
and
Str
uctu
re Craft and Structure
Informational Text
Informational
STAN
DARD
CO
DE
Stan
dard
: De
term
ine
the
mea
ning
of g
ener
al a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es in
a te
xt re
leva
nt to
a
grad
e 5
topi
c or
subj
ect a
rea.
LAFS.5.RI.2.4
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: D
eter
min
e th
e m
eani
ng o
f dom
ain-
spec
ific
wor
ds a
nd p
hras
es in
a te
xt
rele
vant
to a
gra
de 5
topi
c or
subj
ect a
rea.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.5.RI.2.AP.4b
G
iven
def
initi
ons,
mat
ch th
edo
mai
n-sp
ecifi
c w
ords
or p
hras
esto
its
mea
ning
.
Iden
tify
dom
ain-
spec
ific
wor
dsan
d ph
rase
s re
leva
nt to
gra
de 5
topi
c or
subj
ect a
rea.
De
fine
a do
mai
n-sp
ecifi
c w
ord
byus
ing
com
mon
root
s/af
fixes
.
Defin
e a
dom
ain-
spec
ific
wor
d or
phra
se b
y us
ing
the
cont
ext o
f the
text
.
Defin
e a
dom
ain-
spec
ific
wor
dus
ing
a di
ctio
nary
or o
ther
reso
urce
.
Choi
ce 1
: Ide
ntify
dom
ain-
spec
ific
wor
ds fr
om
cont
ent-
area
text
s.
1.Th
e st
uden
t is
pres
ente
d w
ith a
cont
ent-
area
pas
sage
with
dom
ain-
spec
ific
voca
bula
ry. A
fter
the
pass
age
is re
adal
oud/
pres
ente
d, th
e st
uden
t will
iden
tify
the
new
ly p
rese
nted
wor
dfr
om a
gro
up o
f thr
ee re
spon
seop
tions
.Re
spon
se: w
ill v
ary
Choi
ce 2
: Def
ine
a do
mai
n-sp
ecifi
c w
ord
by u
sing
the
cont
ext o
f the
text
.
2.Th
e st
uden
t is
pres
ente
d w
ith a
cont
ent-
area
pas
sage
with
dom
ain-
spec
ific
voca
bula
ry. A
fter
the
pass
age
is re
adal
oud/
pres
ente
d, th
e st
uden
t will
iden
tify
the
defin
ition
of t
he w
ord
from
a g
roup
of t
wo
resp
onse
optio
ns.
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 5
ELA
Act
ivity
Cho
ices
17
| P
ag
e
FSA
A—
Dat
afol
io G
rade
5 E
LA A
ctiv
ity C
hoic
es
18 | P
age
Repo
rting
Category
Domain/
Strand
Genre
Cluster 1
: Com
preh
ensio
n and Co
llabo
ratio
n
STAN
DARD
Standard: Sum
marize a written text re
ad aloud
or information presented in diverse m
edia and
form
ats,
and Ideas
CO
DE
includ
ing visually, quantita
tively, and
orally.
ACCESS
POINT
CODE
Access Point Stand
ard:
in diverse m
edia.
Summarize the text or a
portio
n of th
e text re
ad, read alou
d, or p
resented
Essential U
nderstandings
Activity Cho
ices
Exam
ples
Identify the topic of te
xt.
Choice 1: Identify th
e 1.
The stud
ent is presen
ted with
and
ing
Identify key details of the
topic in
topic of a te
xt.
read
a sho
rt inform
ational text a
nd
g
Listen
al
a text.
three respon
se options. W
hat is the
lede
Speaking and
rmation
.SL.1.2
.2b
Organize
key details (graph
icorganizers, etc.).
topic of th
e text?
Respon
se: w
ill vary
Choice 2: Identify key
2.The stud
ent is presen
ted with
and
of Know
Info
AP
details of the
topic in a
read
a sho
rt inform
ational article and
n
LAFS.5
.1.text.
three respon
se options. W
hich one
of
.SLthese is a detail from
the article?
Integratio
LAFS.5
Respon
se: w
ill vary
Choice 3: O
rganize key
3.The stud
ent is presen
ted with
ade
tails.
partially com
pleted
graph
ic organizer
with
one
detail and
three respon
seop
tions. W
hich other detail w
ould go
in th
e graphic organizer?
Respon
se: w
ill vary
FSAA
—Da
tafo
lio G
rade
5 M
athe
mat
ics
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 2
: App
ly a
nd e
xten
d pr
evio
us u
nder
stan
ding
s of
mul
tiplic
atio
n an
d di
visio
n to
mul
tiply
and
div
ide
frac
tions
.
Operations, Algebraic Thinking, and Fractions
Number and Operations – Fractions
STAN
DARD
CO
DE
Stan
dard
: Sol
ve re
al-w
orld
pro
blem
s in
volv
ing
mul
tiplic
atio
n of
frac
tions
and
mix
ed n
umbe
rs, e
.g.,
by u
sing
visu
al fr
actio
n m
odel
s or e
quat
ions
to re
pres
ent t
he p
robl
em.
MAFS.5.NF.2.6 AC
CESS
PO
INT
CODE
Acce
ss P
oint
Sta
ndar
d: M
ultip
ly a
frac
tion
by a
who
le o
r mix
ed n
umbe
r usin
g vi
sual
frac
tion
mod
els.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.5.NF.2.AP.6a
Conc
rete
:
Plac
e fr
actio
n m
anip
ulat
ives
ingr
oups
as
indi
cate
d by
the
who
le n
umbe
r in
a gi
ven
mul
tiplic
atio
n ex
pres
sion
(e.g
.,2
x 1/
3 =
2 gr
oups
of 1
/3 o
r 3 x
1/4
= 3
grou
ps o
f 1/4
).
Use
repe
ated
add
ition
/ski
pco
untin
g to
find
the
prod
uct
(e.g
., 1/
3 +
1/3
= 2/
3 or
1/4
+1/
4 +
1/4
= 3/
4).
Choi
ce 1
: Use
arr
ays
to
mul
tiply
a w
hole
nu
mbe
r by
a fr
actio
n.
1. T
he s
tude
nt is
pre
sent
ed w
ith th
e ex
pres
sion
×
12
3an
d pr
esen
ted
with
thre
e re
spon
se o
ptio
ns.
Whi
ch p
ictu
re s
how
s ×
12
3?
Resp
onse
: pi
ctur
e sh
owin
g ×
12
3Ch
oice
2: U
sing
grou
ped
frac
tion
man
ipul
ativ
es,
mat
ch th
e m
odel
to th
e m
ultip
licat
ion
expr
essi
on.
2.Th
e st
uden
t is
pres
ente
d w
ith th
e m
ultip
licat
ion
expr
essi
on ×
13
4 a
nd th
ree
resp
onse
opt
ions
.
Whi
ch m
odel
sho
ws
×1
34
?
Resp
onse
: the
gro
up o
f thr
ee 3 4
Choi
ce 3
: Use
repe
ated
ad
ditio
n/sk
ip c
ount
ing
to fi
nd th
e pr
oduc
t.
3. T
he s
tude
nt is
pre
sent
ed w
ith th
e ex
pres
sion
×
12
3an
d th
ree
resp
onse
opt
ions
. W
hich
equ
atio
n us
es
addi
tion
to s
how
×
12
3?
Resp
onse
: 1 3
+1 3
=2 3
FSA
A—D
ataf
olio
Gra
de 5
Mat
hem
atic
s Ac
tivity
Cho
ices
19
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 1
: Writ
e an
d in
terp
ret n
umer
ical
exp
ress
ions
. Number and Operations in Base 10
Operations and Algebraic Thinking
STAN
DARD
CO
DE
Stan
dard
: Writ
e si
mpl
e ex
pres
sion
s th
at re
cord
cal
cula
tion
with
num
bers
and
inte
rpre
t num
eric
al e
xpre
ssio
ns w
ithou
t eva
luat
ing
them
.
MAFS.5.OA.1.2
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: W
rite
a sim
ple
expr
essio
n fo
r a c
alcu
latio
n.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.5.OA.1.AP.2a
Conc
rete
:
Use
man
ipul
ativ
es a
nd a
fram
e,jig
, or t
empl
ate
to e
xpre
ss th
eca
lcul
atio
n (i.
e., “
add
8 an
d 7”
).
Choi
ce 1
: Use
man
ipul
ativ
es
and
a fr
ame,
jig,
or t
empl
ate
to e
xpre
ss a
n ad
ditio
n ca
lcul
atio
n.
1.Th
e st
uden
t is
pres
ente
d w
ith th
eca
lcul
atio
n 2
+ 3
and
an a
dditi
on te
mpl
ate
(e.g
., __
+ _
_ =
__)
and
aske
d to
sho
w th
eca
lcul
atio
n us
ing
man
ipul
ativ
es.
Resp
onse
: 2 +
3Ch
oice
2:
Use
man
ipul
ativ
es
and
a fr
ame,
jig,
or t
empl
ate
to e
xpre
ss a
sub
trac
tion
calc
ulat
ion.
2.Th
e st
uden
t is
pres
ente
d w
ith th
eca
lcul
atio
n 4
– 3
and
a su
btra
ctio
n te
mpl
ate
(e.g
., __
- __
= _
_) a
nd a
sked
to s
how
the
calc
ulat
ion
on th
e te
mpl
ate
usin
gm
anip
ulat
ives
.Re
spon
se:
4 –
3Ch
oice
3: U
se m
anip
ulat
ives
an
d a
fram
e, ji
g, o
r tem
plat
e to
exp
ress
a m
ultip
licat
ion
calc
ulat
ion.
3.Th
e st
uden
t is
pres
ente
d w
ith th
eca
lcul
atio
n 2
x 3
and
a m
ultip
licat
ion
tem
plat
e (e
.g.,
grap
hic
orga
nize
r of a
nar
ray)
and
ask
ed to
sho
w th
e ca
lcul
atio
n on
the
tem
plat
e us
ing
man
ipul
ativ
es.
Resp
onse
: tw
o ro
ws
of th
ree
man
ipul
ativ
es
FSA
A—D
ataf
olio
Gra
de 5
Mat
hem
atic
s Ac
tivity
Cho
ices
20
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 2
: Cla
ssify
two-
dim
ensio
nal f
igur
es in
to c
ateg
orie
s ba
sed
on th
eir p
rope
rtie
s.
Measurement, Data, and Geometry
Geometry
STAN
DARD
CO
DE
Stan
dard
: Cla
ssify
two-
dim
ensio
nal f
igur
es in
a h
iera
rchy
bas
ed o
n pr
oper
ties.
MAFS.5.G.2.4
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: U
se p
olyg
on-s
hape
d m
anip
ulat
ives
to c
lass
ify a
nd o
rgan
ize tw
o-di
men
siona
l fig
ures
in
to V
enn
diag
ram
s ba
sed
on th
e at
trib
utes
of t
he fi
gure
s.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.5.G.2.AP.4a
Conc
rete
:
Use
mod
els a
nd m
anip
ulat
ives
tosh
ow p
rope
rtie
s of p
lane
figu
res.
So
rt tw
o-di
men
siona
l fig
ures
base
d up
on th
eir p
rope
rtie
s.
Plac
e so
rted
two-
dim
ensio
nal
figur
es o
nto
Venn
dia
gram
tem
plat
e (e
.g.,
crea
te a
Ven
ndi
agra
m fr
om h
ula
hoop
s).
Choi
ce 1
: Use
mod
els
and
man
ipul
ativ
es to
sho
w
prop
ertie
s of
pla
ne fi
gure
s.
1.Th
e st
uden
t is
pres
ente
d w
ith a
tria
ngle
with
ang
les
labe
led
A, B
, and
C. W
hich
lett
erre
pres
ents
an
angl
e of
the
tria
ngle
?Re
spon
se: A
Choi
ce 2
: Sor
t tw
o-di
men
sion
al fi
gure
s ba
sed
upon
thei
r pro
pert
ies.
2.Th
e st
uden
t is
pres
ente
d w
ith re
ctan
gles
and
tria
ngle
s. W
hich
of t
hese
are
tria
ngle
s?Re
spon
se: t
he tr
iang
les
Choi
ce 3
: Pla
ce s
orte
d tw
o-di
men
sion
al fi
gure
s on
to a
Ve
nn d
iagr
am.
3.Th
e st
uden
t is
pres
ente
d w
ith a
Ven
ndi
agra
m w
ith o
ne c
ircle
labe
led
”fou
r sid
es”
and
the
othe
r circ
le la
bele
d ”e
qual
sid
es”
and
the
mid
dle
labe
led
“fou
r sid
es a
ndeq
ual s
ides
.” T
he s
tude
nt is
als
o pr
esen
ted
with
the
sort
ed re
ctan
gles
, rho
mbi
, squ
ares
,an
d eq
uila
tera
l tria
ngle
s. W
here
do
the
shap
es b
elon
g in
the
diag
ram
?Re
spon
se: c
orre
ctly
pla
ces
shap
es in
Ven
ndi
agra
m
FSA
A—D
ataf
olio
Gra
de 5
Mat
hem
atic
s Ac
tivity
Cho
ices
21
| P
ag
e
FSAA
—Da
tafo
lio G
rade
5 S
cien
ce
Body
of
Know
ledg
e Bi
g Id
ea 1
: The
Pra
ctic
e of
Sci
ence
Nature of Science
STAN
DARD
CO
DE
Stan
dard
: Exp
lain
the
diffe
renc
e be
twee
n an
exp
erim
ent a
nd o
ther
type
s of s
cien
tific
inve
stig
atio
n.
SC.5.N.1.2
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d Ac
tivity
Cho
ices
Ex
ampl
es
SC.5.N.1.Pa.2
Reco
gnize
that
peo
ple
use
obse
rvat
ion
and
actio
ns to
get
ans
wer
s to
ques
tions
abo
ut th
ena
tura
l wor
ld.
Choi
ce 1
: Ide
ntify
that
obs
erva
tions
ca
n pr
ovid
e an
swer
s to
que
stio
ns
abou
t the
nat
ural
wor
ld.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
How
do
we
lear
n ab
out s
tars
?Re
spon
se: V
iew
the
nigh
t sky
with
a te
lesc
ope.
Choi
ce 2
: Ide
ntify
act
ions
that
can
pr
ovid
e an
swer
s to
que
stio
ns a
bout
th
e na
tura
l wor
ld.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
t is
one
actio
n to
take
to le
arn
abou
t pla
nts?
Resp
onse
: Use
a ru
ler t
o m
easu
re th
e le
ngth
of a
leaf
.
FSA
A—D
ataf
olio
Gra
de 5
Sci
ence
Act
ivity
Cho
ices
22
| P
ag
e
Body
of
Know
ledg
e Bi
g Id
ea 1
0: F
orm
s of
Ene
rgy
Physical Science
STAN
DARD
CO
DE
Stan
dard
: Inv
estig
ate
and
expl
ain
that
ele
ctric
al e
nerg
y ca
n be
tran
sfor
med
into
hea
t, lig
ht, a
nd so
und
ener
gy, a
s w
ell a
s th
e en
ergy
of
mot
ion.
SC.5.P.10.4
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d Ac
tivity
Cho
ices
Ex
ampl
es
SC.5.P.10.Pa.4
Id
entif
y on
e so
urce
of
soun
d, h
eat,
or li
ght t
hat
uses
ele
ctric
ity.
Choi
ce 1
: Ide
ntify
a s
ourc
e of
sou
nd
that
use
s el
ectr
icity
. 1.
The
stud
ent i
s pr
esen
ted
with
and
read
thre
e ch
oice
s.W
hich
obj
ect u
ses
elec
tric
ity to
pro
duce
sou
nd?
Resp
onse
: ala
rm c
lock
Choi
ce 2
: Ide
ntify
a s
ourc
e of
hea
t th
at u
ses
elec
tric
ity.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Whi
ch o
bjec
t use
s el
ectr
icity
to p
rodu
ce h
eat?
Resp
onse
: sto
veCh
oice
3: I
dent
ify a
sou
rce
of li
ght
that
use
s el
ectr
icity
. 3.
The
stud
ent i
s pr
esen
ted
with
and
read
thre
e ch
oice
s.W
hich
obj
ect u
ses
elec
tric
ity to
pro
duce
ligh
t?Re
spon
se: l
amp
FSA
A—D
ataf
olio
Gra
de 5
Sci
ence
Act
ivity
Cho
ices
23
| P
ag
e
Body
of
Know
ledg
e Bi
g Id
ea 1
4: O
rgan
izatio
n an
d De
velo
pmen
t of L
ivin
g O
rgan
isms
Life Science
STAN
DARD
CO
DE
Stan
dard
: Ide
ntify
the
orga
ns in
the
hum
an b
ody
and
desc
ribe
thei
r fun
ctio
ns, i
nclu
ding
the
skin
, bra
in, h
eart
, lun
gs, s
tom
ach,
live
r, in
test
ines
, pan
crea
s, m
uscl
es a
nd sk
elet
on, r
epro
duct
ive
orga
ns, k
idne
ys, b
ladd
er, a
nd s
enso
ry o
rgan
s.
SC.5.L.14.1 AC
CESS
PO
INT
CODE
Ac
cess
Poi
nt S
tand
ard
Activ
ity C
hoic
es
Exam
ples
SC.5.L.14.Pa.1
Re
cogn
ize b
ody
part
sre
late
d to
mov
emen
t and
the
five
sens
es.
Choi
ce 1
: Ide
ntify
a b
ody
part
rela
ted
to m
ovem
ent.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
t par
t of t
he b
ody
is us
ed to
wal
k?Re
spon
se: l
egs
Choi
ce 2
: Ide
ntify
bod
y pa
rts
rela
ted
to th
e fiv
e se
nses
. 2.
The
stud
ent i
s pr
esen
ted
with
and
read
thre
e ch
oice
s.W
hat b
ody
part
is u
sed
to h
ear?
Resp
onse
: ear
FSA
A—D
ataf
olio
Gra
de 5
Sci
ence
Act
ivity
Cho
ices
24
| P
ag
e
es es
ge
aPic ic
ho
|
ho
25 Cf C
o 2 3 2 f
o 3 3 2
er erb b
um umN N
e s d .3 .9 e .4 .2.4 d .1t o .1 .3 o .1.3 .1 .1
in C I L C E Pd .R .L .E .Gr .R d .Sr a .6 .6 .6 .6 .6S .6 rp ad SS F d S Se an
F FF S
L an
F FAA AA A A
lu St L L) St M M MA
B EL6 ( se t
ad
r s
A ciat
olio
Gr geau ml eag
on
e e hn r ra e i u ur t at
L t tn a a a
maf
e Mh er erGs for t ti iit gl L Lna
En
I
D s n y
—
ti oy i lt ir a b
AA
o u ag bq et E ry or a d te PS s Cea n m dF g a nd in s o I t n a
d Ge
cs s
epor on il
e a s iy i e tr a es sr
o i s
et u R tr ntg g apD ie ct d t u xt Se Ea d r epr
u C n t wl
S
lBg a odin s nnt e 6
Kr ea a f ad
epo d tf o r I a
R ey r noC io G
olK ita afr at
eg Dt —n AI
SAF
FSAA
—Da
tafo
lio G
rade
6 E
LA
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 1: K
ey Id
eas a
nd D
etai
ls
Key Ideas and Details
Reading Informational Text
Informational
STAN
DARD
CO
DE
Stan
dard
: Ana
lyze
in d
etai
l how
a k
ey in
divi
dual
, eve
nt, o
r ide
a is
intr
oduc
ed, i
llust
rate
d, a
nd e
labo
rate
d in
a
text
(e.g
., th
roug
h ex
ampl
es o
r ane
cdot
es).
LAFS.6.RI.1.3
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: Id
entif
y ke
y in
divi
dual
s, e
vent
s, o
r ide
as in
a te
xt.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.6.RI.1.AP.3a
Id
entif
y im
port
ant p
eopl
e, e
vent
s,or
idea
s in
the
text
.
Iden
tify
a de
scrip
tion
of a
n ev
ent
or in
divi
dual
in a
text
.
Choi
ce 1
: Ide
ntify
im
port
ant p
eopl
e, e
vent
s,
or id
eas
in a
text
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt s
tory
and
thre
ere
spon
se o
ptio
ns. W
ho is
an
impo
rtan
t per
son
in th
is st
ory?
Resp
onse
: will
var
yCh
oice
2: I
dent
ify a
de
scrip
tion
of a
n ev
ent o
r in
divi
dual
in a
text
.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt s
tory
and
thre
ere
spon
se o
ptio
ns. W
hich
sec
tion
from
the
stor
y sh
ows
wha
tha
ppen
ed?
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 6
ELA
Act
ivity
Cho
ices
26
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 3: V
ocab
ular
y
Craft and Structure
Language
Literature ST
ANDA
RD
CODE
Stan
dard
: Det
erm
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
and
phr
ases
bas
ed o
n gr
ade
6 re
adin
g an
d co
nten
t, ch
oosin
g fle
xibl
y fr
om a
rang
e of
stra
tegi
es.
4a. U
se c
onte
xt (e
.g.,
the
over
all m
eani
ng o
f a s
ente
nce
or p
arag
raph
; a w
ord’
s po
sitio
n or
func
tion
in a
sen
tenc
e) a
s a
clue
to th
e m
eani
ng o
f a w
ord
or p
hras
e.
4b. U
se c
omm
on, g
rade
-app
ropr
iate
Gre
ek o
r Lat
in a
ffix
es a
nd ro
ots
as c
lues
to th
e m
eani
ng o
f a w
ord
(e.g
., au
dien
ce,
audi
tory
, aud
ible
). 4c
. Con
sult
refe
renc
e m
ater
ials
(e.g
., di
ctio
narie
s, g
loss
arie
s, th
esau
ruse
s), b
oth
prin
t and
dig
ital,
to fi
nd th
e pr
onun
ciat
ion
of a
wor
d or
det
erm
ine
or c
larif
y its
pre
cise
mea
ning
or i
ts p
art o
f spe
ech.
4d
. Ver
ify th
e pr
elim
inar
y de
term
inat
ion
of th
e m
eani
ng o
f a w
ord
or p
hras
e (e
.g.,
by c
heck
ing
the
infe
rred
mea
ning
in
cont
ext o
r in
a di
ctio
nary
). LAFS.6.L.3.4
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: F
ind
the
prec
ise m
eani
ng o
f a w
ord.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.6.L.3.AP.4f
Sort
a g
iven
list
of w
ords
into
alph
abet
ical
ord
er.
Id
entif
y th
e de
finiti
on w
hen
pres
ente
d w
ith th
e en
tire
listin
g of
aw
ord
from
a d
ictio
nary
.
Iden
tify
the
part
of s
peec
h of
a w
ord
whe
n pr
esen
ted
with
the
entir
elis
ting
of a
wor
d fr
om a
dic
tiona
ry.
U
se th
e co
ntex
t to
help
dec
ide
whi
ch d
efin
ition
(fro
m a
list
of
defin
ition
s) is
the
mos
t app
ropr
iate
choi
ce.
Co
nsul
t a d
ictio
nary
(prin
t or d
igita
l)to
cla
rify
prec
ise
mea
ning
.
Choi
ce 1
: Sor
t a g
iven
list
of
wor
ds in
to a
lpha
betic
al
orde
r.
1.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
wor
d an
d th
ree
resp
onse
optio
ns. W
hich
wor
d co
mes
nex
tin
alp
habe
tical
ord
er?
Resp
onse
: will
var
yCh
oice
2: I
dent
ify th
e de
finiti
on w
hen
pres
ente
d w
ith th
e en
tire
listin
g of
a w
ord
from
a
dict
iona
ry.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sen
tenc
e w
ith a
nun
derli
ned
or h
ighl
ight
ed w
ord
and
thre
e re
spon
se o
ptio
ns.
Whi
ch is
the
best
def
initi
on o
fth
is w
ord
base
d on
the
way
it is
used
in th
is s
ente
nce?
Resp
onse
: will
var
yCh
oice
3: I
dent
ify th
e pa
rt o
f spe
ech
of a
wor
d w
hen
pres
ente
d w
ith th
e en
tire
listin
g of
the
wor
d fr
om a
dic
tiona
ry.
3.Th
e st
uden
t is
pres
ente
d w
ithth
ree
wor
ds w
ith d
efin
ition
sin
clud
ing
the
part
of s
peec
h.W
hich
wor
d is
a no
un?
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 6
ELA
Act
ivity
Cho
ices
27
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 3: I
nteg
ratio
n of
Kno
wle
dge
and
Idea
s
Integration of Knowledge and Ideas
Reading Literature
Literature
STAN
DARD
CO
DE
Stan
dard
: Com
pare
and
con
tras
t tex
ts in
diff
eren
t for
ms
or g
enre
s (e.
g., s
torie
s an
d po
ems;
hist
oric
al n
ovel
s,
and
fant
asy
stor
ies)
in te
rms
of th
eir a
ppro
ache
s to
sim
ilar t
hem
es a
nd to
pics
.
LAFS.6.RL.3.9
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: C
ompa
re te
xts f
rom
diff
eren
t gen
res
that
hav
e a
simila
r the
me
or a
ddre
ss
the
sam
e to
pic.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.6.RL.3.AP.9a
Id
entif
y th
e th
eme
or to
pic
of a
writ
ten
stor
y.
Iden
tify
simila
ritie
s bet
wee
n tw
ote
xts o
n th
e sa
me
topi
c.
Choi
ce 1
: Ide
ntify
the
them
e or
topi
c of
di
ffere
nt te
xts.
1.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt h
isto
rical
sto
ry a
ndth
ree
resp
onse
opt
ions
. Thi
shi
stor
ical
sto
ry is
mai
nly
abou
tw
hich
topi
c?Re
spon
se: a
girl
who
live
d du
ring
the
Civi
l War
Choi
ce 2
: Ide
ntify
sim
ilarit
ies
betw
een
two
text
s on
the
sam
e to
pic.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt s
tory
and
a p
oem
and
thre
e re
spon
se o
ptio
ns. W
hat
is on
e w
ay th
is s
tory
is s
imila
r to
the
poem
?Re
spon
se: T
he p
oem
and
the
stor
y bo
th s
how
how
bra
ve th
em
ain
char
acte
rs w
ere.
FSA
A—D
ataf
olio
Gra
de 6
ELA
Act
ivity
Cho
ices
28
| P
ag
e
FSAA
—Da
tafo
lio G
rade
6 M
athe
mat
ics
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 1
: App
ly a
nd e
xten
d pr
evio
us u
nder
stan
ding
s of
arit
hmet
ic to
alg
ebra
ic e
xpre
ssio
ns.
Expressions and Equations
Expressions and Equations
STAN
DARD
CO
DE
Stan
dard
: Ide
ntify
whe
n tw
o ex
pres
sions
are
equ
ival
ent (
i.e.,
whe
n th
e tw
o ex
pres
sions
nam
e th
e sa
me
num
ber
rega
rdle
ss o
f whi
ch v
alue
is s
ubst
itute
d in
to th
em).
For e
xam
ple,
the
expr
essio
ns y
+ y
+ y
and
3y
are
equi
vale
nt b
ecau
se
they
nam
e th
e sa
me
num
ber r
egar
dles
s of
whi
ch n
umbe
r y s
tand
s for
. MAFS.6.EE.1.4
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: E
valu
ate
whe
ther
sid
es o
f an
equa
tion
are
equa
l usin
g m
odel
s.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.6.EE.1.AP.4a Co
ncre
te:
U
se o
bjec
ts to
det
erm
ine
ifbo
th s
ides
of a
n eq
uatio
n ar
eeq
ual.
U
se v
isual
repr
esen
tatio
ns to
dete
rmin
e if
both
side
s of a
neq
uatio
n ar
e eq
ual.
M
atch
bot
h sid
es o
f an
equa
tion
to a
giv
en se
t.
Choi
ce 1
: Use
obj
ects
to
dete
rmin
e if
both
sid
es
of a
n eq
uatio
n ar
e eq
ual.
1.Th
e st
uden
t is
pres
ente
d th
ree
equa
tions
mod
eled
with
man
ipul
ativ
es. W
hich
of t
hese
equ
atio
ns is
true
?Re
spon
se: w
ill v
ary
Choi
ce 2
: Use
visu
al
repr
esen
tatio
ns to
de
term
ine
if bo
th s
ides
of
an
equa
tion
are
equa
l.
2.Th
e st
uden
t is
pres
ente
d w
ith th
ree
sym
bolic
equa
tions
as
resp
onse
opt
ions
. Whi
ch o
f the
seeq
uatio
ns is
true
?Re
spon
se: w
ill v
ary
Choi
ce 3
: Mat
ch b
oth
sides
of a
n eq
uatio
n to
a
give
n se
t.
3.Th
e st
uden
t is
pres
ente
d w
ith n
umer
ic a
ndsy
mbo
lic e
quat
ions
to m
atch
, suc
h as
32
41
+=
+ to
•••••=•••••
or 5
= 5
.
FSA
A—D
ataf
olio
Gra
de 6
Mat
hem
atic
s Ac
tivity
Cho
ices
29
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 1
: Sol
ve re
al-w
orld
and
mat
hem
atic
al p
robl
ems
invo
lvin
g ar
ea, s
urfa
ce a
rea,
and
vol
ume.
Geometry
Geometry ST
ANDA
RD
CODE
Stan
dard
: Fin
d th
e ar
ea o
f rig
ht tr
iang
les,
oth
er tr
iang
les,
spec
ial q
uadr
ilate
rals,
and
pol
ygon
s by
com
posin
g in
to
rect
angl
es o
r dec
ompo
sing
into
tria
ngle
s an
d ot
her s
hape
s; a
pply
thes
e te
chni
ques
in th
e co
ntex
t of s
olvi
ng re
al-w
orld
an
d m
athe
mat
ical
pro
blem
s.
MAFS.6.G.1.1
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: F
ind
the
area
of q
uadr
ilate
rals
usin
g m
odel
s.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.6.G.1.AP.1c
Conc
rete
:
Use
squa
re ti
les t
o co
ver a
rect
angl
e.
Coun
t the
num
ber o
f tile
s to
dete
rmin
e th
e ar
ea.
Choi
ce 1
: Use
squ
are
tiles
to
cove
r a re
ctan
gle.
1.
The
stud
ent i
s pr
esen
ted
with
a li
mite
dnu
mbe
r of s
quar
e til
es a
nd a
sked
to c
over
are
ctan
gula
r are
a w
ithou
t any
gap
s or
over
lapp
ing
part
s.Re
spon
se: w
ill v
ary
Choi
ce 2
: Stu
dent
sho
ws
an
unde
rsta
ndin
g th
at e
ach
squa
re ti
le is
equ
al to
one
sq
uare
uni
t and
can
be
used
to
mea
sure
are
a.
2.Th
e st
uden
t is
pres
ente
d w
ith a
circ
le a
nd a
squa
re a
nd th
ree
resp
onse
opt
ions
. Whi
chsh
ape
can
be u
sed
to m
easu
re th
e ar
ea o
f are
ctan
gle?
Resp
onse
: squ
are
Choi
ce 3
: Cou
nt th
e nu
mbe
r of
squ
are
tiles
to d
eter
min
e th
e ar
ea.
3.Th
e st
uden
t is
pres
ente
d w
ith a
2 x
3re
ctan
gle
cove
red
com
plet
ely
with
squ
are
tiles
and
thre
e re
spon
se o
ptio
ns. H
ow m
any
tiles
cov
er th
e re
ctan
gle?
Resp
onse
: 6
FSA
A—D
ataf
olio
Gra
de 6
Mat
hem
atic
s Ac
tivity
Cho
ices
30
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain
stat
istic
al q
uest
ion
has
a di
strib
utio
n w
hich
can
be
dat
a se
t.
Choi
ces
Exam
ples
resp
onse
s lin
e pl
ot.
1.Th
e st
uden
t is
pres
ente
d w
ith d
ata
disp
laye
d on
a nu
mbe
r lin
e pl
ot. O
ne a
dditi
onal
dat
a el
emen
tis
give
n. W
here
sho
uld
an a
dditi
onal
mar
k be
plac
ed fo
r thi
s da
ta?
Resp
onse
: Stu
dent
iden
tifie
s th
e co
rrec
tpl
acem
ent o
f the
mar
k.nt
ify th
e be
r and
/or
mbe
r in
a
2.Th
e st
uden
t is
pres
ente
d w
ith a
dat
a se
t of
thre
e nu
mbe
rs [1
, 2, 3
] and
thre
e re
spon
seop
tions
. Wha
t is
the
larg
est i
n th
e se
t?Re
spon
se: 3
31 |
Pa
ge
Clus
ter 1
: Dev
elop
und
erst
andi
ng o
f sta
tistic
al v
aria
bilit
y.
Statistics and Probability
Statistics and Probability ST
ANDA
RD
CODE
St
anda
rd: U
nder
stan
d th
at a
set
of d
ata
colle
cted
to a
nsw
er a
desc
ribed
by
its c
ente
r, sp
read
, and
ove
rall
shap
e.
MAFS.6.SP.1.2
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: F
ind
the
rang
e of
a g
iven
Esse
ntia
l Und
erst
andi
ngs
Activ
ity
MAFS.6.SP.1.AP.2a
Conc
rete
:
Add
resp
onse
s to
a n
umbe
r lin
e.
Iden
tify
the
smal
lest
num
ber a
ndth
e la
rges
t num
ber i
n th
e ra
nge.
Choi
ce 1
: Add
to a
num
ber
Choi
ce 2
: Ide
smal
lest
num
the
larg
est n
ura
nge.
FSA
A—D
ataf
olio
Gra
de 6
Mat
hem
atic
s Ac
tivity
Cho
ices
ge
es es
aPic ic
ho ho
| 32 C Cf 3 f
o 3 – 3 o 3 3 32er erb b
um um
N N
st e
in .1 e .3 .6 .8d .4 .2 do o .2 .2 .3.1 3r .1 C C E PL L.p d . .L d .E .Gr .R .S7e a .7 r .7 .7a .7.7 S. S S
lu d d S SS F F
A) an
F
an
F FF
LA A AA AA
B L St LL St M M ME7 ( se t
ad Ar sci
e at
olio
Gr ga
u l m
a eg n hon ia t at aL l a m M
af h e r r os one u i fit r t
gl t nn aaa m I
erD Ene rG ti fo
r
e o
—
L sn r u n yI t o ti
AA
a y i l
er
t ir a bo u ati g bL qeS E ry ot rF a d t P C en dg m a nin s ot n r o s Ge a
g i cs sy li e n ita r i ntr so i
et u t epo s
ii esR tg d r a epr
e ct pt D u E t ux S lr Ba d d E
C n t n Sg a e 7
din s n e a
adtr ea g a
r
ad t u o G
epo f I a g i
R ey
olr nC afaK L atD
—ASAF
FSAA
—Da
tafo
lio G
rade
7 E
LA
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 1: K
ey Id
eas a
nd D
etai
ls
Key Ideas and Details
Reading Literature
Literature
STAN
DARD
CO
DE
Stan
dard
: Cite
sev
eral
pie
ces
of te
xtua
l evi
denc
e to
supp
ort a
naly
sis o
f wha
t the
text
say
s exp
licitl
y as
wel
l as
infe
renc
es d
raw
n fr
om th
e te
xt.
LAFS.7.RL.1.1
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: R
efer
to d
etai
ls an
d ex
ampl
es in
a te
xt w
hen
expl
aini
ng w
hat t
he te
xt s
ays
expl
icitl
y.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.7.RL.1.AP.1a
Id
entif
y a
deta
il or
exa
mpl
e in
ate
xt.
Ex
plai
n w
hat a
text
says
expl
icitl
y.
Choi
ce 1
: Ide
ntify
a
deta
il or
exa
mpl
e in
a
text
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
shor
t sto
ry a
nd th
ree
resp
onse
opt
ions
.W
hich
is a
n im
port
ant d
etai
l fro
m th
est
ory?
Resp
onse
: will
var
yCh
oice
2: E
xpla
in w
hat
a te
xt s
ays
expl
icitl
y.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
shor
t sto
ry a
nd th
ree
resp
onse
opt
ions
.W
hat h
appe
ns to
the
mai
n ch
arac
ter i
nth
e be
ginn
ing
of th
e st
ory?
Resp
onse
: will
var
yCh
oice
3: I
dent
ify
whi
ch id
ea is
bei
ng
supp
orte
d in
the
text
.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
shor
t sto
ry a
nd th
ree
resp
onse
opt
ions
.W
hich
idea
from
the
stor
y do
es th
is de
tail
best
sup
port
?Re
spon
se: w
ill v
ary
FSA
A—D
ataf
olio
Gra
de 7
ELA
Act
ivity
Cho
ices
33
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 3: V
ocab
ular
y Ac
quisi
tion
and
Use
Craft and Structure
Language
Informational
STAN
DARD
CO
DE
Stan
dard
: Det
erm
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
and
phr
ases
bas
ed o
n gr
ade
7 re
adin
g an
d co
nten
t, ch
oosin
g fle
xibl
y fr
om a
rang
e of
stra
tegi
es.
4a. U
se c
onte
xt (e
.g.,
the
over
all m
eani
ng o
f a s
ente
nce
or p
arag
raph
; a w
ord’
s po
sitio
n or
func
tion
in a
sen
tenc
e) a
s a
clue
to th
e m
eani
ng o
f a w
ord
or p
hras
e.
4b. U
se c
omm
on, g
rade
-app
ropr
iate
Gre
ek o
r Lat
in a
ffix
es a
nd ro
ots
as c
lues
to th
e m
eani
ng o
f a w
ord
(e.g
., be
llige
rent
, be
llico
se, r
ebel
). 4c
. Con
sult
gene
ral a
nd s
peci
aliz
ed re
fere
nce
mat
eria
ls (e
.g.,
dict
iona
ries,
glo
ssar
ies,
thes
auru
ses)
, bot
h pr
int a
nd d
igita
l, to
find
the
pron
unci
atio
n of
a w
ord
or d
eter
min
e or
cla
rify
its p
reci
se m
eani
ng o
r its
par
t of s
peec
h.
4d. V
erify
the
prel
imin
ary
dete
rmin
atio
n of
the
mea
ning
of a
wor
d or
phr
ase
(e.g
., by
che
ckin
g th
e in
ferr
ed m
eani
ng in
co
ntex
t or i
n a
dict
iona
ry).
LAFS.7.L.3.4 AC
CESS
PO
INT
CODE
Acce
ss P
oint
Sta
ndar
d: U
se c
onte
xt (e
.g.,
the
over
all m
eani
ng o
f a s
ente
nce,
par
agra
ph, o
r tex
t; a
wor
d’s p
ositi
on in
a se
nten
ce) a
s a
clue
to d
eter
min
e th
e m
eani
ng o
f gra
de-a
ppro
pria
te w
ords
or
phra
ses.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.7.L.3.AP.4a
Reca
ll th
e m
eani
ng o
f fre
quen
tlyus
ed n
ouns
.
Iden
tify
mul
tiple
mea
ning
wor
dsup
to tw
o gr
ade
leve
ls be
low
the
stud
ent’s
gra
de le
vel.
Id
entif
y th
e co
ntex
t in
whi
ch th
eun
know
n w
ord
is be
ing
used
by
look
ing
at th
e te
xt b
efor
e an
d af
ter
it.
List
the
poss
ible
mea
ning
s of
an
unkn
own
wor
d by
usi
ng th
eco
ntex
t (w
ords
sur
roun
ding
the
unkn
own
wor
d).
U
se a
dic
tiona
ry to
ver
ify th
em
eani
ng g
uess
ed b
y us
ing
the
surr
ound
ing
wor
ds.
Choi
ce 1
: Rec
all t
he m
eani
ng
of fr
eque
ntly
use
d no
uns.
1.
The
stud
ent i
s pr
esen
ted
with
and
read
a w
ord
and
thre
ere
spon
se o
ptio
ns. W
hat i
s th
ebe
st d
efin
ition
of t
his
noun
?Re
spon
se: w
ill v
ary
Choi
ce 2
: Ide
ntify
mul
tiple
-m
eani
ng w
ords
. 2.
The
stud
ent i
s pr
esen
ted
with
and
read
two
sent
ence
s w
ith a
miss
ing
wor
d an
d th
ree
resp
onse
opt
ions
. Whi
ch w
ord
fits
in b
oth
sent
ence
s?Re
spon
se: w
ill v
ary
Choi
ce 3
: Ide
ntify
the
cont
ext i
n w
hich
an
unkn
own
wor
d is
bei
ng u
sed
by lo
okin
g at
the
text
bef
ore
and
afte
r it.
3.Th
e st
uden
t is
pres
ente
d w
ithan
d re
ad a
sen
tenc
e an
d th
ree
resp
onse
opt
ions
. Whi
ch w
ords
in th
e se
nten
ce h
elp
expl
ain
the
mea
ning
of t
he w
ord
“acc
ompl
ish?”
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 7
ELA
Act
ivity
Cho
ices
34
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 1: C
onve
ntio
ns o
f Sta
ndar
d En
glish
Language and Editing
Language
Literature or Informational
STAN
DARD
CO
DE
Stan
dard
: Dem
onst
rate
com
man
d of
the
conv
entio
ns o
f sta
ndar
d En
glish
cap
italiz
atio
n, p
unct
uatio
n, a
nd
spel
ling
whe
n w
ritin
g.
2a. U
se a
com
ma
to s
epar
ate
coor
dina
te a
djec
tives
(e.g
., It
was
a fa
scin
atin
g, e
njoy
able
mov
ie b
ut n
ot H
e w
ore
an o
ld[,]
gr
een
shirt
). 2b
. Spe
ll co
rrec
tly.
LAFS.7.L.1.2
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: S
pell
wor
ds c
orre
ctly
in w
ritin
g.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.7.L.1.AP.2b
U
se sp
ellin
g fe
atur
es ty
pica
llyre
pres
enta
tive
of L
ette
r Nam
esp
elle
rs (b
egin
ning
con
sona
nts,
endi
ng c
onso
nant
s,pr
econ
sona
ntal
nas
als,
med
ial
vow
els,
affr
icat
es).
U
se sp
ellin
g fe
atur
es ty
pica
llyre
pres
enta
tive
of W
ithin
Wor
dsp
elle
rs (l
ong
vow
el p
atte
rns
(e.g
., ai
, ue,
oa,
ee)
, lon
g vo
wel
patt
erns
with
sile
nt e
mar
ker,
ambi
guou
s vo
wel
pat
tern
s (e.
g.,
ou, o
w, o
i), r-
cont
rolle
d vo
wel
s,et
c.).
Us
e sp
ellin
g fe
atur
es ty
pica
llyre
pres
enta
tive
of S
ylla
bles
and
Af
fixes
spel
lers
(e.g
., op
en/c
lose
d sy
llabl
es, d
oubl
ing,
etc
.).
Choi
ce 1
: Use
spe
lling
fe
atur
es ty
pica
lly
repr
esen
tativ
e of
Le
tter
Nam
e sp
elle
rs.
1.Th
e te
ache
r say
s (a
wor
d) o
ut lo
ud o
rpr
esen
ts a
n ac
tual
item
that
repr
esen
tsth
at w
ord,
and
the
stud
ent s
pells
the
wor
d us
ing
man
ipul
ativ
e le
tter
s or
assis
tive
tech
nolo
gy.
Resp
onse
: will
var
yTh
e te
ache
r may
als
o pr
esen
t ind
ivid
ual
Brai
lle o
r lar
ge-p
rint l
ette
r fla
sh c
ards
and
have
the
stud
ent a
rran
ge th
e le
tter
flash
car
ds to
spe
ll th
e w
ord.
Choi
ce 2
: Use
spel
ling
feat
ures
typi
cally
re
pres
enta
tive
of W
ithin
W
ord
spel
lers
.
2.Th
e te
ache
r say
s (a
wor
d) o
ut lo
ud, a
ndth
e st
uden
t spe
lls th
e w
ord
usin
gm
anip
ulat
ive
lett
ers
or a
ssis
tive
tech
nolo
gy.
Resp
onse
: will
var
yTh
e te
ache
r may
als
o pr
esen
t ind
ivid
ual
Brai
lle o
r lar
ge-p
rint l
ette
r fla
sh c
ards
and
have
the
stud
ent a
rran
ge th
e le
tter
flash
car
ds to
spe
ll th
e w
ord.
Choi
ce 3
: Use
spe
lling
fe
atur
es ty
pica
lly
repr
esen
tativ
e of
Sy
llabl
es a
nd A
ffixe
s sp
elle
rs.
3.Th
e te
ache
r say
s (a
wor
d) o
ut lo
ud, a
ndth
e st
uden
t spe
lls th
e w
ord
usin
gm
anip
ulat
ive
lett
ers
or a
ssis
tive
tech
nolo
gy.
Resp
onse
: will
var
yTh
e te
ache
r may
als
o pr
esen
t ind
ivid
ual
Brai
lle o
r lar
ge-p
rint l
ette
r fla
sh c
ards
and
have
the
stud
ent a
rran
ge th
e le
tter
flash
car
ds to
spe
ll th
e w
ord.
FSA
A—D
ataf
olio
Gra
de 7
ELA
Act
ivity
Cho
ices
35
| P
ag
e
FSAA
—Da
tafo
lio G
rade
7 M
athe
mat
ics
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 2
: Sol
ve re
al-li
fe a
nd m
athe
mat
ical
pro
blem
s usin
g nu
mer
ical
and
alg
ebra
ic e
xpre
ssio
ns a
nd e
quat
ions
.
Expressions and Equations
Expressions and Equations
STAN
DARD
CO
DE
Stan
dard
: Sol
ve m
ulti-
step
real
-life
and
mat
hem
atic
al p
robl
ems p
osed
with
pos
itive
and
neg
ativ
e ra
tiona
l num
bers
in a
ny
form
(who
le n
umbe
rs, f
ract
ions
, and
dec
imal
s), u
sing
tool
s str
ateg
ical
ly. A
pply
pro
pert
ies
of o
pera
tions
to c
alcu
late
with
nu
mbe
rs in
any
form
; con
vert
bet
wee
n fo
rms a
s ap
prop
riate
; and
ass
ess
the
reas
onab
lene
ss o
f ans
wer
s us
ing
men
tal
com
puta
tion
and
estim
atio
n st
rate
gies
. For
exa
mpl
e: If
a w
oman
mak
ing
$25
an h
our g
ets a
10%
raise
, she
will
mak
e an
ad
ditio
nal 1
/10
of h
er s
alar
y an
hou
r, or
$2.
50, f
or a
new
sal
ary
of $
27.5
0. If
you
wan
t to
plac
e a
tow
el b
ar 9
3/4
inch
es lo
ng
in th
e ce
nter
of a
doo
r tha
t is
27 1
/2 in
ches
wid
e, y
ou w
ill n
eed
to p
lace
the
bar a
bout
9 in
ches
from
eac
h ed
ge; t
his
estim
ate
can
be u
sed
as a
che
ck o
n th
e ex
act c
ompu
tatio
n.
MAFS.7.EE.2.3
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: S
olve
real
-wor
ld, m
ulti-
step
pro
blem
s usin
g po
sitiv
e an
d ne
gativ
e ra
tiona
l num
bers
(who
le
num
bers
, fra
ctio
ns, a
nd d
ecim
als)
.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.7.EE.2.AP.3a
Conc
rete
:
Dem
onst
rate
ope
ratio
ns u
sing
man
ipul
ativ
esw
hen
pres
ente
d w
ith c
omm
on la
ngua
ge(a
ltoge
ther
, lef
t ove
r, su
m, e
tc.).
Cr
eate
an
arra
y of
obj
ects
into
gro
ups t
o m
odel
the
role
of e
qual
gro
ups
in a
mul
tiplic
atio
n or
divi
sion
situa
tion.
G
iven
a se
t num
ber o
f man
ipul
ativ
es, d
istrib
ute
them
eve
nly
to c
reat
e a
defic
it (e
.g.,
give
n 10
mar
kers
, dist
ribut
e 1
each
to 1
5 st
uden
ts) .
G
iven
a s
et n
umbe
r of m
anip
ulat
ives
, dis
trib
ute
them
eve
nly
to c
reat
e a
frac
tion
(e.g
., gi
ven
10pi
eces
of c
halk
dis
trib
ute
½ p
iece
to 2
0st
uden
ts).
Choi
ce 1
: De
mon
stra
te
oper
atio
ns u
sing
m
anip
ulat
ives
whe
n pr
esen
ted
with
co
mm
on la
ngua
ge
(alto
geth
er, l
eft o
ver,
sum
, etc
.).
1.Th
e st
uden
t is
pres
ente
d w
ith 2
blo
cks
and
then
giv
en 2
mor
e bl
ocks
. How
man
ybl
ocks
are
2 b
lock
s an
d 2
bloc
ksal
toge
ther
?Re
spon
se: 4
Choi
ce 2
: Cre
ate
an
arra
y of
obj
ects
into
gr
oups
to m
odel
the
role
of e
qual
gro
ups
in
a m
ultip
licat
ion
or
divi
sion
situ
atio
n.
2.Th
e st
uden
t is
pres
ente
d w
ith 6
blo
cks
and
resp
onse
opt
ions
of t
hree
diff
eren
tar
rays
. Whi
ch a
rray
mod
els
the
mul
tiplic
atio
n fa
ct ×3
2?
Resp
onse
: 3 ro
ws
of 2
blo
cks
Choi
ce 3
: Giv
en a
set
nu
mbe
r of
man
ipul
ativ
es,
dist
ribut
e th
em e
venl
y to
cre
ate
a de
ficit.
3.Th
e st
uden
t is
pres
ente
d w
ith 3
mar
kers
and
thre
e re
spon
se o
ptio
ns. G
ive
1m
arke
r to
each
of 5
stu
dent
s.Re
spon
se: T
here
are
not
eno
ugh
mar
kers
;I n
eed
two
mor
e.
FSA
A—D
ataf
olio
Gra
de 7
Mat
hem
atic
s Ac
tivity
Cho
ices
36
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 2
: Sol
ve re
al-li
fe a
nd m
athe
mat
ical
pro
blem
s inv
olvi
ng a
ngle
mea
sure
, are
a, su
rfac
e ar
ea, a
nd v
olum
e.
Geometry
Geometry ST
ANDA
RD
CODE
St
anda
rd: S
olve
real
-wor
ld a
nd m
athe
mat
ical
pro
blem
s in
volv
ing
area
, vol
ume
and
surf
ace
area
of t
wo-
and
thre
e-di
men
siona
l obj
ects
com
pose
d of
tria
ngle
s, q
uadr
ilate
rals,
pol
ygon
s, c
ubes
, and
righ
t pris
ms.
MAFS.7.G.2.6
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: A
dd th
e ar
ea o
f eac
h fa
ce o
f a p
rism
to fi
nd th
e su
rfac
e ar
ea o
f thr
ee-d
imen
siona
l ob
ject
s.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.7.G.2.AP.6a
Conc
rete
:
Dem
onst
rate
an
unde
rsta
ndin
g of
the
conc
ept o
f the
surf
ace
area
.
Reco
gnize
that
surf
ace
area
isfo
und
by a
ddin
g up
the
indi
vidu
alar
eas o
f eac
h fa
ce.
Ad
d w
hole
num
bers
usi
ngap
prop
riate
tool
s, a
s ne
eded
.
Und
erst
and
two-
and
thre
e-di
men
siona
l dim
ensio
nalit
y (tw
o-di
men
siona
l is s
pace
cov
ered
,th
ree-
dim
ensio
nal i
s th
e sp
ace
with
in).
Choi
ce 1
: Use
m
anip
ulat
ives
to fi
nd
the
area
of a
face
of a
sh
ape.
1.Th
e st
uden
t is
pres
ente
d w
ith a
prin
ted
pict
ure
of a
sha
pe a
nd g
iven
man
ipul
ativ
e sq
uare
s. H
owm
any
bloc
ks c
an fi
t in
the
face
of t
he re
ctan
gle?
Resp
onse
: will
var
yCh
oice
2: I
dent
ify th
e nu
mbe
r of f
aces
of a
th
ree-
dim
ensio
nal
figur
e.
2.Th
e st
uden
t is
pres
ente
d w
ith a
thre
e-di
men
sion
al fi
gure
. How
man
y fa
ces
does
this
figur
e ha
ve?
Resp
onse
: will
var
yCh
oice
3: D
iffer
entia
te
betw
een
a tw
o-di
men
sion
al fi
gure
and
a
thre
e-di
men
sion
al
figur
e.
3.Th
e st
uden
t is
pres
ente
d w
ith th
e m
anip
ulat
ive
of a
cub
e, a
squ
are,
and
a re
ctan
gle.
Whi
ch o
fth
ese
is a
thre
e-di
men
sion
al fi
gure
?Re
spon
se: c
ube
FSA
A—D
ataf
olio
Gra
de 7
Mat
hem
atic
s Ac
tivity
Cho
ices
37
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 3
: Inv
estig
ate
chan
ce p
roce
sses
and
dev
elop
, use
, and
eva
luat
e pr
obab
ility
mod
els.
Statistics and Probability
Statistics and Probability
STAN
DARD
CO
DE
Stan
dard
: Fin
d pr
obab
ilitie
s of
com
poun
d ev
ents
usin
g or
gani
zed
lists
, tab
les,
tree
dia
gram
s, a
nd si
mul
atio
n.
a.U
nder
stan
d th
at, j
ust a
s w
ith s
impl
e ev
ents
, the
pro
babi
lity
of a
com
poun
d ev
ent i
s th
e fr
actio
n of
out
com
es in
the
sam
ple
spac
e fo
r whi
ch th
e co
mpo
und
even
t occ
urs.
b.Re
pres
ent s
ampl
e sp
aces
for c
ompo
und
even
ts u
sing
met
hods
suc
h as
org
aniz
ed li
sts,
tabl
es, a
nd tr
ee d
iagr
ams.
For
an
even
tde
scrib
ed in
eve
ryda
y la
ngua
ge (e
.g.,
“rol
ling
doub
le s
ixes
”), i
dent
ify th
e ou
tcom
es in
the
sam
ple
spac
e w
hich
com
pose
the
even
t. c.
Desig
n an
d us
e a
simul
atio
n to
gen
erat
e fr
eque
ncie
s fo
r com
poun
d ev
ents
. For
exa
mpl
e, u
se ra
ndom
dig
its a
s a
sim
ulat
ion
tool
to a
ppro
xim
ate
the
answ
er to
the
ques
tion:
If 4
0% o
f don
ors
have
type
A b
lood
, wha
t is
the
prob
abili
ty th
at it
will
take
at
leas
t 4 d
onor
s to
find
one
with
type
A b
lood
?
MAFS.7.SP.3.8
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: U
se tr
ee d
iagr
ams,
freq
uenc
y ta
bles
, org
anize
d lis
ts, a
nd/o
r sim
ulat
ions
to c
olle
ct
data
from
a tw
o-st
ep si
mul
atio
n of
com
poun
d ev
ents
(usin
g tw
o co
ins
and/
or tw
o di
ce).
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.7.SP.3.AP.8b
Conc
rete
:
Use
item
s lik
e co
ins t
o de
term
ine
the
prob
abili
ty o
f an
outc
ome
(1/2
head
s).
U
sing
man
ipul
ativ
es a
nd a
cha
rt to
capt
ure
the
outc
omes
of c
oin
flips
or d
ice
rolls
.
Choi
ce 1
: Use
item
s su
ch a
s co
ins
to d
eter
min
e th
e pr
obab
ility
of a
n ou
tcom
e (1
/2 h
eads
).
1.Th
e st
uden
t is
pres
ente
d w
ith a
spi
nner
with
a ci
rcle
hal
f sha
ded
and
thre
e re
spon
seop
tions
. Wha
t is
the
prob
abili
ty o
f the
arr
owla
ndin
g on
the
shad
ed p
art?
Resp
onse
: 1 in
2Ch
oice
2: U
se m
anip
ulat
ives
an
d a
char
t to
capt
ure
the
outc
omes
of c
oin
flips
or
dice
rolls
.
2.Th
e st
uden
t is
pres
ente
d w
ith a
spi
nner
with
a ci
rcle
hal
f sha
ded
and
is to
ld th
ere
is a
1 in
2 ch
ance
that
the
arro
w w
ill la
nd o
n th
esh
aded
par
t. Th
e sp
inne
r is
then
spu
n 4
or 6
times
to d
eter
min
e th
e ac
tual
out
com
e. T
hest
uden
t rec
ords
the
outc
ome
on a
cha
rt.
Resp
onse
: will
var
yCh
oice
3: E
xpre
ss
prob
abili
ty a
s a
perc
ent o
r a
frac
tion.
3.Th
e st
uden
t is
pres
ente
d w
ith a
spi
nner
divi
ded
into
2 e
qual
sec
tions
and
thre
ere
spon
se o
ptio
ns. W
hat i
s th
e pr
obab
ility
of
the
spin
ner l
andi
ng o
n th
e gr
ay s
ectio
n of
the
spin
ner?
Resp
onse
: 1 2
FSA
A—D
ataf
olio
Gra
de 7
Mat
hem
atic
s Ac
tivity
Cho
ices
38
| P
ag
e
ge
es
es
es
a
ic ic ic P
ho ho ho
| 39 Cf C C
o 3 3 3 f f
o 2 3 2 o 3 3 2
er er erb b b
um um umN N N
e e .4 .4 e d .2 .1.5 d .3 d
.1
o o .2
.1s o .1 .1 .1 .1 .4.3t C I
.W
C .G P C .4 8.F .8in d .R .L d .S d .1r .8 .8.8 .8 .8 r .8 r .N .P .La a S ar S Sd S S d SF dp an
F FF F an
FA A C.8
C.8
AA AA an S S C.8
e S
St LL L MSt M M St
lu B8 e s
ad
ci
at ec
olio
Gr A
EL
l l m naon
a e ee on he i u ir tt Scir
ta a atn ae m er m yste
m
M ge SG
af for tiL for
n n led
t I Ia o
D n K
—
y r f e
o o cg the
Num
ber
w
dy
n ce
AA
e st ry e
o ci en nd
n ec
a to cii a en C e B S Sg ct m / l ciS f
in yn o e o
caF rt u o ir e S
r sF Ge fg u y iL s babi
lity
e tl hi ro t ay er aa r epo
PNo et u R P C sge ct D ritin
g
g ntt u ina W and i
d r t
C n t
ased
r epr
Sg a
int ea
n epo ulBds
Rr a B e 8
epo d tf ad I a
ey
Stat
istic
s
r
rR CK Text
-
io G
olaf
atD
—ASAF
FSAA
—Da
tafo
lio G
rade
8 E
LA
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 1: K
ey Id
eas a
nd D
etai
ls
Key Ideas and Details
Reading Informational Text
Informational
STAN
DARD
CO
DE
Stan
dard
: Det
erm
ine
a ce
ntra
l ide
a of
a te
xt a
nd a
naly
ze it
s de
velo
pmen
t ove
r the
cou
rse
of th
e te
xt, i
nclu
ding
its
rela
tions
hip
to su
ppor
ting
idea
s; p
rovi
de a
n ob
ject
ive
sum
mar
y of
the
text
.
LAFS.8.RI.1.2
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: P
rovi
de/c
reat
e an
obj
ectiv
e su
mm
ary
of a
text
.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.8.RI.1.AP.2c
Id
entif
y th
e m
ain
idea
of a
text
.
Iden
tify
key
deta
ils re
late
d to
the
mai
n id
ea o
f a te
xt.
Id
entif
y ho
w k
ey d
etai
lssu
ppor
t the
mai
n id
ea.
Id
entif
y a
fact
ual
sum
mar
y/st
atem
ent a
bout
the
text
.
Choi
ce 1
: Ide
ntify
the
mai
n id
ea o
f a te
xt.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
shor
t inf
orm
atio
nal t
ext a
nd th
ree
resp
onse
opt
ions
. Wha
t is
this
art
icle
mai
nly
abou
t?Re
spon
se: w
ill v
ary
Choi
ce 2
: Ide
ntify
key
de
tails
rela
ted
to th
e m
ain
idea
of a
text
.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
shor
t inf
orm
atio
nal t
ext a
nd th
ree
resp
onse
opt
ions
. Whi
ch d
etai
ls ar
eco
nnec
ted
to th
e m
ain
idea
of t
hear
ticle
? (M
ain
idea
may
be
stat
ed fo
r the
stud
ent.)
Resp
onse
: will
var
yCh
oice
3: I
dent
ify a
fa
ctua
l sum
mar
y/
stat
emen
t abo
ut a
text
.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
shor
t inf
orm
atio
nal t
ext a
nd th
ree
resp
onse
opt
ions
. Whi
ch o
f the
se is
afa
ctua
l sta
tem
ent f
rom
the
artic
le?
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 8
ELA
Act
ivity
Cho
ices
40
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 3: V
ocab
ular
y Ac
quisi
tion
and
Use
Craft and Structure
Language
Literature
STAN
DARD
CO
DE
Stan
dard
: Dem
onst
rate
und
erst
andi
ng o
f fig
urat
ive
lang
uage
, wor
d re
latio
nshi
ps, a
nd n
uanc
es in
wor
d m
eani
ngs.
5a
. Int
erpr
et fi
gure
s of
spe
ech
(e.g
., ve
rbal
iron
y, p
uns)
in c
onte
xt.
5b. U
se th
e re
latio
nshi
p be
twee
n pa
rtic
ular
wor
ds to
bet
ter u
nder
stan
d ea
ch o
f the
wor
ds.
5c. D
istin
guish
am
ong
the
conn
otat
ions
(ass
ocia
tions
) of w
ords
with
sim
ilar d
enot
atio
ns (d
efin
ition
s) (e
.g.,
bullh
eade
d,
will
ful,
firm
, per
siste
nt, r
esol
ute)
.
LAFS.8.L.3.5
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: U
se th
e re
latio
nshi
p be
twee
n pa
rtic
ular
wor
ds to
bet
ter u
nder
stan
d ea
ch
of th
e w
ords
.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.8.L.3.AP.5c
Fo
r a g
iven
pai
r of w
ords
,de
term
ine
the
rela
tions
hip
betw
een
the
wor
ds (e
.g.,
caus
e/ef
fect
, par
t/w
hole
,ca
tego
ry).
Choi
ce 1
: For
a g
iven
pa
ir of
wor
ds,
dete
rmin
e th
e re
latio
nshi
p be
twee
n th
e w
ords
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
sent
ence
con
stru
cted
with
wor
d/pi
ctur
e ca
rds.
The
stu
dent
sor
tsw
ords
into
two
grou
ps b
ased
on
whe
ther
the
wor
d sh
ows
a ca
use
or a
nef
fect
. For
exa
mpl
e, g
iven
the
sent
ence
“Bill
fell
beca
use
he w
as ru
nnin
g to
ofa
st,”
the
stud
ent w
ould
cat
egor
ize
the
wor
ds “
Bill
fell”
as
an e
ffect
and
“he
was
runn
ing
too
fast
” as
a c
ause
.Re
spon
se: w
ill v
ary
Choi
ce 2
: Sor
t wor
ds
into
app
ropr
iate
ca
tego
ries
to s
how
the
rela
tions
hip
betw
een
the
wor
ds.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adth
ree
wor
d/pi
ctur
e ca
rds
and
two
resp
onse
opt
ion
cate
gory
car
ds. W
hich
wor
ds b
elon
g to
geth
er to
des
crib
e th
em
ain
char
acte
r/a
part
icul
ar o
bjec
t?(S
tude
nt m
atch
es th
e w
ords
to th
ech
arac
ter/
obje
ct th
ey d
escr
ibe.
)Re
spon
se: w
ill v
ary
Choi
ce 3
: Ide
ntify
a
wor
d th
at is
rela
ted
to
a gi
ven
wor
d an
d sim
ilar i
n de
finiti
on a
nd
mea
ning
.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adth
ree
wor
d/pi
ctur
e ca
rds.
Whi
ch w
ord
from
this
list i
s m
ost s
imila
r to
the
wor
d(a
wor
d) in
mea
ning
?Re
spon
se: w
ill v
ary
FSA
A—D
ataf
olio
Gra
de 8
ELA
Act
ivity
Cho
ices
41
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 1: C
ompr
ehen
sion
and
Colla
bora
tion
Text-based Writing
Writing
Informational
STAN
DARD
CO
DE
Stan
dard
: Writ
e ar
gum
ents
to s
uppo
rt c
laim
s w
ith c
lear
reas
ons
and
rele
vant
evi
denc
e.
1a. I
ntro
duce
cla
im(s
), ac
know
ledg
e an
d di
stin
guis
h th
e cl
aim
(s) f
rom
alte
rnat
e or
opp
osin
g cl
aim
s, a
nd o
rgan
ize
the
reas
ons
and
evid
ence
logi
cally
. 1b
. Sup
port
cla
im(s
) with
logi
cal r
easo
ning
and
rele
vant
evi
denc
e, u
sing
acc
urat
e, c
redi
ble
sour
ces
and
dem
onst
ratin
g an
un
ders
tand
ing
of th
e to
pic
or te
xt.
1c
. Use
wor
ds, p
hras
es, a
nd c
laus
es to
cre
ate
cohe
sion
and
cla
rify
the
rela
tions
hips
am
ong
clai
m(s
), co
unte
rcla
ims,
reas
ons,
an
d ev
iden
ce.
1d. E
stab
lish
and
mai
ntai
n a
form
al s
tyle
. 1e
. Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
that
follo
ws
from
and
sup
port
s th
e ar
gum
ent p
rese
nted
.
LAFS.8.W.1.1 AC
CESS
PO
INT
CODE
Acce
ss P
oint
Sta
ndar
d: C
reat
e an
org
aniza
tiona
l str
uctu
re in
whi
ch id
eas
are
logi
cally
gro
uped
to
supp
ort t
he w
riter
’s c
laim
.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.8.W.1.AP.1b
G
iven
a w
riter
’s c
laim
s,id
entif
y th
e w
riter
’spe
rspe
ctiv
e on
the
topi
c(e
.g.,
pro
or c
on).
Id
entif
y a
reas
on/e
vide
nce
that
supp
orts
a c
laim
with
ina
pers
uasiv
e te
xt.
De
velo
p a
list o
f ide
as th
atsu
ppor
t a c
laim
.
Gro
up th
e id
eas
into
cate
gorie
s tha
t lin
k to
the
clai
m.
Choi
ce 1
: Giv
en a
writ
er’s
cl
aim
s, id
entif
y th
e w
riter
’s p
ersp
ectiv
e on
the
topi
c.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
nar
ticle
and
thre
e re
spon
se o
ptio
ns. B
ased
on th
e cl
aim
s in
the
text
, wha
t is
the
writ
er’s
per
spec
tive?
Tex
ts s
houl
d be
info
rmat
iona
l art
icle
s w
ith a
cle
arpe
rsua
sive
ang
le o
n a
scie
nce
or s
ocia
lsc
ienc
e to
pic.
Resp
onse
: will
var
yCh
oice
2: I
dent
ify a
reas
on
or e
vide
nce
that
sup
port
s a
clai
m w
ithin
a p
ersu
asiv
e te
xt.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
pers
uasi
ve te
xt a
nd th
ree
resp
onse
optio
ns. W
hich
of t
hese
pro
vide
s sp
ecifi
cev
iden
ce fo
r the
aut
hor’s
cla
im?
(Aut
hor’s
clai
m is
pro
vide
d to
the
stud
ent.)
Resp
onse
: will
var
yCh
oice
3: G
roup
idea
s in
to
cate
gorie
s th
at li
nk to
a
clai
m.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
pers
uasi
ve te
xt a
nd th
ree
resp
onse
optio
ns. L
ist o
ne fa
ct in
the
pro
cate
gory
and
one
fact
in th
e co
n ca
tego
ry.
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 8
ELA
Act
ivity
Cho
ices
42
| P
ag
e
FSAA
—Da
tafo
lio G
rade
8 M
athe
mat
ics
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 1
: Def
ine,
eva
luat
e, a
nd c
ompa
re fu
nctio
ns.
Functions
Functions
STAN
DARD
CO
DE
Stan
dard
: Int
erpr
et th
e eq
uatio
n y
= m
x +
b as
def
inin
g a
linea
r fun
ctio
n, w
hose
gra
ph is
a s
trai
ght l
ine;
giv
e ex
ampl
es o
f fu
nctio
ns th
at a
re n
ot li
near
. For
exa
mpl
e, th
e fu
nctio
n A
= s²
giv
ing
the
area
of a
squa
re a
s a
func
tion
of it
s sid
e le
ngth
is
not l
inea
r bec
ause
its
grap
h co
ntai
ns th
e po
ints
(1, 1
), (2
, 4),
and
(3, 9
), w
hich
are
not
on
a st
raig
ht li
ne.
MAFS.8.F.1.3 AC
CESS
PO
INT
CODE
Acce
ss P
oint
Sta
ndar
d: Id
entif
y gr
aphe
d fu
nctio
ns a
s lin
ear o
r not
line
ar.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.8.F.1.AP.3a Co
ncre
te:
Id
entif
y a
linea
r fun
ctio
n on
a g
raph
as o
ne th
at fo
rms a
str
aigh
t lin
e.
Iden
tify
a no
n-lin
ear f
unct
ion
on a
grap
h as
one
that
doe
s not
mak
e a
stra
ight
line
.
Choi
ce 1
: Ide
ntify
a li
near
fu
nctio
n on
a g
raph
as
one
that
fo
rms
a st
raig
ht li
ne.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adth
ree
grap
hs a
s re
spon
se o
ptio
ns. W
hich
grap
h re
pres
ents
a li
near
func
tion?
Resp
onse
: lin
ear f
unct
ion
Choi
ce 2
: Ide
ntify
a n
onlin
ear
func
tion
on a
gra
ph a
s on
e th
at
does
not
mak
e a
stra
ight
line
.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adth
ree
grap
hs a
s re
spon
se o
ptio
ns. W
hich
grap
h re
pres
ents
a n
onlin
ear f
unct
ion?
Resp
onse
: non
linea
r fun
ctio
n
FSA
A—D
ataf
olio
Gra
de 8
Mat
hem
atic
s Ac
tivity
Cho
ices
43
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 1
: Und
erst
and
cong
ruen
ce a
nd s
imila
rity
usin
g ph
ysic
al m
odel
s, tr
ansp
aren
cies
, or g
eom
etry
soft
war
e.
Geometry
Geometry ST
ANDA
RD
CODE
Stan
dard
: Und
erst
and
that
a tw
o-di
men
siona
l fig
ure
is sim
ilar t
o an
othe
r if t
he se
cond
can
be
obta
ined
from
the
first
by
a se
quen
ce o
f rot
atio
ns, r
efle
ctio
ns, t
rans
latio
ns, a
nd d
ilatio
ns; g
iven
two
simila
r tw
o-di
men
siona
l fig
ures
, des
crib
e a
sequ
ence
that
exh
ibits
the
simila
rity
betw
een
them
.
MAFS.8.G.1.4
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: C
ompa
re a
rea
and
volu
me
of si
mila
r fig
ures
.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.8.G.1.AP.4c
Conc
rete
:
Reco
gnize
how
the
spac
e in
side
afig
ure
incr
ease
s whe
n th
e sid
esar
e le
ngth
ened
.
Mul
tiply
who
le n
umbe
rs,
frac
tions
, and
dec
imal
s in
ord
erto
com
pare
are
a an
d vo
lum
e.
Use
gra
ph p
aper
to c
ount
the
area
insid
e of
a fi
gure
and
use
the
area
to c
ompa
re th
e siz
es o
f the
figur
es.
U
se c
ubes
to c
ount
the
volu
me
ofa
figur
e an
d us
e th
e vo
lum
e to
com
pare
the
sizes
of t
he fi
gure
s.
Choi
ce 1
: Use
gra
ph p
aper
to
coun
t the
are
a in
side
of a
fig
ure.
1.Th
e st
uden
t is
pres
ente
d w
ith a
dra
win
g of
a re
ctan
gle
on g
raph
pap
er a
nd th
ree
resp
onse
opt
ions
. How
man
y sq
uare
s ar
ein
side
the
rect
angl
e?Re
spon
se: w
ill v
ary
Choi
ce 2
: Rec
ogni
ze h
ow th
e sp
ace
insi
de a
figu
re
incr
ease
s w
hen
the
sides
are
le
ngth
ened
.
2.Th
e st
uden
t is
pres
ente
d w
ith a
dra
win
g of
a re
ctan
gle
on g
raph
pap
er a
nd s
how
n th
esid
e le
ngth
s an
d th
e ar
ea o
f the
rect
angl
ean
d th
ree
resp
onse
opt
ions
. The
rect
angl
eis
then
ext
ende
d on
one
sid
e. H
ow d
id th
ere
ctan
gle
chan
ge?
Resp
onse
: It i
s la
rger
.Ch
oice
3: U
se c
ubes
to c
ount
th
e vo
lum
e of
two
figur
es
and
use
the
volu
me
to
com
pare
the
sizes
of t
he
figur
es.
3.Th
e st
uden
t is
pres
ente
d w
ith u
nit c
ubes
and
two
figur
es. W
hich
figu
re h
olds
mor
ecu
bes?
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 8
Mat
hem
atic
s Ac
tivity
Cho
ices
44
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 1
: Inv
estig
ate
patt
erns
of a
ssoc
iatio
n in
biv
aria
te d
ata.
Statistics and Probability and the Number System
Statistics and Probability
STAN
DARD
CO
DE
Stan
dard
: Und
erst
and
that
pat
tern
s of
ass
ocia
tion
can
also
be
seen
in b
ivar
iate
cat
egor
ical
dat
a by
disp
layi
ng fr
eque
ncie
s an
d re
lativ
e fr
eque
ncie
s in
a tw
o-w
ay ta
ble.
Con
stru
ct a
nd in
terp
ret a
two-
way
tabl
e su
mm
arizi
ng d
ata
on tw
o ca
tego
rical
var
iabl
es c
olle
cted
from
the
sam
e su
bjec
ts. U
se re
lativ
e fr
eque
ncie
s ca
lcul
ated
for r
ows
or c
olum
ns to
de
scrib
e po
ssib
le a
ssoc
iatio
n be
twee
n th
e tw
o va
riabl
es. F
or e
xam
ple,
col
lect
dat
a fr
om st
uden
ts in
you
r cla
ss o
n w
heth
er o
r not
they
hav
e a
curf
ew o
n sc
hool
nig
hts
and
whe
ther
or n
ot th
ey h
ave
assig
ned
chor
es a
t hom
e. Is
ther
e ev
iden
ce th
at th
ose
who
hav
e a
curf
ew a
lso te
nd to
hav
e ch
ores
? MAFS.8.SP.1.4
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: A
naly
ze d
ispla
ys o
f biv
aria
te d
ata
to d
evel
op o
r sel
ect a
ppro
pria
te c
laim
s ab
out t
hose
da
ta. Es
sent
ial U
nder
stan
ding
s Ac
tivity
Cho
ices
Ex
ampl
es
MAFS.8.SP.1.AP.4a Co
ncre
te:
Id
entif
y a
simila
r dist
ribut
ion
whe
n gi
ven
a ch
oice
of t
hree
(e.g
., w
hen
show
n a
norm
aldi
strib
utio
n, c
an se
lect
a se
cond
exam
ple
of a
nor
mal
dist
ribut
ion
from
thre
e ch
oice
s).
Id
entif
y th
e ap
prop
riate
stat
emen
t whe
n gi
ven
are
latio
nshi
p be
twee
n tw
ova
riabl
es (m
ay u
se g
raph
icsu
ppor
ts su
ch a
s hig
hlig
hted
tran
spar
ency
of a
n as
soci
atio
n).
Choi
ce 1
: Ide
ntify
a
simila
r dist
ribut
ion
whe
n gi
ven
a ch
oice
of t
hree
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
gra
phw
ith a
nor
mal
dist
ribut
ion
and
thre
e gr
aph
resp
onse
opt
ions
. Whi
ch g
raph
sho
ws
anot
her
exam
ple
of a
nor
mal
dist
ribut
ion?
Resp
onse
: nor
mal
dist
ribut
ion
Choi
ce 2
: Ide
ntify
the
appr
opria
te s
tate
men
t w
hen
give
n a
rela
tions
hip
betw
een
two
varia
bles
. Di
spla
y tw
o se
ts o
f dat
a in
a tw
o-w
ay ta
ble.
2.Th
e st
uden
t is
pres
ente
d w
ith a
com
plet
ed ta
ble
and
two
resp
onse
opt
ions
. Do
mor
e m
ale
stud
ents
like
Mat
h or
Art
?G
ende
r M
ath
Art
Tota
l M
ale
3 2
5 Fe
mal
e 4
1 5
Resp
onse
: Mat
h
FSA
A—D
ataf
olio
Gra
de 8
Mat
hem
atic
s Ac
tivity
Cho
ices
45
| P
ag
e
FSAA
—Da
tafo
lio G
rade
8 S
cien
ce
Body
of
Know
ledg
e Bi
g Id
ea 4
: Sci
ence
and
Soc
iety
Nature of Science
STAN
DARD
CO
DE
Stan
dard
: Exp
lain
how
pol
itica
l, so
cial
, and
eco
nom
ic c
once
rns c
an a
ffect
scie
nce,
and
vic
e ve
rsa.
SC.8.N.4.2
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d Ac
tivity
Cho
ices
Ex
ampl
es
SC.8.N.4.Pa.1
Reco
gnize
a w
ay sc
ienc
eis
used
in th
e co
mm
unity
.Ch
oice
1: I
dent
ify s
cien
ce
that
hel
ps m
aint
ain
heal
th.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
t is
one
way
sci
ence
is u
sed
to k
eep
peop
le h
ealth
y in
the
com
mun
ity?
Resp
onse
: a d
octo
r fix
ing
a br
oken
bon
eCh
oice
2: I
dent
ify s
cien
ce
that
hel
ps a
ddre
ss p
ollu
tion.
2.
The
stud
ent i
s pr
esen
ted
with
and
read
thre
e ch
oice
s. W
hat i
son
e w
ay s
cien
ce is
use
d to
take
car
e of
pol
lutio
n in
the
com
mun
ity?
Resp
onse
: rec
yclin
gCh
oice
3: M
atch
a p
erso
n w
ho u
ses
scie
nce
with
the
way
the
pers
on u
ses
it in
the
com
mun
ity.
3.Th
e st
uden
t is
pres
ente
d w
ith a
per
son
from
the
com
mun
ity(e
.g.,
vete
rinar
ian)
and
read
thre
e ch
oice
s.Re
spon
se: m
atch
es “
vete
rinar
ian”
to “
care
s fo
r ani
mal
s”
FSA
A—D
ataf
olio
Gra
de 8
Sci
ence
Act
ivity
Cho
ices
46
| P
ag
e
Body
of
Know
ledg
e Bi
g Id
ea 8
: Pro
pert
ies o
f Mat
ter
Physical Science
STAN
DARD
CO
DE
Stan
dard
: Cla
ssify
and
com
pare
subs
tanc
es o
n th
e ba
sis o
f cha
ract
erist
ic p
hysic
al p
rope
rtie
s tha
t can
be
dem
onst
rate
d or
m
easu
red;
for e
xam
ple,
den
sity,
ther
mal
or e
lect
rical
con
duct
ivity
, sol
ubili
ty, m
agne
tic p
rope
rtie
s, m
eltin
g an
d bo
iling
poi
nts,
and
kn
ow th
at th
ese
prop
ertie
s are
inde
pend
ent o
f the
am
ount
of t
he sa
mpl
e.
SC.8.P.8.4 AC
CESS
PO
INT
CODE
Ac
cess
Poi
nt S
tand
ard
Activ
ity C
hoic
es
Exam
ples
SC.8.P.8.Pa.3
Reco
gnize
sub
stan
ces b
yph
ysic
al p
rope
rtie
s, su
chas
wei
ght (
heav
y an
dlig
ht),
size
(big
and
smal
l),an
d te
mpe
ratu
re (h
ot a
ndco
ld).
Choi
ce 1
: Ide
ntify
a
subs
tanc
e by
wei
ght.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Whi
chob
ject
is h
eavi
er th
an a
pie
ce o
f pap
er?
Resp
onse
: roc
kCh
oice
2: I
dent
ify a
su
bsta
nce
by s
ize.
2.
The
stud
ent i
s pr
esen
ted
with
and
read
thre
e ch
oice
s. W
hich
obje
ct is
sm
alle
r tha
n a
chai
r?Re
spon
se:
penn
yCh
oice
3: I
dent
ify a
su
bsta
nce
by te
mpe
ratu
re.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Whi
chsu
bsta
nce
is co
ld?
Resp
onse
: Ice
is c
old.
FSA
A—D
ataf
olio
Gra
de 8
Sci
ence
Act
ivity
Cho
ices
47
| P
ag
e
Body
of
Know
ledg
e Bi
g Id
ea 1
8: M
atte
r and
Ene
rgy
Tran
sfor
mat
ions
STAN
DARD
CO
DE
Stan
dard
: Des
crib
e an
d in
vest
igat
e th
e pr
oces
s of
pho
tosy
nthe
sis, s
uch
as th
e ro
les
of li
ght,
carb
on d
ioxi
de, w
ater
and
chl
orop
hyll;
pr
oduc
tion
of fo
od; a
nd re
leas
e of
oxy
gen.
Life Science
SC.8.L.18.1
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d Ac
tivity
Cho
ices
Ex
ampl
es
SC.8.L.18.Pa.1
Reco
gnize
that
pla
nts
need
wat
er a
nd li
ght t
ogr
ow.
Choi
ce 1
: Ide
ntify
that
pla
nts
need
wat
er to
gro
w.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
the
lps
a pl
ant t
o gr
ow?
Resp
onse
: wat
er
Choi
ce 2
: Ide
ntify
that
pla
nts
need
ligh
t to
grow
. 2.
The
stud
ent i
s pr
esen
ted
with
and
read
thre
e ch
oice
s. W
hat
does
a fl
ower
nee
d to
gro
w?
Resp
onse
: sun
light
FSA
A—D
ataf
olio
Gra
de 8
Sci
ence
Act
ivity
Cho
ices
48
| P
ag
e
ge
es a
ic P
ho
|49
Cf
o 3 3 3
erbum
N
.1 e 4 .8d .1 3.t o . .3
in C
I I
.R L .Rd 0 0rr 1a 910.
1p d .9 . .9
an
SS Se FF F
lu St AA AL L L)
B AEL9 (e st
ad
r Ar
olio
G
ge a l l la a au ong on one i i in r t t tn a a aa e m m m L G
af h for
for
for
s n n nt i I I Ia gl
D En
—AA sS eaF d I d s l ny i er a ro u e
a
g et ct ge D
d ntt u e ia d r
C n t wl
epr
Sg a o ud l
in s n Bnt K
epor ea a fd t e
9
f I oa ad
ey r n r
R C oK it o G
a iolr
eg afatt DnI —A
SAF
FSAA
—Da
tafo
lio G
rade
9 E
LA
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 1: K
ey Id
eas a
nd D
etai
ls
Key Ideas and Details
Reading Informational Text
Informational
STAN
DARD
CO
DE
Stan
dard
: Cite
str
ong
and
thor
ough
text
ual e
vide
nce
to s
uppo
rt a
naly
sis o
f wha
t the
text
say
s exp
licitl
y as
wel
l as
infe
renc
es d
raw
n fr
om th
e te
xt.
LAFS.910.RI.1.1
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: D
eter
min
e w
hich
pie
ce(s
) of e
vide
nce
prov
ide
the
stro
nges
t sup
port
for
infe
renc
es, c
oncl
usio
ns, o
r sum
mar
ies
in a
text
.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.910.RI.1.AP.1b
Id
entif
y th
e sp
ecifi
c pi
eces
of
evid
ence
s (e.
g., m
ain
idea
, pic
ture
s,gr
aphs
, spe
cific
sen
tenc
es, d
etai
ls)fo
r inf
eren
ce, c
oncl
usio
n, a
nd/o
rsu
mm
ary
from
a se
lect
ed te
xt.
Ca
tego
rize
the
evid
ence
s int
o th
eth
ree
cate
gorie
s: in
fere
nce,
conc
lusio
n, a
nd/o
r sum
mar
y.
Choo
se th
e st
rong
est p
iece
of
evid
ence
in e
ach
cate
gory
.
Choi
ce 1
: Ide
ntify
a
conc
lusio
n fr
om a
n in
form
atio
nal t
ext.
1.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
n in
form
atio
nal a
rtic
le a
ndth
ree
resp
onse
opt
ions
. Whi
chse
nten
ce c
an b
e us
ed a
s a
clos
ing
for t
his
artic
le?
Resp
onse
: will
var
yCh
oice
2: I
dent
ify a
su
mm
ary
from
an
info
rmat
iona
l tex
t.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
n in
form
atio
nal a
rtic
le a
ndth
ree
resp
onse
opt
ions
. Whi
chse
ctio
n in
clud
es th
e m
ost
impo
rtan
t par
ts o
f the
art
icle
?Re
spon
se: w
ill v
ary
Choi
ce 3
: Ide
ntify
de
tails
to s
uppo
rt a
n in
fere
nce,
con
clus
ion,
or
sum
mar
y.
3.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
n in
form
atio
nal a
rtic
le a
ndth
ree
resp
onse
opt
ions
. Whi
chde
tails
pro
vide
evi
denc
e fo
r the
auth
or’s
arg
umen
t? (A
utho
r’sar
gum
ent i
s pr
ovid
ed to
the
stud
ent.)
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 9
ELA
Act
ivity
Cho
ices
50
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 3: V
ocab
ular
y Ac
quisi
tion
and
Use
Craft and Structure
Language
Informational ST
ANDA
RD
CODE
Stan
dard
: Det
erm
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
and
phr
ases
bas
ed o
n gr
ades
9–1
0 re
adin
g an
d co
nten
t, ch
oosin
g fle
xibl
y fr
om a
rang
e of
str
ateg
ies.
4a
. Use
con
text
(e.g
., th
e ov
eral
l mea
ning
of a
sen
tenc
e, p
arag
raph
, or t
ext;
a w
ord’
s po
sitio
n or
func
tion
in a
sen
tenc
e) a
s a
clue
to th
e m
eani
ng o
f a w
ord
or p
hras
e.
4b. I
dent
ify a
nd c
orre
ctly
use
pat
tern
s of
wor
d ch
ange
s th
at in
dica
te d
iffer
ent m
eani
ngs
or p
arts
of s
peec
h (e
.g.,
anal
yze,
an
alys
is, a
naly
tical
; adv
ocat
e, a
dvoc
acy)
. 4c
. Con
sult
gene
ral a
nd s
peci
aliz
ed re
fere
nce
mat
eria
ls (e
.g.,
dict
iona
ries,
glo
ssar
ies,
thes
auru
ses)
, bot
h pr
int a
nd d
igita
l, to
find
the
pron
unci
atio
n of
a w
ord
or d
eter
min
e or
cla
rify
its p
reci
se m
eani
ng, i
ts p
art o
f spe
ech,
or i
ts e
tym
olog
y.
4d. V
erify
the
prel
imin
ary
dete
rmin
atio
n of
the
mea
ning
of a
wor
d or
phr
ase
(e.g
., by
che
ckin
g th
e in
ferr
ed m
eani
ng in
co
ntex
t or i
n a
dict
iona
ry).
LAFS.910.L.3.4 AC
CESS
PO
INT
CODE
Acce
ss P
oint
Sta
ndar
d: F
ind
the
prec
ise m
eani
ng o
f a w
ord.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.910.L.3.AP.4c
Sort
a g
iven
list
of w
ords
into
alph
abet
ical
ord
er.
Id
entif
y gu
ide
wor
ds.
Id
entif
y th
e de
finiti
on w
hen
pres
ente
d w
ith th
e en
tire
listin
g of
a w
ord
from
a d
ictio
nary
.
Iden
tify
the
part
of s
peec
h of
aw
ord
whe
n pr
esen
ted
with
the
entir
e lis
ting
of a
wor
d fr
om a
dict
iona
ry.
U
se th
e co
ntex
t to
help
dec
ide
whi
ch d
efin
ition
(fro
m a
list
of
defin
ition
s) is
the
mos
t app
ropr
iate
choi
ce.
Choi
ce 1
: Ide
ntify
gu
ide
wor
ds.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adth
ree
wor
ds o
n a
glos
sary
pag
e. W
hich
two
wor
ds a
re g
uide
wor
ds o
n th
ispa
ge?
Resp
onse
: will
var
yCh
oice
2: I
dent
ify th
e pa
rt o
f spe
ech
of a
w
ord
whe
n pr
esen
ted
with
the
entir
e lis
ting
of th
e w
ord
from
a
dict
iona
ry.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
wor
d/de
finiti
on fr
om a
glo
ssar
y an
dth
ree
resp
onse
opt
ions
. Whi
ch p
art o
fth
e de
finiti
on s
how
s ho
w th
e w
ord
isus
ed in
the
sent
ence
?Re
spon
se: w
ill v
ary
Choi
ce 3
: Use
con
text
to
hel
p de
cide
whi
ch
defin
ition
from
a li
st
of d
efin
ition
s is
the
mos
t app
ropr
iate
ch
oice
.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
sent
ence
con
tain
ing
a hi
ghlig
hted
or
unde
rline
d w
ord
and
thre
e re
spon
seop
tions
. Whi
ch d
efin
ition
is th
e be
stba
sed
on h
ow th
e w
ord
is us
ed in
this
sent
ence
?Re
spon
se: w
ill v
ary
FSA
A—D
ataf
olio
Gra
de 9
ELA
Act
ivity
Cho
ices
51
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r: In
tegr
atio
n of
Kno
wle
dge
and
Idea
s
Integration of Knowledge and Ideas
Reading Informational Text
Informational
STAN
DARD
CO
DE
Stan
dard
: Del
inea
te a
nd e
valu
ate
the
argu
men
t and
spec
ific
clai
ms
in a
text
, ass
essin
g w
heth
er th
e re
ason
ing
is va
lid a
nd th
e ev
iden
ce is
rele
vant
and
suffi
cien
t; id
entif
y fa
lse s
tate
men
ts a
nd fa
llaci
ous r
easo
ning
.
LAFS.910.RI.3.8
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: Id
entif
y cl
aim
s an
d ar
gum
ents
mad
e by
the
auth
or.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.910.RI.3.AP.8a
Fi
nd a
cla
im/a
rgum
ent t
heau
thor
mak
es in
the
text
.
List
/hig
hlig
ht o
ne o
r mor
ese
nten
ces
that
supp
ort t
hecl
aim
.
Choi
ce 1
: Ide
ntify
a
clai
m/a
rgum
ent t
he
auth
or m
akes
in a
text
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adan
art
icle
and
thre
e re
spon
se o
ptio
ns.
Whi
ch s
ente
nce
show
s w
hat t
heau
thor
’s c
laim
is in
this
artic
le?
Text
ssh
ould
be
info
rmat
iona
l art
icle
s on
aso
cial
sci
ence
or s
cien
ce to
pic.
Resp
onse
: will
var
yCh
oice
2: I
dent
ify o
ne
or m
ore
deta
ils th
at
supp
ort a
cla
im.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adan
art
icle
and
thre
e re
spon
se o
ptio
ns.
Whi
ch d
etai
l(s) f
rom
the
artic
le s
uppo
rts
the
auth
or’s
arg
umen
t? T
exts
sho
uld
bein
form
atio
nal a
rtic
les
on a
soc
ial s
cien
ceor
sci
ence
topi
c. (
Auth
or’s
arg
umen
t is
prov
ided
to th
e st
uden
t.)Re
spon
se: w
ill v
ary
Choi
ce 3
: List
two
piec
es o
f evi
denc
e th
at
supp
orts
the
clai
m.
3.Th
e st
uden
t is
pres
ente
d w
ith a
n ar
ticle
and
thre
e re
spon
se o
ptio
ns. W
hich
two
piec
es o
f evi
denc
e su
ppor
t the
aut
hor’s
clai
m?
Text
s sh
ould
be
info
rmat
iona
lar
ticle
s on
a s
ocia
l sci
ence
or s
cien
ceto
pic.
(Aut
hor’s
arg
umen
t is
prov
ided
toth
e st
uden
t.)Re
spon
se: w
ill v
ary
FSA
A—D
ataf
olio
Gra
de 9
ELA
Act
ivity
Cho
ices
52
| P
ag
e
ge
es aic P
ho
|
C 53f
o 3 3 3
erbum
N
t 3 e .7n 4d 1.i .3o . 3.r L .
ep
C
ILR .Rd 0r 1ad 910.
910.
.9u .
S S an
. Sl F
B
F F) AA St A AL L
0 EL
L
1 (se trd Aar ge
G au l go a
n e e r ri onel a u u i
fo L r tt tn aa ah e er er m
ta s G t ti i i
gl L L for
a n
D En
I
—AA
seaS dF I d s y l ni er a ro et u e
a
g ct g
e D d ntt u e i
a d r
C n t wl
S uepr
g a o ldin s n B
tr ea
n K 0
a fd t e 1
epo f I oa adr r
R ey n
C oK ita io G
r ol
eg af
t at
n DI —ASAF
FSAA
—Da
tafo
lio G
rade
10
ELA
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 3: K
ey Id
eas a
nd D
etai
ls
Key Ideas and Details
Reading Literature
Literature
STAN
DARD
CO
DE
Stan
dard
: Ana
lyze
how
com
plex
cha
ract
ers (
e.g.
, tho
se w
ith m
ultip
le o
r con
flict
ing
mot
ivat
ions
) dev
elop
ove
r th
e co
urse
of a
text
, int
erac
t with
oth
er c
hara
cter
s, a
nd a
dvan
ce th
e pl
ot o
r dev
elop
the
them
e.
LAFS.910.RL.1.3
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: D
elin
eate
how
a c
ompl
ex c
hara
cter
dev
elop
s ov
er th
e co
urse
of a
text
, in
tera
cts
with
oth
er c
hara
cter
s, a
nd a
dvan
ces
the
plot
or d
evel
ops
the
them
e.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.910.RL.1.AP.3b
Li
st h
ow o
r why
a c
hara
cter
’sde
cisio
ns m
ake
them
aco
mpl
ex c
hara
cter
.
Crea
te a
tim
elin
e of
eve
nts
(i.e.
, beg
inni
ng, m
iddl
e, e
nd)
that
con
trib
utes
to th
ede
velo
pmen
t of t
he c
ompl
exch
arac
ter i
n a
text
.
Iden
tify
how
a c
hara
cter
chan
ges o
ver t
ime
byan
alyz
ing
how
the
char
acte
rde
velo
ps th
roug
hout
the
text
.
Choi
ce 1
: Id
entif
y a
reas
on th
at a
ch
arac
ter f
rom
a
stor
y m
akes
a
deci
sion.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
shor
t sto
ry a
nd th
ree
resp
onse
opt
ions
. Why
does
the
mai
n ch
arac
ter d
ecid
e to
(eve
nt o
rid
ea fr
om th
e st
ory)
?Re
spon
se: w
ill v
ary
Choi
ce 2
: Ide
ntify
a
char
acte
r at t
he
begi
nnin
g of
a s
tory
an
d th
e sa
me
char
acte
r at t
he e
nd
of th
e st
ory.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
shor
t sto
ry a
nd th
ree
resp
onse
opt
ions
. How
does
the
char
acte
r cha
nge
from
the
begi
nnin
g of
the
stor
y to
the
end
of th
est
ory?
Resp
onse
: will
var
yCh
oice
3: O
rder
key
ev
ents
from
a s
tory
. 3.
The
stud
ent i
s pr
esen
ted
with
and
read
ash
ort s
tory
and
thre
e re
spon
se o
ptio
ns. P
lace
the
even
ts fr
om th
e st
ory
in o
rder
from
begi
nnin
g to
end
.Re
spon
se: w
ill v
ary
FSA
A—D
ataf
olio
Gra
de 1
0 EL
A Ac
tivity
Cho
ices
54
|
Pa
ge
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 3: V
ocab
ular
y Ac
quisi
tion
and
Use
Craft and Structure
Language
Literature ST
ANDA
RD
CODE
Stan
dard
: Det
erm
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
and
phr
ases
bas
ed o
n gr
ades
9–1
0 re
adin
g an
d co
nten
t, ch
oosin
g fle
xibl
y fr
om a
rang
e of
str
ateg
ies.
4a
. Use
con
text
(e.g
., th
e ov
eral
l mea
ning
of a
sen
tenc
e, p
arag
raph
, or t
ext;
a w
ord’
s po
sitio
n or
func
tion
in a
sen
tenc
e) a
s a
clue
to th
e m
eani
ng o
f a w
ord
or p
hras
e.
4b. I
dent
ify a
nd c
orre
ctly
use
pat
tern
s of
wor
d ch
ange
s th
at in
dica
te d
iffer
ent m
eani
ngs
or p
arts
of s
peec
h (e
.g.,
anal
yze,
an
alys
is, a
naly
tical
; adv
ocat
e, a
dvoc
acy)
. 4c
. Con
sult
gene
ral a
nd s
peci
aliz
ed re
fere
nce
mat
eria
ls (e
.g.,
dict
iona
ries,
glo
ssar
ies,
thes
auru
ses)
, bot
h pr
int a
nd d
igita
l, to
find
the
pron
unci
atio
n of
a w
ord
or d
eter
min
e or
cla
rify
its p
reci
se m
eani
ng, i
ts p
art o
f spe
ech,
or i
ts e
tym
olog
y.
4d. V
erify
the
prel
imin
ary
dete
rmin
atio
n of
the
mea
ning
of a
wor
d or
phr
ase
(e.g
., by
che
ckin
g th
e in
ferr
ed m
eani
ng in
co
ntex
t or i
n a
dict
iona
ry).
LASF.910.L.3.4
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: V
erify
the
pred
ictio
n of
the
mea
ning
of a
new
wor
d or
phr
ase.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.910.L.3.AP.4a
Use
wor
d pa
rts (
affix
es, r
oots
) to
help
pre
dict
the
mea
ning
of a
nun
know
n w
ord.
U
se th
e co
ntex
t to
help
dec
ide
whi
ch d
efin
ition
(fro
m a
list
of
defin
ition
s) is
the
mos
tap
prop
riate
cho
ice.
Choi
ce 1
: Use
affi
xes
and
root
s to
hel
p pr
edic
t the
m
eani
ng o
f an
unkn
own
wor
d.
1.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
wor
d in
isol
atio
n an
d th
ree
resp
onse
opt
ions
. Whi
ch is
the
corr
ect d
efin
ition
of (
a w
ord)
?Re
spon
se: w
ill v
ary
Choi
ce 2
: Use
con
text
to
help
dec
ide
whi
ch
defin
ition
from
a li
st o
f de
finiti
ons
is th
e m
ost
appr
opria
te c
hoic
e.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sen
tenc
e an
d th
ree
resp
onse
optio
ns. W
hich
def
initi
on is
cor
rect
base
d on
the
way
the
wor
d is
used
in th
is se
nten
ce?
Resp
onse
: will
var
yCh
oice
3: U
se c
onte
xt
from
with
in a
sen
tenc
e to
he
lp d
eter
min
e m
eani
ng.
3.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sen
tenc
e an
d th
ree
resp
onse
optio
ns. W
hich
oth
er w
ord
or w
ords
in th
e se
nten
ce h
elp
you
unde
rsta
ndth
e m
eani
ng o
f the
und
erlin
edw
ord?
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 1
0 EL
A Ac
tivity
Cho
ices
55
|Pa
ge
Repo
rtin
g Ca
tego
ry
Dom
ain/
St
rand
G
enre
Cl
uste
r 3: I
nteg
ratio
n of
Kno
wle
dge
and
Idea
s
Integration of Knowledge and Ideas
Reading Informational Text
Informational
STAN
DARD
CO
DE
Stan
dard
: Ana
lyze
var
ious
acc
ount
s of a
subj
ect t
old
in d
iffer
ent m
ediu
ms (
e.g.
, a p
erso
n’s l
ife s
tory
in b
oth
prin
t and
mul
timed
ia),
dete
rmin
ing
whi
ch d
etai
ls ar
e em
phas
ized
in e
ach
acco
unt.
LAFS.910.RI.3.7
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: C
ompa
re a
nd c
ontr
ast v
ario
us a
ccou
nts o
f a su
bjec
t in
two
or m
ore
med
ium
s.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
LAFS.910.RI.3.AP.7a
Id
entif
y, fr
om p
rint s
ourc
es,
info
rmat
ion
abou
t the
topi
c of
the
info
rmat
iona
l rep
ort.
Id
entif
y, fr
om d
igita
l sou
rces
,in
form
atio
n ab
out t
he to
pic
of th
ein
form
atio
nal r
epor
t.
Com
pare
/con
tras
t how
the
topi
cis
port
raye
d in
eac
h m
ediu
m.
Choi
ce 1
: Ide
ntify
in
form
atio
n ab
out a
to
pic
from
two
prin
t so
urce
s.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adtw
o in
form
atio
nal a
rtic
les
on th
e sa
me
topi
c an
d th
ree
resp
onse
opt
ions
. Wha
tin
form
atio
n ab
out t
he to
pic
is th
e sa
me
in b
oth
prin
t sou
rces
?Re
spon
se: w
ill v
ary
Choi
ce 2
: Ide
ntify
in
form
atio
n ab
out a
to
pic
from
two
digi
tal
sour
ces.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adtw
o di
gita
l inf
orm
atio
nal a
rtic
les
and
two
resp
onse
opt
ions
. Wha
tin
form
atio
n ab
out t
he to
pic
is th
e sa
me
in b
oth
digi
tal s
ourc
es?
Resp
onse
: will
var
yCh
oice
3: C
ompa
re
and/
or c
ontr
ast
info
rmat
ion
on a
topi
c fr
om o
ne p
rint a
nd o
ne
digi
tal s
ourc
e.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adon
e in
form
atio
nal a
rtic
le a
nd o
nedi
gita
l sou
rce
of in
form
atio
n on
the
sam
e to
pic
and
pres
ente
d w
ith th
ree
resp
onse
opt
ions
. How
is th
ein
form
atio
n in
the
prin
t sou
rce
the
sam
e as
(or d
iffer
ent f
rom
) the
dig
ital
sour
ce?
Resp
onse
: will
var
y
FSA
A—D
ataf
olio
Gra
de 1
0 EL
A Ac
tivity
Cho
ices
56
|Pa
ge
ag
e
es
es Pic ic |
ho ho 57
C C
f f
o 3 3 3 o 3 3 2
er erb b
um um
N N stnirep 4 .2
.2 .12.u .2
.6.1 .1 . .1l e .1 e DD .2 TB d d GD F Ro II o -) C - CE S MS - -- F C G
M
OC
912. A G -d Grad 912. d
.S 912. r Gad. 912.
912.
E an . S .S F an S 912.
.F . S ( St A F A St SF FF
M A M A Ae AM M Ms Mr 1 yru ar etolg
eb m
C eo
Af G
o s s eses es
yr i
et
td c cc c er
En A A m p
o o
n r
og c P
io iil em rr
T et
fo dt m s ny gg a n , eo y
ta r Sy n i yi es G etela r er el r l d o d o s mbD gg nd g ne m o no e eo
M a a o
—
t u M
t i,a a i ttr Ga C e N dd C Tn t en hu
AA
tg g qnin h as in h mg Et t a t i e wi
epor nd a
epor r h gr R t nS o un b ,
a
i sye wi i
F ct
l s
cs gl n R r ea et d ntR i ii u a ot A F ls i M epr
i m uic M
t lra i Bt S et CS
ce,
m O
eo
E
en o
G
iolur , afg atn es Do clC r —i AC
SAF
es ag
e
es Pic es ic |
ho ic ho 58
Cf ho
C
o 2 3 3 C
f 3 2 3 o 3 3 2
er f o erb
um
er b
b umN um N s Ntnirep e e1d 10 12 d 4u 7. ol 20
o 2. .7 .2 5. .1e 3 6 C .A . . CB d Ad do r C.1
C.3
C 17. r
912. A
14.
15.
a
912.
912. . .C
.2
a) .7 .7 .. .
OC . d dd L .7
912.
L S
912. L an
. S Sr
912. S . . S SS S Sa S an
St S Sd StE an . .C C .
( St CS S Ses yr 1 rou y st sg ico lo
i H iv
C io .S C
Bses ss
U. sf eso c es na
l
c c e y g d tc r A sc t
En A c u enA t l enl en ena mh n t en
zii ms C no C
n erm h c C v f ero e ii il et o t st i m o
y he In
tern
atio
v
fo
ou t g l y o G esy t yr n d is r t Go o
ta
l ov o en o n i fl o g i oy i w co E Ec e
1910
g E rese
nt
1940
b
B T
efen
se o
f
er P w a i nda d t t s oo r a y dn l a a n–D a n ig a C r n
1940 C L o cte l au , a – ft ,
1860
– a p
—
g
1890
g nya l Ei in ,l oel t s in es C t d n D
C ed r
AA
o n ca Fu
g i esi td t a i nd
tr R
epo s d
in l o na nht n l o a p ar epo d
er a a H u tR,n en P eace
R r nS epo r p , P u ,s oa o y t F e i s
cul o P r ta ta
tes
P hi d S a ntR gt , et t n z i
e sl ca
in ilii
The
Uni
ted a R in ep
r
o i m uf s li is n e N n , a
M i gl M g es Bs t a l ria r o Ca a Ol bg O R OLC r o EO lG o i
olaf
atD
—ASAF
FSAA
—Da
tafo
lio A
cces
s Al
gebr
a I
Re
port
ing
Cate
gory
Dom
ain
Clus
ter 1
: Sum
mar
ize, r
epre
sent
, and
inte
rpre
t dat
a on
a s
ingl
e co
unt o
r mea
sure
men
t var
iabl
e.
Statistics and the Number System
Statistics & Probability: Interpreting Categorical & Quantitative Data
STAN
DARD
CO
DE
Stan
dard
: Use
sta
tistic
s ap
prop
riate
to th
e sh
ape
of th
e da
ta d
istrib
utio
n to
com
pare
cen
ter (
med
ian,
mea
n) a
nd sp
read
(in
terq
uart
ile ra
nge,
stan
dard
dev
iatio
n) o
f tw
o or
mor
e di
ffere
nt d
ata
sets
.
MAFS.912.S-ID.1.2 AC
CESS
PO
INT
CODE
Acce
ss P
oint
Sta
ndar
d: D
escr
ibe
a di
strib
utio
n us
ing
cent
er a
nd sp
read
.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.912.S-ID.1.AP.2a
Conc
rete
:
Giv
en a
dat
a di
spla
y, id
entif
y ou
tlier
s in
the
data
set.
I
dent
ify th
e hi
ghes
t and
low
est v
alue
in a
da
ta se
t giv
en a
num
ber l
ine
and
mat
chin
g sy
mbo
ls (c
once
pt o
f ran
ge).
I
dent
ify th
e co
ncep
t of m
edia
n us
ing
conc
rete
repr
esen
tatio
ns o
f dat
a (c
reat
e a
bar g
raph
with
an
odd
num
ber o
f bar
s us
ing
snap
cub
es; a
rran
ge fr
om sh
orte
st
to ta
llest
; stu
dent
pla
ces f
inge
rs o
n tw
o ou
tsid
e to
wer
s, k
nock
s to
wer
s ove
r, an
d m
oves
inw
ard
until
the
one
mid
dle
tow
er le
ft s
tand
ing
is re
ache
d).
F
ind
the
mea
n us
ing
conc
rete
mat
eria
ls.
Choi
ce 1
: Giv
en a
sca
tter
pl
ot, i
dent
ify o
utlie
rs in
a
data
set
.
1. T
he s
tude
nt is
pre
sent
ed w
ith a
sca
tter
pl
ot s
how
ing
a po
sitiv
e co
rrel
atio
n w
ith
one
outli
er a
nd th
ree
resp
onse
opt
ions
. W
hich
dat
a po
int i
s an
out
lier?
Re
spon
se: w
ill v
ary
Choi
ce 2
: Ide
ntify
the
high
est a
nd lo
wes
t val
ues
in a
dat
a se
t giv
en a
nu
mbe
r lin
e an
d m
atch
ing
sym
bols
(con
cept
of
rang
e).
2. T
he s
tude
nt is
pre
sent
ed w
ith a
num
ber
line
num
bere
d fr
om 0
to 5
with
thre
e po
ints
sho
wn
on th
e nu
mbe
r lin
e. W
hich
po
int s
how
s th
e hi
ghes
t val
ue o
n th
e nu
mbe
r lin
e? W
hich
poi
nt s
how
s th
e lo
wes
t val
ue o
n th
e nu
mbe
r lin
e?
Resp
onse
: will
var
y Ch
oice
3: I
dent
ify th
e co
ncep
t of m
ode
or
med
ian
usin
g m
anip
ulat
ives
.
3. T
he s
tude
nt is
pre
sent
ed w
ith e
ight
or
few
er c
olor
ed s
nap
cube
s to
repr
esen
t a
data
set
, and
ask
ed to
iden
tify
the
colo
r th
at is
mos
t pre
vale
nt in
the
set a
s th
e m
ode.
Re
spon
se: w
ill v
ary
FSA
A—D
ataf
olio
Acc
ess
Alge
bra
I EO
C A
ctiv
ity C
hoic
es
59 |
Pa
ge
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 1
: Cre
ate
equa
tions
that
des
crib
e nu
mbe
rs o
r rel
atio
nshi
ps.
Algebra and Modeling
Algebra: Creating Equations
STAN
DARD
CO
DE
Stan
dard
: Cre
ate
equa
tions
in tw
o or
mor
e va
riabl
es to
repr
esen
t rel
atio
nshi
ps b
etw
een
quan
titie
s; g
raph
equ
atio
ns o
n co
ordi
nate
axe
s w
ith la
bels
and
scal
es.
MAFS.912.A-CED.1.2
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: G
raph
equ
atio
ns in
two
or m
ore
varia
bles
on
coor
dina
te a
xes
with
labe
ls an
d sc
ales
.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.912.A-CED.1.AP.2a
Conc
rete
:
Mat
ch th
e eq
uatio
n to
its g
raph
.
Ide
ntify
poi
nt o
f int
erse
ctio
n be
twee
n tw
o gr
aphs
(of a
two-
varia
ble
equa
tion)
.
Use
tool
s to
gra
ph e
quat
ions
in tw
o va
riabl
es (i
.e.,
man
ipul
ativ
es,
calc
ulat
ors,
equ
atio
n ca
lcul
ator
s,
soft
war
e, e
tc.)
Choi
ce 1
: Ide
ntify
an
equa
tion
with
two
varia
bles
.
1. T
he s
tude
nt is
pre
sent
ed w
ith a
nd re
ad th
ree
equa
tions
as
resp
onse
opt
ions
. Whi
ch
equa
tion
has
two
varia
bles
?
Resp
onse
: equ
atio
n w
ith tw
o va
riabl
es
Choi
ce 2
: Mat
ch a
n eq
uatio
n to
its
grap
h.
2. T
he s
tude
nt is
pre
sent
ed w
ith a
nd re
ad o
ne
equa
tion
and
thre
e gr
aphs
as
resp
onse
op
tions
. The
two
inco
rrec
t gra
phs
will
hav
e ei
ther
a v
ertic
al o
r hor
izon
tal l
ine.
Whi
ch g
raph
m
atch
es th
e eq
uatio
n?
Resp
onse
: will
var
y Ch
oice
3: I
dent
ify p
oint
of
inte
rsec
tion
betw
een
two
grap
hs (o
f a tw
o-va
riabl
e eq
uatio
n).
3. T
he s
tude
nt is
pre
sent
ed w
ith a
nd re
ad th
ree
grap
hs a
s re
spon
se o
ptio
ns. W
hich
gra
ph
show
s in
ters
ectin
g lin
es?
Resp
onse
: one
sho
win
g in
ters
ectin
g lin
es
FSA
A—D
ataf
olio
Acc
ess
Alge
bra
I EO
C A
ctiv
ity C
hoic
es
60 |
Pa
ge
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 2
: Int
erpr
et fu
nctio
ns th
at a
rise
in a
pplic
atio
ns in
term
s of
the
cont
ext.
Functions and Modeling
Functions: Interpreting Functions
STAN
DARD
CO
DE
Stan
dard
: Cal
cula
te a
nd in
terp
ret t
he a
vera
ge ra
te o
f cha
nge
of a
func
tion
(pre
sent
ed s
ymbo
lical
ly o
r as a
tabl
e) o
ver a
sp
ecifi
ed in
terv
al. E
stim
ate
the
rate
of c
hang
e fr
om a
gra
ph.
MAFS.912.F-IF.2.6
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: D
escr
ibe
the
rate
of c
hang
e of
a fu
nctio
n us
ing
wor
ds.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.912.F-IF.2.AP.6a
Conc
rete
:
Man
ipul
ate
lines
on
a gr
aph
to s
how
st
eepn
ess.
Man
ipul
ate
lines
on
a gr
aph
to s
how
ris
e or
fall.
Man
ipul
ate
lines
on
a gr
aph
to s
how
po
sitiv
e or
neg
ativ
e.
I
dent
ify th
e co
ncep
ts o
f ste
epne
ss,
rise,
and
fall
in re
al-li
fe c
onte
xts
(e.g
., ra
mps
, roo
fline
, sta
irs, e
scal
ator
s).
D
efin
e ra
te o
f cha
nge
(des
crib
es th
e av
erag
e ra
te a
t whi
ch o
ne q
uant
ity is
ch
angi
ng w
ith re
spec
t to
som
ethi
ng
else
cha
ngin
g).
I
dent
ify c
omm
on ra
te o
f cha
nge:
o
M
iles p
er g
allo
n –
calc
ulat
ed b
y di
vidi
ng th
e nu
mbe
r of m
iles b
y th
e nu
mbe
r of g
allo
ns u
sed
o
Cost
per
kilo
wat
t – c
alcu
late
d by
di
vidi
ng th
e co
st o
f the
ele
ctric
ity
by th
e nu
mbe
r of k
ilow
atts
use
d o
M
iles p
er h
our
Choi
ce 1
: Ide
ntify
the
conc
epts
of s
teep
ness
, ris
e, a
nd fa
ll in
real
-life
co
ntex
ts (e
.g.,
ram
ps,
roof
line,
sta
irs,
esca
lato
rs).
1. T
he s
tude
nt is
pre
sent
ed w
ith th
ree
pict
ures
of
eve
ryda
y sc
enar
ios
as re
spon
se o
ptio
ns.
Whi
ch p
ictu
re re
pres
ents
a s
lope
?
Resp
onse
: will
var
y
Choi
ce 2
: Ide
ntify
a
grap
h th
at d
ispl
ays
a co
mm
on ra
te o
f cha
nge.
2. T
he s
tude
nt is
pre
sent
ed w
ith a
nd re
ad
thre
e gr
aphs
as
resp
onse
opt
ions
. Bot
h th
e x-
and
y-a
xes
shou
ld b
e la
bele
d. W
hich
gra
ph
show
s a
cons
tant
rate
of c
hang
e?
Resp
onse
: gra
ph s
how
ing
a co
nsta
nt ra
te o
f ch
ange
Ch
oice
3: I
dent
ify u
nit
rate
in a
giv
en s
ituat
ion.
3.
The
stu
dent
is p
rese
nted
with
and
read
a
grap
h/ta
ble
show
ing
the
cost
of a
pple
s pe
r po
und:
Co
st o
f App
les
Poun
ds
Cost
($)
1 1.
10
2 2.
20
3 3.
30
Wha
t is
the
cost
per
pou
nd o
f app
les?
Re
spon
se: $
1.10
FSA
A—D
ataf
olio
Acc
ess
Alge
bra
I EO
C A
ctiv
ity C
hoic
es
61 |
Pa
ge
FSAA
—Da
tafo
lio A
cces
s G
eom
etry
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 1
: Und
erst
and
simila
rity
in te
rms o
f sim
ilarit
y tr
ansf
orm
atio
ns.
Congruence, Similarity, Right Triangles, and Trigonometry
Geometry, Similarity, Right Triangles, and Trigonometry
STAN
DARD
CO
DE
Stan
dard
: Giv
en tw
o fig
ures
, use
the
defin
ition
of s
imila
rity
in te
rms o
f sim
ilarit
y tr
ansf
orm
atio
ns to
dec
ide
if th
ey a
re
simila
r; ex
plai
n us
ing
simila
rity
tran
sfor
mat
ions
the
mea
ning
of s
imila
rity
for t
riang
les
as th
e eq
ualit
y of
all
corr
espo
ndin
g pa
irs o
f ang
les
and
the
prop
ortio
nalit
y of
all
corr
espo
ndin
g pa
irs o
f sid
es.
MAFS.912.G-SRT.1.2 AC
CESS
PO
INT
CODE
Acce
ss P
oint
Sta
ndar
d: D
eter
min
e if
two
figur
es a
re s
imila
r.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.912.G-SRT.1.AP.2a
Conc
rete
:
Se
lect
two
obje
cts t
hat a
re th
e sa
me
shap
e.
Use
app
ropr
iate
tool
s as n
eede
d to
dup
licat
e a
shap
e (e
.g.,
wik
i st
icks
, com
pute
rs, i
nter
activ
e w
hite
boa
rds,
mar
kers
).
U
se g
eom
etry
sof
twar
e to
cr
eate
dila
tions
.
Id
entif
y co
ngru
ent a
ngle
s of
simila
r fig
ures
.
Choi
ce 1
: Sel
ect t
wo
obje
cts
that
are
the
sam
e sh
ape.
1. T
he s
tude
nt is
pre
sent
ed w
ith a
righ
t tria
ngle
an
d th
ree
resp
onse
opt
ions
. Whi
ch p
ictu
re
show
s a
right
tria
ngle
?
Resp
onse
: rig
ht tr
iang
le
Choi
ce 2
: Use
app
ropr
iate
to
ols
as n
eede
d to
du
plic
ate
a sh
ape.
2. T
he s
tude
nt is
pre
sent
ed w
ith a
sha
pe u
sing
wik
i st
icks
, com
pute
rs, i
nter
activ
e w
hite
boa
rds,
or
mar
kers
to d
uplic
ate
a sh
ape.
Re
spon
se: w
ill v
ary
Choi
ce 3
: Ide
ntify
co
ngru
ent a
ngle
s of
sim
ilar f
igur
es.
3. S
tude
nt is
pre
sent
ed w
ith tw
o co
ngru
ent
tria
ngle
s; tr
iang
le A
BC a
nd tr
iang
le D
EF. W
hat
angl
e in
tria
ngle
DEF
is c
ongr
uent
to a
ngle
A?
Resp
onse
: an
gle
D
FSA
A—D
ataf
olio
Acc
ess
Geo
met
ry E
OC
Act
ivity
Cho
ices
62
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 2
: Visu
alize
rela
tions
hips
bet
wee
n tw
o-di
men
siona
l and
thre
e-di
men
siona
l obj
ects
.
Circles, Geometric Measurement, and Geometric Properties with Equations
Geometry: Geometric Measurement & Dimension ST
ANDA
RD
CODE
St
anda
rd: I
dent
ify th
e sh
apes
of t
wo-
dim
ensio
nal c
ross
sec
tions
of t
hree
-dim
ensio
nal o
bjec
ts, a
nd id
entif
y th
ree-
dim
ensio
nal o
bjec
ts g
ener
ated
by
rota
tions
of t
wo-
dim
ensio
nal o
bjec
ts.
MAFS.912.G-GMD.2.4
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: Id
entif
y sh
apes
cre
ated
by
cros
s sec
tions
of t
wo-
dim
ensio
nal a
nd th
ree-
dim
ensio
nal
figur
es.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.912.G-GMD.2.AP.4a
Conc
rete
:
Id
entif
y th
e sh
ape
of a
sid
e(s)
of
a th
ree-
dim
ensio
nal o
bjec
t.
M
atch
a p
ictu
re o
f the
sid
e w
ith a
pic
ture
of t
he sh
ape.
Choi
ce 1
: Ide
ntify
the
shap
e of
a s
ide(
s) o
f a th
ree-
dim
ensi
onal
obj
ect.
1. T
he s
tude
nt is
pre
sent
ed w
ith a
cub
e an
d th
ree
resp
onse
opt
ions
. Whi
ch p
ictu
re re
pres
ents
on
e si
de o
f the
cub
e?
Resp
onse
: a s
quar
e Ch
oice
2: M
atch
a p
ictu
re o
f th
e si
de o
f a th
ree-
dim
ensi
onal
obj
ect w
ith a
pi
ctur
e of
the
shap
e.
2. T
he s
tude
nt is
pre
sent
ed w
ith a
pic
ture
of a
tr
iang
le a
nd th
ree
resp
onse
opt
ions
. Whi
ch
obje
ct h
as a
sid
e th
at is
the
sam
e sh
ape
as th
e tr
iang
le?
Re
spon
se: a
tria
ngul
ar p
yram
id
Choi
ce 3
: Ide
ntify
a s
hape
cr
eate
d by
a c
ross
sec
tion
of a
thre
e-di
men
sion
al
figur
e.
3. T
he s
tude
nt is
pre
sent
ed w
ith a
cub
e cu
t ve
rtic
ally
and
thre
e sh
apes
as
resp
onse
op
tions
. Whi
ch s
hape
repr
esen
ts th
e cu
be a
fter
it
is cu
t?
Resp
onse
: a s
quar
e
FSA
A—D
ataf
olio
Acc
ess
Geo
met
ry E
OC
Act
ivity
Cho
ices
63
| P
ag
e
Repo
rtin
g Ca
tego
ry
Dom
ain
Clus
ter 1
: App
ly g
eom
etric
con
cept
s in
mod
elin
g sit
uatio
ns.
Modeling with Geometry
Geometry: Modeling with Geometry
STAN
DARD
CO
DE
Stan
dard
: Use
geo
met
ric sh
apes
, the
ir m
easu
res,
and
thei
r pro
pert
ies
to d
escr
ibe
obje
cts
(e.g
., m
odel
ing
a tr
ee tr
unk
or a
hu
man
tors
o as
a c
ylin
der)
.
MAFS.912.G-MG.1.1
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d: D
escr
ibe
the
rela
tions
hip
betw
een
the
attr
ibut
es o
f a fi
gure
and
the
chan
ges i
n th
e ar
ea o
r vol
ume
whe
n on
e at
trib
ute
is ch
ange
d.
Esse
ntia
l Und
erst
andi
ngs
Activ
ity C
hoic
es
Exam
ples
MAFS.912.G-MG.1.AP.1a
Conc
rete
:
Iden
tify
a fig
ure
that
repr
esen
tsa
chan
ge in
the
orig
inal
figu
re.
U
se d
escr
iptiv
e w
ords
abo
uttw
o fig
ures
(e.g
., bi
gger
,sm
alle
r, lo
nger
, sho
rter
).
Choi
ce 1
: Ide
ntify
a
figur
e th
at re
pres
ents
a
chan
ge in
the
orig
inal
fig
ure.
1.Th
e st
uden
t is
pres
ente
d w
ith fi
gure
1, g
iven
asc
enar
io o
f a c
hang
e an
d th
ree
resp
onse
opt
ions
.W
hich
new
figu
re re
pres
ents
the
chan
ge?
Resp
onse
: will
var
yCh
oice
2: U
se
desc
riptiv
e w
ords
abo
ut
two
figur
es.
2.Th
e st
uden
t is
pres
ente
d w
ith tw
o di
ffere
nt fi
gure
san
d th
ree
resp
onse
opt
ions
. Whi
ch w
ord
com
pare
s sh
ape
1 to
sha
pe 2
?Re
spon
se: w
ill v
ary
FSA
A—D
ataf
olio
Acc
ess
Geo
met
ry E
OC
Act
ivity
Cho
ices
64
| P
ag
e
FSAA
—Da
tafo
lio A
cces
s Bi
olog
y I
Repo
rtin
g Ca
tego
ry
Body
of
Know
ledg
e Bi
g Id
ea 1
4: O
rgan
izatio
n an
d De
velo
pmen
t of L
ivin
g O
rgan
isms
Molecular and Cellular Biology
Life Science ST
ANDA
RD
CODE
St
anda
rd: C
ompa
re a
nd c
ontr
ast t
he g
ener
al st
ruct
ures
of p
lant
and
ani
mal
cel
ls. C
ompa
re a
nd c
ontr
ast t
he g
ener
al
stru
ctur
es o
f pro
kary
otic
and
euk
aryo
tic c
ells.
SC.912.L.14.3
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d Ac
tivity
Cho
ices
Ex
ampl
es
SC.912.L.14.Pa.1
M
atch
par
ts o
f com
mon
livin
g th
ings
to th
eir
func
tions
.
Choi
ce 1
: Mat
ch p
arts
of
an a
nim
al to
thei
r fu
nctio
ns.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
t par
t of a
fish
hel
ps th
e fis
h to
sw
im?
Resp
onse
: tai
lCh
oice
2: M
atch
par
ts o
f a
plan
t to
thei
r fu
nctio
ns.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Whi
ch p
art o
f a p
lant
take
s in
wat
er?
Resp
onse
: roo
ts
FSA
A—D
ataf
olio
Acc
ess
Biol
ogy
I EO
C A
ctiv
ity C
hoic
es
65 |
Pa
ge
Repo
rtin
g Ca
tego
ry
Body
of
Know
ledg
e Bi
g Id
ea 1
5: D
iver
sity
and
Evol
utio
n of
Liv
ing
Org
anism
s
Classification, Heredity, and Evolution
STAN
DARD
CO
DE
Stan
dard
: Disc
uss
dist
ingu
ishin
g ch
arac
teris
tics
of th
e do
mai
ns a
nd k
ingd
oms
of li
ving
org
anism
s.
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d Ac
tivity
Cho
ices
Ex
ampl
es
SC.912.L.15.Pa.2
So
rt c
omm
on li
ving
thin
gsin
to p
lant
and
ani
mal
king
dom
s.
Choi
ce 1
: Giv
en tw
o an
imal
s an
d a
plan
t, id
entif
y th
e pl
ant.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Whi
ch o
f the
se is
a p
lant
?Re
spon
se: p
lant
Choi
ce 2
: Giv
en tw
o pl
ants
and
an
anim
al,
iden
tify
the
anim
al.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Whi
ch o
f the
se is
an
anim
al?
Resp
onse
: ani
mal
Choi
ce 3
: Giv
en a
pla
nt
and
an a
nim
al, s
ort t
he
livin
g th
ings
into
the
appr
opria
te g
roup
s.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad tw
och
oice
s. T
o w
hich
gro
up d
oes
each
of t
hese
livi
ngth
ings
bel
ong?
Resp
onse
: sor
ts a
nim
al a
nd p
lant
into
the
corr
ect
grou
ps
FSA
A—D
ataf
olio
Acc
ess
Biol
ogy
I EO
C A
ctiv
ity C
hoic
es
66 |
Pa
ge
SC.912.L.15.6
Life Science
Re
port
ing
Cate
gory
Bo
dy o
f Kn
owle
dge
Big
Idea
17:
Inte
rdep
ende
nce
Organisms, Populations, and Ecosystems
Life Science
STAN
DARD
CO
DE
Stan
dard
: Pre
dict
the
impa
ct o
f ind
ivid
uals
on e
nviro
nmen
tal s
yste
ms
and
exam
ine
how
hum
an li
fest
yles
affe
ct
sust
aina
bilit
y.
SC.912.L.17.20
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d
Activ
ity C
hoic
es
Exam
ples
SC.912.L.17.Pa.7
R
ecog
nize
a w
ay to
hel
p th
e lo
cal e
nviro
nmen
t. Ch
oice
1: I
dent
ify a
way
to
help
redu
ce p
ollu
tion
in th
e lo
cal e
nviro
nmen
t.
1. T
he s
tude
nt is
pre
sent
ed w
ith a
nd re
ad th
ree
choi
ces.
Wha
t is
one
way
to h
elp
redu
ce
pollu
tion
in th
e lo
cal e
nviro
nmen
t?
Resp
onse
: pic
king
up
tras
h Ch
oice
2: I
dent
ify a
way
to
help
reus
e or
redu
ce
mat
eria
l was
te in
the
loca
l en
viro
nmen
t.
2. T
he s
tude
nt is
pre
sent
ed w
ith a
nd re
ad th
ree
choi
ces.
Wha
t is
one
way
to h
elp
reus
e or
re
duce
mat
eria
l was
te in
the
loca
l env
ironm
ent?
Re
spon
se: r
ecyc
le b
ottle
s Ch
oice
3: I
dent
ify a
way
to
redu
ce w
ater
use
in th
e lo
cal e
nviro
nmen
t.
3. T
he s
tude
nt is
pre
sent
ed w
ith a
nd re
ad th
ree
choi
ces.
Wha
t is
one
way
to re
duce
wat
er u
se in
th
e lo
cal e
nviro
nmen
t?
Resp
onse
: tur
n of
f wat
er fa
ucet
whi
le b
rush
ing
teet
h
FSA
A—D
ataf
olio
Acc
ess
Biol
ogy
I EO
C A
ctiv
ity C
hoic
es
67 |
Pa
ge
FSAA
—Da
tafo
lio A
cces
s U
.S. H
istor
y
Repo
rtin
g Ca
tego
ry
Stra
nd
Stan
dard
2: U
nder
stan
d th
e ca
uses
, cou
rse,
and
con
sequ
ence
s of
the
Civi
l War
and
Rec
onst
ruct
ion
and
its e
ffect
s on
the
Amer
ican
pe
ople
.
Late Nineteenth and Early Twentieth Century, 1860–1910
American History
BE
NCH
MAR
K CO
DE
Benc
hmar
k: R
evie
w c
ause
s and
con
sequ
ence
s of
the
Civi
l War
.
SS.912.A.2.1
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d
Activ
ity C
hoic
es
Exam
ples
SS.912.A.2.Pa.a
Reco
gnize
cha
ract
erist
ics
of li
fe d
urin
g th
e Ci
vil
War
.
Choi
ce 1
: Rec
ogni
ze a
ch
arac
teris
tic o
f life
du
ring
the
Civi
l War
.
1.
The
stud
ent i
s re
ad a
con
tent
-bas
ed
info
rmat
iona
l tex
t (on
e to
four
sen
tenc
es) a
bout
lif
e du
ring
war
time
and
aske
d to
reco
gniz
e a
char
acte
ristic
of l
ife d
urin
g th
e Ci
vil W
ar.
Resp
onse
: will
var
y ba
sed
on th
e co
nten
t of t
he
pass
age
pres
ente
d to
the
stud
ent
Choi
ce 2
: Rec
ogni
ze a
ch
arac
teris
tic o
f life
in
the
Sout
h du
ring
the
Civi
l War
.
2.
The
stud
ent i
s re
ad a
con
tent
-bas
ed
info
rmat
iona
l tex
t (on
e to
four
sen
tenc
es) a
bout
lif
e in
the
Sout
h du
ring
the
Civi
l War
and
ask
ed to
re
cogn
ize
a ch
arac
teris
tic o
f life
in th
e So
uth
durin
g th
e Ci
vil W
ar.
Resp
onse
: will
var
y ba
sed
on th
e co
nten
t of t
he
pass
age
pres
ente
d to
the
stud
ent
Choi
ce 3
: Rec
ogni
ze a
ch
arac
teris
tic o
f life
in
the
Nor
th d
urin
g th
e Ci
vil W
ar.
3.
The
stud
ent i
s re
ad a
con
tent
-bas
ed
info
rmat
iona
l tex
t (on
e to
four
sen
tenc
es) a
bout
lif
e in
the
Nor
th d
urin
g th
e Ci
vil W
ar a
nd a
sked
to
iden
tify
a w
ord/
pict
ure
card
that
repr
esen
ts a
ch
arac
teris
tic o
f life
in th
e N
orth
dur
ing
the
Civi
l W
ar.
Resp
onse
: will
var
y ba
sed
on th
e co
nten
t of t
he
pass
age
pres
ente
d to
the
stud
ent
FSA
A—D
ataf
olio
Acc
ess
U.S
. His
tory
EO
C A
ctiv
ity C
hoic
es
68 |
Pa
ge
Repo
rting
Category
Strand
Standard
5:An
alyze
Depressio
n.
the
effects
of
the
changing
social,political,
and
econ
omic
cond
ition
s
of
theRo
aring
Twentie
s
and
the
Great
BENCH
MAR
KCO
DE
Benchm
ark:An
alyze
othe
rminorities.
supp
ort
for
and
resistance
tocivil
rights
for
wom
en,
African
Americans,
Native
Americans,
and
ACCESS
Military,Political,oic mChallenges,
1890–1940
in caHistory
POINT
CODE
AccessPoint
Standard
Activity
Cho
ices
Exam
ples
Recognize
thatgrou
psmay
fear
peop
lewho
are
diffe
rent.
Choice
1:Re
cognize
howpeop
leare
diffe
rent.
1.
Thestud
ent
isread
acontent‐basedinform
ational
text(one
tofour
senten
ces)that
includ
esseveral
pe
opleandaskedto
recognizeho
wape
rson
isdiffe
rent
from
theothers.
GlobalandEcon
Amer
SS.912.A.5.10
Pa SS.912.A.5..j
Respon
se:w
illvarybasedon
theconten
tofthe
passagepresentedto
thestud
ent
Ch
oice
2:Re
cognize
that
peop
lemay
feel
fearfulor
uncomfortable
arou
nd
peop
lewho
are
diffe
rent.
2.
Thestud
entisread
acontent‐basedinform
ational
text(one
tofour
senten
ces)that
includ
esfirst
timeinteractions
amon
gpeop
leandaskedto
recognizeho
wthepeop
lefelt.
Respon
se:w
illvarydepend
ingon
thecontento
fthepassagepresen
tedto
thestud
ent
FSA
A—
Dat
afol
io A
cces
s U
.S. H
isto
ry E
OC
Act
ivity
Cho
ices
69
|Page
Re
port
ing
Cate
gory
St
rand
St
anda
rd 7
: Und
erst
and
the
rise
and
cont
inui
ng in
tern
atio
nal i
nflu
ence
of t
he U
nite
d St
ates
as a
wor
ld le
ader
and
the
impa
ct o
f co
ntem
pora
ry s
ocia
l and
pol
itica
l mov
emen
ts o
n Am
eric
an li
fe.
The United States and the Defense of the International Peace, 1940–present
American History
BEN
CHM
ARK
CODE
Be
nchm
ark:
Ana
lyze
pol
itica
l, ec
onom
ic, a
nd so
cial
con
cern
s tha
t em
erge
d at
the
end
of th
e 20
th c
entu
ry a
nd in
to
the
21st
cen
tury
.
SS.912.A.7.12
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d
Activ
ity C
hoic
es
Exam
ples
SS.912.A.7.Pa.l
Reco
gnize
a s
ocia
l or
econ
omic
con
cern
of
peop
le.
Choi
ce 1
: Rec
ogni
ze a
so
cial
con
cern
of
peop
le.
1.
The
stud
ent i
s pr
esen
ted
with
a s
cena
rio o
r rea
d a
cont
ent-
base
d in
form
atio
nal t
ext (
one
to fo
ur
sent
ence
s) a
bout
con
cern
s an
d as
ked
to
reco
gniz
e an
exa
mpl
e of
a s
ocia
l con
cern
. Re
spon
se: w
ill v
ary
base
d on
the
cont
ent o
f the
sc
enar
io o
r pas
sage
pre
sent
ed to
the
stud
ent
Choi
ce 2
: Rec
ogni
ze
an e
cono
mic
con
cern
of
peo
ple.
2. T
he s
tude
nt is
pre
sent
ed w
ith a
sce
nario
or r
ead
a co
nten
t-ba
sed
info
rmat
iona
l tex
t (on
e to
four
se
nten
ces)
abo
ut c
once
rns
and
aske
d to
re
cogn
ize
an e
xam
ple
of a
n ec
onom
ic c
once
rn.
Resp
onse
: will
var
y ba
sed
on th
e co
nten
t of t
he
scen
ario
or p
assa
ge p
rese
nted
to th
e st
uden
t
FSA
A—D
ataf
olio
Acc
ess
U.S
. His
tory
EO
C A
ctiv
ity C
hoic
es
70 |
Pa
ge
FS
AA—
Data
folio
Acc
ess
Civi
cs
Re
port
ing
Cate
gory
St
rand
St
anda
rd 1
: Dem
onst
rate
an
unde
rsta
ndin
g of
the
orig
ins a
nd p
urpo
ses o
f gov
ernm
ent,
law
, and
the
Amer
ican
pol
itica
l sys
tem
.
Origin and Purposes of Law and Government
Civics and Government
BEN
CHM
ARK
CODE
Be
nchm
ark:
Des
crib
e ho
w th
e Co
nstit
utio
n lim
its th
e po
wer
s of
gov
ernm
ent t
hrou
gh s
epar
atio
n of
pow
ers
and
chec
ks a
nd b
alan
ces.
SS.7.C.1.7 AC
CESS
PO
INT
CODE
Ac
cess
Poi
nt S
tand
ard
Ac
tivity
Cho
ices
Ex
ampl
es
SS.7.C.1.Pa.g
R
ecog
nize
that
the
gove
rnm
ent h
as d
iffer
ent
part
s.
Choi
ce 1
: Rec
ogni
ze a
pu
rpos
e of
a
gove
rnm
ent b
ased
on
the
Cons
titut
ion.
1. T
he s
tude
nt is
read
a c
onte
nt-b
ased
in
form
atio
nal t
ext (
one
to fo
ur s
ente
nces
) ab
out t
he p
urpo
se o
f a g
over
nmen
t and
ask
ed
to re
cogn
ize
a pu
rpos
e of
gov
ernm
ent.
Re
spon
se: w
ill v
ary
base
d on
the
cont
ent o
f th
e pa
ssag
e pr
esen
ted
to th
e st
uden
t Ch
oice
2: R
ecog
nize
a
part
of t
he
gove
rnm
ent t
hat w
as
esta
blis
hed
by th
e Co
nstit
utio
n.
2.
The
stud
ent i
s re
ad a
con
tent
-bas
ed
info
rmat
iona
l tex
t (on
e to
four
sen
tenc
es)
abou
t a p
art o
f the
gov
ernm
ent t
hat w
as
esta
blis
hed
by th
e Co
nstit
utio
n an
d as
ked
to
reco
gniz
e a
part
of t
he g
over
nmen
t tha
t was
es
tabl
ishe
d by
the
Cons
titut
ion.
Resp
onse
: will
var
y ba
sed
on th
e co
nten
t of
the
pass
age
pres
ente
d to
the
stud
ent
Choi
ce 3
: Mat
ch th
e fu
nctio
n of
go
vern
men
t to
a pa
rt
of g
over
nmen
t.
3.
The
stud
ent i
s re
ad a
con
tent
-bas
ed
info
rmat
iona
l tex
t (on
e to
four
sen
tenc
es)
abou
t the
func
tions
of a
par
t of g
over
nmen
t)
and
aske
d to
mat
ch a
gov
ernm
enta
l fun
ctio
n w
ith a
par
t of g
over
nmen
t.
Resp
onse
: will
var
y ba
sed
on th
e co
nten
t of
the
pass
age
pres
ente
d to
the
stud
ent
FSA
A—D
ataf
olio
Acc
ess
Civ
ics
EOC
Act
ivity
Cho
ices
71
| P
ag
e
Roles, Rights, and Responsibilities of Citizens
Civics and Government
Stan
dard
2: E
valu
ate
the
role
s, ri
ghts
, and
resp
onsib
ilitie
s of U
nite
d St
ates
citi
zens
, and
det
erm
ine
met
hods
of a
ctiv
e pa
rtic
ipat
ion
in
soci
ety,
gov
ernm
ent,
and
the
polit
ical
syst
em.
BEN
CHM
ARK
CODE
Be
nchm
ark:
Eva
luat
e th
e ob
ligat
ions
citi
zens
hav
e to
obe
y la
ws,
pay
taxe
s, d
efen
d th
e na
tion,
and
ser
ve o
n ju
ries.
SS.7.C.2.2
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d
Activ
ity C
hoic
es
Exam
ples
SS.7.C.2.Pa.b
Reco
gnize
an
oblig
atio
n of
ci
tizen
s, su
ch a
s obe
ying
la
ws.
Choi
ce 1
: Rec
ogni
ze
an o
blig
atio
n of
ci
tizen
s.
1.
The
stud
ent i
s re
ad a
con
tent
-bas
ed
info
rmat
iona
l tex
t (on
e to
four
sen
tenc
es)
abou
t the
obl
igat
ions
of c
itize
ns a
nd a
sked
to
reco
gniz
e an
obl
igat
ion
of c
itize
ns.
Resp
onse
: will
var
y ba
sed
on th
e co
nten
t of
the
pass
age
pres
ente
d to
the
stud
ent
Choi
ce 2
: Rec
ogni
ze a
ch
arac
teris
tic o
f goo
d ci
tizen
s.
2.
The
stud
ent i
s re
ad a
con
tent
-bas
ed
info
rmat
iona
l tex
t (on
e to
four
sen
tenc
es)
abou
t cha
ract
erist
ics
of g
ood
citiz
ens
and
aske
d to
reco
gniz
e a
char
acte
ristic
of g
ood
citiz
ens.
Re
spon
se: w
ill v
ary
base
d on
the
cont
ent o
f th
e pa
ssag
e pr
esen
ted
to th
e st
uden
t Ch
oice
3: R
ecog
nize
w
hy it
is im
port
ant t
o be
a g
ood
citiz
en.
3.
The
stud
ent i
s re
ad a
con
tent
-bas
ed
info
rmat
iona
l tex
t (on
e to
four
sen
tenc
es)
abou
t the
impo
rtan
ce o
f goo
d ci
tizen
ship
and
as
ked
to re
cogn
ize
why
goo
d ci
tizen
ship
is
impo
rtan
t. Re
spon
se: w
ill v
ary
base
d on
the
pass
age
pres
ente
d to
the
stud
ent
FSA
A—D
ataf
olio
Acc
ess
Civ
ics
EOC
Act
ivity
Cho
ices
72
| P
ag
e
Organization and Function of Government
Civics and Government
Stan
dard
3: D
emon
stra
te a
n un
ders
tand
ing
of th
e pr
inci
ples
, fun
ctio
ns, a
nd o
rgan
izatio
n of
gov
ernm
ent.
BEN
CHM
ARK
CODE
Be
nchm
ark:
Diff
eren
tiate
bet
wee
n lo
cal,
stat
e, a
nd fe
dera
l gov
ernm
ents
’ obl
igat
ions
and
serv
ices
.
SS.7.C.3.14
ACCE
SS
POIN
T CO
DE
Acce
ss P
oint
Sta
ndar
d
Activ
ity C
hoic
es
Exam
ples
SS.7.C.3.Pa.n
Reco
gnize
that
loca
l, st
ate,
and
fede
ral
gove
rnm
ents
pro
vide
se
rvic
es.
Choi
ce 1
: Rec
ogni
ze a
le
vel o
f gov
ernm
ent.
1.
The
stud
ent i
s re
ad a
con
tent
-bas
ed
info
rmat
iona
l tex
t (on
e to
four
sen
tenc
es)
abou
t lev
els
of g
over
nmen
t) a
nd a
sked
to
reco
gniz
e a
leve
l of g
over
nmen
t. Re
spon
se: w
ill v
ary
base
d on
the
cont
ent o
f the
pa
ssag
e pr
esen
ted
to th
e st
uden
t Ch
oice
2: R
ecog
nize
th
at a
role
of
gove
rnm
ent i
s to
pr
ovid
e se
rvic
es.
2.
The
stud
ent i
s re
ad a
con
tent
-bas
ed
info
rmat
iona
l tex
t (on
e to
four
sen
tenc
es)
abou
t the
role
of g
over
nmen
t) a
nd a
sked
to
reco
gniz
e a
role
of g
over
nmen
t. Re
spon
se: w
ill v
ary
base
d on
the
cont
ent o
f the
pa
ssag
e pr
esen
ted
to th
e st
uden
t Ch
oice
3: R
ecog
nize
a
serv
ice
prov
ided
by
a le
vel o
f gov
ernm
ent.
3.
The
stud
ent i
s pr
esen
ted
with
des
crip
tions
of
serv
ices
and
ask
ed to
reco
gniz
e a
serv
ice
prov
ided
by
a le
vel o
f gov
ernm
ent.
Resp
onse
: will
var
y ba
sed
on th
e de
scrip
tions
pr
esen
ted
to th
e st
uden
t. FS
AA—
Dat
afol
io A
cces
s C
ivic
s EO
C A
ctiv
ity C
hoic
es
73 |
Pa
ge
164 2020–2021 FSAA—Datafolio Teacher Resource Guide
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.
FSAA—Datafolio Activity Choice Differentiation Guide 3
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.
FSAA—Datafolio Activity Choice Differentiation Guide 4
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.
FSAA—Datafolio Activity Choice Differentiation Guide 5
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.
FSAA—Datafolio Activity Choice Differentiation Guide 6
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.
FSAA—Datafolio Activity Choice Differentiation Guide 7
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.
FSAA—Datafolio Activity Choice Differentiation Guide 8
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.
FSAA—Datafolio Activity Choice Differentiation Guide 9
Suggested Teacher Resources
English Language Arts (ELA)
High Interest Low Readability (Hi-Lo) Publishing Companies
• Saddleback Educational Publishing: http://www.sdlback.com
• High Interest Publishing: https://hip-books.com
• Bearport Publishing: http://bearportpublishing.com
• High Noon Books: http://www.highnoonbooks.com/index-hnb.tpl
Websites
• Project ACCESS ELA resources: https://accesstofls.weebly.com/ela.html
• Florida Center for Reading Research (FCRR): http://www.fcrr.org/
• Tar Heel Reader: http://tarheelreader.org
• Browser Books: https://sites.prairiesouth.ca/legacy/cassidy.kathy//browserbooks/index.htm
• SEN Teacher Reading Printables: http://www.senteacher.org/print/literacy/
• Florida Division of Blind Services Bureau of Braille and Talking Books Library:
http://dbs.myflorida.com/Library/index.html
• Described and Captioned Media Program (DCMP): https://dcmp.org/
• Florida Instructional Materials Center for the Visually Impaired (FIMC-VI): http://www.fimcvi.org
• Literacy for Children with Combined Vision and Hearing Loss: http://literacy.nationaldb.org/
• Paths to Literacy – Overview of Multiple Disabilities and Deafblindness:
http://www.pathstoliteracy.org/multiple-disabilities
Math
• Project ACCESS Math Resources: https://accesstofls.weebly.com/math.html
• National Council of Teachers of Mathematics Classroom Resources: http://www.nctm.org/
Classroom-Resources/Browse-All/#
• SEN Teacher Math Printables: http://www.senteacher.org/print/mathematics/
Assistive Technology
• SEN Teacher AAC Printables: http://www.senteacher.org/print/aac/
• Florida Alliance for Assistive Services and Technology (FAAST): http://www.faast.org
• Florida Instructional Materials Center for the Visually Impaired (FIMC-VI) Assistive Technology Resources:
https://www.fimcvi.org/assistive-technology-resources
FSAA—Datafolio Activity Choice Differentiation Guide 10
174 2020–2021 FSAA—Datafolio Teacher Resource Guide
Appendix D: Forms
2020–2021 Evidence Collection Form
May 2020
Student Name: FLEID: Assessment Grade:
Teacher Name: Witness Name:
District Name: Witness Signature:
School Name: Choice #: 1 2 3
Standard Code: Collection Period: 1 2 3
Check One: Select ONE of the following evidence types for documentation. The information on this form (or the form itself where noted) must be entered in to the Assessment View System (AVS) when submitting the student evidence.
Witness Signature Required for OBSERVATION evidence.
Uploading this form to the AVS (as one electronic file) with the work product is necessary even IF the INFORMATION from this form has been transcribed into
the AVS.
Provide additional information forthe work product submitted alongwith the actual work product.
Indicate how the studentperformed each opportunity andthe level of assistance(N, P, G, V, M, I) provided.
Be sure to include any additionalscoring rubrics/key acronyms andgrade each opportunity, providingthe overall grade as a percentage.
The digital recording file is the student evidence that must be uploaded into the
AVS. Therefore, this form cannot be uploaded. The INFORMATION from this form MUST be transcribed into the AVS.
Include any clarification of thedigital recording to ensure that allopportunities and the student’sresponses are clear to anyoneviewing the recording.
Include detailed information on theopportunities performed and levelof assistance (N, P, G, V, M, I)provided in the digital recording.
Be sure to grade each opportunityand provide the overall grade as apercentage.
A signed Digital RecordingConsent Form must be includedin the submission for each studentin the digital recording.
The observation is the student evidence. Upload BOTH SIDES of this form into the
AVS.
Provide a description of theactivity or task that includes arunning record of theopportunities the student wasasked to perform.
Indicate how the studentperformed each opportunity andthe level of assistance(N, P, G, V, M, I) provided.
Be sure to grade eachopportunity and provide theoverall grade as a percentage.
For all observation evidence, awitness must observe allopportunities as presented to thestudent and provide his or hersignature on this form.
Observation Evidence
*Witness Signature Required
Digital Recording Evidence
*Digital Recording Consent Form Required
WorkProduct
Total Number of Opportunities: ________ (Minimum 5/Maximum 8) Date of Activity____________________________________
Accuracy Score: ________ % Level of Assistance: N_______ P _____ G _____ V _____ M _____ I _____ (Select only one. All opportunities for a standard must be submitted at the same LOA.)
2020–2021Evidence Collection Form
June 2020
2020–2021 FSAA—Datafolio Running Record Template
Student Name: ___________________________________________ Date: __________________
Opportunity/ Item
Number
Teacher Asks
Response Options (Teacher determines the
number of response options.)
Expected Response
Student Response Correct/
Incorrect
Level of Assistance
(N, P, G, V, M, I)
EXAMPLE
What would you wear if it is rainy and
cool outside?
1. Picture of raincoat
3 second eye gaze held on picture of
raincoat apple Incorrect Verbal 2. Picture of T-shirt
3. Picture of apple
1
2
3
4
5
6
7
8
Notes: Accuracy (Accuracy % =
# correct/total # of items multiplied by 100.)
%
For ELA standards, please enter the following information: Genre (Literature or Informational):
Text Title: Text Author:
Other Relevant Information:
(Correct Answer)
2020–2021Ethics in Data Collection
and Submission Form
This form must be completed and uploaded for each student who participated in the FSAA—Datafolio at the conclusion of the assessment.
School Name:
Student Last Name:
District Name:
Student First Name:
Student DOB: / / FLEID Number: (mm/dd/yyyy)
Teacher Statement
By signing below, as the teacher responsible for the production of this student’s FSAA—Datafolio, I certify the following to be true:
1. The student’s work evidence submitted in this FSAA—Datafolio accurately reflects typical instructionbased on the content of the Access Points.
2. Each entry presented in this FSAA—Datafolio is authentic and was ethically generated.
Teacher Name: Position/Title:
Signature: Date:
Statement of School Administrator or Designee
My signature below verifies that I have reviewed the FSAA—Datafolio with the teacher administering this assessment and, to the best of my knowledge, the evidence and forms are complete, valid, and accurate.
Name:
Signature: Date:
Title:
2020–2021Digital Recording Consent Form
School Name:
Student Last Name:
District Name:
Student First Name:
Student DOB: / / FLEID Number:
The Florida Standards Alternate Assessment (FSAA)—Datafolio is a systematic method of data collection of student activites aligned to specific Access Points standards. For some students, the Datafolio is the most meaningful way for them to participate in the FSAA. During this process, the teacher may create a digital recording of a lesson or classroom activity in which a student completes the assessment tasks. This recording is then submitted to Cognia, the test developer, for scoring. Once scores are reported, the digitalrecord is destroyed according to state policy.
You are receiving this form because □ Your child will be participating in the FSAA—Datafolio. Your signed consent is required for digital
recordings to be used as part of the assessment. Consent is voluntary and can be revoked at any timeby notifying your child’s teacher in writing.
I have read and understand this request. I give permission for my child, , to be digitally recorded by his/her teacher(s) for the FSAA—Datafolio evidence submission process.
Parent Name: Signature:
Date:
□ Due to the nature of the classroom setting, your child may be/was inadvertently included in the digitalrecording of another student’s assessment. If this occurs, your signed consent is required for therecording to be submitted for scoring. Consent is voluntary and can be revoked at any time by notifyingyour child’s teacher in writing.
I have read and understand this request and give permission to allow an inadvertent recording of mychild, , to be used as part of the assessment process for the intendedstudent.
Parent Name: Signature:
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.
Parent Name: Signature:
Date:
June 2020
Junio de 2020
2020–2021 Formulario deconsentimiento para la
grabación digital
Nombre del Distrito: Nombre de la institución educativa:
Nombre del Estudiante:
Fecha Nac. Estudiante: / /
Apellido del Estudiante:
FLEID:
Florida Alternate Assessment (FSAA)—Datafolio es un método sistemático de recolección de datos de lasactividades del estudiante alineadas con puntos de acceso específicos. Para algunos estudiantes, el Datafolio es la forma más significativa que tienen para participar en el FSAA. Durante este proceso, el maestro puede crear una grabación digital de una lección o actividad en el aula en que un estudiante completa las tareas deevaluación. Esta grabación luego se envía a Cognia, el desarrollador de la prueba, para su puntuación. Unavez que se informa la puntuación, el registro digital se destruye de acuerdo con las políticas del estado.
Usted recibe este formulario porque:□ Su hijo participará en FSAA—Datafolio. Para poder utilizar las grabaciones digitales como parte de la
evaluación se requiere su consentimiento firmado. El consentimiento es voluntario y puede serrevocado en cualquier momento mediante notificación por escrito al maestro de su hijo.
He leído y comprendo este pedido. Autorizo que mi hijo, , sea grabado digitalmente porsus maestros para el proceso de presentación de pruebas FSAA—Datafolio.
Nombre del Padre/la Madre:
Firma: Fecha:
□ Dada la naturaleza del entorno del salón de clases, su hijo puede ser (o puede haber sido) incluidoaccidentalmente en la grabación digital de la evaluación de otro estudiante. Si esto ocurre, se requieresu consentimiento firmado para enviar la grabación para su puntuación. El consentimiento es voluntarioy puede ser revocado en cualquier momento mediante notificación por escrito al maestro de su hijo.He leído y comprendo este pedido. Autorizo el uso de una grabación accidental de mi hijo,
, como parte del proceso de evaluación del estudiante previsto.
Nombre del Padre/la Madre:Firma: Fecha:
□ Un video que incluya a su hijo podría ser utilizado para capacitar a los maestros en la administracióndel FSAA—Datafolio. En caso de ser seleccionado para utilizar en la capacitación de los maestros, setomarán medidas para evitar la divulgación de información personal identificable. Solo se usará elprimer nombre del estudiante. El apellido del estudiante y los nombres de la escuela, el distrito y laciudad serán eliminados. No obstante, las grabaciones digitales no se pueden editar para oscurecer obloquear las imágenes de los estudiantes, por lo que el rostro de su hijo podría ser visible. Elconsentimiento es voluntario y puede ser revocado en cualquier momento mediante notificación porescrito al maestro de su hijo.
Junio de 2020
2020–2021 Formulario deconsentimiento para la
grabación digital
He leído y comprendo este pedido. Autorizo a que el Departamento de Educación de Florida utilice lasgrabaciones digitales del FSAA—Datafolio que incluyen a mi hijo , en losmateriales de capacitación docente.
Nombre del Padre/la Madre:Firma: Fecha:
Siyati: Dat:
Siyati: Dat:
Siyati: Dat:
2020–2021 Katab—FSAA Anrejistreman Nimerik Fòmilè Konsantman
Non Distri an:
Prenon Elèv lan:
Dat Nesans.: / /
Non Lerkòl lan:
Non Fanmi Elèv lan:
FLEID:
Katab “Florida Standards Alternate Assessment (FSAA)” an—se yon metòd sistematik pou rasanble, sou aktivite elèv lan, enfòmasyon ki aliye ak kondisyon ki bay Aksè ak yon seri Pwen Espesyal (Access Points Standards). Pou anpil elèv, katab sa a se fason ki pi fè sans pou yo patisipe nan FSAA. Pandan dewoulman aktivite sa a, pwofesè an kab kreye yon anrejistreman nimerik pou yon aktivite nan klas la oubyen yon leson kote yon elèv konplete devwa evalyasyon an. Après a, yo soumèt anrejistreman sa a bay Cognia, moun ki devlope tès lan, pou yo ba li pwen. Yon fwa yo rapòte pwen elèv lan reyalize an, yo detwi anrejistreman nimerik lan, selon règleman leta etabli.
W ap resevwa fòmilè sa a, paske □ Pitit ou an pral patisipe nan Katab—FSAA an (FSAA—Datafolio). Konsantman sa a w siyen an nesesè
pou yo ka itilize anrejistreman nimerik yo kòm yon pati nan evalyasyon an. Konsantman w lan volontè. Ou kab voye yon nòt ekri bay pwofesè pitit ou an nan nenpòt kèl moman pou w anile li.
, anrejistre l nimerikman pou aktivite soumisyon evidans ak “FSAA—Datafolio” an.Non Paran an:
□ Akoz fason yo òganize salklas lan, se kapab pa aksidan yo te mete pitit ou an nan evalyasyon anrejistreman nimerik yon lòt elèv. Si se sa ki rive, li nesesè pou w siyen yon konsantman pou yo ka soumèt anrejistreman pou yo ba l pwen. Konsantman w lan volontè. Ou kab voye yon nòt ekri bay pwofesè pitit ou an nan nenpòt kèl moman pou w anile li.
Mwa Mas 2020
Mwen li epi mwen konprann sa yo mande m lan. Mwen bay pèmisyon m pou pwofesè pitit mwen an,
Mwen li epi mwen konprann sa yo mande m lan. Mwen bay pèmisyon m pou Depatman Edikasyon Florida a itilize anrejistreman nimerik “FSAA—Datafolio” ki gen pitit mwen, , ladan li an nan materyèl pou fòmasyon pwofesè yo.
Mwen li epi mwen konprann sa yo mande m lan. Mwen bay pèmisyon m pou m pèmèt pou yo itilize yon anrejistreman aksidantèl pitit mwen an , kòm yon pati nan pwosesis evalyasyon an pou elèv sa yo te gen entansyon fè sa a.
□ Yo kab itilize yon video ki gen pitit ou an ladan l pou fòmasyon pwofesè nan administrasyon “FSAA—Datafolio” an. Si yo seleksyone yon video konsa pou fòmasyon pwofesè yo, y ap pran divès mezi pou evite divilge enfòmasyon pèsonèl ke lòt moun kapab idantifye. Se sèlman prenon elèv lan y ap itilize. Y ap anlve lòt enfòmasyon tankou non fanmi elèv lan, lekòl li, distri li, epi vil kote l rete an. Sepandan, yo pa kapab modifye anrejistreman nimerik yo pou yo efase oubyen kache foto elèv yo, alò konsa, moun ap kapab wè figi pitit ou an. Konsantman w lan volontè. Ou kab voye yon nòt ekri bay pwofesè pitit ou an nan nenpòt kèl moman pou w fè l konnen ke w retire konsantman sa w te bay lan.
Non Paran an:
Non Paran an:
2020–2021 AVS Correction Form
Directions: Please complete the applicable section and submit to Alternate Assessment Coordinator (AAC) or School Level Coordinator (SLC).
Add New Student or Modify Information
Add New Teacher/School Level Coordinator (SLC) or Modify Information Current Data: Enter new data for fields that require change only.
Name: ID Number: Role: □ Teacher □ SLC □ Teacher □ SLCUser Name: Email: Grade(s): Subject(s): District: School:
□ Inactivate Teacher in AVS Reason:
Submitted by: Approved? □ Yes □ No Entered? □ Yes □ No If yes, date:
AAC Name:
Signature:
Date:
Current Data: Enter new data for fields that require change only. Name: FLEID: Ethnicity Gender: Grade: Subjects: District: School: Class: □ Release Weekend Dates Reason: □ Inactivate Student Reason:
2020–2021Late Enrollment Form
PURPOSE: The Late Enrollment Form is designed to provide documentation of the late enrollment of studentsin the FSAA—Datafolio assessment for the 2020–2021 administration, including the reasons for the late enrollment and recording of the level of assistance (LOA) goal to determine progress.
This form must be completed and uploaded as the first page of evidence for each assessed standard for the initialcollection period in which the student is eligible to participate in the FSAA—Datafolio.
Student Name: Grade:
Teacher Name:
School Name:
District Name:
FLEID:
Reason for Late Enrollment in FSAA—Datafolio:
Check One: In-District Transfer
Prior School:
Out-of-District, Within State of Florida
Transfer Prior District and School:
Out-of-State Transfer Student Not a transfer student; IEP Team Determination
Has the student been participating in the FSAA—Datafolio for the 2020–2021 administration?
Yes, the student was participating at a prior school. No, the student was not previously participating.
Level of Assistance (LOA) Goal Setting for Late Enrollment Students
Date: Content Area:
Standard: Activity Choice: 1 2 3
Level of Assistance (LOA) Provided (check one):
Non-Engagement Physical Gestural Verbal Model Independent
# Opportunities: # Correct: Accuracy Score: %
Level of Assistance (LOA) Goal (check one):
level.Increase accuracy at the
Move up to the next LOA: level.
Note: Please remember to submit one completed Late Enrollment Form for each assessed standard for the student.
June 2020
Richard Corcoran Florida Commissioner of Education