This publication is produced through the Bureau of K–12 Student Assessment, Division of Accountability, Research, and Measurement, Florida Department of Education, and is available online at https://fsaa.fsassessments.org.Bureau website: http://www.fldoe.org/accountability/assessments/k-12-student-assessmentTelephone: 850-245-0513
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Table of Contents
Important Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Part 1: An Overview of the FSAA—Datafolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Introduction to the Datafolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Purpose of the Florida Standards Alternate Assessment—Datafolio (FSAA—Datafolio) .2Course Instruction and Participation in Statewide, Standardized Assessment . . . . . . 3FSAA—Datafolio Participation Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Grades 3 and 4 Students or Transfer Students . . . . . . . . . . . . . . . . . . . . . . . . . 5Grade 5 through High School Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Grade Levels, Content Areas, and Courses Assessed . . . . . . . . . . . . . . . . . . . . . . . . . 6Responsible Personnel for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Assessment Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Levels of Assistance (LOAs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Allowable Adjustments and Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Accommodations and Criteria for Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Students with Visual Impairments* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Students Who Are Deaf/Hard-of-Hearing* . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10English Language Learner (ELL) Students . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Assistive Technology Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Part 2: Getting Started with the Data Entry Interface (DEI) . . . . . . . . . . . . . . . . . . . . . . . . .13System Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Supported File Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Digital Recordings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Image . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Audio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Recommended Monitor Resolution Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Setting Up User Accounts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Part 3: The FSAA—Datafolio Administration Process and Data Entry Interface (DEI) for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Steps to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Step 1: Activate Your TIDE User Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
User Accounts and Passwords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Step 2: Identify the Activity Choices for Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Review the FSAA—Datafolio Blueprint & Activity Choices . . . . . . . . . . . . . . . . . . 18Identify Activity Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Example: FSAA—Datafolio Grade 3 ELA Blueprint . . . . . . . . . . . . . . . . . . . . . 18Target the Specific Learning Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Step 3: Develop an Instructional Plan to Assess the Student . . . . . . . . . . . . . . . . . . . . . . 20Identify the Outcome of Instruction and Potential Instructional Activities . . . . . . . . . . 20
Develop a Data Collection Plan for Instruction and Assessment . . . . . . . . . . . 20
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Collection Period (CP) #1 Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Step 4: Gather Collection Period #1 Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
FSAA—Datafolio Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Evidence Collection Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Observation Evidence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Digital Recordings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Work Product Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Evidence Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23A Special Note Regarding English Language Arts (ELA) Evidence . . . . . . . . . 24
Step 5: Establish Level of Assistance (LOA) Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Step 6: Create Electronic Files and Access the Data Entry Interface (DEI) . . . . . . . . . . . 27
Creating Electronic Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Observation and Work Product Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Acceptable Observation and Work Product File Types . . . . . . . . . . . . . . . . . . 27
Digital Recordings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Digital Recording Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Acceptable Digital Recording File Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Digital Recording: Evidence Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Naming Evidence Files (File Naming Convention) . . . . . . . . . . . . . . . . . . . . . . 28
Submitting Collection Period #1 Evidence into the Data Entry Interface (DEI) . . . . . . 30Using the DEI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Logging In and Entering Student Information . . . . . . . . . . . . . . . . . . . . . . . . . . 30Correcting Student Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Transfer Students/Late Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Selecting a Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Instructions and Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Establishing Level of Assistance (LOA) Goals and Uploading Evidence in the DEI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Step 7: Provide Instruction; Gather and Upload Evidence for Collection Periods #2 and #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Provide Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Collection Periods #2 and #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Levels of Assistance (LOAs) at CP #2 and CP #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Exception to Presenting Opportunities at the LOA Goal Level in CP #3 . . . . . 37Submitting Collection Period #2 or #3 Evidence into the DEI . . . . . . . . . . . . . . . . . . . 38
Step 8: Upload the Required Forms and Complete the Datafolio . . . . . . . . . . . . . . . . . . 39Required Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Learner Characteristics Inventory (LCI) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Completing the LCI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Part 4: System Administrator (AAC and SLC) Responsibilities in the Test Information Distribution Engine (TIDE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
System Administrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Best Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41System Administrator Tasks in TIDE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Preparing for the FSAA—Datafolio Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Setting Up User Accounts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Confirming Student Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
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During Datafolio Collection Periods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Monitoring Test Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Appendix A: Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Contact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
FSAA Service Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Florida Department of Education Contacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Frequently Asked Questions (FAQs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Level of Assistance (LOA) Goal Setting Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Alternate Assessment Coordinator Teacher Data Collection Form . . . . . . . . . . . . . . . . . 51Alternate Assessment Coordinator Student Data Collection Form . . . . . . . . . . . . . . . . . 52
Appendix B: FSAA—Datafolio Blueprint & Activity Choices . . . . . . . . . . . . . . . . . . . . . . .53
Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide . . . . . . . . . . . . . . .128
Appendix D: Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138
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Important Dates
IMPORTANT DATESEvents Locations Dates
2021–2022 Administration Trainings In-Person Various DatesLearner Characteristics Inventory (LCI) Window Online August 30, 2021–April 1, 2022
Collection Period #1 (CP #1) Classrooms August 30–September 24, 2021
DEI Upload of CP #1 Evidence Online August 30, 2021–October 15, 2021
Goal Setting Online Upon completion of the first collection period
Collection Period #2 (CP #2) Classrooms November 12–December 17, 2021
DEI Upload of CP #2 Evidence Online November 12, 2021–March 11, 2022
Collection Period #3 (CP #3) Classrooms February 28–March 25, 2022
DEI Upload of CP #3 Evidence Online February 28–April 1, 2022
DEI Closes at 11:59 p .m . (ET) Online April 1, 2022
FSAA—Datafolio Scoring TBD Spring 2022
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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 5.)
Both methods of the 2021–2022 FSAA are aligned to the following by content area, course, and grade:• Florida Standards Access Points (FS-APs)
o English Language Arts (Grades 3–10) o Mathematics (Grades 3–8) o Access Algebra 1 and Access Geometry
• Next Generation Sunshine State Standards Access Points (NGSSS-APs) o Science (Grades 5 and 8) o Access Biology 1 o Access Civics and Access U.S. History
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Course Instruction and Participation in Statewide, Standardized Assessment IEP teams are responsible for determining whether students with disabilities will be instructed in the general standards or Access Points–Alternate Academic Achievement Standards (AP–AAAS) and, subsequently, assessed through the administration of the general statewide, standardized assessment (with or without accommodations) or the statewide alternate assessment aligned to alternate achievement standards based on criteria outlined in Rule 6A-1.0943(5)(c) and (d), Florida Administrative Code (F.A.C.). IEP teams must determine whether students eligible for the Florida Standards Alternate Assessment (FSAA) program should participate in the FSAA—Performance Task (PT) or FSAA—Datafolio. STEP 1—Checklist for Course of Instruction and Subsequent Assessment ParticipationThe IEP team should consider the student’s present level of educational performance in reference to Florida’s standards. The IEP team should also be knowledgeable of guidelines and the use of appropriate testing accommodations. To facilitate informed and equitable decision making, IEP teams should answer each of the following questions when determining the appropriate course of instruction and subsequent assessment. Circle the applicable answer.
Questions to Guide the Decision-Making Process to Determine How a Student With Disabilities Will be Instructed and Subsequently Participate in the Statewide, Standardized
Assessment Program1. Does the student receive exceptional student education (ESE) services as identified
through a current IEP?Yes No
2. Does the student receive specially designed instruction which provides unique instruction and intervention supports that is determined, designed and delivered through a team approach, ensuring access to core instruction through the adaptation of content, methodology or delivery of instruction and is exhibiting very limited to no progress in the general education curriculum standards?
Yes No
3. Does the student receive support through systematic, explicit and interactive small-group instruction focused on foundational skills in addition to instruction in the general education curriculum standards?
Yes No
4. Even after documented evidence of exhausting all appropriate and allowable instructional accommodations, does the student require modifications to the general education curriculum standards?
Yes No
5. Even after documented evidence of accessing various supplementary instructional materials, does the student require modifications to the general education curriculum standards?
Yes No
6. Even with documented evidence of the provision and use of assistive technology, does the student require modifications to the general education curriculum standards?
Yes No
7. Even with direct instruction in all core academic areas (i.e., English language arts, mathematics, social studies and science), is the student exhibiting limited or no progress on the general education curriculum standards and requires modifications?
Yes No
8. Unless the student is a transfer student, was the student available and present for grade-level general education curriculum standards instruction for at least 70 percent of the prior school year?
Yes No
9. Unless the student is a transfer student, was the student instructed by a certified teacher for at least 80 percent of the prior school year?
Yes No
10. Was the assessment instrument used to measure the student’s global level of cognitive functioning selected to limit the adverse impact of already-identified limitations and impairments (e.g., language acquisition, mode of communication, culture, hearing, vision, orthopedic functioning, hypersensitivities and distractibility)?
Yes No
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Questions to Guide the Decision-Making Process to Determine How a Student With Disabilities Will be Instructed and Subsequently Participate in the Statewide, Standardized
Assessment Program11. Does the student have a most significant cognitive disability, defined as a global
cognitive impairment that adversely impacts multiple areas of functioning across many settings and is a result of a congenital, acquired or traumatic brain injury or syndrome that is verified by either:
1. A statistically significant below-average global cognitive score that falls within the first percentile rank (i.e., a standard, the full-scale score of 67 or under); or
2. An evaluation process with procedures to identify students with the most significant cognitive disability when a global, full-scale intelligent quotient score is unattainable. This procedure must be approved by the Florida Department of Education and documented in the district’s ESE Policies and Procedures, as required by Section 1003.57, Florida Statutes (F.S.).
Yes No
If “Yes” is not indicated in all 11 questions, the student must be instructed in the general education curriculum standards and enrolled in general education courses and participate in the general statewide, standardized assessment with accommodations, as appropriate. If “Yes” is indicated in all 11 questions, the following three questions must be answered.1. Is the student identified as a student with a specific learning disability or as gifted? Yes No2. Is the student identified only as a student eligible for services as a student who is deaf
or hard of hearing or has a visual impairment, a dual sensory impairment, an emotional or behavioral disability, a language impairment, a speech impairment or an orthopedic impairment?
Yes No
3. Has the student scored a level 2 or above on a previous statewide, general education curriculum standardized assessment administered according to Section 1008.22(3)(a) and (b), F.S.? Note: If there is medical documentation that the student experienced a traumatic brain injury or other health-related complication that caused a severe cognitive impairment after the student scored a level 2 or above on the general education curriculum standardized assessment, circle “No.”
Yes No
If “No” is not indicated for all three questions, the student should be instructed in the general education curriculum standards and enrolled in general education courses and participate in the general statewide, standardized assessment with accommodations, as appropriate. If “No” is indicated in all three questions, the student is eligible to be enrolled in access courses and subsequently be assessed on a statewide AA-AAAS.Students MUST be enrolled in access courses for at least two consecutive full-time equivalent reporting periods prior to participating in the FSAA—PT .The IEP team then proceeds to STEP 2.
STEP 2—FSAA and Parental ConsentOnce the IEP team determines that a student will be instructed in access points and participate in the FSAA program, the next step is to determine how the student will be assessed—via the FSAA—PT or FSAA—Datafolio. The FSAA—Datafolio is an alternate achievement standards-based assessment designed specifically for students with the most significant cognitive disabilities who have limited to no formal mode of communication.Parental Consent FormIn accordance with Rule 6A-6.0331(10)(b), F.A.C., if the IEP team decides that the student will participate in access courses and be assessed through the FSAA program, the parents or guardians of the student must give signed consent to have their child instructed in access points, and their child’s
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achievement measured based on alternate academic achievement standards. This decision must be documented on the Parental Consent Form – Instruction in the State Standards Access Points Curriculum and Statewide, Standardized Alternate Assessment, available at https://www.flrules.org/gateway/reference.asp?No=Ref-04779. If the parents fail to respond after reasonable efforts by the school district to obtain consent, the school district may provide instruction in the state standards access points curriculum and the student may participate in the FSAA program. The IEP should include a statement of why the student cannot participate in the general assessment and why the alternate assessment is appropriate.
FSAA—Datafolio Participation GuidelinesOnce the IEP team determines that a student will participate in the FSAA program, the next step is to determine the method in which the student will be assessed: the FSAA—Performance Task or the FSAA—Datafolio. The IEP team, which includes the student’s parent/guardians, should consider the student’s present level of performance and communication mode. The FSAA—Datafolio is an alternate achievement standards-based assessment designed specifically for students with the most significant cognitive disabilities who have no formal mode of communication.After carefully reviewing the FSAA participation guidelines on the previous page, the IEP team may determine that the most meaningful evaluation of the student’s current academic achievement is through participation in the FSAA program. Next, the IEP team should answer each of the following questions when determining how the student will participate in the FSAA program. Check all that apply.
Questions to Guide the Decision-Making Process to Determine How the Student Will Participate in the FSAA Program YES NO
1. Does the student primarily communicate through cries, facial expression, eye gaze, and/or change in muscle tone (require interpretation by listeners/observers)?
2. Does the student respond/react to sensory (e.g., auditory, visual, touch, movement) input from another person BUT require actual physical assistance to follow simple directions?
3. Does the student exhibit reactions primarily to stimuli (i.e., student only communicates that he or she is hungry, tired, uncomfortable, sleepy, etc.)?
Previous FSAA—PT Performance (if Applicable)4. Has the student’s previous performance on the FSAA—PT provided limited
information and/or reflected limited growth within Level 1?
Grades 3 and 4 Students or Transfer StudentsFor a student in grade 3 or 4, or a student who does not have previous FSAA—PT scores, the IEP team may determine that the FSAA—Datafolio is the appropriate method to provide meaningful evaluation of the student’s current academic achievement. For the student to qualify, the IEP team must check “yes” in any one of the first three questions.If the IEP team does not check “yes” in one or more areas, then the IEP team must consider whether the FSAA—Performance Task is a more appropriate statewide assessment for the student.
Grade 5 through High School StudentsFor a student in grade 5 through high school, the IEP team may determine that the FSAA—Datafolio is the appropriate method to provide meaningful evaluation of the student’s current academic achievement. For the student to qualify, the IEP team must check “yes” for any one of the first three
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questions AND “yes” for question 4. If the IEP team does NOT check “yes” for these questions, then the IEP team must consider whether the FSAA—Performance Task is a more appropriate statewide assessment for the student. For additional guidance, please consult the Florida Standards Alternate Assessment (FSAA) Assessment Planning Resource Guide for Individual Educational Plan (IEP) Teams.
ASSESSMENT OVERVIEW
Grade Levels, Content Areas, and Courses AssessedThe FSAA—Datafolio has been developed for those students with the most significant cognitive disabilities who typically do not have a formal mode of communication and are working at pre-academic levels. The assessment is designed to show student progress on a continuum of access toward academic content. Student progress is shown through reduced levels of assistance (LOAs) required to engage in the academic content and/or an increased level of accuracy. The FSAA—Datafolio Blueprint & Activity Choices (Appendix B) document assesses the following grade levels, content areas, and courses:
Grade Level ELA Math Science Algebra 1
EOCGeometry
EOC Biology 1
EOCCivics EOC
U .S . HistoryEOC
3 X X4 X X5 X X X6 X X7 X X X8 X X X
9 (ELA 1) X10 (ELA 2) X
High School X X X X
The FSAA—Datafolio is a submission of student work samples from three collection periods throughout the school year. The samples are developed from classroom activities/tasks that address selected skills. The same skills selected for Collection Period #1 (CP #1) are assessed through aligned activities during Collection Period #2 (CP #2) and Collection Period #3 (CP #3). The teacher selects one activity choice per standard and administers activities aligned to the same activity choice throughout the three collection periods. Student evidence from all three collection periods is submitted in the student’s online datafolio in the DEI. This student evidence is then scored to determine the student’s performance.
Responsible Personnel for AdministrationThe student’s exceptional student education (ESE) teacher—who has completed the FSAA—Datafolio administration training—should administer the assessment. If this is not possible, the assessment administrator must be a certified teacher or other licensed professional who has worked extensively with the student and is trained in the assessment procedures.
NOTE: The student’s entire datafolio (either the electronic or paper version) must be stored per your district policy or for a minimum of one year.
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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
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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.
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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.
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• Real objects should be used instead of pictures whenever possible. For example, real buttons could be used instead of pictures of buttons. In addition to hearing the description of the buttons, the student could actually feel and manipulate the buttons.
• Real objects should be actual size (not a miniature replica, if possible) and be able to fit on the work surface. Provide real objects to the student and allow them to handle the objects as needed.
• Caution should be applied when determining whether to provide real food products (e.g., apple) because of possible allergies.
Students Who Are Deaf/Hard-of-Hearing*CriteriaAdditional accommodations are available for students who have been found eligible to receive ESE services under the Deaf/Hard-of-Hearing Program with accommodations noted on their current IEP. The use of accommodations must be in accordance with what the student uses during classroom instruction on a daily basis.
AccommodationsFor students who are deaf or hard-of-hearing (DHH), the following accommodations are allowable:
• If the administrator of the assessment is not experienced in sign language, the use of an interpreter is permitted.
• The use of American Sign Language (ASL) or manually coded English in place of oral speech is permitted.
• The use of total communication (speaking and signing simultaneously) is permitted.
English Language Learner (ELL) StudentsCriteriaAdditional accommodations are available for students whose access to the assessment is hindered due to language. The ELL student is an individual who: was not born in the United States and whose native language is a language other than English, is an individual who comes from a home environment where a language other than English is spoken in the home, or is an individual who is an American Indian or Alaskan native and who comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency—who, by reason thereof, has sufficient difficulty speaking, reading, writing, or listening to the English language—which denies such individual the opportunity to learn successfully in classrooms where the language of instruction is English. The use of accommodations must be in accordance with what the student uses on a daily basis during classroom instruction.AccommodationsFor ELL students, the following accommodations are allowable:
• The FSAA—Datafolio must be administered completely and solely in English. Limited assistance may be provided from the assessment administrator; English for Speakers of Other Languages (ESOL) teacher; heritage language teacher; or interpreter in the heritage language, including answering specific inquiries concerning a word or phrase and questions for clarification.
• For mathematics, writing, and science assessments, limited assistance may be provided using the student’s heritage language to answer specific questions about a word or phrase.
• For the reading assessment, the ESOL or heritage language teacher may answer student questions about the general assessment in the student’s heritage language.
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*Includes students found eligible for the Dual-Sensory Impaired Program.
Assistive Technology DevicesAn assistive technology device is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a student with a disability. The Department of Education, Bureau of Exceptional Education and Student Services provides a wide variety of technology supports for students with disabilities. Below is contact information for statewide service providers who can give guidance, support, and information on available assistive technology devices.
• Florida Diagnostic & Learning Resources System (FDLRS) http://www.fdlrs.org/
• Florida Diagnostic and Learning Resources System Technology Specialists (FDLRS TECH) https://www.fdlrs.org/technology
• Resource Materials and Technology Center for the Deaf/Hard of Hearing (RMTC-D/HH) https://www.rmtcdhh.org/
• Florida Instructional Materials Center for the Visually Impaired (FIMC-VI) http://www.fimcvi.org
• Florida Alliance for Assistive Services and Technology (FAAST) http://www.faast.org
Additional examples of how accommodations can be implemented within the activity choices can be found in “Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide.”
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2021
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132021–2022 FSAA—Datafolio Teacher Resource Guide
Part 2: Getting Started with the Data Entry Interface (DEI)
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Part 2: Getting Started with the Data Entry Interface (DEI)
SYSTEM REQUIREMENTSThe Data Entry Interface (DEI) is a web-based, encrypted platform designed to work with the existing technology infrastructure available in Florida schools. To access the DEI, each computer must have at least one supported operating system, one supported browser, the required software, and the capability of using the supported file types. Supported operating systems and browsers are listed in the Supported Systems & Requirements page on the FSAA Portal. All users should review the Supported Systems & Requirements page on the FSAA Portal to determine the minimum hardware requirements and approved browsers for the DEI and other online systems. Users are strongly encouraged to meet with their alternate assessment coordinator (AAC) or school level coordinator (SLC) to ensure that computers meet the system requirements prior to the opening of Collection Period #1.
Supported File TypesThe DEI supports the following file formats:
Digital Recordings• WEBM, MP4, MOV, 3GP, and OGV
Image• JPG, PNG, GIF, SVG, and JPEG
Document• TXT and PDF (Note, please convert evidence collected in PowerPoint, Word, and Excel to PDF
documents.
Audio• MP3, AAC, WAV, M4A, OGG, OPUS
Recommended Monitor Resolution SettingsThe suggested screen resolution is dependent on monitor size. The recommended settings are as follows:
• 15-inch monitor: 1024 × 768• 17- to 19-inch monitor: 1280 × 1024• 20-inch and larger monitor: 1600 × 1200
NOTE: The larger the screen resolution, the smaller the text appears on the screen.
Additional information on supported file types and how to upload evidence into the Data Entry Interface (DEI) can be found in the FSAA—Datafolio Data Entry Interface (DEI) User Guide.
Setting Up User AccountsWhen the Test Information Distribution Engine (TIDE) opens, each district’s AAC of record will have their new account credentials preloaded into TIDE. AACs are responsible for creating (or delegating the creation of) accounts for users in their district and schools in TIDE in advance of Collection Period #1. AACs can begin adding users on August 16, 2021. Teachers will need to have a TIDE account in order to access the DEI. More information on AAC and SLC responsibilities in TIDE can be found in Part 4 of this guide as well as in the FSAA TIDE User Guide. Information for teachers on activating user accounts can be found in Step 1 of Part 3 of this guide.
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Part 3: The FSAA—Datafolio Administration Process and
Data Entry Interface (DEI) for Teachers
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Part 3: The FSAA—Datafolio Administration Process and Data Entry Interface (DEI) for Teachers
STEPS TO SUCCESS
1 Activate your TIDE user account.
2 Identify the activity choices for assessment.
3 Develop an instructional plan to assess the student.
4 Gather Collection Period #1 evidence.
5 Establish level of assistance (LOA) goals.
6 Create electronic files and access the Data Entry Interface (DEI) for file upload.
7 Provide instruction, gather and upload evidence for Collection Periods #2 and #3.
8 Upload the required forms and complete the Datafolio.
STEPS TO SUCCESS
Activate your TIDE user account.
1Identify
the activity choices for
assessment.
Develop an instructional
plan to assess the student.
Gather Collection Period #1 evidence.
2 3 4
5 6 7 8
Establish level of assistance (LOA) goals.
Create electronic files and access the Data Entry Interface (DEI).
Provide instruction, gather and upload
evidence for Collection Periods #2 and #3.
Upload the required forms and complete the Datafolio.
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Part 3: The FSAA—Datafolio Administration Process and Data Entry Interface (DEI) for Teachers
STEP 1: ACTIVATE YOUR TIDE USER ACCOUNT .TIDE will open on August 16, 2021 .
User Accounts and PasswordsOnce a TIDE account has been created, each new user will receive a TIDE activation email that contains links to activate his or her account and to request a new activation email. The activation link is valid for only 15 minutes. After that time the activation link will expire, and the user will need to select the second link to request a new activation email.If a new user has not received the TIDE activation email, he or she is encouraged to check the spam folder. Emails are sent from [email protected], so teachers and SLCs may need to add this address to their contact list. If the email is not in the spam folder, users should contact their AAC to confirm that he or she created the account in TIDE. Contact the FSAA Service Center toll-free at 877-655-3001 or via email ([email protected]) if this step has been completed and users continue to experience difficulty.
NOTE: Each teacher will have his or her own unique login credentials. Teachers must NOT share their login credentials at any time.
After selecting the activation link, you will be asked to create a password that you will use to access all Cambium Assessment, Inc. (CAI) systems.Your password is required to be at least eight (8) characters and must include all the following:
• One lowercase alphabetic character• One uppercase alphabetic character• One number• One special character (e.g., %, #, or !)
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STEP 2: IDENTIFY THE ACTIVITY CHOICES FOR ASSESSMENT
Review the FSAA—Datafolio Blueprint & Activity Choices As discussed in “Assessment Design” on page 7, teachers will choose one activity choice per standard for assessment from a list of two or three choices. Each entry is made up of a submission of student evidence from three collection periods throughout the year.
Identify Activity ChoicesStart by reviewing the FSAA—Datafolio Blueprint & Activity Choices (Appendix B), which are broken out by content area, course, and grade listed below.
• ELA (Grades 3–10)• Mathematics (Grades 3–8)• Access Algebra 1 and Access Geometry• Science (Grades 5 and 8)• Access Biology 1• Access Civics and Access U.S. History
In each content area or course, the teacher selects a total of three activity choices (ONE activity choice per standard) across the standards. Each standard/Access Point assessed contains two or three activity choices. Teachers review the activity choices in each standard to select the most appropriate choice for each student. Please note that teachers will need to develop five to eight opportunities for each activity choice in each collection period.
NOTE: Teachers only select ONE activity choice per standard/Access Point to align with their assessment activity. The same activity choice must be administered for all collection periods.
Examples of the intended skill(s) for assessment by activity choice have been provided in the FSAA—Datafolio Blueprint & Activity Choices document (Appendix B). The example listed for each activity choice is just ONE way of addressing the associated choice. Teachers are not limited to these examples. Additional examples can be found in “Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide.”
Example: FSAA—Datafolio Grade 3 ELA Blueprint
NOTE:• Teachers choose
ONE activity choice (per standard) from the Activity Choices column to align one activity per collection period.
• The SAME activity choice (per standard) is assessed across all three collection periods.
This design is an innovative approach that provides teachers with the ability to structure assessment opportunities within activities and tasks that reflect typical classroom activities and instruction for students with the most significant cognitive disabilities by using the individual communication systems they are most familiar with.
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Target the Specific Learning GoalsIdentify the targeted skill(s) within each activity choice to determine what is required for assessment. Next, determine the most appropriate way to present those skills to the student while maintaining alignment with the requirements of the targeted skills. For example, the Access Point for standard MAFS.3.G.1.1 is to “identify different examples of quadrilaterals.” This is broken down into a concrete Essential Understanding (EU) to “sort shapes into quadrilaterals and non-quadrilaterals.” Activity Choice 2 asks a student to “sort by same and different.” The example provided for Activity Choice 2 states, “Student is presented with an assortment of squares and circles, and asked to sort squares into one group and circles into another group. Response: squares sorted into one group and circles sorted into another group.” The example is aligned to the activity choice; the activity choice is aligned to the EU, which is aligned to the Access Point, which, in turn, is aligned to the standard. As the teacher develops opportunities similar to the example provided above, the teacher must ensure alignment to the activity choice. One example of non-alignment might be providing the student with three shapes and asking the student, “Which shape is round?” This opportunity would not be aligned to the skills in the selected activity choice because the student is identifying characteristics of shapes, not sorting by same and different.It is recommended, but not required, that the chosen standards from the FSAA—Datafolio Blueprint & Activity Choices be included in the short-term objectives in the student’s current IEP. For additional guidance, please consult the Florida Standards Alternate Assessment (FSAA) Assessment Planning Resource Guide for Individual Educational Plan (IEP) Teams, available online at https://fsaa.fsassessments.org/resources#assessment=Datafolio. For additional examples of how activity choices can be administered, please refer to “Appendix C: FSAA—Datafolio Activity Choice Differentiation Guide.”
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STEP 3: DEVELOP AN INSTRUCTIONAL PLAN TO ASSESS THE STUDENT
Identify the Outcome of Instruction and Potential Instructional ActivitiesAfter selecting the most appropriate activity choices to include in the assessment, the teacher should identify the intended outcome of instruction. Plan grade-appropriate activities that could include individual, small-group, or large-group activities typically available to students in the general education classroom.When planning for instruction, it may be beneficial to consult with a general education teacher or curriculum specialist to identify, select, and modify the activity choices. This collaboration will help ensure that the intent of the standard remains the same and represents the intended academic content.
Develop a Data Collection Plan for Instruction and AssessmentTeachers must choose an assessment strategy that is compatible with the selected instructional activity and the student’s mode of communication. A good way to document whether the student has demonstrated learning of the content standard is to use data from instruction and student work samples produced during the activity. Work samples may be teacher observations, digital recordings, or work products of the student performing an activity or task.The collection of evidence of student learning should be an ongoing process. Learning should occur throughout the instructional year and should represent the skills the student is working on related to a standards-based curriculum. Planning should include ensuring the ability to provide five to eight attempts to perform the skill using unique response options across each attempt and all three collection periods.Systematically monitoring progress and adjusting instruction throughout the year represents best practice. This process increases the likelihood of progress and higher achievement on targeted skills. An example data collection form appropriate for the FSAA—Datafolio, the Running Record Template, can be found in Appendix D.
Collection Period (CP) #1 Data CollectionDuring CP #1, the teacher collects baseline evidence to identify the student’s performance level prior to instruction. The evidence collected during CP #1 is used to determine a baseline of the student’s level of assistance (LOA) for each activity choice. It is required that CP #1 assessments include five to eight opportunities and be completed with the same LOA required by the student to engage in the activity in order to demonstrate a baseline level. From this baseline evidence, the teacher identifies both the LOA required to engage the student in the content for assessment as well as the level of accuracy the student achieved in the activity to determine the student’s performance level.Student performance at CP #1 should not be at the independent (I) LOA with accuracy, as performance at that level will leave very little room to demonstrate progress over the three collection periods. If the student’s performance at CP #1 is already accurate at an independent (I) performance level on the targeted skills, the teacher should present the activity choice in a more challenging manner or select a different, more challenging activity choice entirely. Either way, the teacher must complete a new assessment for the standard using a different activity choice within CP #1. The teacher may also wish to convene an IEP team meeting to discuss whether the FSAA—Datafolio is the appropriate assessment for the student.As a reminder, students who become eligible to participate in the FSAA—Datafolio after the conclusion of CP #1 may have baseline accuracy and LOA goals determined during the initial collection period that the student became eligible to participate. Refer to “Transfer Students/Late Enrollment” on page 32 for more details.
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STEP 4: GATHER COLLECTION PERIOD #1 EVIDENCEOnce the instructional plan is in place, CP #1 evidence should be collected. As a reminder, CP #1 evidence is collected before instruction occurs, in order to provide a baseline for determining student growth. All CP #1 evidence must be collected prior to the deadline of September 24, 2021 .
FSAA—Datafolio EvidenceWhen collecting evidence for submission in the student’s datafolio, teachers must use one of the acceptable types of evidence listed below:
1. Observation Evidence: an anecdotal observation of the student working on the activity choice2. Digital Recording Evidence: a digital recording of the student working on the activity choice3. Work Product Evidence: a permanent work product such as an original work sample or
teacher-constructed activity that results in a tangible productTeachers MUST use the same collection evidence type within a single evidence submission for a standard collection period. However, teachers may use different evidence types between collection period submissions. For example, teachers may choose to use
• observation evidence for CP #1,• work product evidence for CP #2, and • digital recording evidence for CP #3.
Teachers can also choose to use the same type of evidence for all three collection periods. Choose the evidence type that best suits the student and the skills being assessed. Below is one example of the types of evidence that might be submitted for a Grade 10 ELA assessment.
Language ArtsActivity Choice SelectionActivity Choice Selection CP #1CP #1 CP #2CP #2 CP #3CP #3LAFS.910.RL.1.3.choice 1LAFS.910.RL.1.3.choice 1 Observation* Observation* Observation* Observation* Observation*Observation*LAFS.910.L.3.4.choice 1 LAFS.910.L.3.4.choice 1 Observation* Observation* Digital Recording* Digital Recording* Work Product*Work Product*LAFS.910.RI.3.7.choice 3 LAFS.910.RI.3.7.choice 3 Digital Recording* Digital Recording* Digital Recording* Digital Recording* Digital Recording*Digital Recording*
*One evidence type file submission per collection period with no fewer than 5 and no more than 8 assessment opportunities
Evidence Collection FormOnce the type of evidence that will be collected has been determined, teachers will use the Evidence Collection Form (Appendix D) to organize the evidence and document necessary information for scoring. All evidence and form information must be submitted in the DEI. This information must include:
• student’s name• student’s FLEID number• standard code/choice # (e.g., MAFS.3.OA.4.8/Choice1)• date evidence is completed• CP #1, #2, or #3 label• LOA provided to the student (N, P, G, V, M, I)• student’s accuracy score (including correct and incorrect marks)• scoring key (if needed) detailing any acronyms, abbreviations, or symbols used for scoring
student work
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Observation EvidenceIn addition to the information indicated above, when observation evidence is submitted, the following information is required:
• a completed Running Record Template (Appendix D) or hard copy of the opportunities performed and the student’s responses
• teacher name and witness signature
NOTE: The teacher and a witness to the assessment must sign the Evidence Collection Form certifying that the assessment was completed in the manner described. This Form must be uploaded into the DEI.
Digital RecordingsIn order for digital evidence to be effectively evaluated during scoring, the following guidelines should be noted:
• Use of personal recording devices (e .g ., cell phone, tablet, camera, digital recorders, etc .) for capturing FSAA—Datafolio student evidence is strictly prohibited . Student evidence may only be recorded using district-provided equipment (e .g ., camera, tablet, laptop, etc .) and submitted through a secure data upload process .
• Details related to the upload process are described in FSAA—Datafolio Data Entry Interface (DEI) User Guide.
• Teachers should consult their technology coordinator about the tools available in their schools and districts. The system requirements are detailed in the Supported Systems and Requirements page on the FSAA Portal (https://fsaa.fsassessments.org).
NOTE: If the evidence captured contains identifying student information, please ensure that the data are handled in a way that complies with state (or other) security policies pertaining to student information. Confidential information must be handled in compliance with FERPA and other federal and state regulations, as well as existing FSAA policy.
Digital Recording: Evidence ContentIt should be clear what information was presented to the student AND the student’s responses must be clearly visible in all digital recording evidence. A written transcript of the interactions between the teacher and the student must be documented on the Evidence Collection Form (Appendix D) and submitted within the DEI for each uploaded digital recording.
Best Practices for Digital RecordingIt is recommended that ONLY the student being assessed appears in digital recordings. However, if there are any submissions that include students inadvertently captured in the digital recording of another student’s assessment, a signed Digital Recording Consent Form (Appendix D) must be included for each student visible in a digital recording evidence file submission.
DO• Arrange for recording equipment in advance of assessment date(s). Practice using equipment
and become familiar with its use prior to using it with students.• Place the equipment in a location where the student and assessment materials can be seen
clearly and without obstruction. Set the angle of recording equipment close enough to see the answer choices, but not so close that if the student points at a picture, his or her hand cannot
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be seen. Make sure the student’s body does not obstruct the clear recording of the student’s response.
• Use only the digital file formats indicated and make sure the file extension is included in the file name being uploaded. See “Supported File Types” on page 14 for additional information about acceptable file types.
DO NOT• Upload just the shortcut or project files.• Submit digital recording files in “fast forward” mode.
Required Form for Digital RecordingA signed Digital Recording Consent Form (Appendix D) must be uploaded for each student for whom a digital recording evidence file is submitted. Teachers must obtain parent/guardian consent via this form prior to creating a digital recording. This signed form must be submitted through the DEI. Spanish and Haitian-Creole versions of the Digital Recording Consent Form are available in Appendix D.
NOTE: If any Digital Recording Consent Forms are missing or not submitted for all students in the digital recording, including the student being assessed, the digital recording cannot be scored.
Work Product EvidenceWhen submitting work product evidence, in addition to the information from the Evidence Collection Form (Appendix D), be sure to
• provide additional information for the work product submitted along with the actual work product (e.g., worksheet);
• indicate how the student performed each opportunity and the LOA (N, P, G, V, M, I) provided; and• include any additional scoring rubrics/key acronyms and grade each opportunity, providing the
overall grade as a percentage.
Evidence DocumentationTeachers must adhere to the following requirements to ensure that enough information has been documented in the evidence.
• CP #2 and CP #3 evidence MUST be aligned to all parts of the activity choice previously selected in CP #1.
• Evidence must be student work consisting of at least five opportunities that align to the activity choice for each of the three standards.
• Evidence must have a score clearly indicated by the teacher. If the student’s work is graded other than correct/incorrect, a rubric or set of scoring rules must be provided to enable the Scoring Center to understand and replicate the scoring. All evidence must be graded by the teacher prior to submission. Acceptable markings are “C” or “+” (meaning correct) and “X” or “–” (meaning incorrect). Every opportunity must be marked as correct or incorrect and is used to calculate the overall accuracy score (percentage correct). The accuracy score must be entered into the DEI. A scoring key must be provided when the scoring is not explicitly clear. If scorers cannot validate the teacher’s scoring, the student’s overall performance score will be impacted .
• Evidence must have the LOA clearly identified for each activity choice. There must be only one LOA per activity choice in each collection period .
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Documenting student performance in this manner will assist raters with understanding the ability of the student during scoring. Independent raters must be able to easily see that the evidence has been graded for accuracy and assigned LOA by the teacher to validate scoring. Clear notations will assist independent raters at the Scoring Center.
A Special Note Regarding English Language Arts (ELA) EvidenceMany of the ELA activity choices require the student to interact with specific types of text. The teacher must document the text used by submitting the following information:
• Genre (literature or informational)• Text title• Text author• Other relevant information
The above information must be submitted either within the evidence or in the DEI. The Running Record Template (Appendix D) was redesigned prior to the 2017–2018 administration to provide a space for ELA evidence information.
NOTE: Pay attention to the activity choice requirements to determine whether the objective requires reading literature or informational text and if more than one text is required.
NOTE: Activities aligned to text other than the text indicated, or not providing more than one text when required, will not be considered fully aligned and may impact the student’s score.
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STEP 5: ESTABLISH LEVEL OF ASSISTANCE (LOA) GOALS LOA goals are determined by the teacher after completing CP #1 assessments for each activity choice, or, in the case of late enrollment by a student in the FSAA—Datafolio, during the initial collection period when the student became eligible to participate. During this process, the teacher identifies the targeted LOA the student will be able to achieve when performing the specified skill by the end of CP #3. LOA goals must be created at the end of CP #1 for each of the activity choices completed for all students enrolled in the FSAA—Datafolio during CP #1. It is possible and appropriate to have a student utilizing physical assistance (P) for one activity choice and gestural assistance (G) on another activity choice within or across content areas, courses, and grades. The goal is to determine progress across performance. It is important to remember that the FSAA—Datafolio is a compilation of student evidence and is intended to produce a snapshot in time of the progress the student has or has not made in relation to the activity choices selected for assessment. When setting LOA goals in CP #1, the following steps may be helpful:Step 1: Administer the baseline assessment for the activity choice using the LOA most commonly
used with the student during similar activities during classroom instruction.Step 2: Calculate the accuracy score and consider the results.
If the student achieved an accuracy score of 51% or higher, it would be appropriate to set the LOA goal to reflect a decreased LOA from the baseline (e.g., if the baseline was administered with gestural assistance, set the LOA goal to utilizing verbal assistance).If the student achieved a score of less than 51%, and if, in a teacher’s professional opinion, the student is likely to require the time between CP #1 and CP #3 to achieve an accuracy score of 51% or higher at the LOA provided during CP #1, the LOA goal may be set to improving accuracy within that LOA. This would be documented by selecting that particular LOA as the goal.For example, if a student scores 25% accuracy with verbal assistance (V), and the teacher, based on his/her knowledge of the student and professional judgment, considers that increasing accuracy to 51% or higher with verbal assistance (V) by CP #3 is a reasonable goal, that teacher would select (V) as the LOA goal in the DEI.
The following chart, which is part of the LOA Goal Setting Worksheet, was designed to help teachers determine the appropriate LOA goal for each standard (see Appendix A). This worksheet does not need to be submitted in the DEI.
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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.
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STEP 6: CREATE ELECTRONIC FILES AND ACCESS THE DATA ENTRY INTERFACE (DEI)
Creating Electronic FilesIn the DEI, for each standard activity choice, the system allows up to ten uploads per collection period. Each electronic file must consist of evidence of five to eight opportunities (e.g., image elements, video, observations, etc.) and any associated forms as outlined in “FSAA—Datafolio Evidence” on page 21.
Stan
dard
Activ
ity C
hoic
e File UploadsCollection Period #1
File UploadsCollection Period #2
File UploadsCollection Period #3
Observation and Work Product EvidenceObservation and work product evidence may consist of multiple pages and/or mixed media (e.g., PDF, JPG, etc.).
Observation EvidenceWhen submitting observation evidence, the following are required:
• a completed Evidence Collection Form (Appendix D)• a completed Running Record Template (Appendix D) or other hard copy of the opportunities
performed and the student’s responses
Work Product EvidenceWhen submitting work product evidence, the following is required:
• a completed Evidence Collection Form (Appendix D)Additional information should also be included detailing the work product submitted.
Acceptable Observation and Work Product File TypesObservation and work product evidence must be submitted in one of the following file formats:
• Image — JPG, JPEG, PNG, GIF, and SVG• Document — TXT and PDF (Note, please convert evidence collected in PowerPoint, Word, and
Excel to PDF documents).Please see the FSAA—Datafolio Data Entry Interface (DEI) User Guide for information on how to upload observation and work product evidence.
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Digital RecordingsFor this population of students, digital recording can be the most effective way to capture and demonstrate a student’s assessment. When providing digital evidence, a separate digital recording must be submitted for each activity choice.
NOTE: If the evidence captured contains identifying student information, please ensure that the data are handled in a way that complies with state (or other) security policies pertaining to student information. Confidential information must be handled in compliance with FERPA and other federal and state regulations, as well as existing FSAA policy.
Digital Recording LengthDigital recordings representing each assessed standard should be no longer than three minutes in length and should not include the student demonstrating any prerequisite or post-activity steps or preparation. Only the first three minutes of a longer recording will be reviewed during scoring. Teachers may edit the original digital recording to remove information not related to the student demonstrating the skill. Teachers should consult their technology coordinator about the tools available in their schools and districts.
NOTE: Only district-provided devices may be used to generate digital files of student work.
Acceptable Digital Recording File TypesDigital recordings must be submitted in one of the following file formats:
• OGV, WEBM, MP4, MOV, 3GPPlease see the FSAA—Datafolio Data Entry Interface (DEI) User Guide for information on how to upload digital recording evidence.
Digital Recording: Evidence Content In order for digital recordings to be scored, the Evidence Collection Form (Appendix D) and a transcript (entered on page 2 of the form) explaining the content of the recording MUST be submitted with each recording that is uploaded into the DEI. In all digital recording evidence, it should be clear what information was presented to the student AND the student’s responses must be clearly visible.
Naming Evidence Files (File Naming Convention)For organizational purposes and ease in uploading actual student work samples, observations, or digital recordings, use the unique file naming convention outlined below. It is recommended that each digital recording or electronic file be named using the following lowercase format to ensure that files are not saved over each other.
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FILE NAMING CONVENTION
Naming Convention Description # of Characters
Note: Spaces are considered 3 characters when naming files.
Notes
StudentName Student’s Name Max. 20 characters The student’s name should be formatted as the first initial and full last name in lowercase format.
StandardCode Standard Code Max. 25 characters combined between standard code and activity choice
The standard code assessed (e.g., mafs.3.oa.4.8).
ActivityChoice Activity Choice 1, 2, or 3
The activity choice assessed formatted as choice1, choice2, or choice3.
CollectionPeriod Collection Period 1, 2, or 3 3 characters The collection period the evidence aligns to.
Use the abbreviations cp1, cp2, or cp3.
EvidenceType (Optional)
Type of evidence documentation being uploaded 2–3 characters
The type of evidence abbreviated as: Evidence Collection Form = ecf; Running Record = rr; Work Product = wp; Digital Recording = dr; Digital Recording Transcript = drt
Sample Math Evidence Collection File Set
jsmith_mafs.oa.4.8_choice1_cp1_ecf.pdf
jsmith_mafs.oa.4.8_choice1_cp1_rr.pdf
jsmith_mafs.oa.4.8_choice1_cp2_ecf.pdf
jsmith_mafs.oa.4.8_choice1_cp2_dr.mp4
jsmith_mafs.oa.4.8_choice1_cp2_drt.pdf
jsmith_mafs.oa.4.8_choice1_cp3_ecf.pdf
jsmith_mafs.oa.4.8_choice1_cp3_wp.jpg
Please note: The entire file name is in lowercase format, the standard and activity choice have remained constant, and the three collection periods are clearly defined.
Please follow the naming conventions in the order specified abovefor each evidence file. All characters should be lowercase.
Individual documents must have unique names. If multiple documents are uploaded as evidence for a single activity choice for a collection period, each document must contain the additional identifying letters so that files are not written over when saved.
Note: The identification of individual evidence file types is not required if all evidence for one collection period are merged and uploaded as a single file. All digital recording evidence, however, will require at least two files—one that contains the digital recording and one that contains the evidence collection form and the transcription.
The example on the right shows a complete math standard evidence set from Collection Period 1 through Collection Period 3. When a file is saved, the computer will include a file extension based on the program used to create the evidence. Do not add this extension to your file name.
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Submitting Collection Period #1 Evidence into the Data Entry Interface (DEI)Once teachers have completed CP #1 (Steps 1–5) and the electronic files are created, teachers must log in to the DEI to upload files and enter the data collection requirements (including goal setting) by October 15, 2021. Your system administrator will also provide you with a roster of students participating in the FSAA—Datafolio at your school. This roster will have the student’s first and last name as it appears in TIDE as well as the student’s FLEID.
Using the DEI
Logging In and Entering Student InformationWhen you are ready to upload evidence, you will use the account your system administrator created for you to log in to the DEI. First, navigate to the FSAA Portal (https://fsaa.fsassessments.org). Select Datafolio for Teachers. On the next page, select the System card for the Data Entry Interface.
Type your password in the password field and then retype your password to confirm your initial entry. Select “Submit” to save your new password.
Be sure to keep your password secure.After you log in to the DEI, the Enter Student Information page appears. On this page, you can enter the login information for the student being assessed. Please use the roster from TIDE that your system administrator provided you. It has the student information you need to log in to the DEI.
1. To enter a student’s information: In the “Student First Name” field, enter the student’s first name as it exists in TIDE.
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2. In the “FLEID” field, enter the student’s FLEID number. 3. Select Sign In.
The Is This the Student? page appears. On this screen, please verify all student information and confirm that it is correct.
If all the information is correct, select Next. The Available Tests page appears.If any of the information is incorrect, do not proceed with the data entry for this student. Log out of the application and notify a system administrator that the student’s information is incorrect. Data entry cannot begin until this information is corrected.
Correcting Student InformationAny corrections that need to be made in TIDE should be detailed on the TIDE Correction Form (Appendix D) and submitted to the SLC or AAC for processing, depending on individual district policies and procedures. The TIDE Correction Form (Appendix D) is designed to correct information related to the student’s assessment type (Performance Task or Datafolio), assessment grade, student name misspelling, weekend release, transfer information, and/or correction of students listed or not listed in TIDE. This form must also be submitted for any student listed in TIDE who will NOT be tested during the academic year. The student will be designated as Not Assessed. Teachers who have students on their roster who are not assessed but who are still listed as active will not display the correct completion status.The SLC and AAC both have the ability to create new teacher accounts, modify teacher accounts, add new students, and modify student information. For SLCs, that ability is restricted to the school level.
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AACs have district-wide privileges. For changes that require student transfers from another district, the AAC will have to contact the FSAA Service Center.
Transfer Students/Late EnrollmentIf a student currently participating in the FSAA—Datafolio administration moves either within or outside of the district, the receiving school will be able to continue with the student’s assessment. The receiving teacher will need to complete the TIDE Correction Form and submit it to the district AAC to have the student transferred in TIDE if the student is from the same district. If the student is from another district, the AAC will have to contact the FSAA Service Center to transfer the student.If a student transfers from out of state, the receiving teacher will need to complete the TIDE Correction Form and submit it to the district AAC to add the student to TIDE. For a transfer student already participating in the FSAA—Datafolio, the receiving teacher may need to confirm the new student’s activity choice and LOA goal for an assessed standard. The receiving teacher needs to contact his or her SLC or AAC. The SLC or AAC will contact the FSAA Service Center. The FSAA Service Center can advise the receiving SLC or AAC of the student’s activity choice and LOA goal for the assessed standard(s).
Selecting a TestThe Available Tests page displays the tests available for data entry. On this page, you can select the Learner Characteristics Inventory (LCI), the Required Datafolio Forms, or the content area where you would like to upload evidence for the student.
Upon selecting a test, an auto-generated Session ID is also displayed in the banner. The Session ID will be helpful if you need to contact the FSAA Service Center for technical assistance.
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Instructions and HelpAfter selecting the test where you will enter data, the Instructions and Help page appears. On this page, you can review the rules of the DEI and its available tools.To proceed and begin data entry:
1. Optional: To review the test settings, select View Test Settings. The Review Test Settings window appears, displaying the test settings. To close the window, select OK.
2. Optional: To view the Help Guide and understand how to navigate the site and use the available test tools, select View Help Guide. The Help Guide window appears. To close the window, select Back.
3. To officially begin or resume the test, select Begin Test Now.
Establishing Level of Assistance (LOA) Goals and Uploading Evidence in the DEIAfter selecting Begin Test Now, the teacher will select the activity choice and use the information recorded on the LOA Goal Setting Worksheet to input the LOA goal. Teachers will first select the activity choice for the first assessed standard. Teachers will then select Next to enter the level of assistance (LOA) goal for the first assessed standard.
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Teachers will continue to move through the pages by selecting Next to select the activity choice and the LOA goal for each assessed Access Point in the content area. Teachers will then reach a Review Screen. Select Back or the associated question numbers to review the activity choices and LOA goals for each standard. Please see the FSAA—Datafolio Data Entry Interface (DEI) User Guide for more information on what each question number represents. Select Next on the Review Screen to begin uploading evidence for Collection Period #1.
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Please note, once teachers begin uploading evidence for Collection Period #1, they will not be able to return to the activity choice or LOA goal without contacting a system administrator.Teachers will then upload evidence for Collection Period #1.
During Collection Period #1, teachers will fill out the following information:1. Baseline Level of Assistance: Click on the checkbox to the right of the LOA to select the LOA
provided during this collection period.2. Baseline Accuracy Score: The student’s accuracy score for the collection period. Enter the score
in the text box.See Step 5 for information on how to determine the provided LOA as well as how to calculate the accuracy score. Teachers will also upload the various pieces of evidence gathered during Collection Period #1 for the baseline administration of the activity choice selected for each standard. Please note, multiple pieces of evidence may be collected and uploaded separately. Specific information on the process to upload files of evidence is located in the FSAA—Datafolio Data Entry Interface (DEI) User Guide. When teachers complete uploading evidence for Collection Period #1, they will reach another Review Screen. Select Back or the associated question numbers to review the activity choices and LOA goals
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for each standard. Please see the FSAA—Datafolio Data Entry Interface (DEI) User Guide for more information on what each question number represents. Select Submit to complete Collection Period #1. Teachers will then be logged out of the DEI.
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STEP 7: PROVIDE INSTRUCTION; GATHER AND UPLOAD EVIDENCE FOR COLLECTION PERIODS #2 AND #3 After the completion of all CP #1 activities, the teacher should begin incorporating explicit instructional opportunities that target the identified goals. These are not intended to be separate or exclusive of typical classroom instruction practices.
Provide InstructionEmbedded in the standards outlined in the course description, the teacher instructs the student on the FSAA—Datafolio activity choices that were selected for CP #1, providing opportunities for learning and acquisition of the skills and concepts contained within each activity choice. In addition to instructing on the activity choices, the teacher should work toward the LOA goals that were set at the end of CP #1.
Collection Periods #2 and #3CP #2 and #3 assess the same activity choice skills and concepts as previously selected in CP #1. The evidence must be collected and documented following the same process as previously outlined (Steps 1–6).
• This evidence should assess the same activity choice as in the CP #1 evidence using a different instructional activity.
• The level of complexity of CP #2 and #3 evidence should be comparable to that of the CP #1 evidence.
• Evidence must be a student work product, student observation, or digital recording consisting of at least five and no more than eight opportunities that align to the selected activity choice. For CP #2, all opportunities must be presented at the LOA goal level as determined in CP #1 .
• Assessments must be conducted within the dates specified for each collection period. Assessment dates do not include weekends, school holidays, inclement weather day cancellations, and/or teacher workdays, with the exception of students in a hospital or homebound setting.
Levels of Assistance (LOAs) at CP #2 and CP #3 The LOA goal set by the teacher for the student during CP #1 determines the LOA to be provided for documenting evidence in CP #2 and CP #3. For CP #2, the evidence submitted to the datafolio for a student must contain documentation of the student’s accuracy for an activity choice at the LOA goal level as determined during CP #1. If the LOA goal was set for an activity choice as improving the accuracy within the gestural assistance (G) level, all opportunities for CP #2 should be presented with gestural assistance (G).
Exception to Presenting Opportunities at the LOA Goal Level in CP #3For CP #3, an exception may be made for presenting the opportunity at a decreased LOA goal level, under the following circumstance. If the student responds with 51% or greater accuracy at the LOA goal level during CP #2, the teacher may decide that in CP #3, it is more appropriate for the student to be presented with opportunities at a decreased LOA (e.g., from gestural assistance at CP #2 to verbal assistance at CP #3). It is important to note that all opportunities must be presented at the same LOA for scoring purposes. For example, it is not permissible to present three items at the gestural assistance (G) level and two items at the verbal assistance (V) level for a collection period. Evidence
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submitted for each collection period must display only one LOA for the entire piece of evidence for the collection period. Submitting evidence for a collection period with more than one LOA may impact student scores on the FSAA—Datafolio. The reason for presenting opportunities at a decreased LOA rather than at the LOA goal must be documented on the Evidence Collection Form (Appendix D) for CP #3 in order to ensure proper scoring. For example, the teacher may note “Opportunities for CP #3 were presented at the verbal LOA because the student achieved 80% accuracy at the gestural LOA during CP #2.”
Submitting Collection Period #2 or #3 Evidence into the DEIOnce teachers have completed CP #2 or #3 and the electronic files have been created, teachers must go into the DEI to upload files and enter the data collection requirements as described in Step 6 and in the FSAA—Datafolio Data Entry Interface (DEI) User Guide.
NOTE: Evidence must be uploaded and submitted within the DEI. Evidence collected outside of the administration window will not be scored.
CP #2 evidence must be collected between November 12 and December 17, 2021, and submitted no later than March 11, 2022.CP #3 evidence must be collected between February 28 and March 25, 2022, and submitted no later than April 1, 2022.
NOTE: The DEI will close at 11:59 p .m . (ET) on April 1, 2022 . Teachers and system administrators will not be able to access the DEI after April 1, 2022.
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STEP 8: UPLOAD THE REQUIRED FORMS AND COMPLETE THE DATAFOLIO
Required FormsThe following forms (Appendix D) are required for each student datafolio submission:
• Ethics in Data Collection and Submission Form: All datafolios must include this signed form. This form must be completed with signatures at the end of CP #3.
• Digital Recording Consent Form: This signed form must be included for any digital recording that includes the student being assessed, as well as for any other student in the media submitted. If an activity choice entry includes a digital recording and there is no signed consent form for the student being assessed and/or for other visible students, the activity choice entry will be considered unscorable. Datafolios that do not contain digital recordings do not need to include this form.
After all three collection period activities are complete and evidence has been submitted, teachers must sign and submit the Ethics in Data Collection and Submission Form into the DEI.Verify that signed Digital Recording Consent Forms were submitted during CP #1 as required, or submit them now.Select the Required Datafolio Forms in the Available Tests page to upload these forms, as applicable. More information on how to upload the worksheet is located in the FSAA—Datafolio Data Entry Interface (DEI) User Guide.
Learner Characteristics Inventory (LCI)In addition to the tests for the assessed subjects and the required forms, the DEI includes the LCI as a separate test.The LCI is used to collect data that is specific to your student. The data can be used as a basis to assist parents, teachers, and IEP teams in discussing and establishing both short-term and long-term goals, and to document progress over longer periods of time. The data can also provide important information about the general characteristics of students participating in the FSAA—Datafolio to inform relevant policy.
Completing the LCIEach item has several response options. Only one option can be selected per item, and a response for each item is required.Please refer to the FSAA—Datafolio Data Entry Interface (DEI) User Guide for information on how to complete the LCI.
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in the Test Information Distribution Engine (TIDE)
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SYSTEM ADMINISTRATOR
NOTE: Throughout this section you will see the term system administrator. When referring to system administrators, we are targeting
• alternate assessment coordinators (AACs) and• school level coordinators (SLCs).
Unless otherwise noted, the presented instructions apply to both AACs and SLCs.
The Test Information Distribution Engine (TIDE) stores a district’s and school’s student demographic information and test participation information. It provides system administrators with multiple features to add and manage users for administrative tasks associated with the FSAA—Datafolio. TIDE allows authorized users to add, view, edit, and remove district- and school-level users; add, view, edit, and remove student information; and submit test invalidations. Through the Monitoring Test Progress task, authorized users can monitor student participation and testing throughout the testing window. When TIDE opens, each district will have the AAC of record account preloaded. The AAC may then choose to create SLC accounts to support these management tasks. AACs will have permissions and visibility for all SLC, teacher, and student data within the district to which they are assigned. SLCs will have permissions and visibility for all teacher and student data within the schools to which they are assigned.
Best Practices• System administrators should pay attention to important dates to ensure that assessments are
conducted and submitted on time. Refer to “Important Dates” on page vi.• System administrators must request assistance from the FSAA Service Center or the Florida
Department of Education (FDOE) when needed. Refer to “Contact Information” on page 44.
System Administrator Tasks in TIDEThe next few pages outlines the various tasks that system administrators will be responsible for in TIDE. For detailed information on how to complete these tasks, please refer to the FSAA TIDE User Guide on the FSAA Portal.
Preparing for the FSAA—Datafolio Administration
Setting Up User AccountsAACs are responsible for creating (or delegating the creation of) accounts for users in their district and schools in TIDE in advance of Collection Period #1. AACs can begin adding users on August 16, 2021. Users will use the same account information to access TIDE and the DEI. Please refer to the FSAA TIDE User Guide for information on creating user accounts.
Confirming Student Information System administrators are responsible for ensuring that the student information in TIDE is accurate and up to date before each data collection period. In order for teachers to have access to the correct assessment (e.g., Datafolio or Performance Task) and the correct tests, it is imperative that student information in TIDE is correct.
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Part 4: System Administrator (AAC and SLC) Responsibilities in the Test Information Distribution Engine (TIDE)
CAI will provide system administrators with a file identifying students participating in the FSAA—Datafolio administration before TIDE opens on August 16, 2021. By August 27, 2021, system administrators must do the following: 1) Review the file to verify that the demographic and school information for the students listed in the file is correct. 2) Add students, including students in grades 11 and 12, who are currently not listed to the file. 3) Identify students participating in all end-of-course assessments, ELA 1, and ELA 2. System administrators may correct student information or enter additional students in TIDE manually or using the file layout found in the Upload Students task in TIDE. Teachers will not be able to complete the LCI or upload evidence in the DEI for a student until the student is included in TIDE.More information on adding students, editing student information, and uploading student files can be found in the FSAA TIDE User Guide.
During Datafolio Collection Periods
Monitoring Test ProgressMonitoring Test Progress allows system administrators to ensure that teachers have completed the LCI and the upload of evidence for the FSAA—Datafolio administration. Users may also access a report summarizing the number and percentage of students who started or completed a test. More information on Monitoring Test Progress can be found in the FSAA TIDE User Guide.
44 2021–2022 FSAA—Datafolio Teacher Resource Guide
Appendix A: Additional Resources
CONTACT INFORMATION
FSAA Service CenterCambium Assessment, Inc. (CAI) and Pearson have set up a toll-free customer service number and an email system to resolve questions regarding all aspects of the FSAA program, including—but not limited to—questions about training, administration, scoring, assessment materials, the Data Entry Interface (DEI), and reporting issues. Trained staff, including a staff supervisor, will be available to answer calls regarding the FSAA program from 7:00 a.m. to 8:30 p.m. eastern time (ET) each school day, excluding state and federal holidays. If necessary, callers can leave messages and their calls will be returned in a timely manner—generally within one hour or less, but always within one business day.
FSAA—Datafolio Assessment and Systems (TIDE, DEI)
FSAA SERVICE CENTER Monday–Friday from 7:00 a.m. to 8:30 p.m. (ET)
Phone: 877-655-3001Email: [email protected]: https://fsaa.fsassessments.org/contact.html
Florida Department of Education Contacts
Policy and Training Questions Monday–Friday from 8:00 a.m. to 4:30 p.m. (ET)
Angela NathanielPhone: 850-245-0972Email: [email protected]: 850-245-0771
Laura BaileyPhone: 850-245-0722Email: [email protected]: 850-245-0771
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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 questions in the “Checklist for Course of Instruction and Subsequent Assessment Participation” on pages 3–5 of the FSAA—Datafolio Teacher Resource Guide replacing the replacing the previous version with three questions?
Yes. The “Checklist for Course of Instruction and Subsequent Assessment Participation” is available:• Online at https://fsaa.fsassessments.org,• In the FSAA—Datafolio Teacher Resource Guide (TRG), and• In the FSAA—Performance Task Test Administration Manual (TAM).
Is there a list of standards/Access Points that are being assessed? Who selected them and/or how were they selected?
The standards assessed in the FSAA—Datafolio were chosen by FDOE content specialists from the Bureau of Curriculum and Instruction, in collaboration with vendor accessibility assessment specialists. FDOE content specialists and vendor accessibility assessment specialists reviewed the FSAA—PT blueprints for each of the grades and content areas. Based on these blueprints and the recommendation from the Alternate Assessment Technical Advisory Committee that three standards would provide appropriate coverage of the standards across the years, the FSAA—Datafolio blueprints were drafted. The rationale for selecting specific standards was to make sure that, throughout a student’s school career, the student would be assessed on the major themes/domains in each content area. This method would ensure that standards selected would not only be the most concrete, but also represent building blocks/prerequisites necessary for students to transition to the FSAA—PT.
Will there be differences between grade bands (Elem/Mid/HS)?The standards/Access Points/activity choices are specific to grades, content areas, and courses.
Are the standards selected for the FSAA—Datafolio the same standards on the FSAA—Performance Task?
Yes. The standards selected for the FSAA—Datafolio are the same as those on the FSAA—Performance Task. However, not every standard in the FSAA—Performance Task is addressed in the FSAA—Datafolio. The FSAA—Datafolio only addresses three standards and Access Points per grade and content area/course.
Is the FSAA—Datafolio anything like the “Portfolio Assessment” used about 15 years ago?The FSAA—Datafolio is different from the “Portfolio Assessment” used in Florida in the past.
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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.
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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.
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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. For each content area or course, the teacher selects a total of three activity choices (ONE activity choice per standard) across the standards.
Alternate Assessment Coordinator (AAC)—The district-level person who serves as the liaison for alternate assessment between districts, schools, and the Florida Department of Education.
Baseline Evidence—Evidence collected during Collection Period #1 that is used to determine the level of assistance (LOA) goal for each standard being assessed.
Blueprint & Activity Choices (BAC)—The document containing the standards and activity choices for each grade level/content area/course of the FSAA—Datafolio. The FSAA—Datafolio Blueprint & Activity Choices document is available in Appendix B of the FSAA—Datafolio Teacher Resource Guide.
Collection Period—The three windows of time during which student evidence must be gathered for the FSAA—Datafolio.
Datafolio—A component of the Florida Standards Alternate Assessment (FSAA) program designed specifically for students with the most significant cognitive disabilities who have little to no formal mode of communication. The FSAA—Datafolio consists of student work samples collected during specific time periods throughout the school year to measure student progress.
Data Entry Interface (DEI)—The online system where teachers will upload evidence for the FSAA—Datafolio.
Evidence—The documented results of the opportunities gathered during a collection period that are uploaded to the DEI. Evidence will consist of an observation, work product, or digital recording.
Level of Assistance (LOA)—The support required from the teacher to help the student engage in academic content. LOA can also be considered as the amount of assistance the student needs to meaningfully respond to a question or item. LOAs are arranged in a hierarchy of six levels, from most assistance (least independence) to least assistance (most independence):
1. Non-Engagement (N)—denotes active refusal of physical assistance2. Physical Assistance (P)—hand-over-hand (or similar) assistance3. Gestural Assistance (G)—teacher indicates desired response by gesturing4. Verbal Assistance (V)—teacher communicates desired response expressively5. Model Assistance (M)—teacher models how to arrive at a desired response with similar but not
identical materials6. Independent (I)—the student requires no additional assistance from the teacher to meaningfully
select a desired response
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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 TIDE for a school. Responsibilities will vary by district but generally will include updating demographic information and monitoring completion of FSAA—Datafolio tasks at the school level.
System Administrator—General term for any AAC or SLC managing administrative tasks in TIDE.
Test Information Distribution Engine (TIDE)—TIDE supports system administrators throughout the testing process, from test preparation, through test administration, to post-administration. TIDE includes features to manage user and student information, order testing materials, track orders, monitor test progress, and execute administrative functions such as test resets or reopens.
50 2021–2022 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
512021–2022 FSAA—Datafolio Teacher Resource Guide
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ALTERNATE ASSESSMENT COORDINATOR TEACHER DATA COLLECTION FORM
52 2021–2022 FSAA—Datafolio Teacher Resource Guide
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532021–2022 FSAA—Datafolio Teacher Resource Guide
Appendix B: FSAA—Datafolio Blueprint & Activity Choices
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i ah r F eoyyrr
AAAA
––oo ic T G dgg a s ne e r nt t aa a eb o SS i ,s t aFF ea CC gl a tgg A er ad I iinn d p Dt td n , rr s O tnyy l ni eepp
oo a
e a
Writ
ing ds err a nn m
oo s
et RR o a ntgg g e
D
i iee d t er rtt ae uaa b epr
d wl s
CC n er m u
gg o
ased p u ea
l
a O N 4 B
iinn s n M
ea
ett Krr Bf ad
eeppoo d o
Text
- r I n io G
RR ey oi olK ta afr at
eg Dt —n AI
SAF
FSAA
—Da
tafo
lio G
rade
4 E
LA
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 11:: K
ey Id
eas a
nd D
etai
ls
KKeeyy IIddeeaass aanndd DDeettaaiillss
RReeaaddiinngg IInnffoorrmmaattiioonnaall TTeexxtt
IInnffoorrmmaattiioonnaall
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: 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
.
LLAAFFSS..44..RRII..11..33
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: 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.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..44..RRII..11..AAPP..33aa
IIdd
eennttiiff
yy tthh
ee ttoo
ppiicc
((mmaaii
nn iidd
eeaa,, ee
vveenntt
oorr cc
oonnccee
pptt)) ff
rroomm
aa ttee
xxtt..
IIdd
eennttiiff
yy tthh
ee ssee
qquueenn
ccee oo
ff eevvee
nnttss,,
pprroocc
eedduurr
eess,, oo
rr iiddee
aass iinn
tthhee
tteexxtt
..
CChhooii
ccee 11
:: 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?
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
22:: 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?
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
33:: 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?
RReesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 4
ELA
Act
ivity
Cho
ices
9
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 33:: I
nteg
ratio
n of
Kno
wle
dge
and
Idea
s
IInntteeggrraattiioonn ooff KKnnoowwlleeddggee aanndd IIddeeaass
RReeaaddiinngg LLiitteerraattuurree
LLiitteerraattuurree
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Mak
e co
nnec
tions
bet
wee
n th
e te
xt o
f a s
tory
or d
ram
a an
d a
visu
al o
r ora
l pre
sent
atio
n of
the
text
, id
entif
ying
whe
re e
ach
vers
ion
refle
cts s
peci
fic d
escr
iptio
ns a
nd d
irect
ions
in th
e te
xt.
LLAAFFSS..44..RRLL..33..77
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: M
ake
conn
ectio
ns b
etw
een
the
text
of a
sto
ry a
nd th
e vi
sual
re
pres
enta
tions
(as d
escr
ibed
by
the
teac
her)
, ref
errin
g ba
ck to
text
/illu
stra
tions
to s
uppo
rt
answ
er.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..44..RRLL..33..AAPP..77bb
WW
iitthh pp
rroomm
ppttiinn
gg aann
dd ssuu
ppppoorr
tt,,ccoo
mmppaa
rree aa
ssttoo
rryy’’ss
tteexxtt
wwiitthh
tthhee
ssttoorr
yy’’ss
iilllluuss
ttrraatt
iioonn
((ee..gg
..,, WW
hhaatt dd
ooyyoo
uu ssee
ee iinn
tthhee
iilllluuss
ttrraatt
iioonn
tthhaatt
yyoouu
ddoonn’’
tt rreeaa
dd iinn
tthhee
tteexxtt
??))..
CChhooii
ccee 11
:: Mat
ch a
n ill
ustr
atio
n to
a s
tory
. 1.
The
stud
ent i
s pr
esen
ted
with
and
read
a sh
ort s
tory
with
illu
stra
tions
and
thre
e re
spon
se o
ptio
ns. T
he p
ictu
resh
ows
that
(des
crip
tion
abou
tch
arac
ter f
rom
illu
stra
tion)
. Whi
ch o
fth
ese
pict
ures
mat
ches
the
stor
y?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 22
:: Com
pare
a
stor
y’s
text
with
the
stor
y’s
illus
trat
ion.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
shor
t tex
t and
thre
e re
spon
seop
tions
. The
teac
her i
ndic
ates
the
text
says
that
(des
crip
tion
of c
hara
cter
from
stor
y). H
ow is
the
char
acte
r in
the
pict
ure
the
sam
e as
or d
iffer
ent f
rom
the
char
acte
r in
the
stor
y?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 33
:: Ide
ntify
the
port
ion
of th
e te
xt th
at
refe
rs to
the
stor
y’s
illus
trat
ion.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
shor
t sto
ry a
nd th
ree
resp
onse
optio
ns. W
hich
line
from
the
stor
ysh
ows
wha
t is
happ
enin
g in
this
pict
ure?
R Reesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 4
ELA
Act
ivity
Cho
ices
10
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 44:: T
ext T
ypes
and
Pur
pose
s TTeexxtt--BBaasseedd WWrriittiinngg
WWrriittiinngg
IInnffoorrmmaattiioonnaall
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Writ
e in
form
ativ
e/ex
plan
ator
y te
xts
to e
xam
ine
a to
pic
and
conv
ey id
eas
and
info
rmat
ion
clea
rly.
LLAAFFSS..44..WW..11..22
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: D
evel
op th
e to
pic
(add
add
ition
al in
form
atio
n re
late
d to
the
topi
c) w
ith
rele
vant
fact
s, d
efin
ition
s, c
oncr
ete
deta
ils, q
uota
tions
, or o
ther
info
rmat
ion
and
exam
ples
re
late
d to
the
topi
c.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..44..WW..11..AAPP..22bb
SSoo
rrtt rree
lleevvaa
nntt aa
nndd iirr
rreellee
vvaanntt
iinnffoo
rrmmaatt
iioonn
rreellaa
tteedd
ttoo aa
ggiivv
eennttoo
ppiicc
iinnttoo
tthhee
ccoorrrr
eecctt cc
aatteegg
oorriiee
ss..
IIddeenn
ttiiffyy
ffaacctt
ss aanndd
ddeett
aaiillss
ffrroomm
aattee
xxtt rree
llaattee
dd ttoo
aa ss
ppeeccii
ffiieedd
ttooppii
cc..
DDeevvee
lloopp
tthhee
ttooppii
cc bbyy
iiddeenn
ttiiffyyii
nngg aa
ttllee
aasstt oo
nnee rree
lleevvaa
nntt ffaa
cctt,, dd
eeffiinn
iittiioonn
,,oorr
ddeett
aaiill ff
rroomm
tthhee
tteexxtt
.
CChhooii
ccee 11
:: Sor
t the
re
leva
nt in
form
atio
n re
late
d to
a g
iven
topi
c.
1.Th
e st
uden
t is
pres
ente
d w
ith a
topi
can
d fo
ur re
spon
se o
ptio
ns. W
hich
of
thes
e pi
ctur
es w
ould
be
incl
uded
inan
art
icle
abo
ut th
is to
pic?
RReesspp
oonnssee
:: will
var
y
CChhooii
ccee 22
:: Ide
ntify
fact
s or
det
ails
from
a te
xt
rela
ted
to a
spe
cifie
d to
pic.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt in
form
atio
nal a
rtic
lean
d th
ree
resp
onse
opt
ions
. Whi
chde
tail
can
be fo
und
in th
is ar
ticle
?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 33
:: Ide
ntify
the
topi
c fr
om a
giv
en fa
ct,
defin
ition
, or d
etai
l.
3.Th
e st
uden
t is
pres
ente
d w
ith a
defin
ition
and
thre
e re
spon
seop
tions
. Whi
ch to
pic
does
this
defin
ition
sup
port
?RRee
ssppoonn
ssee:: i
dent
ifies
the
corr
ect t
opic
from
a c
hoic
e of
thre
e
FSA
A—D
ataf
olio
Gra
de 4
ELA
Act
ivity
Cho
ices
11
| P
ag
e
FSAA
—Da
tafo
lio G
rade
4 M
athe
mat
ics
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 33
:: Gen
erat
e an
d an
alyz
e pa
tter
ns.
OOppeerraattiioonnss aanndd AAllggeebbrraaiicc TThhiinnkkiinngg
OOppeerraattiioonnss aanndd AAllggeebbrraaiicc TThhiinnkkiinngg
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Gen
erat
e a
num
ber o
r sha
pe p
atte
rn th
at fo
llow
s a
give
n ru
le. I
dent
ify a
ppar
ent f
eatu
res o
f the
pat
tern
that
w
ere
not e
xplic
it in
the
rule
itse
lf. F
or e
xam
ple,
giv
en th
e ru
le “
Add
3” a
nd th
e st
artin
g nu
mbe
r 1, g
ener
ate
term
s in
the
resu
lting
sequ
ence
and
obs
erve
that
the
term
s ap
pear
to a
ltern
ate
betw
een
odd
and
even
num
bers
. Exp
lain
info
rmal
ly
why
the
num
bers
will
con
tinue
to a
ltern
ate
in th
is w
ay.
MMAAFFSS..44..OOAA..33..55 AACC
CCEESSSS
PPOO
IINNTT
CCOODDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: G
ener
ate
a pa
tter
n w
hen
give
n a
rule
.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..44..OOAA..33..AAPP..55aa CCoo
nnccrree
ttee::
UU
ssee mm
aanniipp
uullaatt
iivveess
ttoo cc
rreeaatt
ee aa
ppaatttt
eerrnn..
CChhooii
ccee 11
:: Ide
ntify
a p
atte
rn.
1.Th
e st
uden
t is
pres
ente
d w
ith th
ree
obje
ctdi
spla
ys: s
hape
pat
tern
, ran
dom
obj
ects
,an
d co
ins.
Whi
ch s
et s
how
s a
patt
ern?
RReesspp
oonnssee
:: sha
pe p
atte
rnCChh
ooiiccee
22:: E
xten
d a
patt
ern
usin
g m
anip
ulat
ives
. 2.
The
stud
ent i
s pr
esen
ted
with
the
first
five
elem
ents
of a
sim
ple
patt
ern.
Wha
t com
esne
xt in
the
patt
ern?
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
33:: M
odel
a p
atte
rn
usin
g m
anip
ulat
ives
. 3.
The
stud
ent i
s pr
esen
ted
with
four
squ
are
(S)t
iles
and
four
circ
ular
(C) t
iles,
and
aske
d to
cre
ate
a sim
ple
patt
ern.
RReesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 4
Mat
hem
atic
s Ac
tivity
Cho
ices
12
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 22
:: Bui
ld fr
actio
ns fr
om u
nit f
ract
ions
by
appl
ying
and
ext
endi
ng p
revi
ous u
nder
stan
ding
s of o
pera
tions
on
who
le n
umbe
rs.
NNuummbbeerr aanndd OOppeerraattiioonnss –– FFrraaccttiioonnss
NNuummbbeerr aanndd OOppeerraattiioonnss –– FFrraaccttiioonnss
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Und
erst
and
a fr
actio
n a/
b w
ith a
> 1
as
a su
m o
f fra
ctio
ns 1
/b.
a.U
nder
stan
d ad
ditio
n an
d su
btra
ctio
n of
frac
tions
as
join
ing
and
sepa
ratin
g pa
rts
refe
rrin
g to
the
sam
e w
hole
.b.
Deco
mpo
se a
frac
tion
into
a s
um o
f fra
ctio
ns w
ith th
e sa
me
deno
min
ator
in m
ore
than
one
way
, rec
ordi
ng e
ach
deco
mpo
sitio
n by
an
equa
tion.
Just
ify d
ecom
posi
tions
, e.g
., by
usin
g a
visu
al fr
actio
n m
odel
. Exa
mpl
es: 3
/8 =
1/8
+ 1
/8 +
1/8
;3/
8 =
1/8
+ 2/
8 ; 2
1/8
= 1
+ 1
+ 1
/8 =
8/8
+ 8
/8 +
1/8
.c.
Add
and
subt
ract
mix
ed n
umbe
rs w
ith li
ke d
enom
inat
ors,
e.g
., by
repl
acin
g ea
ch m
ixed
num
ber w
ith a
n eq
uiva
lent
frac
tion,
and/
or b
y us
ing
prop
ertie
s of
ope
ratio
ns a
nd th
e re
latio
nshi
p be
twee
n ad
ditio
n an
d su
btra
ctio
n.d.
Solv
e w
ord
prob
lem
s in
volv
ing
addi
tion
and
subt
ract
ion
of fr
actio
ns re
ferr
ing
to th
e sa
me
who
le a
nd h
avin
g lik
e de
nom
inat
ors,
e.g.
, by
usin
g vi
sual
frac
tion
mod
els
and
equa
tions
to re
pres
ent t
he p
robl
em.
MMAAFFSS..44..NNFF..22..33
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: U
sing
a re
pres
enta
tion,
dec
ompo
se a
frac
tion
into
mul
tiple
cop
ies
of a
uni
t fra
ctio
n (e
.g.,
¾ =
¼ +
¼ +
¼).
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..44..NNFF..22..AAPP..33aa
CCoonncc
rreettee
::
UUssiinn
gg ffrr
aaccttiioo
nn mm
aanniipp
uullaatt
iivveess
,, mmoodd
eellaa
wwhhoo
llee aa
nndd tthh
eenn dd
eeccoomm
ppoossee
((ii..ee
..,,ddii
vviiddee
)) iitt ii
nnttoo
eeqquuaa
ll ppaarr
ttss ttoo
ccrree
aattee
uunniitt
ffrraacc
ttiioonnss
((ii..ee
..,, ffrr
aaccttiioo
nnss ww
hheerree
11 iiss
tthhee
nnuumm
eerraatt
oorr))..
FFoorr ee
xxaamm
ppllee::
11==
11//33
++ 11//
33 ++
11//33
oorr 11
== 11
//44 ++
11//44
++11//
44 ++
11//44..
UU
ssiinngg
ffrraacc
ttiioonn
mmaann
iippuull
aattiivv
eess,, mm
ooddeell
aa nnoo
nn--uunn
iitt ffrr
aaccttiioo
nn ((ii..
ee..,, aa
ffrraacc
ttiioonn
wwhhee
rree 11
iiss nn
oott tthh
ee nnuu
mmeerr
aattoorr
)) aanndd
tthheenn
ddeecc
oommppoo
ssee tthh
ee ffrr
aaccttiioo
nn iinn
ttoouunn
iitt ffrr
aaccttiioo
nnss.. FF
oorr ee
xxaamm
ppllee::
22//33
==11//
33 ++
11//33
oorr 33
//44 ==
11//44
++ 11
//44 ++
11//44
..
CChhooii
ccee 11
:: Usin
g fr
actio
n m
anip
ulat
ives
, mod
el a
who
le
and
then
dec
ompo
se (i
.e.,
divi
de) i
t int
o eq
ual p
arts
to
crea
te a
uni
t fra
ctio
n.
1.Th
e st
uden
t is
pres
ente
d w
ith a
frac
tion
man
ipul
ativ
e re
pres
entin
g a
who
le (e
.g.,
four
1 4m
anip
ulat
ives
pla
ced
toge
ther
.
How
man
y eq
ual p
arts
mak
e up
the
who
le?
RReesspp
oonnssee
:: 4CChh
ooiiccee
22:: U
sing
frac
tion
man
ipul
ativ
es, m
odel
a n
on-u
nit
frac
tion.
2.Th
e st
uden
t is
pres
ente
d w
ith a
part
ition
ed fr
actio
n m
anip
ulat
ive.
How
man
y pa
rts
are
need
ed to
mak
e3 4
?
RReesspp
oonnssee
:: 3
CChhooii
ccee 33
:: Und
erst
and
the
follo
win
g co
ncep
ts, s
ymbo
ls,
and
voca
bula
ry: n
umer
ator
, de
nom
inat
or, f
ract
ion,
/.
3.Th
e st
uden
t is
pres
ente
d w
ith th
e
frac
tion
3 4 a
nd th
ree
resp
onse
opt
ions
.
Wha
t is
the
deno
min
ator
of t
he
frac
tion?
R Ree
ssppoonn
ssee:: 4
FSA
A—D
ataf
olio
Gra
de 4
Mat
hem
atic
s Ac
tivity
Cho
ices
13
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 11
:: Dra
w a
nd id
entif
y lin
es a
nd a
ngle
s, a
nd c
lass
ify sh
apes
by
prop
ertie
s of
thei
r lin
es a
nd a
ngle
s.
MMeeaassuurreemmeenntt,, DDaattaa,, aanndd GGeeoommeettrryy
GGeeoommeettrryy SSTT
AANNDDAA
RRDD
CCOODDEE
SSttaann
ddaarrdd
:: Cla
ssify
two-
dim
ensio
nal f
igur
es b
ased
on
the
pres
ence
or a
bsen
ce o
f par
alle
l or p
erpe
ndic
ular
line
s, o
r the
pr
esen
ce o
r abs
ence
of a
ngle
s of
a sp
ecifi
ed s
ize. R
ecog
nize
righ
t tria
ngle
s as
a c
ateg
ory,
and
iden
tify
right
tria
ngle
s.
MMAAFFSS..44..GG..11..22
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: Id
entif
y an
d so
rt o
bjec
ts b
ased
on
para
llelis
m, p
erpe
ndic
ular
ity, a
nd a
ngle
type
.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..44..GG..11..AAPP..22aa
CCoonncc
rreettee
::
IIddeenn
ttiiffyy
aattttrr
iibbuutt
eess ww
iitthhiinn
aa ttww
oo--ddii
mmeenn
ssiioonnaa
ll ffiigg
uurree
((ii..ee..
,, ssiidd
eess aa
nndd aa
nnggllee
ss))..
SSoo
rrtt mm
aanniipp
uullaatt
iivveess
iinnttoo
ccaatt
eeggoorr
iieess::
oPPaa
rraallllee
ll ssiidd
eesso
PPeerrpp
eennddii
ccuullaa
rr ssiidd
eesso
TTyyppee
ss ooff aa
nnggllee
ss
CChhooii
ccee 11
:: Ide
ntify
at
trib
utes
with
in a
two-
dim
ensi
onal
figu
re.
1.Th
e st
uden
t is
pres
ente
d w
itha
rect
angl
e an
d as
ked
toid
entif
y a
side
of th
ere
ctan
gle.
RReesspp
oonnssee
:: a s
ide
of th
ere
ctan
gle
CChhooii
ccee 22
:: Sor
t m
anip
ulat
ives
into
ca
tego
ries
(par
alle
l sid
es,
perp
endi
cula
r sid
es, t
ypes
of
ang
les)
.
2.Th
e st
uden
t is
pres
ente
d w
ithth
ree
man
ipul
ativ
es. W
hich
man
ipul
ativ
e sh
ows
perp
endi
cula
r sid
es?
RReesspp
oonnssee
:: per
pend
icul
ar s
ides
FSA
A—D
ataf
olio
Gra
de 4
Mat
hem
atic
s Ac
tivity
Cho
ices
14
| P
ag
e
eess
eess eess ge
iicc iicc iicc a
hhoo hhoo hhoo P |
CC CC CC
ff f f f f 15
oo 3 2 3 oo 3 3 3 oo 2 3 2
e err eerr eerrbb bb bb
uumm uumm uumm
NN NN NN
ss ee e e 2.2
ee2 .6
dd .4 . dd . .4 dd tt oo 1 o o .2 1 .4.1 .2 .2 .2 .1iinn A. oo
CC L I CC .1Odd SL. CC 0 4
.R .R . dd .G.NF
. dd .1 .1rr rr rr5 5 .5 rr .Npp .5 .Laa .5 .5 aa aa .P
S.
MAF
S. Sd d S S dd S F ddee F C.5
a ann S C.5
a ann F A C.5
A aann FF
lluu A
S Stt L L LA A)) SStt M S S
M SSttAA
BB EELL55 ((ss ee tt ssrr
aadd AA cciiaattggee
eeccrrooll
iioo GG aa mm nn
uu l l ee ee
gg a a hhnn e r SSccii
on on aattaa ee u i i
LL rr t ttn n a aa MM
ee m m s
aaff hh er nss GG t oii i itt ggll L for
for
g geen n ct n yaa EEnn
I I a e rr T et lleedd
DD F e wwm
——
d s oon a eo nn a B KK
AAAA
yy , n G
r r ff egs oo oo c i d
ea
n n s cegg i n n ee e k n e cSS d t t a en o d dyyaa I ,i i oo ci ci enFF d CC h t a S a T t BB Sg g er a //
e ofs n
cal ciy y li e ci D rrrr a r poo u e
a i inn yy
tt a oo e S
r rgg et ct g r O
, irt s fg g un y i
ee D Ld d et t eb ee t stt aeaa d r eeppoo hu g n m a a P nt
CC
in t wl NR R l a CC Sgg o A e a er r, gg ep
r
di inn us n s un b iinn l
tt ea K n s tt Bo
o i m rr
eeppoorr a fd t eatf u e
5
I a a N M eeppoo
adRR ey r n
C o R R ri er GK t p ar O oiol
eg aft atnI D—A
SAF
FSAA
—Da
tafo
lio G
rade
5 E
LA
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 11:: K
ey Id
eas a
nd D
etai
ls
KKeeyy IIddeeaass aanndd DDeettaaiillss
RReeaaddiinngg LLiitteerraattuurree
LLiitteerraattuurree
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Det
erm
ine
a th
eme
of a
sto
ry, d
ram
a, o
r poe
m fr
om d
etai
ls in
the
text
, inc
ludi
ng h
ow c
hara
cter
s in
a
stor
y or
dra
ma
resp
ond
to c
halle
nges
or h
ow th
e sp
eake
r in
a po
em re
flect
s upo
n a
topi
c; su
mm
arize
the
text
.
LLAAFFSS..55..RRLL..11..22
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: S
umm
arize
a p
ortio
n of
text
, suc
h as
a p
arag
raph
or a
cha
pter
.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..55..RRLL..11..AAPP..22aa
IIdd
eennttiiff
yy ww
hhaatt hh
aappppee
nnss iinn
tthhee
bbeeggii
nnnniinn
gg ooff
aa ss
ttoorryy
..
IIddeenn
ttiiffyy
wwhhaa
tt hhaapp
ppeennss
aatt tt
hhee ee
nnddooff
aa sstt
oorryy..
SSee
qquueenn
ccee ww
hhaatt hh
aappppee
nnss ffii
rrsstt,,
nneexxtt
,, aanndd
llaasstt
..
Sequ
ence
the
begi
nnin
g, m
iddl
e,an
d en
d of
a s
tory
.
Iden
tify
a sim
ple
sum
mar
y of
ast
ory,
poe
m, o
r dra
ma.
Su
mm
ariz
e a
port
ion
of th
e st
ory.
CChhooii
ccee 11
:: Ide
ntify
wha
t ha
ppen
s in
the
begi
nnin
g of
a s
tory
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt s
tory
and
thre
ere
spon
se o
ptio
ns. W
hat i
s th
e fir
stth
ing
that
hap
pens
in th
e st
ory?
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
22:: I
dent
ify w
hat
happ
ens
at th
e en
d of
a
stor
y.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt s
tory
and
thre
ere
spon
se o
ptio
ns. W
hat i
s th
e la
stth
ing
that
hap
pens
in th
e st
ory?
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
33:: S
eque
nce
wha
t ha
ppen
s fir
st, n
ext,
and
last
.
3.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt s
tory
and
thre
ere
spon
se o
ptio
ns. W
hat h
appe
nsaf
ter (
even
t in
the
stor
y)?
R Reesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 5
ELA
Act
ivity
Cho
ices
16
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 22:: C
raft
and
Str
uctu
re CCrraafftt aanndd SSttrruuccttuurree
IInnffoorrmmaattiioonnaall TTeexxtt
IInnffoorrmmaattiioonnaall
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: De
term
ine
the
mea
ning
of g
ener
al a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es in
a te
xt re
leva
nt to
a
grad
e 5
topi
c or
subj
ect a
rea.
LLAAFFSS..55..RRII..22..44
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: D
eter
min
e th
e m
eani
ng o
f dom
ain-
spec
ific
wor
ds a
nd p
hras
es in
a te
xt
rele
vant
to a
gra
de 5
topi
c or
subj
ect a
rea.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..55..RRII..22..AAPP..44bb
G
iven
def
initi
ons,
mat
ch th
edo
mai
n-sp
ecifi
c w
ords
or p
hras
esto
its
mea
ning
.
IIddeenn
ttiiffyy
ddoomm
aaiinn--
ssppeecc
iiffiicc
wwoorr
ddssaann
dd pphh
rraassee
ss rree
lleevvaa
nntt ttoo
ggrraa
ddee 55
ttooppii
cc oorr
ssuubbjj
eecctt aa
rreeaa..
De
fine
a do
mai
n-sp
ecifi
c w
ord
byus
ing
com
mon
root
s/af
fixes
.
DDeeffiinn
ee aa
ddoomm
aaiinn--
ssppeecc
iiffiicc
wwoorr
dd oorr
pphhrraa
ssee bb
yy uuss
iinngg
tthhee
ccoonntt
eexxtt oo
ff tthhee
tteexxtt
..
Defin
e a
dom
ain-
spec
ific
wor
dus
ing
a di
ctio
nary
or o
ther
reso
urce
.
CChhooii
ccee 11
:: Ide
ntify
dom
ain-
spec
ific
wor
ds fr
om
cont
ent-
area
text
s.
1.Th
e st
uden
t is
pres
ente
d w
ith a
cont
ent-
area
pas
sage
with
dom
ain-
spec
ific
voca
bula
ry. A
fter
the
pass
age
is re
adal
oud/
pres
ente
d, th
e st
uden
t will
iden
tify
the
new
ly p
rese
nted
wor
dfr
om a
gro
up o
f thr
ee re
spon
seop
tions
.RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 22
:: Def
ine
a do
mai
n-sp
ecifi
c w
ord
by u
sing
the
cont
ext o
f the
text
.
2.Th
e st
uden
t is
pres
ente
d w
ith a
cont
ent-
area
pas
sage
with
dom
ain-
spec
ific
voca
bula
ry. A
fter
the
pass
age
is re
adal
oud/
pres
ente
d, th
e st
uden
t will
iden
tify
the
defin
ition
of t
he w
ord
from
a g
roup
of t
wo
resp
onse
optio
ns.
RReesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 5
ELA
Act
ivity
Cho
ices
17
| P
ag
e
FSA
A—
Dat
afol
io G
rade
5 E
LA A
ctiv
ity C
hoic
es
18 | P
age
RReeppoo
rrttiinngg
CCaatteeggoorryy
DDoommaaiinn//
SSttrraanndd
GGeennrree
CClluusstteerr 11
:: Com
preh
ensio
n and Co
llabo
ratio
n
SSTTAANN
DDAARRDD
SSttaannddaarrdd:: Sum
marize a written text re
ad aloud
or information presented in diverse m
edia and
form
ats,
aanndd IIddeeaass
CCOO
DDEE
includ
ing visually, quantita
tively, and
orally.
AACCCCEESSSS
PPOOIINNTT
CCOODDEE
AAcccceessss PPooiinntt SSttaanndd
aarrdd::
in diverse m
edia.
Summarize the text or a
portio
n of th
e text re
ad, read alou
d, or p
resented
E Esssseennttiiaall UU
nnddeerrssttaannddiinnggss
AAccttiivviittyy CChhoo
iicceess
EExxaamm
pplleess
IIddeennttiiffyy tthhee ttooppiicc ooff ttee
xxtt..
CChhooiiccee 11:: Identify th
e 1.
The stud
ent is presen
ted with
and
iinngg
IIddeennttiiffyy kkeeyy ddeettaaiillss ooff tthhee
ttooppiicc iinn
topic of a te
xt.
read
a sho
rt inform
ational text a
nd
gg
LLiisstteenn
aall
aa tteexxtt..
three respon
se options. W
hat is the
lleeddee
SSppeeaakkiinngg aanndd
rrmmaattiioonn
..SSLL..11..22
..22bb
OOrrggaanniizzee
kkeeyy ddeettaaiillss ((ggrraapphh
iiccoorrggaanniizzeerrss,, eettcc..))..
topic of th
e text?
RReessppoonn
ssee:: w
ill vary
C Chhooiiccee 22:: Identify key
2.The stud
ent is presen
ted with
and
ooff KKnnooww
IInnffoo
AAPP
details of the
topic in a
read
a sho
rt inform
ational article and
nn
LLAAFFSS..55
..11..text.
three respon
se options. W
hich one
of
..SSLLthese is a detail from
the article?
IInntteeggrraattiioo
LLAAFFSS..55
RReessppoonn
ssee:: w
ill vary
CChhooiiccee 33:: O
rganize key
3.The stud
ent is presen
ted with
ade
tails.
partially com
pleted
graph
ic organizer
with
one
detail and
three respon
seop
tions. W
hich other detail w
ould go
in th
e graphic organizer?
RReessppoonn
ssee:: w
ill vary
FSAA
—Da
tafo
lio G
rade
5 M
athe
mat
ics
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 22
:: App
ly a
nd e
xten
d pr
evio
us u
nder
stan
ding
s of
mul
tiplic
atio
n an
d di
visio
n to
mul
tiply
and
div
ide
frac
tions
.
OOppeerraattiioonnss,, AAllggeebbrraaiicc TThhiinnkkiinngg,, aanndd FFrraaccttiioonnss
NNuummbbeerr aanndd OOppeerraattiioonnss –– FFrraaccttiioonnss
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Sol
ve re
al-w
orld
pro
blem
s in
volv
ing
mul
tiplic
atio
n of
frac
tions
and
mix
ed n
umbe
rs, e
.g.,
by u
sing
visu
al fr
actio
n m
odel
s or e
quat
ions
to re
pres
ent t
he p
robl
em.
MMAAFFSS..55..NNFF..22..66 AACC
CCEESSSS
PPOO
IINNTT
CCOODDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: M
ultip
ly a
frac
tion
by a
who
le o
r mix
ed n
umbe
r usin
g vi
sual
frac
tion
mod
els.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..55..NNFF..22..AAPP..66aa
CCoonncc
rreettee
::
PPllaacc
ee ffrr
aaccttiioo
nn mm
aanniipp
uullaatt
iivveess
iinnggrr
oouuppss
aass
iinnddii
ccaattee
dd bbyy
tthhee
wwhhoo
llee nn
uummbbee
rr iinn
aa ggii
vveenn
mmuull
ttiipplliicc
aattiioo
nn eexx
pprreess
ssiioonn
((ee..gg
..,,22
xx 11//
33 ==
22 ggrr
oouuppss
ooff 11
//33 oo
rr 33 xx
11//44
== 33
ggrroouu
ppss oo
ff 11//44
))..
UUssee
rreeppee
aatteedd
aadddd
iittiioonn
//sskkii
ppccoo
uunnttiinn
gg ttoo
ffiinndd
tthhee
pprroodd
uucctt
((ee..gg
..,, 11//
33 ++
11//33
== 22//
33 oorr
11//44
++11//
44 ++
11//44
== 33//
44))..
CChhooii
ccee 11
:: Use
arr
ays
to
mul
tiply
a w
hole
nu
mbe
r by
a fr
actio
n.
1.Th
e st
uden
t is
pres
ente
d w
ith th
e ex
pres
sion
×
12
3an
d pr
esen
ted
with
thre
e re
spon
se o
ptio
ns.
Whi
ch p
ictu
re s
how
s ×
12
3?
RReesspp
oonnssee
:: pi
ctur
e sh
owin
g ×
12
3CChh
ooiiccee
22:: U
sing
grou
ped
frac
tion
man
ipul
ativ
es,
mat
ch th
e m
odel
to th
e m
ultip
licat
ion
expr
essi
on.
2.Th
e st
uden
t is
pres
ente
d w
ith th
e m
ultip
licat
ion
expr
essi
on ×
13
4 a
nd th
ree
resp
onse
opt
ions
.
Whi
ch m
odel
sho
ws
×1
34
?
RReesspp
oonnssee
:: the
gro
up o
f thr
ee 3 4
CChhooii
ccee 33
:: Use
repe
ated
ad
ditio
n/sk
ip c
ount
ing
to fi
nd th
e pr
oduc
t.
3.Th
e st
uden
t is
pres
ente
d w
ith th
e ex
pres
sion
×
12
3an
d th
ree
resp
onse
opt
ions
. W
hich
equ
atio
n us
es
addi
tion
to s
how
×
12
3?
RReesspp
oonnssee
:: 1 3
+1 3
=2 3
FSA
A—D
ataf
olio
Gra
de 5
Mat
hem
atic
sAc
tivity
Cho
ices
19
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 11
:: Writ
e an
d in
terp
ret n
umer
ical
exp
ress
ions
. NNuummbbeerr aanndd OOppeerraattiioonnss iinn BBaassee 1100
OOppeerraattiioonnss aanndd AAllggeebbrraaiicc TThhiinnkkiinngg
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Writ
e si
mpl
e ex
pres
sion
s th
at re
cord
cal
cula
tion
with
num
bers
and
inte
rpre
t num
eric
al e
xpre
ssio
ns w
ithou
t eva
luat
ing
them
.
MMAAFFSS..55..OOAA..11..22
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: W
rite
a sim
ple
expr
essio
n fo
r a c
alcu
latio
n.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..55..OOAA..11..AAPP..22aa
CCoonncc
rreettee
::
UUssee
mmaann
iippuull
aattiivv
eess aa
nndd aa
ffrraamm
ee,,jjiigg
,, oorr tt
eemmppll
aattee
ttoo ee
xxpprree
ssss tthh
eeccaa
llccuull
aattiioo
nn ((ii..
ee..,, ““
aadddd
88 aann
dd 77””
))..
CChhooii
ccee 11
: Use
man
ipul
ativ
es
and
a fr
ame,
jig,
or t
empl
ate
to e
xpre
ss a
n ad
ditio
n ca
lcul
atio
n.
1.Th
e st
uden
t is
pres
ente
d w
ith th
eca
lcul
atio
n 2
+ 3
and
an a
dditi
on te
mpl
ate
(e.g
., __
+ _
_ =
__)
and
aske
d to
sho
w th
eca
lcul
atio
n us
ing
man
ipul
ativ
es.
RReesspp
oonnssee
:: 2 +
3CChh
ooiiccee
22:
Use
man
ipul
ativ
es
and
a fr
ame,
jig,
or t
empl
ate
to e
xpre
ss a
sub
trac
tion
calc
ulat
ion.
2.Th
e st
uden
t is
pres
ente
d w
ith th
eca
lcul
atio
n 4
– 3
and
a su
btra
ctio
n te
mpl
ate
(e.g
., __
- __
= _
_) a
nd a
sked
to s
how
the
calc
ulat
ion
on th
e te
mpl
ate
usin
gm
anip
ulat
ives
.R Ree
ssppoonn
ssee::
4 –
3CChh
ooiiccee
33: U
se m
anip
ulat
ives
an
d a
fram
e, ji
g, o
r tem
plat
e to
exp
ress
a m
ultip
licat
ion
calc
ulat
ion.
3.Th
e st
uden
t is
pres
ente
d w
ith th
eca
lcul
atio
n 2
x 3
and
a m
ultip
licat
ion
tem
plat
e (e
.g.,
grap
hic
orga
nize
r of a
nar
ray)
and
ask
ed to
sho
w th
e ca
lcul
atio
n on
the
tem
plat
e us
ing
man
ipul
ativ
es.
RReesspp
oonnssee
:: tw
o ro
ws
of th
ree
man
ipul
ativ
es
FSA
A—D
ataf
olio
Gra
de 5
Mat
hem
atic
sAc
tivity
Cho
ices
20
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 22
:: Cla
ssify
two-
dim
ensio
nal f
igur
es in
to c
ateg
orie
s ba
sed
on th
eir p
rope
rtie
s.
MMeeaassuurreemmeenntt,, DDaattaa,, aanndd GGeeoommeettrryy
GGeeoommeettrryy
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Cla
ssify
two-
dim
ensio
nal f
igur
es in
a h
iera
rchy
bas
ed o
n pr
oper
ties.
MMAAFFSS..55..GG..22..44
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: U
se p
olyg
on-s
hape
d m
anip
ulat
ives
to c
lass
ify a
nd o
rgan
ize tw
o-di
men
siona
l fig
ures
in
to V
enn
diag
ram
s ba
sed
on th
e at
trib
utes
of t
he fi
gure
s.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..55..GG..22..AAPP..44aa
CCoonncc
rreettee
::
UUssee
mmoodd
eellss aa
nndd mm
aanniipp
uullaatt
iivveess
ttoosshh
ooww pp
rrooppee
rrttiiee
ss ooff pp
llaannee
ffiigguu
rreess..
SSoo
rrtt ttww
oo--ddii
mmeenn
ssiioonnaa
ll ffiigg
uurreess
bbaassee
dd uupp
oonn tthh
eeiirr pp
rrooppee
rrttiiee
ss..
PPllaacc
ee ssoo
rrtteedd
ttwwoo--
ddiimm
eennssiioo
nnaall
ffiigguurr
eess oo
nnttoo
VVeennnn
ddiiaa
ggrraamm
tteemm
ppllaatt
ee ((ee
..gg..,,
ccrreeaa
ttee aa
VVeenn
nnddii
aaggrraa
mm ffrr
oomm hh
uullaa
hhoooopp
ss))..
CChhooii
ccee 11
:: Use
mod
els
and
man
ipul
ativ
es to
sho
w
prop
ertie
s of
pla
ne fi
gure
s.
1.Th
e st
uden
t is
pres
ente
d w
ith a
tria
ngle
with
ang
les
labe
led
A, B
, and
C. W
hich
lett
erre
pres
ents
an
angl
e of
the
tria
ngle
?RRee
ssppoonn
ssee:: A
CChhooii
ccee 22
:: Sor
t tw
o-di
men
sion
al fi
gure
s ba
sed
upon
thei
r pro
pert
ies.
2.Th
e st
uden
t is
pres
ente
d w
ith re
ctan
gles
and
tria
ngle
s. W
hich
of t
hese
are
tria
ngle
s?RRee
ssppoonn
ssee:: t
he tr
iang
les
CChhooii
ccee 33
:: Pla
ce s
orte
d tw
o-di
men
sion
al fi
gure
s on
to a
Ve
nn d
iagr
am.
3.Th
e st
uden
t is
pres
ente
d w
ith a
Ven
ndi
agra
m w
ith o
ne c
ircle
labe
led
”fou
r sid
es”
and
the
othe
r circ
le la
bele
d ”e
qual
sid
es”
and
the
mid
dle
labe
led
“fou
r sid
es a
ndeq
ual s
ides
.” T
he s
tude
nt is
als
o pr
esen
ted
with
the
sort
ed re
ctan
gles
, rho
mbi
, squ
ares
,an
d eq
uila
tera
l tria
ngle
s. W
here
do
the
shap
es b
elon
g in
the
diag
ram
?RRee
ssppoonn
ssee:: c
orre
ctly
pla
ces
shap
es in
Ven
ndi
agra
m
FSA
A—D
ataf
olio
Gra
de 5
Mat
hem
atic
sAc
tivity
Cho
ices
21
| P
ag
e
FSAA
—Da
tafo
lio G
rade
5 S
cien
ce
BBooddyy
ooff
KKnnooww
lleeddgg
ee BBii
gg IIdd
eeaa 11
:: The
Pra
ctic
e of
Sci
ence
NNaattuurree ooff SScciieennccee
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Exp
lain
the
diffe
renc
e be
twee
n an
exp
erim
ent a
nd o
ther
type
s of s
cien
tific
inve
stig
atio
n.
SSCC..55..NN..11..22
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd AAcc
ttiivviittyy
CChhoo
iicceess
EExx
aammppll
eess
SSCC..55..NN..11..PPaa..22
RReeccoo
ggnniizzee
tthhaatt
ppeeoo
ppllee
uussee
oobbssee
rrvvaatt
iioonn
aanndd
aaccttiioo
nnss ttoo
ggeett
aannss
wweerr
ss ttoo
qquueess
ttiioonnss
aabboo
uutt tthh
eennaa
ttuurraa
ll wwoorr
lldd..
CChhooii
ccee 11
:: Ide
ntify
that
obs
erva
tions
ca
n pr
ovid
e an
swer
s to
que
stio
ns
abou
t the
nat
ural
wor
ld.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
How
do
we
lear
n ab
out s
tars
?RRee
ssppoonn
ssee:: V
iew
the
nigh
t sky
with
a te
lesc
ope.
CChhooii
ccee 22
:: Ide
ntify
act
ions
that
can
pr
ovid
e an
swer
s to
que
stio
ns a
bout
th
e na
tura
l wor
ld.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
t is
one
actio
n to
take
to le
arn
abou
t pla
nts?
RReesspp
oonnssee
:: Use
a ru
ler t
o m
easu
re th
e le
ngth
of a
leaf
.
FSA
A—D
ataf
olio
Gra
de 5
Sci
ence
Act
ivity
Cho
ices
22
| P
ag
e
BBooddyy
ooff
KKnnooww
lleeddgg
ee BBii
gg IIdd
eeaa 11
00:: F
orm
s of
Ene
rgy
PPhhyyssiiccaall SScciieennccee
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Inv
estig
ate
and
expl
ain
that
ele
ctric
al e
nerg
y ca
n be
tran
sfor
med
into
hea
t, lig
ht, a
nd so
und
ener
gy, a
s w
ell a
s th
e en
ergy
of
mot
ion.
SSCC..55..PP..1100..44
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd AAcc
ttiivviittyy
CChhoo
iicceess
EExx
aammppll
eess
SSCC..55..PP..1100..PPaa..44
IIdd
eennttiiff
yy oonn
ee ssoo
uurrccee
ooff
ssoouunn
dd,, hh
eeaatt,,
oorr llii
gghhtt tt
hhaatt
uusseess
eellee
ccttrriicc
iittyy..
CChhooii
ccee 11
:: Ide
ntify
a s
ourc
e of
sou
nd
that
use
s el
ectr
icity
. 1.
The
stud
ent i
s pr
esen
ted
with
and
read
thre
e ch
oice
s.W
hich
obj
ect u
ses
elec
tric
ity to
pro
duce
sou
nd?
RReesspp
oonnssee
:: ala
rm c
lock
CChhooii
ccee 22
:: Ide
ntify
a s
ourc
e of
hea
t th
at u
ses
elec
tric
ity.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Whi
ch o
bjec
t use
s el
ectr
icity
to p
rodu
ce h
eat?
R Reesspp
oonnssee
:: sto
veCChh
ooiiccee
33:: I
dent
ify a
sou
rce
of li
ght
that
use
s el
ectr
icity
. 3.
The
stud
ent i
s pr
esen
ted
with
and
read
thre
e ch
oice
s.W
hich
obj
ect u
ses
elec
tric
ity to
pro
duce
ligh
t?R Ree
ssppoonn
ssee:: l
amp
FSA
A—D
ataf
olio
Gra
de 5
Sci
ence
Act
ivity
Cho
ices
23
| P
ag
e
BBooddyy
ooff
KKnnooww
lleeddgg
ee BBii
gg IIdd
eeaa 11
44:: O
rgan
izatio
n an
d De
velo
pmen
t of L
ivin
g O
rgan
isms
LLiiffee SScciieennccee
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Ide
ntify
the
orga
ns in
the
hum
an b
ody
and
desc
ribe
thei
r fun
ctio
ns, i
nclu
ding
the
skin
, bra
in, h
eart
, lun
gs, s
tom
ach,
live
r, in
test
ines
, pan
crea
s, m
uscl
es a
nd sk
elet
on, r
epro
duct
ive
orga
ns, k
idne
ys, b
ladd
er, a
nd s
enso
ry o
rgan
s.
SSCC..55..LL..1144..11 AACC
CCEESSSS
PPOO
IINNTT
CCOODDEE
AAcc
cceessss
PPooii
nntt SS
ttaanndd
aarrdd
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
SSCC..55..LL..1144..PPaa..11
RRee
ccooggnn
iizzee bb
ooddyy
ppaarrtt
ssrree
llaattee
dd ttoo
mmoovv
eemmeenn
tt aanndd
tthhee
ffiivvee
sseennss
eess..
CChhooii
ccee 11
:: Ide
ntify
a b
ody
part
rela
ted
to m
ovem
ent.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
t par
t of t
he b
ody
is us
ed to
wal
k?RRee
ssppoonn
ssee:: l
egs
CChhooii
ccee 22
:: Ide
ntify
bod
y pa
rts
rela
ted
to th
e fiv
e se
nses
. 2.
The
stud
ent i
s pr
esen
ted
with
and
read
thre
e ch
oice
s.W
hat b
ody
part
is u
sed
to h
ear?
R Reesspp
oonnssee
:: ear
FSA
A—D
ataf
olio
Gra
de 5
Sci
ence
Act
ivity
Cho
ices
24
| P
ag
e
eess eess
ge
aPiicc iicc
hhoo
|
hhoo
25 CCff CC
oo 2 3 2 ff
oo 3 3 2
e err eerrbb bb
uumm uummNN NN
ee ss dd .3 .9 ee .4 .2.4 d d .1tt oo .1 .3 oo .1.3 .1 .1
iinn CC I L CC E Pd d .R .L .E .Gr r .R dd .Srr aa .6 .6 .6 .6 .6S .6 rrpp aadd SS F dd S See aann
F FF S
L a ann
F FAA AA A A
lluu SStt L L)) SStt M M MAA
BB EELL66 (( ssee tt
aadd
rr ss
AA cciiaatt
oolliioo
GGrr ggeeaauu mml eeagg
on
e e hhnn r raa ee i u urr t aatt
LL t tnn a a a
maaff
ee MMhh er erGGss for t ti iiitt ggll L Lnaa
EEnn
I
DD s n y
——
ti oyy i lt irr a b
AAAA
oo u agg bq eett E ry or aa d te PSS s CCea n m dFF gg a nd iinn s o I t t n a
d Ge
cs s
eeppoorr on il
e a s iyy i e trr a es sr
oo i s
et u RR tr ntgg g apD iee ct d t u xtt Se Ea a d r epr
u CC n t wl
S
lBgg a odi inn s nnt t e 6
Kr r ea a f ad
eeppoo d tf o r I a
RR ey r noC io G
olK ita afr at
eg Dt —n AI
SAF
FSAA
—Da
tafo
lio G
rade
6 E
LA
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 11:: K
ey Id
eas a
nd D
etai
ls
KKeeyy IIddeeaass aanndd DDeettaaiillss
RReeaaddiinngg IInnffoorrmmaattiioonnaall TTeexxtt
IInnffoorrmmaattiioonnaall
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Ana
lyze
in d
etai
l how
a k
ey in
divi
dual
, eve
nt, o
r ide
a is
intr
oduc
ed, i
llust
rate
d, a
nd e
labo
rate
d in
a
text
(e.g
., th
roug
h ex
ampl
es o
r ane
cdot
es).
LLAAFFSS..66..RRII..11..33
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: Id
entif
y ke
y in
divi
dual
s, e
vent
s, o
r ide
as in
a te
xt.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..66..RRII..11..AAPP..33aa
IIdd
eennttiiff
yy iimm
ppoorrtt
aanntt pp
eeooppll
ee,, ee
vveenntt
ss,,oorr
iiddeeaa
ss iinn
tthhee
tteexxtt
..
IIddeenn
ttiiffyy
aa ddee
ssccrriipp
ttiioonn
ooff aa
nn eevv
eenntt
oorr iinn
ddiivvii
dduuaall
iinn aa
tteexxtt
..
CChhooii
ccee 11
:: Ide
ntify
im
port
ant p
eopl
e, e
vent
s,
or id
eas
in a
text
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt s
tory
and
thre
ere
spon
se o
ptio
ns. W
ho is
an
impo
rtan
t per
son
in th
is st
ory?
R Reesspp
oonnssee
:: will
var
yCChh
ooiiccee
22:: I
dent
ify a
de
scrip
tion
of a
n ev
ent o
r in
divi
dual
in a
text
.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt s
tory
and
thre
ere
spon
se o
ptio
ns. W
hich
sec
tion
from
the
stor
y sh
ows
wha
tha
ppen
ed?
RReesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 6
ELA
Activ
ity C
hoic
es
26 |
Pa
ge
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 33:: V
ocab
ular
y
CCrraafftt aanndd SSttrruuccttuurree
LLaanngguuaaggee
LLiitteerraattuurree SSTT
AANNDDAA
RRDD
CCOODDEE
SSttaann
ddaarrdd
:: Det
erm
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
and
phr
ases
bas
ed o
n gr
ade
6 re
adin
g an
d co
nten
t, ch
oosin
g fle
xibl
y fr
om a
rang
e of
stra
tegi
es.
4a. U
se c
onte
xt (e
.g.,
the
over
all m
eani
ng o
f a s
ente
nce
or p
arag
raph
; a w
ord’
s po
sitio
n or
func
tion
in a
sen
tenc
e) a
s a
clue
to th
e m
eani
ng o
f a w
ord
or p
hras
e.
4b. U
se c
omm
on, g
rade
-app
ropr
iate
Gre
ek o
r Lat
in a
ffix
es a
nd ro
ots
as c
lues
to th
e m
eani
ng o
f a w
ord
(e.g
., au
dien
ce,
audi
tory
, aud
ible
). 4c
. Con
sult
refe
renc
e m
ater
ials
(e.g
., di
ctio
narie
s, g
loss
arie
s, th
esau
ruse
s), b
oth
prin
t and
dig
ital,
to fi
nd th
e pr
onun
ciat
ion
of a
wor
d or
det
erm
ine
or c
larif
y its
pre
cise
mea
ning
or i
ts p
art o
f spe
ech.
4d
. Ver
ify th
e pr
elim
inar
y de
term
inat
ion
of th
e m
eani
ng o
f a w
ord
or p
hras
e (e
.g.,
by c
heck
ing
the
infe
rred
mea
ning
in
cont
ext o
r in
a di
ctio
nary
). LLAAFFSS..66..LL..33..44
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: F
ind
the
prec
ise m
eani
ng o
f a w
ord.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..66..LL..33..AAPP..44ff
SSoorrtt
aa gg
iivveenn
lliisstt
ooff ww
oorrddss
iinnttoo
aallpphh
aabbeett
iiccaall
oorrdd
eerr..
IIdd
eennttiiff
yy tthh
ee ddee
ffiinniittii
oonn ww
hheenn
pprreess
eennttee
dd ww
iitthh tthh
ee eenn
ttiirree
lliissttiinn
gg ooff
aaww
oorrdd
ffrroomm
aa dd
iiccttiioo
nnaarryy
..
IIddeenn
ttiiffyy
tthhee
ppaarrtt
ooff ss
ppeeeecc
hh ooff
aa ww
oorrdd
wwhhee
nn pprr
eesseenn
tteedd
wwiitthh
tthhee
eennttiirr
eelliiss
ttiinngg
ooff aa
wwoorr
dd ffrr
oomm aa
ddiicc
ttiioonnaa
rryy..
U
se th
e co
ntex
t to
help
dec
ide
whi
ch d
efin
ition
(fro
m a
list
of
defin
ition
s) is
the
mos
t app
ropr
iate
choi
ce.
Co
nsul
t a d
ictio
nary
(prin
t or d
igita
l)to
cla
rify
prec
ise
mea
ning
.
CChhooii
ccee 11
:: Sor
t a g
iven
list
of
wor
ds in
to a
lpha
betic
al
orde
r.
1.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
wor
d an
d th
ree
resp
onse
optio
ns. W
hich
wor
d co
mes
nex
tin
alp
habe
tical
ord
er?
R Reesspp
oonnssee
:: will
var
yCChh
ooiiccee
22:: I
dent
ify th
e de
finiti
on w
hen
pres
ente
d w
ith th
e en
tire
listin
g of
a w
ord
from
a
dict
iona
ry.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sen
tenc
e w
ith a
nun
derli
ned
or h
ighl
ight
ed w
ord
and
thre
e re
spon
se o
ptio
ns.
Whi
ch is
the
best
def
initi
on o
fth
is w
ord
base
d on
the
way
it is
used
in th
is s
ente
nce?
R Reesspp
oonnssee
:: will
var
yCChh
ooiiccee
33:: I
dent
ify th
e pa
rt o
f spe
ech
of a
wor
d w
hen
pres
ente
d w
ith th
e en
tire
listin
g of
the
wor
d fr
om a
dic
tiona
ry.
3.Th
e st
uden
t is
pres
ente
d w
ithth
ree
wor
ds w
ith d
efin
ition
sin
clud
ing
the
part
of s
peec
h.W
hich
wor
d is
a no
un?
R Reesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 6
ELA
Activ
ity C
hoic
es
27 |
Pa
ge
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 33:: I
nteg
ratio
n of
Kno
wle
dge
and
Idea
s
IInntteeggrraattiioonn ooff KKnnoowwlleeddggee aanndd IIddeeaass
RReeaaddiinngg LLiitteerraattuurree
LLiitteerraattuurree
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Com
pare
and
con
tras
t tex
ts in
diff
eren
t for
ms
or g
enre
s (e.
g., s
torie
s an
d po
ems;
hist
oric
al n
ovel
s,
and
fant
asy
stor
ies)
in te
rms
of th
eir a
ppro
ache
s to
sim
ilar t
hem
es a
nd to
pics
.
LLAAFFSS..66..RRLL..33..99
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: C
ompa
re te
xts f
rom
diff
eren
t gen
res
that
hav
e a
simila
r the
me
or a
ddre
ss
the
sam
e to
pic.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..66..RRLL..33..AAPP..99aa
IIdd
eennttiiff
yy tthh
ee tthh
eemmee
oorr ttoo
ppiicc
ooff aa
wwrriitt
tteenn
ssttoorr
yy..
IIddeenn
ttiiffyy
ssiimmiillaa
rriittiiee
ss bbeett
wweeee
nn ttww
oottee
xxttss oo
nn tthh
ee ssaa
mmee
ttooppii
cc..
CChhooii
ccee 11
:: Ide
ntify
the
them
e or
topi
c of
di
ffere
nt te
xts.
1.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt h
isto
rical
sto
ry a
ndth
ree
resp
onse
opt
ions
. Thi
shi
stor
ical
sto
ry is
mai
nly
abou
tw
hich
topi
c?RRee
ssppoonn
ssee:: a
girl
who
live
d du
ring
the
Civi
l War
CChhooii
ccee 22
:: Ide
ntify
sim
ilarit
ies
betw
een
two
text
s on
the
sam
e to
pic.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sho
rt s
tory
and
a p
oem
and
thre
e re
spon
se o
ptio
ns. W
hat
is on
e w
ay th
is s
tory
is s
imila
r to
the
poem
?RRee
ssppoonn
ssee:: T
he p
oem
and
the
stor
y bo
th s
how
how
bra
ve th
em
ain
char
acte
rs w
ere.
FSA
A—D
ataf
olio
Gra
de 6
ELA
Activ
ity C
hoic
es
28 |
Pa
ge
FSAA
—Da
tafo
lio G
rade
6 M
athe
mat
ics
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 11
:: App
ly a
nd e
xten
d pr
evio
us u
nder
stan
ding
s of
arit
hmet
ic to
alg
ebra
ic e
xpre
ssio
ns.
EExxpprreessssiioonnss aanndd EEqquuaattiioonnss
EExxpprreessssiioonnss aanndd EEqquuaattiioonnss
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Ide
ntify
whe
n tw
o ex
pres
sions
are
equ
ival
ent (
i.e.,
whe
n th
e tw
o ex
pres
sions
nam
e th
e sa
me
num
ber
rega
rdle
ss o
f whi
ch v
alue
is s
ubst
itute
d in
to th
em).
For e
xam
ple,
the
expr
essio
ns y
+ y
+ y
and
3y
are
equi
vale
nt b
ecau
se
they
nam
e th
e sa
me
num
ber r
egar
dles
s of
whi
ch n
umbe
r y s
tand
s for
. MMAAFFSS..66..EEEE..11..44
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: E
valu
ate
whe
ther
sid
es o
f an
equa
tion
are
equa
l usin
g m
odel
s.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..66..EEEE..11..AAPP..44aa CCoo
nnccrree
ttee::
UU
ssee oo
bbjjeecc
ttss ttoo
ddeett
eerrmm
iinnee
iiffbboo
tthh ss
iiddeess
ooff aa
nn eeqq
uuaattiioo
nn aarr
eeeeqq
uuaall..
UU
ssee vv
iissuuaall
rreepprr
eesseenn
ttaattiioo
nnss ttoo
ddeettee
rrmmiinn
ee iiff
bbootthh
ssiiddee
ss ooff aa
nneeqq
uuaattiioo
nn aarr
ee eeqq
uuaall..
MM
aattcchh
bboott
hh ssiidd
eess oo
ff aann
eeqquuaa
ttiioonn
ttoo aa
ggiivv
eenn ssee
tt..
CChhooii
ccee 11
:: Use
obj
ects
to
dete
rmin
e if
both
sid
es
of a
n eq
uatio
n ar
e eq
ual.
1.Th
e st
uden
t is
pres
ente
d th
ree
equa
tions
mod
eled
with
man
ipul
ativ
es. W
hich
of t
hese
equ
atio
ns is
true
?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 22
:: Use
visu
al
repr
esen
tatio
ns to
de
term
ine
if bo
th s
ides
of
an
equa
tion
are
equa
l.
2.Th
e st
uden
t is
pres
ente
d w
ith th
ree
sym
bolic
equa
tions
as
resp
onse
opt
ions
. Whi
ch o
f the
seeq
uatio
ns is
true
?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 33
:: Mat
ch b
oth
sides
of a
n eq
uatio
n to
a
give
n se
t.
3.Th
e st
uden
t is
pres
ente
d w
ith n
umer
ic a
ndsy
mbo
lic e
quat
ions
to m
atch
, suc
h as
32
41
+=
+ to
•••••=•••••
or 5
= 5
.
FSA
A—D
ataf
olio
Gra
de 6
Mat
hem
atic
sAc
tivity
Cho
ices
29
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 11
:: Sol
ve re
al-w
orld
and
mat
hem
atic
al p
robl
ems
invo
lvin
g ar
ea, s
urfa
ce a
rea,
and
vol
ume.
GGeeoommeettrryy
GGeeoommeettrryy SSTT
AANNDDAA
RRDD
CCOODDEE
SSttaann
ddaarrdd
:: Fin
d th
e ar
ea o
f rig
ht tr
iang
les,
oth
er tr
iang
les,
spec
ial q
uadr
ilate
rals,
and
pol
ygon
s by
com
posin
g in
to
rect
angl
es o
r dec
ompo
sing
into
tria
ngle
s an
d ot
her s
hape
s; a
pply
thes
e te
chni
ques
in th
e co
ntex
t of s
olvi
ng re
al-w
orld
an
d m
athe
mat
ical
pro
blem
s.
MMAAFFSS..66..GG..11..11
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: F
ind
the
area
of q
uadr
ilate
rals
usin
g m
odel
s.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..66..GG..11..AAPP..11cc
CCoonncc
rreettee
::
UUssee
ssqquuaa
rree ttii
lleess tt
oo ccoo
vveerr aa
rreecctt
aannggll
ee..
CCoouunn
tt tthhee
nnuumm
bbeerr oo
ff ttiillee
ss ttoo
ddeettee
rrmmiinn
ee tthh
ee aarr
eeaa..
CChhooii
ccee 11
:: Use
squ
are
tiles
to
cove
r a re
ctan
gle.
1.
The
stud
ent i
s pr
esen
ted
with
a li
mite
dnu
mbe
r of s
quar
e til
es a
nd a
sked
to c
over
are
ctan
gula
r are
a w
ithou
t any
gap
s or
over
lapp
ing
part
s.RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 22
:: Stu
dent
sho
ws
an
unde
rsta
ndin
g th
at e
ach
squa
re ti
le is
equ
al to
one
sq
uare
uni
t and
can
be
used
to
mea
sure
are
a.
2.Th
e st
uden
t is
pres
ente
d w
ith a
circ
le a
nd a
squa
re a
nd th
ree
resp
onse
opt
ions
. Whi
chsh
ape
can
be u
sed
to m
easu
re th
e ar
ea o
f are
ctan
gle?
RReesspp
oonnssee
:: squ
are
CChhooii
ccee 33
:: Cou
nt th
e nu
mbe
r of
squ
are
tiles
to d
eter
min
e th
e ar
ea.
3.Th
e st
uden
t is
pres
ente
d w
ith a
2 x
3re
ctan
gle
cove
red
com
plet
ely
with
squ
are
tiles
and
thre
e re
spon
se o
ptio
ns. H
ow m
any
tiles
cov
er th
e re
ctan
gle?
RReesspp
oonnssee
:: 6
FSA
A—D
ataf
olio
Gra
de 6
Mat
hem
atic
sAc
tivity
Cho
ices
30
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
stat
istic
al q
uest
ion
has
a di
strib
utio
n w
hich
can
be
dat
a se
t.
CChhooii
cceess
EExxaamm
pplleess
resp
onse
s lin
e pl
ot.
1.Th
e st
uden
t is
pres
ente
d w
ith d
ata
disp
laye
d on
a nu
mbe
r lin
e pl
ot. O
ne a
dditi
onal
dat
a el
emen
tis
give
n. W
here
sho
uld
an a
dditi
onal
mar
k be
plac
ed fo
r thi
s da
ta?
RReesspp
oonnssee
:: Stu
dent
iden
tifie
s th
e co
rrec
tpl
acem
ent o
f the
mar
k.nt
ify th
e be
r and
/or
mbe
r in
a
2.Th
e st
uden
t is
pres
ente
d w
ith a
dat
a se
t of
thre
e nu
mbe
rs [1
, 2, 3
] and
thre
e re
spon
seop
tions
. Wha
t is
the
larg
est i
n th
e se
t?R Ree
ssppoonn
ssee:: 3
31 |
Pa
ge
CClluuss
tteerr 11
:: Dev
elop
und
erst
andi
ng o
f sta
tistic
al v
aria
bilit
y.
SSttaattiissttiiccss aanndd PPrroobbaabbiilliittyy
SSttaattiissttiiccss aanndd PPrroobbaabbiilliittyy SSTT
AANNDDAA
RRDD
CCOODDEE
SStt
aannddaa
rrdd:: U
nder
stan
d th
at a
set
of d
ata
colle
cted
to a
nsw
er a
desc
ribed
by
its c
ente
r, sp
read
, and
ove
rall
shap
e.
MMAAFFSS..66..SSPP..11..22
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: F
ind
the
rang
e of
a g
iven
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy
MMAAFFSS..66..SSPP..11..AAPP..22aa
CCoonncc
rreettee
::
AAdddd
rreesspp
oonnssee
ss ttoo
aa nn
uummbbee
rr lliinn
ee..
IIddeenn
ttiiffyy
tthhee
ssmmaall
lleesstt
nnuumm
bbeerr aa
nnddtthh
ee llaa
rrggeess
tt nnuumm
bbeerr ii
nn tthh
ee rraa
nnggee..
CChhooii
ccee 11
:: Add
to a
num
ber
CChhooii
ccee 22
:: Ide
smal
lest
num
the
larg
est n
ura
nge.
FSA
A—D
ataf
olio
Gra
de 6
Mat
hem
atic
s Ac
tivity
Cho
ices
ge
eess eess
aPiicc iicc
hhoo hhoo
| 32 CC CCff 3 ff
oo 3 – 3 oo 3 3 32e err eerrbb bb
uumm uumm
NN NN
sstt ee
iinn .1 ee .3 .6 .8d d .4 .2 ddoo oo .2 .2 .3.1 3rr .1 CC CC E PL L.pp dd . .L dd .E .Gr r .R .S7ee aa .7 r r .7 .7aa .7.7 S. S S
lluu dd dd S SS F F
AA)) aann
F
aann
F FF
LA A AA AA
BB LL SStt LL SStt M M MEE77 (( ssee tt
aadd AArr ssccii
ee aatt
oolliioo
GGrr ggaa
uu l mm
a eegg n hhonn iaa t aatt aLL l a m MM
aaff hh e r r oss onee u i fiitt rr t
ggll t nn n aaaa m I
erDD EEnnee rG G ti fo
r
e o
——
L sn r u n yI t o ti
AAAA
a y y i l
er
t irr a boo u ati gg bL qeeSS E ry ott rFF aa d t P CC en dgg m a niinn s ott n rr o s Ge a
g i cs syy li e n ita r i ntrr soo i
et u t eeppoo s
ii esRR tgg d r a epr
ee ct ptt D u E t ux S lr Baa d d E
CC n t n Sgg a e 7
diinn s n e a
adttrr ea g a
r
ad t u o G
eeppoo f I a g i
RR ey
olr nC afaK L atD
—ASAF
FSAA
—Da
tafo
lio G
rade
7 E
LA
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 11:: K
ey Id
eas a
nd D
etai
ls
KKeeyy IIddeeaass aanndd DDeettaaiillss
RReeaaddiinngg LLiitteerraattuurree
LLiitteerraattuurree
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Cite
sev
eral
pie
ces
of te
xtua
l evi
denc
e to
supp
ort a
naly
sis o
f wha
t the
text
say
s exp
licitl
y as
wel
l as
infe
renc
es d
raw
n fr
om th
e te
xt.
LLAAFFSS..77..RRLL..11..11
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: R
efer
to d
etai
ls an
d ex
ampl
es in
a te
xt w
hen
expl
aini
ng w
hat t
he te
xt s
ays
expl
icitl
y.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..77..RRLL..11..AAPP..11aa
IIdd
eennttiiff
yy aa
ddeettaa
iill oorr
eexxaa
mmppll
ee iinn
aattee
xxtt..
EExx
ppllaaii
nn ww
hhaatt aa
tteexxtt
ssaayyss
eexxppll
iicciittll
yy..
CChhooii
ccee 11
:: Ide
ntify
a
deta
il or
exa
mpl
e in
a
text
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
shor
t sto
ry a
nd th
ree
resp
onse
opt
ions
.W
hich
is a
n im
port
ant d
etai
l fro
m th
est
ory?
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
22:: E
xpla
in w
hat
a te
xt s
ays
expl
icitl
y.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
shor
t sto
ry a
nd th
ree
resp
onse
opt
ions
.W
hat h
appe
ns to
the
mai
n ch
arac
ter i
nth
e be
ginn
ing
of th
e st
ory?
R Reesspp
oonnssee
:: will
var
yCChh
ooiiccee
33:: I
dent
ify
whi
ch id
ea is
bei
ng
supp
orte
d in
the
text
.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
shor
t sto
ry a
nd th
ree
resp
onse
opt
ions
.W
hich
idea
from
the
stor
y do
es th
is de
tail
best
sup
port
?R Ree
ssppoonn
ssee:: w
ill v
ary
FSA
A—D
ataf
olio
Gra
de 7
ELA
Act
ivity
Cho
ices
33
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 33:: V
ocab
ular
y Ac
quisi
tion
and
Use
CCrraafftt aanndd SSttrruuccttuurree
LLaanngguuaaggee
IInnffoorrmmaattiioonnaall
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Det
erm
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
and
phr
ases
bas
ed o
n gr
ade
7 re
adin
g an
d co
nten
t, ch
oosin
g fle
xibl
y fr
om a
rang
e of
stra
tegi
es.
4a. U
se c
onte
xt (e
.g.,
the
over
all m
eani
ng o
f a s
ente
nce
or p
arag
raph
; a w
ord’
s po
sitio
n or
func
tion
in a
sen
tenc
e) a
s a
clue
to th
e m
eani
ng o
f a w
ord
or p
hras
e.
4b. U
se c
omm
on, g
rade
-app
ropr
iate
Gre
ek o
r Lat
in a
ffix
es a
nd ro
ots
as c
lues
to th
e m
eani
ng o
f a w
ord
(e.g
., be
llige
rent
, be
llico
se, r
ebel
). 4c
. Con
sult
gene
ral a
nd s
peci
aliz
ed re
fere
nce
mat
eria
ls (e
.g.,
dict
iona
ries,
glo
ssar
ies,
thes
auru
ses)
, bot
h pr
int a
nd d
igita
l, to
find
the
pron
unci
atio
n of
a w
ord
or d
eter
min
e or
cla
rify
its p
reci
se m
eani
ng o
r its
par
t of s
peec
h.
4d. V
erify
the
prel
imin
ary
dete
rmin
atio
n of
the
mea
ning
of a
wor
d or
phr
ase
(e.g
., by
che
ckin
g th
e in
ferr
ed m
eani
ng in
co
ntex
t or i
n a
dict
iona
ry).
LLAAFFSS..77..LL..33..44 AACC
CCEESSSS
PPOO
IINNTT
CCOODDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: U
se c
onte
xt (e
.g.,
the
over
all m
eani
ng o
f a s
ente
nce,
par
agra
ph, o
r tex
t; a
wor
d’s p
ositi
on in
a se
nten
ce) a
s a
clue
to d
eter
min
e th
e m
eani
ng o
f gra
de-a
ppro
pria
te w
ords
or
phra
ses.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..77..LL..33..AAPP..44aa
RReeccaa
llll tthh
ee mm
eeaannii
nngg oo
ff ffrree
qquueenn
ttllyyuuss
eedd nn
oouunnss
..
IIddeenn
ttiiffyy
mmuull
ttiippllee
mmeeaa
nniinngg
wwoorr
ddssuupp
ttoo ttww
oo ggrr
aaddee
lleevvee
llss bbee
llooww
tthhee
ssttuudd
eenntt’’ss
ggrraa
ddee llee
vveell..
IIdd
eennttiiff
yy tthh
ee ccoo
nntteexx
tt iinn
wwhhii
cchh tthh
eeuunn
kknnooww
nn ww
oorrdd
iiss bbee
iinngg
uusseedd
bbyy
llooookk
iinngg
aatt tthh
ee ttee
xxtt bb
eeffoorr
ee aann
dd aaff
tteerr
iitt..
List
the
poss
ible
mea
ning
s of
an
unkn
own
wor
d by
usi
ng th
eco
ntex
t (w
ords
sur
roun
ding
the
unkn
own
wor
d).
U
se a
dic
tiona
ry to
ver
ify th
em
eani
ng g
uess
ed b
y us
ing
the
surr
ound
ing
wor
ds.
C Chhooii
ccee 11
:: Rec
all t
he m
eani
ng
of fr
eque
ntly
use
d no
uns.
1.
The
stud
ent i
s pr
esen
ted
with
and
read
a w
ord
and
thre
ere
spon
se o
ptio
ns. W
hat i
s th
ebe
st d
efin
ition
of t
his
noun
?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 22
:: Ide
ntify
mul
tiple
-m
eani
ng w
ords
. 2.
The
stud
ent i
s pr
esen
ted
with
and
read
two
sent
ence
s w
ith a
miss
ing
wor
d an
d th
ree
resp
onse
opt
ions
. Whi
ch w
ord
fits
in b
oth
sent
ence
s?R Ree
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 33
:: Ide
ntify
the
cont
ext i
n w
hich
an
unkn
own
wor
d is
bei
ng u
sed
by lo
okin
g at
the
text
bef
ore
and
afte
r it.
3.Th
e st
uden
t is
pres
ente
d w
ithan
d re
ad a
sen
tenc
e an
d th
ree
resp
onse
opt
ions
. Whi
ch w
ords
in th
e se
nten
ce h
elp
expl
ain
the
mea
ning
of t
he w
ord
“acc
ompl
ish?”
R Reesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 7
ELA
Act
ivity
Cho
ices
34
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 11:: C
onve
ntio
ns o
f Sta
ndar
d En
glish
LLaanngguuaaggee aanndd EEddiittiinngg
LLaanngguuaaggee
LLiitteerraattuurree oorr IInnffoorrmmaattiioonnaall
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Dem
onst
rate
com
man
d of
the
conv
entio
ns o
f sta
ndar
d En
glish
cap
italiz
atio
n, p
unct
uatio
n, a
nd
spel
ling
whe
n w
ritin
g.
2a. U
se a
com
ma
to s
epar
ate
coor
dina
te a
djec
tives
(e.g
., It
was
a fa
scin
atin
g, e
njoy
able
mov
ie b
ut n
ot H
e w
ore
an o
ld[,]
gr
een
shirt
). 2b
. Spe
ll co
rrec
tly.
LLAAFFSS..77..LL..11..22
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: S
pell
wor
ds c
orre
ctly
in w
ritin
g.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..77..LL..11..AAPP..22bb
UU
ssee sspp
eelllliinn
gg ffee
aattuurr
eess ttyy
ppiiccaa
llllyyrree
pprreess
eennttaa
ttiivvee
ooff LL
eettttee
rr NNaamm
eesspp
eellllee
rrss ((bb
eeggiinn
nniinngg
ccoonn
ssoonnaa
nnttss,,
eennddii
nngg cc
oonnssoo
nnaanntt
ss,,pprr
eeccoonn
ssoonnaa
nnttaall
nnaass
aallss,,
mmeedd
iiaall
vvooww
eellss,,
aaffffrr
iiccaatt
eess))..
UU
ssee sspp
eelllliinn
gg ffee
aattuurr
eess ttyy
ppiiccaa
llllyyrree
pprreess
eennttaa
ttiivvee
ooff WW
iitthhiinn
WWoorr
ddsspp
eellllee
rrss ((ll
oonngg
vvooww
eell pp
aattttee
rrnnss
((ee..gg
..,, aaii
,, uuee,,
ooaa,,
eeee))
,, lloonn
gg vvoo
wweell
ppaatttt
eerrnnss
wwiitthh
ssiillee
nntt ee
mmaarr
kkeerr,,
aammbbii
gguuoouu
ss vvoo
wweell
ppaatt
tteerrnn
ss ((ee..
gg..,,
oouu,, oo
ww,, oo
ii)),, rr--
ccoonntt
rroollllee
dd vvoo
wweell
ss,,eett
cc..))..
UUss
ee sspp
eelllliinn
gg ffee
aattuurr
eess ttyy
ppiiccaa
llllyyrree
pprreess
eennttaa
ttiivvee
ooff SS
yyllllaa
bblleess
aanndd
AAff
ffiixxeess
ssppeell
lleerrss
((ee..gg
..,, oopp
eenn//cc
lloossee
dd ssyy
llllaabbll
eess,, dd
oouubbll
iinngg,,
eettcc
..))..
CChhooii
ccee 11
:: Use
spe
lling
fe
atur
es ty
pica
lly
repr
esen
tativ
e of
Le
tter
Nam
e sp
elle
rs.
1.Th
e te
ache
r say
s (a
wor
d) o
ut lo
ud o
rpr
esen
ts a
n ac
tual
item
that
repr
esen
tsth
at w
ord,
and
the
stud
ent s
pells
the
wor
d us
ing
man
ipul
ativ
e le
tter
s or
assis
tive
tech
nolo
gy.
RReesspp
oonnssee
:: will
var
yTh
e te
ache
r may
als
o pr
esen
t ind
ivid
ual
Brai
lle o
r lar
ge-p
rint l
ette
r fla
sh c
ards
and
have
the
stud
ent a
rran
ge th
e le
tter
flash
car
ds to
spe
ll th
e w
ord.
CChhooii
ccee 22
:: Use
spel
ling
feat
ures
typi
cally
re
pres
enta
tive
of W
ithin
W
ord
spel
lers
.
2.Th
e te
ache
r say
s (a
wor
d) o
ut lo
ud, a
ndth
e st
uden
t spe
lls th
e w
ord
usin
gm
anip
ulat
ive
lett
ers
or a
ssis
tive
tech
nolo
gy.
R Reesspp
oonnssee
:: will
var
yTh
e te
ache
r may
als
o pr
esen
t ind
ivid
ual
Brai
lle o
r lar
ge-p
rint l
ette
r fla
sh c
ards
and
have
the
stud
ent a
rran
ge th
e le
tter
flash
car
ds to
spe
ll th
e w
ord.
CChhooii
ccee 33
:: Use
spe
lling
fe
atur
es ty
pica
lly
repr
esen
tativ
e of
Sy
llabl
es a
nd A
ffixe
s sp
elle
rs.
3.Th
e te
ache
r say
s (a
wor
d) o
ut lo
ud, a
ndth
e st
uden
t spe
lls th
e w
ord
usin
gm
anip
ulat
ive
lett
ers
or a
ssis
tive
tech
nolo
gy.
R Reesspp
oonnssee
:: will
var
yTh
e te
ache
r may
als
o pr
esen
t ind
ivid
ual
Brai
lle o
r lar
ge-p
rint l
ette
r fla
sh c
ards
and
have
the
stud
ent a
rran
ge th
e le
tter
flash
car
ds to
spe
ll th
e w
ord.
FSA
A—D
ataf
olio
Gra
de 7
ELA
Act
ivity
Cho
ices
35
| P
ag
e
FSAA
—Da
tafo
lio G
rade
7 M
athe
mat
ics
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 22
:: Sol
ve re
al-li
fe a
nd m
athe
mat
ical
pro
blem
s usin
g nu
mer
ical
and
alg
ebra
ic e
xpre
ssio
ns a
nd e
quat
ions
.
EExxpprreessssiioonnss aanndd EEqquuaattiioonnss
EExxpprreessssiioonnss aanndd EEqquuaattiioonnss
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Sol
ve m
ulti-
step
real
-life
and
mat
hem
atic
al p
robl
ems p
osed
with
pos
itive
and
neg
ativ
e ra
tiona
l num
bers
in a
ny
form
(who
le n
umbe
rs, f
ract
ions
, and
dec
imal
s), u
sing
tool
s str
ateg
ical
ly. A
pply
pro
pert
ies
of o
pera
tions
to c
alcu
late
with
nu
mbe
rs in
any
form
; con
vert
bet
wee
n fo
rms a
s ap
prop
riate
; and
ass
ess
the
reas
onab
lene
ss o
f ans
wer
s us
ing
men
tal
com
puta
tion
and
estim
atio
n st
rate
gies
. For
exa
mpl
e: If
a w
oman
mak
ing
$25
an h
our g
ets a
10%
raise
, she
will
mak
e an
ad
ditio
nal 1
/10
of h
er s
alar
y an
hou
r, or
$2.
50, f
or a
new
sal
ary
of $
27.5
0. If
you
wan
t to
plac
e a
tow
el b
ar 9
3/4
inch
es lo
ng
in th
e ce
nter
of a
doo
r tha
t is
27 1
/2 in
ches
wid
e, y
ou w
ill n
eed
to p
lace
the
bar a
bout
9 in
ches
from
eac
h ed
ge; t
his
estim
ate
can
be u
sed
as a
che
ck o
n th
e ex
act c
ompu
tatio
n.
MMAAFFSS..77..EEEE..22..33
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: S
olve
real
-wor
ld, m
ulti-
step
pro
blem
s usin
g po
sitiv
e an
d ne
gativ
e ra
tiona
l num
bers
(who
le
num
bers
, fra
ctio
ns, a
nd d
ecim
als)
.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..77..EEEE..22..AAPP..33aa
CCoonncc
rreettee
::
DDeemm
oonnsstt
rraattee
ooppee
rraattiioo
nnss uu
ssiinngg
mmaann
iippuull
aattiivv
eessww
hheenn
pprreess
eennttee
dd ww
iitthh cc
oommmm
oonn llaa
nngguuaa
ggee((aa
llttooggee
tthheerr
,, lleeff
tt oovvee
rr,, ssuu
mm,, ee
ttcc..))..
CCrr
eeaattee
aann
aarrrraa
yy ooff
oobbjj
eeccttss
iinnttoo
ggrroo
uuppss tt
oo mm
ooddeell
tthhee
rroollee
ooff ee
qquuaall
ggrroo
uuppss
iinn aa
mmuull
ttiipplliicc
aattiioo
nn oorr
ddiivvii
ssiioonn
ssiittuuaa
ttiioonn..
GG
iivveenn
aa ssee
tt nnuumm
bbeerr oo
ff mmaann
iippuull
aattiivv
eess,, dd
iissttrriibb
uuttee
tthheemm
eevvee
nnllyy
ttoo cc
rreeaatt
ee aa
ddeeffiicc
iitt ((ee
..gg..,,
ggiivvee
nn 1100
mmaarr
kkeerrss
,, ddiisstt
rriibbuutt
ee 11
eeaacchh
ttoo 11
55 sstt
uuddeenn
ttss)) ..
G
iven
a s
et n
umbe
r of m
anip
ulat
ives
, dis
trib
ute
them
eve
nly
to c
reat
e a
frac
tion
(e.g
., gi
ven
10pi
eces
of c
halk
dis
trib
ute
½ p
iece
to 2
0st
uden
ts).
CChhooii
ccee 11
:: De
mon
stra
te
oper
atio
ns u
sing
m
anip
ulat
ives
whe
n pr
esen
ted
with
co
mm
on la
ngua
ge
(alto
geth
er, l
eft o
ver,
sum
, etc
.).
1.Th
e st
uden
t is
pres
ente
d w
ith 2
blo
cks
and
then
giv
en 2
mor
e bl
ocks
. How
man
ybl
ocks
are
2 b
lock
s an
d 2
bloc
ksal
toge
ther
?R Ree
ssppoonn
ssee:: 4
CChhooii
ccee 22
:: Cre
ate
an
arra
y of
obj
ects
into
gr
oups
to m
odel
the
role
of e
qual
gro
ups
in
a m
ultip
licat
ion
or
divi
sion
situ
atio
n.
2.Th
e st
uden
t is
pres
ente
d w
ith 6
blo
cks
and
resp
onse
opt
ions
of t
hree
diff
eren
tar
rays
. Whi
ch a
rray
mod
els
the
mul
tiplic
atio
n fa
ct ×3
2?
RReesspp
oonnssee
:: 3 ro
ws
of 2
blo
cks
CChhooii
ccee 33
:: Giv
en a
set
nu
mbe
r of
man
ipul
ativ
es,
dist
ribut
e th
em e
venl
y to
cre
ate
a de
ficit.
3.Th
e st
uden
t is
pres
ente
d w
ith 3
mar
kers
and
thre
e re
spon
se o
ptio
ns. G
ive
1m
arke
r to
each
of 5
stu
dent
s.RRee
ssppoonn
ssee:: T
here
are
not
eno
ugh
mar
kers
;I n
eed
two
mor
e.
FSA
A—D
ataf
olio
Gra
de 7
Mat
hem
atic
sAc
tivity
Cho
ices
36
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 22
:: Sol
ve re
al-li
fe a
nd m
athe
mat
ical
pro
blem
s inv
olvi
ng a
ngle
mea
sure
, are
a, su
rfac
e ar
ea, a
nd v
olum
e.
GGeeoommeettrryy
GGeeoommeettrryy SSTT
AANNDDAA
RRDD
CCOODDEE
SStt
aannddaa
rrdd:: S
olve
real
-wor
ld a
nd m
athe
mat
ical
pro
blem
s in
volv
ing
area
, vol
ume
and
surf
ace
area
of t
wo-
and
thre
e-di
men
siona
l obj
ects
com
pose
d of
tria
ngle
s, q
uadr
ilate
rals,
pol
ygon
s, c
ubes
, and
righ
t pris
ms.
MMAAFFSS..77..GG..22..66
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: A
dd th
e ar
ea o
f eac
h fa
ce o
f a p
rism
to fi
nd th
e su
rfac
e ar
ea o
f thr
ee-d
imen
siona
l ob
ject
s.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..77..GG..22..AAPP..66aa
CCoonncc
rreettee
::
DDeemm
oonnsstt
rraattee
aann
uunnddee
rrssttaa
nnddiinn
gg ooff
tthhee
ccoonncc
eepptt oo
ff tthhee
ssuurrff
aaccee
aarreeaa
..
RReeccoo
ggnniizzee
tthhaatt
ssuurrff
aaccee
aarreeaa
iissffoo
uunndd
bbyy aa
ddddiinn
gg uupp
tthhee
iinnddii
vviidduu
aallaarr
eeaass oo
ff eeaacc
hh ffaa
ccee..
Ad
d w
hole
num
bers
usi
ngap
prop
riate
tool
s, a
s ne
eded
.
UUnndd
eerrsstt
aanndd
ttwwoo--
aanndd
tthhrree
ee--ddii
mmeenn
ssiioonnaa
ll ddiimm
eennssiioo
nnaalliitt
yy ((ttww
oo--ddii
mmeenn
ssiioonnaa
ll iiss ss
ppaaccee
ccoovv
eerreedd
,,tthh
rreeee--
ddiimm
eennssiioo
nnaall ii
ss tthh
ee sspp
aaccee
wwiitthh
iinn))..
CChhooii
ccee 11
:: Use
m
anip
ulat
ives
to fi
nd
the
area
of a
face
of a
sh
ape.
1.Th
e st
uden
t is
pres
ente
d w
ith a
prin
ted
pict
ure
of a
sha
pe a
nd g
iven
man
ipul
ativ
e sq
uare
s. H
owm
any
bloc
ks c
an fi
t in
the
face
of t
he re
ctan
gle?
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
22:: I
dent
ify th
e nu
mbe
r of f
aces
of a
th
ree-
dim
ensio
nal
figur
e.
2.Th
e st
uden
t is
pres
ente
d w
ith a
thre
e-di
men
sion
al fi
gure
. How
man
y fa
ces
does
this
figur
e ha
ve?
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
33:: D
iffer
entia
te
betw
een
a tw
o-di
men
sion
al fi
gure
and
a
thre
e-di
men
sion
al
figur
e.
3.Th
e st
uden
t is
pres
ente
d w
ith th
e m
anip
ulat
ive
of a
cub
e, a
squ
are,
and
a re
ctan
gle.
Whi
ch o
fth
ese
is a
thre
e-di
men
sion
al fi
gure
?RRee
ssppoonn
ssee:: c
ube
FSA
A—D
ataf
olio
Gra
de 7
Mat
hem
atic
sAc
tivity
Cho
ices
37
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 33
:: Inv
estig
ate
chan
ce p
roce
sses
and
dev
elop
, use
, and
eva
luat
e pr
obab
ility
mod
els.
SSttaattiissttiiccss aanndd PPrroobbaabbiilliittyy
SSttaattiissttiiccss aanndd PPrroobbaabbiilliittyy
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Fin
d pr
obab
ilitie
s of
com
poun
d ev
ents
usin
g or
gani
zed
lists
, tab
les,
tree
dia
gram
s, a
nd si
mul
atio
n.
a.U
nder
stan
d th
at, j
ust a
s w
ith s
impl
e ev
ents
, the
pro
babi
lity
of a
com
poun
d ev
ent i
s th
e fr
actio
n of
out
com
es in
the
sam
ple
spac
e fo
r whi
ch th
e co
mpo
und
even
t occ
urs.
b.Re
pres
ent s
ampl
e sp
aces
for c
ompo
und
even
ts u
sing
met
hods
suc
h as
org
aniz
ed li
sts,
tabl
es, a
nd tr
ee d
iagr
ams.
For
an
even
tde
scrib
ed in
eve
ryda
y la
ngua
ge (e
.g.,
“rol
ling
doub
le s
ixes
”), i
dent
ify th
e ou
tcom
es in
the
sam
ple
spac
e w
hich
com
pose
the
even
t. c.
Desig
n an
d us
e a
simul
atio
n to
gen
erat
e fr
eque
ncie
s fo
r com
poun
d ev
ents
. For
exa
mpl
e, u
se ra
ndom
dig
its a
s a
sim
ulat
ion
tool
to a
ppro
xim
ate
the
answ
er to
the
ques
tion:
If 4
0% o
f don
ors
have
type
A b
lood
, wha
t is
the
prob
abili
ty th
at it
will
take
at
leas
t 4 d
onor
s to
find
one
with
type
A b
lood
?
MMAAFFSS..77..SSPP..33..88
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: U
se tr
ee d
iagr
ams,
freq
uenc
y ta
bles
, org
anize
d lis
ts, a
nd/o
r sim
ulat
ions
to c
olle
ct
data
from
a tw
o-st
ep si
mul
atio
n of
com
poun
d ev
ents
(usin
g tw
o co
ins
and/
or tw
o di
ce).
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..77..SSPP..33..AAPP..88bb
CCoonncc
rreettee
::
UUssee
iitteemm
ss lliikk
ee ccoo
iinnss tt
oo ddee
tteerrmm
iinnee
tthhee
pprroobb
aabbiillii
ttyy oo
ff aann
oouuttcc
oommee
((11//22
hheeaadd
ss))..
UU
ssiinngg
mmaann
iippuull
aattiivv
eess aa
nndd aa
cchhaa
rrtt ttoo
ccaapptt
uurree
tthhee
oouuttcc
oommeess
ooff cc
ooiinn
fflliippss
oorr dd
iiccee
rroollllss
..
CChhooii
ccee 11
:: Use
item
s su
ch a
s co
ins
to d
eter
min
e th
e pr
obab
ility
of a
n ou
tcom
e (1
/2 h
eads
).
1.Th
e st
uden
t is
pres
ente
d w
ith a
spi
nner
with
a ci
rcle
hal
f sha
ded
and
thre
e re
spon
seop
tions
. Wha
t is
the
prob
abili
ty o
f the
arr
owla
ndin
g on
the
shad
ed p
art?
RReesspp
oonnssee
:: 1 in
2CChh
ooiiccee
22:: U
se m
anip
ulat
ives
an
d a
char
t to
capt
ure
the
outc
omes
of c
oin
flips
or
dice
rolls
.
2.Th
e st
uden
t is
pres
ente
d w
ith a
spi
nner
with
a ci
rcle
hal
f sha
ded
and
is to
ld th
ere
is a
1 in
2 ch
ance
that
the
arro
w w
ill la
nd o
n th
esh
aded
par
t. Th
e sp
inne
r is
then
spu
n 4
or 6
times
to d
eter
min
e th
e ac
tual
out
com
e. T
hest
uden
t rec
ords
the
outc
ome
on a
cha
rt.
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
33:: E
xpre
ss
prob
abili
ty a
s a
perc
ent o
r a
frac
tion.
3.Th
e st
uden
t is
pres
ente
d w
ith a
spi
nner
divi
ded
into
2 e
qual
sec
tions
and
thre
ere
spon
se o
ptio
ns. W
hat i
s th
e pr
obab
ility
of
the
spin
ner l
andi
ng o
n th
e gr
ay s
ectio
n of
the
spin
ner?
RReesspp
oonnssee
:: 1 2
FSA
A—D
ataf
olio
Gra
de 7
Mat
hem
atic
sAc
tivity
Cho
ices
38
| P
ag
e
ge
eess
eess
eess
a
iicc iicc iicc P
hhoo hhoo hhoo
| 39 CCff CC CC
oo 3 3 3 f f ff
oo 2 3 2 oo 3 3 2
e err eerr eerrbb bb bb
uumm uumm uummNN NN NN
ee e e .4 .4 ee dd .2 .1.5 dd .3 dd
.1
oo oo .2
.1ss oo .1 .1 .1 .1 .4.3tt CC I
.W
CC .G P CC .4 8.F .8iinn dd .R .L dd .S dd .1rr .8 .8.8 .8 .8 rr .8 rr .N .P .La a aa S aarr S Sdd S S d d SF ddpp aann
F FF F aann
FA A C.8
C.8
AA AA a ann S S C.8
ee S
SStt LL L MSStt M M SStt
lluu BB88 ee ss
aadd
ccii
aatt eecc
oolliioo
GGrr AA
EELL
l l mm nnaon
a ee eee on hhee i u irr tt SScciir
ta a aattnn aee m er m yste
m
MM ggee SGG
aaff for tiL for
n n lleedd
tt I Iaa oo
DD nn KK
——
yy rr ff e
o o oo cg g the
Num
ber
ww
ddyy
n ce
AAAA
ee stt ry e
oo ci en nd
n ec
a a to cii a en CC e BB S Sg g ct m / / l ciSS f
i inn yyn o e o
caFF rrtt u oo ir e S
rr sF Ge fgg u y iL s babi
lity
ee tl hi ro tt ayy err aaa r eeppoo
PNoo et u R R P CC sggee ct D ritin
g
gg nttt u iinnaa W and i
d r tt
CC n t
ased
rr epr
Sgg a
iinntt ea
n eeppoo ulBds
R Rrr a B e 8
eeppoo d tf ad I a
ey
Stat
istic
s
r
rRR CK Text
-
io G
olaf
atD
—ASAF
FSAA
—Da
tafo
lio G
rade
8 E
LA
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 11:: K
ey Id
eas a
nd D
etai
ls
KKeeyy IIddeeaass aanndd DDeettaaiillss
RReeaaddiinngg IInnffoorrmmaattiioonnaall TTeexxtt
IInnffoorrmmaattiioonnaall
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Det
erm
ine
a ce
ntra
l ide
a of
a te
xt a
nd a
naly
ze it
s de
velo
pmen
t ove
r the
cou
rse
of th
e te
xt, i
nclu
ding
its
rela
tions
hip
to su
ppor
ting
idea
s; p
rovi
de a
n ob
ject
ive
sum
mar
y of
the
text
.
LLAAFFSS..88..RRII..11..22
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: P
rovi
de/c
reat
e an
obj
ectiv
e su
mm
ary
of a
text
.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..88..RRII..11..AAPP..22cc
IIdd
eennttiiff
yy tthh
ee mm
aaiinn
iiddeeaa
ooff aa
tteexxtt
..
IIddeenn
ttiiffyy
kkeeyy
ddeettaa
iillss rree
llaattee
dd ttoo
tthhee
mmaaii
nn iidd
eeaa oo
ff aa ttee
xxtt..
Id
entif
y ho
w k
ey d
etai
lssu
ppor
t the
mai
n id
ea.
IIdd
eennttiiff
yy aa
ffaacctt
uuaall
ssuumm
mmaarr
yy//sstt
aatteemm
eenntt aa
bboouutt
tthhee
tteexxtt
..
CChhooii
ccee 11
:: Ide
ntify
the
mai
n id
ea o
f a te
xt.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
shor
t inf
orm
atio
nal t
ext a
nd th
ree
resp
onse
opt
ions
. Wha
t is
this
art
icle
mai
nly
abou
t?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 22
:: Ide
ntify
key
de
tails
rela
ted
to th
e m
ain
idea
of a
text
.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
shor
t inf
orm
atio
nal t
ext a
nd th
ree
resp
onse
opt
ions
. Whi
ch d
etai
ls ar
eco
nnec
ted
to th
e m
ain
idea
of t
hear
ticle
? (M
ain
idea
may
be
stat
ed fo
r the
stud
ent.)
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
33:: I
dent
ify a
fa
ctua
l sum
mar
y/
stat
emen
t abo
ut a
text
.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
shor
t inf
orm
atio
nal t
ext a
nd th
ree
resp
onse
opt
ions
. Whi
ch o
f the
se is
afa
ctua
l sta
tem
ent f
rom
the
artic
le?
R Reesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 8
ELA
Activ
ity C
hoic
es
40 |
Pa
ge
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 33:: V
ocab
ular
y Ac
quisi
tion
and
Use
CCrraafftt aanndd SSttrruuccttuurree
LLaanngguuaaggee
LLiitteerraattuurree
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Dem
onst
rate
und
erst
andi
ng o
f fig
urat
ive
lang
uage
, wor
d re
latio
nshi
ps, a
nd n
uanc
es in
wor
d m
eani
ngs.
5a
. Int
erpr
et fi
gure
s of
spe
ech
(e.g
., ve
rbal
iron
y, p
uns)
in c
onte
xt.
5b. U
se th
e re
latio
nshi
p be
twee
n pa
rtic
ular
wor
ds to
bet
ter u
nder
stan
d ea
ch o
f the
wor
ds.
5c. D
istin
guish
am
ong
the
conn
otat
ions
(ass
ocia
tions
) of w
ords
with
sim
ilar d
enot
atio
ns (d
efin
ition
s) (e
.g.,
bullh
eade
d,
will
ful,
firm
, per
siste
nt, r
esol
ute)
.
LLAAFFSS..88..LL..33..55
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: U
se th
e re
latio
nshi
p be
twee
n pa
rtic
ular
wor
ds to
bet
ter u
nder
stan
d ea
ch
of th
e w
ords
.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..88..LL..33..AAPP..55cc
FFoo
rr aa gg
iivveenn
ppaaii
rr ooff ww
oorrddss
,,ddee
tteerrmm
iinnee
tthhee
rreellaa
ttiioonnss
hhiipp
bbeettww
eeeenn
tthhee
wwoorr
ddss ((ee
..gg..,,
ccaauuss
ee//eeff
ffeecctt
,, ppaarr
tt//ww
hhoollee
,,ccaa
tteeggoo
rryy))..
CChhooii
ccee 11
:: For
a g
iven
pa
ir of
wor
ds,
dete
rmin
e th
e re
latio
nshi
p be
twee
n th
e w
ords
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
sent
ence
con
stru
cted
with
wor
d/pi
ctur
e ca
rds.
The
stu
dent
sor
tsw
ords
into
two
grou
ps b
ased
on
whe
ther
the
wor
d sh
ows
a ca
use
or a
nef
fect
. For
exa
mpl
e, g
iven
the
sent
ence
“Bill
fell
beca
use
he w
as ru
nnin
g to
ofa
st,”
the
stud
ent w
ould
cat
egor
ize
the
wor
ds “
Bill
fell”
as
an e
ffect
and
“he
was
runn
ing
too
fast
” as
a c
ause
.RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 22
:: Sor
t wor
ds
into
app
ropr
iate
ca
tego
ries
to s
how
the
rela
tions
hip
betw
een
the
wor
ds.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adth
ree
wor
d/pi
ctur
e ca
rds
and
two
resp
onse
opt
ion
cate
gory
car
ds. W
hich
wor
ds b
elon
g to
geth
er to
des
crib
e th
em
ain
char
acte
r/a
part
icul
ar o
bjec
t?(S
tude
nt m
atch
es th
e w
ords
to th
ech
arac
ter/
obje
ct th
ey d
escr
ibe.
)RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 33
:: Ide
ntify
a
wor
d th
at is
rela
ted
to
a gi
ven
wor
d an
d sim
ilar i
n de
finiti
on a
nd
mea
ning
.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adth
ree
wor
d/pi
ctur
e ca
rds.
Whi
ch w
ord
from
this
list i
s m
ost s
imila
r to
the
wor
d(a
wor
d) in
mea
ning
?RRee
ssppoonn
ssee:: w
ill v
ary
FSA
A—D
ataf
olio
Gra
de 8
ELA
Activ
ity C
hoic
es
41 |
Pa
ge
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 11:: C
ompr
ehen
sion
and
Colla
bora
tion
TTeexxtt--bbaasseedd WWrriittiinngg
WWrriittiinngg
IInnffoorrmmaattiioonnaall
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Writ
e ar
gum
ents
to s
uppo
rt c
laim
s w
ith c
lear
reas
ons
and
rele
vant
evi
denc
e.
1a. I
ntro
duce
cla
im(s
), ac
know
ledg
e an
d di
stin
guis
h th
e cl
aim
(s) f
rom
alte
rnat
e or
opp
osin
g cl
aim
s, a
nd o
rgan
ize
the
reas
ons
and
evid
ence
logi
cally
. 1b
. Sup
port
cla
im(s
) with
logi
cal r
easo
ning
and
rele
vant
evi
denc
e, u
sing
acc
urat
e, c
redi
ble
sour
ces
and
dem
onst
ratin
g an
un
ders
tand
ing
of th
e to
pic
or te
xt.
1c
. Use
wor
ds, p
hras
es, a
nd c
laus
es to
cre
ate
cohe
sion
and
cla
rify
the
rela
tions
hips
am
ong
clai
m(s
), co
unte
rcla
ims,
reas
ons,
an
d ev
iden
ce.
1d. E
stab
lish
and
mai
ntai
n a
form
al s
tyle
. 1e
. Pro
vide
a c
oncl
udin
g st
atem
ent o
r sec
tion
that
follo
ws
from
and
sup
port
s th
e ar
gum
ent p
rese
nted
.
LLAAFFSS..88..WW..11..11 AACC
CCEESSSS
PPOO
IINNTT
CCOODDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: C
reat
e an
org
aniza
tiona
l str
uctu
re in
whi
ch id
eas
are
logi
cally
gro
uped
to
supp
ort t
he w
riter
’s c
laim
.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..88..WW..11..AAPP..11bb
GG
iivveenn
aa ww
rriitteerr
’’ss cc
llaaiimm
ss,,iidd
eennttiiff
yy tthh
ee ww
rriitteerr
’’ssppee
rrssppee
ccttiivv
ee oonn
tthhee
ttooppii
cc((ee
..gg..,,
pprroo
oorr cc
oonn))..
IIdd
eennttiiff
yy aa
rreeaass
oonn//ee
vviiddee
nnccee
tthhaatt
ssuupppp
oorrttss
aa cc
llaaiimm
wwiitthh
iinnaa
ppeerrss
uuaassiivv
ee ttee
xxtt..
De
velo
p a
list o
f ide
as th
atsu
ppor
t a c
laim
.
GGrroo
uupp tthh
ee iidd
eeaass
iinnttoo
ccaattee
ggoorriiee
ss tthhaa
tt lliinn
kk ttoo
tthhee
ccllaaii
mm..
CChhooii
ccee 11
:: Giv
en a
writ
er’s
cl
aim
s, id
entif
y th
e w
riter
’s p
ersp
ectiv
e on
the
topi
c.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
nar
ticle
and
thre
e re
spon
se o
ptio
ns. B
ased
on th
e cl
aim
s in
the
text
, wha
t is
the
writ
er’s
per
spec
tive?
Tex
ts s
houl
d be
info
rmat
iona
l art
icle
s w
ith a
cle
arpe
rsua
sive
ang
le o
n a
scie
nce
or s
ocia
lsc
ienc
e to
pic.
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
22:: I
dent
ify a
reas
on
or e
vide
nce
that
sup
port
s a
clai
m w
ithin
a p
ersu
asiv
e te
xt.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
pers
uasi
ve te
xt a
nd th
ree
resp
onse
optio
ns. W
hich
of t
hese
pro
vide
s sp
ecifi
cev
iden
ce fo
r the
aut
hor’s
cla
im?
(Aut
hor’s
clai
m is
pro
vide
d to
the
stud
ent.)
R Reesspp
oonnssee
:: will
var
yCChh
ooiiccee
33:: G
roup
idea
s in
to
cate
gorie
s th
at li
nk to
a
clai
m.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
pers
uasi
ve te
xt a
nd th
ree
resp
onse
optio
ns. L
ist o
ne fa
ct in
the
pro
cate
gory
and
one
fact
in th
e co
n ca
tego
ry.
RReesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 8
ELA
Activ
ity C
hoic
es
42 |
Pa
ge
FSAA
—Da
tafo
lio G
rade
8 M
athe
mat
ics
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 11
:: Def
ine,
eva
luat
e, a
nd c
ompa
re fu
nctio
ns.
FFuunnccttiioonnss
FFuunnccttiioonnss
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Int
erpr
et th
e eq
uatio
n y
= m
x +
b as
def
inin
g a
linea
r fun
ctio
n, w
hose
gra
ph is
a s
trai
ght l
ine;
giv
e ex
ampl
es o
f fu
nctio
ns th
at a
re n
ot li
near
. For
exa
mpl
e, th
e fu
nctio
n A
= s²
giv
ing
the
area
of a
squa
re a
s a
func
tion
of it
s sid
e le
ngth
is
not l
inea
r bec
ause
its
grap
h co
ntai
ns th
e po
ints
(1, 1
), (2
, 4),
and
(3, 9
), w
hich
are
not
on
a st
raig
ht li
ne.
MMAAFFSS..88..FF..11..33 AACC
CCEESSSS
PPOO
IINNTT
CCOODDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: Id
entif
y gr
aphe
d fu
nctio
ns a
s lin
ear o
r not
line
ar.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..88..FF..11..AAPP..33aa CCoo
nnccrree
ttee::
IIdd
eennttiiff
yy aa
lliinneeaa
rr ffuunn
ccttiioo
nn oonn
aa gg
rraapphh
aass oo
nnee tthh
aatt ffoo
rrmmss aa
ssttrr
aaiigghh
tt lliinn
ee..
IIddeenn
ttiiffyy
aa nnoo
nn--lliinn
eeaarr ff
uunncctt
iioonn
oonn aa
ggrraapp
hh aass
oonnee
tthhaatt
ddooee
ss nnoott
mmaakk
ee aa
ssttrraa
iigghhtt
lliinnee
..
CChhooii
ccee 11
:: Ide
ntify
a li
near
fu
nctio
n on
a g
raph
as
one
that
fo
rms
a st
raig
ht li
ne.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adth
ree
grap
hs a
s re
spon
se o
ptio
ns. W
hich
grap
h re
pres
ents
a li
near
func
tion?
RReesspp
oonnssee
:: lin
ear f
unct
ion
CChhooii
ccee 22
:: Ide
ntify
a n
onlin
ear
func
tion
on a
gra
ph a
s on
e th
at
does
not
mak
e a
stra
ight
line
.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adth
ree
grap
hs a
s re
spon
se o
ptio
ns. W
hich
grap
h re
pres
ents
a n
onlin
ear f
unct
ion?
RReesspp
oonnssee
:: non
linea
r fun
ctio
n
FSA
A—D
ataf
olio
Gra
de 8
Mat
hem
atic
sAc
tivity
Cho
ices
43
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 11
:: Und
erst
and
cong
ruen
ce a
nd s
imila
rity
usin
g ph
ysic
al m
odel
s, tr
ansp
aren
cies
, or g
eom
etry
soft
war
e.
GGeeoommeettrryy
GGeeoommeettrryy SSTT
AANNDDAA
RRDD
CCOODDEE
SSttaann
ddaarrdd
:: Und
erst
and
that
a tw
o-di
men
siona
l fig
ure
is sim
ilar t
o an
othe
r if t
he se
cond
can
be
obta
ined
from
the
first
by
a se
quen
ce o
f rot
atio
ns, r
efle
ctio
ns, t
rans
latio
ns, a
nd d
ilatio
ns; g
iven
two
simila
r tw
o-di
men
siona
l fig
ures
, des
crib
e a
sequ
ence
that
exh
ibits
the
simila
rity
betw
een
them
.
MMAAFFSS..88..GG..11..44
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: C
ompa
re a
rea
and
volu
me
of si
mila
r fig
ures
.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..88..GG..11..AAPP..44cc
CCoonncc
rreettee
::
RReeccoo
ggnniizzee
hhooww
tthhee
ssppaacc
ee iinn
ssiiddee
aaffiigg
uurree
iinnccrr
eeaassee
ss wwhhee
nn tthh
ee ssiidd
eessaarr
ee llee
nnggtthh
eenneedd
..
Mul
tiply
who
le n
umbe
rs,
frac
tions
, and
dec
imal
s in
ord
erto
com
pare
are
a an
d vo
lum
e.
UUssee
ggrraa
pphh pp
aappeerr
ttoo cc
oouunntt
tthhee
aarreeaa
iinnssiidd
ee ooff
aa ffii
gguurree
aanndd
uussee
tthhee
aarreeaa
ttoo cc
oommppaa
rree tthh
ee ssiizz
eess oo
ff tthhee
ffiigguurr
eess..
UU
ssee cc
uubbeess
ttoo cc
oouunntt
tthhee
vvoolluu
mmee
ooffaa
ffiigguurr
ee aann
dd uuss
ee tthh
ee vvoo
lluumm
ee ttoo
ccoomm
ppaarree
tthhee
ssiizzeess
ooff tt
hhee ffii
gguurree
ss..
CChhooii
ccee 11
:: Use
gra
ph p
aper
to
coun
t the
are
a in
side
of a
fig
ure.
1.Th
e st
uden
t is
pres
ente
d w
ith a
dra
win
g of
a re
ctan
gle
on g
raph
pap
er a
nd th
ree
resp
onse
opt
ions
. How
man
y sq
uare
s ar
ein
side
the
rect
angl
e?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 22
:: Rec
ogni
ze h
ow th
e sp
ace
insi
de a
figu
re
incr
ease
s w
hen
the
sides
are
le
ngth
ened
.
2.Th
e st
uden
t is
pres
ente
d w
ith a
dra
win
g of
a re
ctan
gle
on g
raph
pap
er a
nd s
how
n th
esid
e le
ngth
s an
d th
e ar
ea o
f the
rect
angl
ean
d th
ree
resp
onse
opt
ions
. The
rect
angl
eis
then
ext
ende
d on
one
sid
e. H
ow d
id th
ere
ctan
gle
chan
ge?
RReesspp
oonnssee
:: It i
s la
rger
.CChh
ooiiccee
33:: U
se c
ubes
to c
ount
th
e vo
lum
e of
two
figur
es
and
use
the
volu
me
to
com
pare
the
sizes
of t
he
figur
es.
3.Th
e st
uden
t is
pres
ente
d w
ith u
nit c
ubes
and
two
figur
es. W
hich
figu
re h
olds
mor
ecu
bes?
R Reesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 8
Mat
hem
atic
sAc
tivity
Cho
ices
44
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 11
:: Inv
estig
ate
patt
erns
of a
ssoc
iatio
n in
biv
aria
te d
ata.
SSttaattiissttiiccss aanndd PPrroobbaabbiilliittyy aanndd tthhee NNuummbbeerr SSyysstteemm
SSttaattiissttiiccss aanndd PPrroobbaabbiilliittyy
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Und
erst
and
that
pat
tern
s of
ass
ocia
tion
can
also
be
seen
in b
ivar
iate
cat
egor
ical
dat
a by
disp
layi
ng fr
eque
ncie
s an
d re
lativ
e fr
eque
ncie
s in
a tw
o-w
ay ta
ble.
Con
stru
ct a
nd in
terp
ret a
two-
way
tabl
e su
mm
arizi
ng d
ata
on tw
o ca
tego
rical
var
iabl
es c
olle
cted
from
the
sam
e su
bjec
ts. U
se re
lativ
e fr
eque
ncie
s ca
lcul
ated
for r
ows
or c
olum
ns to
de
scrib
e po
ssib
le a
ssoc
iatio
n be
twee
n th
e tw
o va
riabl
es. F
or e
xam
ple,
col
lect
dat
a fr
om st
uden
ts in
you
r cla
ss o
n w
heth
er o
r not
they
hav
e a
curf
ew o
n sc
hool
nig
hts
and
whe
ther
or n
ot th
ey h
ave
assig
ned
chor
es a
t hom
e. Is
ther
e ev
iden
ce th
at th
ose
who
hav
e a
curf
ew a
lso te
nd to
hav
e ch
ores
? MMAAFFSS..88..SSPP..11..44
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: A
naly
ze d
ispla
ys o
f biv
aria
te d
ata
to d
evel
op o
r sel
ect a
ppro
pria
te c
laim
s ab
out t
hose
da
ta. EEss
sseenntt
iiaall UU
nnddeerr
ssttaann
ddiinngg
ss AAcc
ttiivviittyy
CChhoo
iicceess
EExx
aammppll
eess
MMAAFFSS..88..SSPP..11..AAPP..44aa CCoo
nnccrree
ttee::
IIdd
eennttiiff
yy aa
ssiimmiillaa
rr ddiisstt
rriibbuutt
iioonn
wwhhee
nn ggii
vveenn
aa cchh
ooiiccee
ooff tt
hhrreeee
((ee..gg
..,, ww
hheenn
sshhooww
nn aa
nnoorrmm
aallddii
ssttrriibb
uuttiioo
nn,, cc
aann ssee
lleecctt
aa ssee
ccoonndd
eexxaamm
ppllee
ooff aa
nnoorr
mmaall
ddiisstt
rriibbuutt
iioonn
ffrroomm
tthhrree
ee cchh
ooiiccee
ss))..
IIdd
eennttiiff
yy tthh
ee aapp
pprroopp
rriiaattee
ssttaatt
eemmeenn
tt wwhhee
nn ggii
vveenn
aarree
llaattiioo
nnsshhii
pp bbee
ttwweeee
nn ttww
oovvaa
rriiaabbll
eess ((mm
aayy uu
ssee gg
rraapphh
iiccssuu
ppppoorr
ttss ssuu
cchh aa
ss hhiigg
hhlliigg
hhtteedd
ttrraann
ssppaarr
eennccyy
ooff aa
nn aass
ssooccii
aattiioo
nn))..
CChhooii
ccee 11
:: Ide
ntify
a
simila
r dist
ribut
ion
whe
n gi
ven
a ch
oice
of t
hree
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
gra
phw
ith a
nor
mal
dist
ribut
ion
and
thre
e gr
aph
resp
onse
opt
ions
. Whi
ch g
raph
sho
ws
anot
her
exam
ple
of a
nor
mal
dist
ribut
ion?
RReesspp
oonnssee
:: nor
mal
dist
ribut
ion
CChhooii
ccee 22
:: Ide
ntify
the
appr
opria
te s
tate
men
t w
hen
give
n a
rela
tions
hip
betw
een
two
varia
bles
. Di
spla
y tw
o se
ts o
f dat
a in
a tw
o-w
ay ta
ble.
2.Th
e st
uden
t is
pres
ente
d w
ith a
com
plet
ed ta
ble
and
two
resp
onse
opt
ions
. Do
mor
e m
ale
stud
ents
like
Mat
h or
Art
?GG
eennddee
rr MM
aatthh
AArrtt
TToottaa
ll MM
aallee
3 2
5 FFee
mmaall
ee 4
1 5
RReesspp
oonnssee
:: Mat
h
FSA
A—D
ataf
olio
Gra
de 8
Mat
hem
atic
sAc
tivity
Cho
ices
45
| P
ag
e
FSAA
—Da
tafo
lio G
rade
8 S
cien
ce
BBooddyy
ooff
KKnnooww
lleeddgg
ee BBii
gg IIdd
eeaa 44
:: Sci
ence
and
Soc
iety
NNaattuurree ooff SScciieennccee
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Exp
lain
how
pol
itica
l, so
cial
, and
eco
nom
ic c
once
rns c
an a
ffect
scie
nce,
and
vic
e ve
rsa.
SSCC..88..NN..44..22
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd AAcc
ttiivviittyy
CChhoo
iicceess
EExx
aammppll
eess
SSCC..88..NN..44..PPaa..11
RReeccoo
ggnniizzee
aa ww
aayy sscc
iieenncc
eeiiss
uusseedd
iinn tthh
ee ccoo
mmmm
uunniittyy
..CChh
ooiiccee
11:: I
dent
ify s
cien
ce
that
hel
ps m
aint
ain
heal
th.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
t is
one
way
sci
ence
is u
sed
to k
eep
peop
le h
ealth
y in
the
com
mun
ity?
RReesspp
oonnssee
:: a d
octo
r fix
ing
a br
oken
bon
eCChh
ooiiccee
22:: I
dent
ify s
cien
ce
that
hel
ps a
ddre
ss p
ollu
tion.
2.
The
stud
ent i
s pr
esen
ted
with
and
read
thre
e ch
oice
s. W
hat i
son
e w
ay s
cien
ce is
use
d to
take
car
e of
pol
lutio
n in
the
com
mun
ity?
R Reesspp
oonnssee
:: rec
yclin
gCChh
ooiiccee
33:: M
atch
a p
erso
n w
ho u
ses
scie
nce
with
the
way
the
pers
on u
ses
it in
the
com
mun
ity.
3.Th
e st
uden
t is
pres
ente
d w
ith a
per
son
from
the
com
mun
ity(e
.g.,
vete
rinar
ian)
and
read
thre
e ch
oice
s.RRee
ssppoonn
ssee:: m
atch
es “
vete
rinar
ian”
to “
care
s fo
r ani
mal
s”
FSA
A—D
ataf
olio
Gra
de 8
Sci
ence
Activ
ity C
hoic
es
46 |
Pa
ge
BBooddyy
ooff
KKnnooww
lleeddgg
ee BBii
gg IIdd
eeaa 88
:: Pro
pert
ies o
f Mat
ter
PPhhyyssiiccaall SScciieennccee
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Cla
ssify
and
com
pare
subs
tanc
es o
n th
e ba
sis o
f cha
ract
erist
ic p
hysic
al p
rope
rtie
s tha
t can
be
dem
onst
rate
d or
m
easu
red;
for e
xam
ple,
den
sity,
ther
mal
or e
lect
rical
con
duct
ivity
, sol
ubili
ty, m
agne
tic p
rope
rtie
s, m
eltin
g an
d bo
iling
poi
nts,
and
kn
ow th
at th
ese
prop
ertie
s are
inde
pend
ent o
f the
am
ount
of t
he sa
mpl
e.
SSCC..88..PP..88..44 AACC
CCEESSSS
PPOO
IINNTT
CCOODDEE
AAcc
cceessss
PPooii
nntt SS
ttaanndd
aarrdd
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
SSCC..88..PP..88..PPaa..33
RReeccoo
ggnniizzee
ssuubb
ssttaann
cceess bb
yypphh
yyssiicc
aall pp
rrooppee
rrttiiee
ss,, ssuu
cchhaass
wweeii
gghhtt ((
hheeaavv
yy aann
ddlliigg
hhtt)),,
ssiizzee
((bbiigg
aanndd
ssmmaall
ll)),,aann
dd ttee
mmppee
rraattuu
rree ((hh
oott aa
nnddccoo
lldd))..
CChhooii
ccee 11
:: Ide
ntify
a
subs
tanc
e by
wei
ght.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Whi
chob
ject
is h
eavi
er th
an a
pie
ce o
f pap
er?
R Reesspp
oonnssee
:: roc
kCChh
ooiiccee
22:: I
dent
ify a
su
bsta
nce
by s
ize.
2.
The
stud
ent i
s pr
esen
ted
with
and
read
thre
e ch
oice
s. W
hich
obje
ct is
sm
alle
r tha
n a
chai
r?R Ree
ssppoonn
ssee::
penn
yCChh
ooiiccee
33:: I
dent
ify a
su
bsta
nce
by te
mpe
ratu
re.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Whi
chsu
bsta
nce
is co
ld?
R Reesspp
oonnssee
:: Ice
is c
old.
FSA
A—D
ataf
olio
Gra
de 8
Sci
ence
Activ
ity C
hoic
es
47 |
Pa
ge
BBooddyy
ooff
KKnnooww
lleeddgg
ee BBii
gg IIdd
eeaa 11
88:: M
atte
r and
Ene
rgy
Tran
sfor
mat
ions
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Des
crib
e an
d in
vest
igat
e th
e pr
oces
s of
pho
tosy
nthe
sis, s
uch
as th
e ro
les
of li
ght,
carb
on d
ioxi
de, w
ater
and
chl
orop
hyll;
pr
oduc
tion
of fo
od; a
nd re
leas
e of
oxy
gen.
LLiiffee SScciieennccee
SSCC..88..LL..1188..11
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd AAcc
ttiivviittyy
CChhoo
iicceess
EExx
aammppll
eess
SSCC..88..LL..1188..PPaa..11
RReeccoo
ggnniizzee
tthhaatt
ppllaa
nnttss
nneeeedd
wwaatt
eerr aa
nndd llii
gghhtt tt
ooggrr
ooww..
CChhooii
ccee 11
:: Ide
ntify
that
pla
nts
need
wat
er to
gro
w.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
the
lps
a pl
ant t
o gr
ow?
RReesspp
oonnssee
:: wat
er
CChhooii
ccee 22
:: Ide
ntify
that
pla
nts
need
ligh
t to
grow
. 2.
The
stud
ent i
s pr
esen
ted
with
and
read
thre
e ch
oice
s. W
hat
does
a fl
ower
nee
d to
gro
w?
R Reesspp
oonnssee
:: sun
light
FSA
A—D
ataf
olio
Gra
de 8
Sci
ence
Activ
ity C
hoic
es
48 |
Pa
ge
ge
eess a
iicc P
hhoo
|49
CCff
oo 3 3 3
eerrbbuumm
NN
.1 ee 4 .8dd .1 3.tt oo . .3
iinn CC
I I
.R L .Rdd 0 0rrrr 1aa 910.
1pp dd .9 . .9
aann
SS See FF F
lluu SStt AA AL L L))
BB AAEELL99 ((ee sstt
aadd
rr AArr
oolliioo
GG
ggee aa l l la a auu ongg on onee i i inn rr t t tnn a a aaa ee m m m LL GG
aaff hh for
for
for
ss n n ntt ii I I Iaa ggll
DD EEnn
——AAAA sSS eaFF d I d s l nyy i err a roo u e
a
gg et ct gee D
d nttt u e iaa d r
CC n t wl
epr
Sgg a o ud l
iinn s n Bntt K
e eppoorr ea a fd t e
9
f I oa ad
ey r n r
RR C oK it o G
a iolr
eg afatt DnI —A
SAF
FSAA
—Da
tafo
lio G
rade
9 E
LA
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 11:: K
ey Id
eas a
nd D
etai
ls
KKeeyy IIddeeaass aanndd DDeettaaiillss
RReeaaddiinngg IInnffoorrmmaattiioonnaall TTeexxtt
IInnffoorrmmaattiioonnaall
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Cite
str
ong
and
thor
ough
text
ual e
vide
nce
to s
uppo
rt a
naly
sis o
f wha
t the
text
say
s exp
licitl
y as
wel
l as
infe
renc
es d
raw
n fr
om th
e te
xt.
LLAAFFSS..991100..RRII..11..11
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: D
eter
min
e w
hich
pie
ce(s
) of e
vide
nce
prov
ide
the
stro
nges
t sup
port
for
infe
renc
es, c
oncl
usio
ns, o
r sum
mar
ies
in a
text
.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..991100..RRII..11..AAPP..11bb
IIdd
eennttiiff
yy tthh
ee sspp
eecciiffii
cc ppii
eecceess
ooff
eevviidd
eennccee
ss ((ee..
gg..,, mm
aaiinn
iiddeeaa
,, ppiicc
ttuurree
ss,,ggrr
aapphhss
,, ssppee
cciiffiicc
sseenn
tteenncc
eess,, dd
eettaaii
llss))ffoo
rr iinnff
eerreenn
ccee,, cc
oonnccll
uussiioo
nn,, aa
nndd//oo
rrssuu
mmmm
aarryy
ffrroomm
aa ssee
lleecctt
eedd ttee
xxtt..
CCaa
tteeggoo
rriizzee
tthhee
eevviidd
eennccee
ss iinntt
oo tthh
eetthh
rreeee
ccaattee
ggoorriiee
ss:: iinn
ffeerree
nnccee,,
ccoonncc
lluussiioo
nn,, aa
nndd//oo
rr ssuumm
mmaarr
yy..
Choo
se th
e st
rong
est p
iece
of
evid
ence
in e
ach
cate
gory
.
C Chhooii
ccee 11
:: Ide
ntify
a
conc
lusio
n fr
om a
n in
form
atio
nal t
ext.
1.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
n in
form
atio
nal a
rtic
le a
ndth
ree
resp
onse
opt
ions
. Whi
chse
nten
ce c
an b
e us
ed a
s a
clos
ing
for t
his
artic
le?
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
22:: I
dent
ify a
su
mm
ary
from
an
info
rmat
iona
l tex
t.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
n in
form
atio
nal a
rtic
le a
ndth
ree
resp
onse
opt
ions
. Whi
chse
ctio
n in
clud
es th
e m
ost
impo
rtan
t par
ts o
f the
art
icle
?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 33
:: Ide
ntify
de
tails
to s
uppo
rt a
n in
fere
nce,
con
clus
ion,
or
sum
mar
y.
3.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
n in
form
atio
nal a
rtic
le a
ndth
ree
resp
onse
opt
ions
. Whi
chde
tails
pro
vide
evi
denc
e fo
r the
auth
or’s
arg
umen
t? (A
utho
r’sar
gum
ent i
s pr
ovid
ed to
the
stud
ent.)
R Reesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 9
ELA
Act
ivity
Cho
ices
50
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 33:: V
ocab
ular
y Ac
quisi
tion
and
Use
CCrraafftt aanndd SSttrruuccttuurree
LLaanngguuaaggee
IInnffoorrmmaattiioonnaall SSTT
AANNDDAA
RRDD
CCOODDEE
SSttaann
ddaarrdd
:: Det
erm
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
and
phr
ases
bas
ed o
n gr
ades
9–1
0 re
adin
g an
d co
nten
t, ch
oosin
g fle
xibl
y fr
om a
rang
e of
str
ateg
ies.
4a
. Use
con
text
(e.g
., th
e ov
eral
l mea
ning
of a
sen
tenc
e, p
arag
raph
, or t
ext;
a w
ord’
s po
sitio
n or
func
tion
in a
sen
tenc
e) a
s a
clue
to th
e m
eani
ng o
f a w
ord
or p
hras
e.
4b. I
dent
ify a
nd c
orre
ctly
use
pat
tern
s of
wor
d ch
ange
s th
at in
dica
te d
iffer
ent m
eani
ngs
or p
arts
of s
peec
h (e
.g.,
anal
yze,
an
alys
is, a
naly
tical
; adv
ocat
e, a
dvoc
acy)
. 4c
. Con
sult
gene
ral a
nd s
peci
aliz
ed re
fere
nce
mat
eria
ls (e
.g.,
dict
iona
ries,
glo
ssar
ies,
thes
auru
ses)
, bot
h pr
int a
nd d
igita
l, to
find
the
pron
unci
atio
n of
a w
ord
or d
eter
min
e or
cla
rify
its p
reci
se m
eani
ng, i
ts p
art o
f spe
ech,
or i
ts e
tym
olog
y.
4d. V
erify
the
prel
imin
ary
dete
rmin
atio
n of
the
mea
ning
of a
wor
d or
phr
ase
(e.g
., by
che
ckin
g th
e in
ferr
ed m
eani
ng in
co
ntex
t or i
n a
dict
iona
ry).
LLAAFFSS..991100..LL..33..44 AACC
CCEESSSS
PPOO
IINNTT
CCOODDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: F
ind
the
prec
ise m
eani
ng o
f a w
ord.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..991100..LL..33..AAPP..44cc
Sort
a g
iven
list
of w
ords
into
alph
abet
ical
ord
er.
IIdd
eennttiiff
yy gguu
iiddee
wwoorr
ddss..
Id
entif
y th
e de
finiti
on w
hen
pres
ente
d w
ith th
e en
tire
listin
g of
a w
ord
from
a d
ictio
nary
.
IIddeenn
ttiiffyy
tthhee
ppaarrtt
ooff ss
ppeeeecc
hh ooff
aaww
oorrdd
wwhhee
nn pprr
eesseenn
tteedd
wwiitthh
tthhee
eennttiirr
ee lliiss
ttiinngg
ooff aa
wwoorr
dd ffrr
oomm aa
ddiicctt
iioonnaa
rryy..
UU
ssee tthh
ee ccoo
nntteexx
tt ttoo
hheellpp
ddeecc
iiddee
wwhhii
cchh dd
eeffiinn
iittiioonn
((ffrroo
mm aa
lliisstt
ooff
ddeeffiinn
iittiioonn
ss)) iiss
tthhee
mmooss
tt aapppp
rroopprr
iiaattee
cchhooii
ccee..
CChhooii
ccee 11
:: Ide
ntify
gu
ide
wor
ds.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adth
ree
wor
ds o
n a
glos
sary
pag
e. W
hich
two
wor
ds a
re g
uide
wor
ds o
n th
ispa
ge?
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
22:: I
dent
ify th
e pa
rt o
f spe
ech
of a
w
ord
whe
n pr
esen
ted
with
the
entir
e lis
ting
of th
e w
ord
from
a
dict
iona
ry.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
wor
d/de
finiti
on fr
om a
glo
ssar
y an
dth
ree
resp
onse
opt
ions
. Whi
ch p
art o
fth
e de
finiti
on s
how
s ho
w th
e w
ord
isus
ed in
the
sent
ence
?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 33
:: Use
con
text
to
hel
p de
cide
whi
ch
defin
ition
from
a li
st
of d
efin
ition
s is
the
mos
t app
ropr
iate
ch
oice
.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ada
sent
ence
con
tain
ing
a hi
ghlig
hted
or
unde
rline
d w
ord
and
thre
e re
spon
seop
tions
. Whi
ch d
efin
ition
is th
e be
stba
sed
on h
ow th
e w
ord
is us
ed in
this
sent
ence
?R Ree
ssppoonn
ssee:: w
ill v
ary
FSA
A—D
ataf
olio
Gra
de 9
ELA
Act
ivity
Cho
ices
51
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr:: In
tegr
atio
n of
Kno
wle
dge
and
Idea
s
IInntteeggrraattiioonn ooff KKnnoowwlleeddggee aanndd IIddeeaass
RReeaaddiinngg IInnffoorrmmaattiioonnaall TTeexxtt
IInnffoorrmmaattiioonnaall
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Del
inea
te a
nd e
valu
ate
the
argu
men
t and
spec
ific
clai
ms
in a
text
, ass
essin
g w
heth
er th
e re
ason
ing
is va
lid a
nd th
e ev
iden
ce is
rele
vant
and
suffi
cien
t; id
entif
y fa
lse s
tate
men
ts a
nd fa
llaci
ous r
easo
ning
.
LLAAFFSS..991100..RRII..33..88
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: Id
entif
y cl
aim
s an
d ar
gum
ents
mad
e by
the
auth
or.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..991100..RRII..33..AAPP..88aa
FFii
nndd aa
ccllaa
iimm//aa
rrgguumm
eenntt tt
hheeaauu
tthhoorr
mmaakk
eess iinn
tthhee
tteexxtt
..
LLiisstt
//hhiigg
hhlliigg
hhtt oo
nnee oo
rr mmoorr
eessee
nntteenn
cceess
tthhaatt
ssuupppp
oorrtt tt
hheeccll
aaiimm
..
CChhooii
ccee 11
:: Ide
ntify
a
clai
m/a
rgum
ent t
he
auth
or m
akes
in a
text
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adan
art
icle
and
thre
e re
spon
se o
ptio
ns.
Whi
ch s
ente
nce
show
s w
hat t
heau
thor
’s c
laim
is in
this
artic
le?
Text
ssh
ould
be
info
rmat
iona
l art
icle
s on
aso
cial
sci
ence
or s
cien
ce to
pic.
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
22:: I
dent
ify o
ne
or m
ore
deta
ils th
at
supp
ort a
cla
im.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adan
art
icle
and
thre
e re
spon
se o
ptio
ns.
Whi
ch d
etai
l(s) f
rom
the
artic
le s
uppo
rts
the
auth
or’s
arg
umen
t? T
exts
sho
uld
bein
form
atio
nal a
rtic
les
on a
soc
ial s
cien
ceor
sci
ence
topi
c. (
Auth
or’s
arg
umen
t is
prov
ided
to th
e st
uden
t.)RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 33
:: List
two
piec
es o
f evi
denc
e th
at
supp
orts
the
clai
m.
3.Th
e st
uden
t is
pres
ente
d w
ith a
n ar
ticle
and
thre
e re
spon
se o
ptio
ns. W
hich
two
piec
es o
f evi
denc
e su
ppor
t the
aut
hor’s
clai
m?
Text
s sh
ould
be
info
rmat
iona
lar
ticle
s on
a s
ocia
l sci
ence
or s
cien
ceto
pic.
(Aut
hor’s
arg
umen
t is
prov
ided
toth
e st
uden
t.)RRee
ssppoonn
ssee:: w
ill v
ary
FSA
A—D
ataf
olio
Gra
de 9
ELA
Act
ivity
Cho
ices
52
| P
ag
e
ge
eess aiicc P
hhoo
|
CC 53ff
oo 3 3 3
eerrbbuumm
NN
tt 3 e e .7nn 4dd 1.ii .3o o . 3.rr L .
eepp
CC
ILR .Rdd 0rr 1aadd 910.
910.
.9uu .
S S aann
. Sll F
BB
F F)) AAA SStt A AL L
00 EELL
L
11 ((ssee ttrrdd AAaarr ggee
GG aauu l ggoo a
nn e e r rii one ell aa u u i
ffoo LL rr tt tn n aa ahh ee er er m
ttaa ss GG t tii i i
ggll L L for
aa n
DD EEnn
I
——AAAA
seaSS dFF I d s y y l ni er r a ro o et u e
a
g g ct g
ee D d nttt u e i
aa d r
CC n t wl
S uepr
gg a o ldiinn s n B
ttrr ea
n K 0
a fd t e 1
eeppoo f I oa adr r
RR ey n
C oK ita io G
r ol
eg af
t at
n DI —ASAF
FSAA
—Da
tafo
lio G
rade
10
ELA
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 33:: K
ey Id
eas a
nd D
etai
ls
KKeeyy IIddeeaass aanndd DDeettaaiillss
RReeaaddiinngg LLiitteerraattuurree
LLiitteerraattuurree
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Ana
lyze
how
com
plex
cha
ract
ers (
e.g.
, tho
se w
ith m
ultip
le o
r con
flict
ing
mot
ivat
ions
) dev
elop
ove
r th
e co
urse
of a
text
, int
erac
t with
oth
er c
hara
cter
s, a
nd a
dvan
ce th
e pl
ot o
r dev
elop
the
them
e.
LLAAFFSS..991100..RRLL..11..33
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: D
elin
eate
how
a c
ompl
ex c
hara
cter
dev
elop
s ov
er th
e co
urse
of a
text
, in
tera
cts
with
oth
er c
hara
cter
s, a
nd a
dvan
ces
the
plot
or d
evel
ops
the
them
e.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..991100..RRLL..11..AAPP..33bb
LLii
sstt hh
ooww oo
rr wwhhyy
aa cc
hhaarraa
cctteerr
’’ssddee
cciissiioo
nnss mm
aakkee
tthheemm
aaccoo
mmppll
eexx cc
hhaarraa
cctteerr
..
CCrreeaa
ttee aa
ttiimm
eelliinn
ee ooff
eevvee
nnttss
((ii..ee..
,, bbeegg
iinnnnii
nngg,, mm
iiddddll
ee,, ee
nndd))
tthhaatt
ccoonn
ttrriibb
uutteess
ttoo tthh
eeddee
vveelloo
ppmmeenn
tt ooff tt
hhee cc
oommppll
eexxcchh
aarraacc
tteerr ii
nn aa
tteexxtt
..
IIddeenn
ttiiffyy
hhooww
aa cc
hhaarraa
cctteerr
cchhaann
ggeess oo
vveerr tt
iimmee
bbyyaann
aallyyzz
iinngg
hhooww
tthhee
cchhaarr
aaccttee
rrddee
vveelloo
ppss tthh
rroouugg
hhoouutt
tthhee
tteexxtt
..
CChhooii
ccee 11
:: Id
entif
y a
reas
on th
at a
ch
arac
ter f
rom
a
stor
y m
akes
a
deci
sion.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
shor
t sto
ry a
nd th
ree
resp
onse
opt
ions
. Why
does
the
mai
n ch
arac
ter d
ecid
e to
(eve
nt o
rid
ea fr
om th
e st
ory)
?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 22
:: Ide
ntify
a
char
acte
r at t
he
begi
nnin
g of
a s
tory
an
d th
e sa
me
char
acte
r at t
he e
nd
of th
e st
ory.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad a
shor
t sto
ry a
nd th
ree
resp
onse
opt
ions
. How
does
the
char
acte
r cha
nge
from
the
begi
nnin
g of
the
stor
y to
the
end
of th
est
ory?
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
33:: O
rder
key
ev
ents
from
a s
tory
. 3.
The
stud
ent i
s pr
esen
ted
with
and
read
ash
ort s
tory
and
thre
e re
spon
se o
ptio
ns. P
lace
the
even
ts fr
om th
e st
ory
in o
rder
from
begi
nnin
g to
end
.R Ree
ssppoonn
ssee:: w
ill v
ary
FSA
A—D
ataf
olio
Gra
de 1
0EL
AAc
tivity
Cho
ices
54|P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 33:: V
ocab
ular
y Ac
quisi
tion
and
Use
CCrraafftt aanndd SSttrruuccttuurree
LLaanngguuaaggee
LLiitteerraattuurree SSTT
AANNDDAA
RRDD
CCOODDEE
SSttaann
ddaarrdd
:: Det
erm
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
and
phr
ases
bas
ed o
n gr
ades
9–1
0 re
adin
g an
d co
nten
t, ch
oosin
g fle
xibl
y fr
om a
rang
e of
str
ateg
ies.
4a
. Use
con
text
(e.g
., th
e ov
eral
l mea
ning
of a
sen
tenc
e, p
arag
raph
, or t
ext;
a w
ord’
s po
sitio
n or
func
tion
in a
sen
tenc
e) a
s a
clue
to th
e m
eani
ng o
f a w
ord
or p
hras
e.
4b. I
dent
ify a
nd c
orre
ctly
use
pat
tern
s of
wor
d ch
ange
s th
at in
dica
te d
iffer
ent m
eani
ngs
or p
arts
of s
peec
h (e
.g.,
anal
yze,
an
alys
is, a
naly
tical
; adv
ocat
e, a
dvoc
acy)
. 4c
. Con
sult
gene
ral a
nd s
peci
aliz
ed re
fere
nce
mat
eria
ls (e
.g.,
dict
iona
ries,
glo
ssar
ies,
thes
auru
ses)
, bot
h pr
int a
nd d
igita
l, to
find
the
pron
unci
atio
n of
a w
ord
or d
eter
min
e or
cla
rify
its p
reci
se m
eani
ng, i
ts p
art o
f spe
ech,
or i
ts e
tym
olog
y.
4d. V
erify
the
prel
imin
ary
dete
rmin
atio
n of
the
mea
ning
of a
wor
d or
phr
ase
(e.g
., by
che
ckin
g th
e in
ferr
ed m
eani
ng in
co
ntex
t or i
n a
dict
iona
ry).
LLAASSFF..991100..LL..33..44
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: V
erify
the
pred
ictio
n of
the
mea
ning
of a
new
wor
d or
phr
ase.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..991100..LL..33..AAPP..44aa
UUssee
wwoorr
dd ppaa
rrttss ((
aaffffiixx
eess,, rr
oooottss
)) ttoo
hheellpp
pprree
ddiicctt
tthhee
mmeeaa
nniinngg
ooff aa
nnuunn
kknnooww
nn ww
oorrdd..
UU
ssee tthh
ee ccoo
nntteexx
tt ttoo
hheellpp
ddeecc
iiddee
wwhhii
cchh dd
eeffiinn
iittiioonn
((ffrroo
mm aa
lliisstt
ooff
ddeeffiinn
iittiioonn
ss)) iiss
tthhee
mmooss
ttaapp
pprroopp
rriiaattee
cchhoo
iiccee..
CChhooii
ccee 11
:: Use
affi
xes
and
root
s to
hel
p pr
edic
t the
m
eani
ng o
f an
unkn
own
wor
d.
1.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
wor
d in
isol
atio
n an
d th
ree
resp
onse
opt
ions
. Whi
ch is
the
corr
ect d
efin
ition
of (
a w
ord)
?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 22
:: Use
con
text
to
help
dec
ide
whi
ch
defin
ition
from
a li
st o
f de
finiti
ons
is th
e m
ost
appr
opria
te c
hoic
e.
2.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sen
tenc
e an
d th
ree
resp
onse
optio
ns. W
hich
def
initi
on is
cor
rect
base
d on
the
way
the
wor
d is
used
in th
is se
nten
ce?
R Reesspp
oonnssee
:: will
var
yCChh
ooiiccee
33:: U
se c
onte
xt
from
with
in a
sen
tenc
e to
he
lp d
eter
min
e m
eani
ng.
3.Th
e st
uden
t is
pres
ente
d w
ith a
ndre
ad a
sen
tenc
e an
d th
ree
resp
onse
optio
ns. W
hich
oth
er w
ord
or w
ords
in th
e se
nten
ce h
elp
you
unde
rsta
ndth
e m
eani
ng o
f the
und
erlin
edw
ord?
R Reesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 1
0EL
AAc
tivity
Cho
ices
55|P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn//
SStt
rraanndd
GG
eennrree
CCll
uussttee
rr 33:: I
nteg
ratio
n of
Kno
wle
dge
and
Idea
s
IInntteeggrraattiioonn ooff KKnnoowwlleeddggee aanndd IIddeeaass
RReeaaddiinngg IInnffoorrmmaattiioonnaall TTeexxtt
IInnffoorrmmaattiioonnaall
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Ana
lyze
var
ious
acc
ount
s of a
subj
ect t
old
in d
iffer
ent m
ediu
ms (
e.g.
, a p
erso
n’s l
ife s
tory
in b
oth
prin
t and
mul
timed
ia),
dete
rmin
ing
whi
ch d
etai
ls ar
e em
phas
ized
in e
ach
acco
unt.
LLAAFFSS..991100..RRII..33..77
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: C
ompa
re a
nd c
ontr
ast v
ario
us a
ccou
nts o
f a su
bjec
t in
two
or m
ore
med
ium
s.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
LLAAFFSS..991100..RRII..33..AAPP..77aa
IIdd
eennttiiff
yy,, ffrr
oomm pp
rriinntt ss
oouurrcc
eess,,
iinnffoo
rrmmaatt
iioonn
aabboouu
tt tthhee
ttooppii
cc ooff
tthhee
iinnffoo
rrmmaatt
iioonnaa
ll rreepp
oorrtt..
IIdd
eennttiiff
yy,, ffrr
oomm dd
iiggiittaa
ll ssoouu
rrcceess
,,iinn
ffoorrmm
aattiioo
nn aabb
oouutt tt
hhee ttoo
ppiicc
ooff tthh
eeiinn
ffoorrmm
aattiioo
nnaall rr
eeppoorr
tt..
CCoomm
ppaarree
//ccoonn
ttrraass
tt hhooww
tthhee
ttooppii
cciiss
ppoorrtt
rraayyee
dd iinn
eeaacc
hh mm
eeddiiuu
mm..
CChhooii
ccee 11
:: Ide
ntify
in
form
atio
n ab
out a
to
pic
from
two
prin
t so
urce
s.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adtw
o in
form
atio
nal a
rtic
les
on th
e sa
me
topi
c an
d th
ree
resp
onse
opt
ions
. Wha
tin
form
atio
n ab
out t
he to
pic
is th
e sa
me
in b
oth
prin
t sou
rces
?RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 22
:: Ide
ntify
in
form
atio
n ab
out a
to
pic
from
two
digi
tal
sour
ces.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adtw
o di
gita
l inf
orm
atio
nal a
rtic
les
and
two
resp
onse
opt
ions
. Wha
tin
form
atio
n ab
out t
he to
pic
is th
e sa
me
in b
oth
digi
tal s
ourc
es?
R Reesspp
oonnssee
:: will
var
yCChh
ooiiccee
33:: C
ompa
re
and/
or c
ontr
ast
info
rmat
ion
on a
topi
c fr
om o
ne p
rint a
nd o
ne
digi
tal s
ourc
e.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
adon
e in
form
atio
nal a
rtic
le a
nd o
nedi
gita
l sou
rce
of in
form
atio
n on
the
sam
e to
pic
and
pres
ente
d w
ith th
ree
resp
onse
opt
ions
. How
is th
ein
form
atio
n in
the
prin
t sou
rce
the
sam
e as
(or d
iffer
ent f
rom
) the
dig
ital
sour
ce?
R Reesspp
oonnssee
:: will
var
y
FSA
A—D
ataf
olio
Gra
de 1
0EL
AAc
tivity
Cho
ices
56|P
ag
e
ag
e
eess
eess Piicc iicc |
hhoo hhoo 57
CC CC
ff f f
oo 3 3 3 oo 3 3 2
e err eerrbb bb
uumm uumm
NN NN ssttnniirreepp 4 .2
.2 .12.uu .2
.6.1 .1 . .1ll ee .1 e e DD .2 TBB dd dd GD F Roo II o o -)) CC - CE S MS - -- F CC G
M
OOCC
912. A G -dd Grraadd 912. dd
.S 912. rr Gaadd. 912.
912.
EE aann . S .S F a ann S 912.
.F . S (( SStt A F A S Stt SF FF
M A M A Aee AM M Mss Mrr 11 yyrruu aarr eettoollgg
eebb mm
CC eeoo
AAff GG
oo ss ss ese ess eess
yr i
et
tdd cc cccc cc er
EEnn AA AA m p
o o
n r
og c P
ioo iiill em rr
T et
ffoo dt m s ny gg a n , eo y
ttaa r Syy n i y yi es G etelaa rr er el r r l d o o d oo s mbDD gg g nd g g ne e m o no e e eo
M a a o
——
tt u M
t t i,a a aa i ttr Ga CC e N dd CC Tn t en hu
AAAA
tgg gg qniinn h as i inn h mg Et t t a tt i e wi
e eppoorr nd a
eeppoorr r h gr R t nSS o un b ,
a
i sye wi i
FF ct
l s
cs gl n R R r ea et d ntRR i ii u a ot A F ls i M epr
i m uic M
t lra i Bt S et CS
ce,
m O
eo
E
en o
G
iolur , afg atn es Do clC r —i AC
SAF
eess ag
e
eess Piicc eess iicc |
hhoo iicc hhoo 58
CCff h hoo
CC
oo 2 3 3 CC
ff 3 2 3 oo 3 3 2
e err ff oo eerrbb
uumm
eerr bb
bb uummNN uumm NN ss NNttnniirreepp ee e e1d d 10 12 d d 4uu 7. o oll 20
oo 2. .7 .2 5. .1ee 3 6 CC .A . . CCBB dd Add ddoo rr C.1
C.3
CC 17. r r
912. A
14.
15.
a a
912.
912. . .C
.2
aa)) .7 .7 .. .
OOCC . dd dddd L .7
912.
L S
912. L aann
. S Sr r
912. S . . S SS S Sa a S a ann
SStt S Sd d SSttEE aann . .C C .
(( SStt CS S Seess yyrr 11 rroouu yy sstt ssgg iiccoo lloo
ii HH iivv
CC iioo ..SS CC
BBsseess ssss
UU.. ssff eessoo cc es na
l
c c cc ee y g dd tcc r A A scc t
EEnn AA cc u enA A t l enl en ena mh n t en
zii ms C noo C
n erm h c C v f ero e iii ill et o t st i m o
y he In
tern
atio
v
ffoo
ou t g l y o G esy y t y yrr n d is r r t Go o
ttaa
l ov oo en o o n i fl o gg i oyy i w co E Ec ee
1910
g g E rese
nt
1940
b
B T
efen
se o
f
eerr P w a i ndaa d tt tt s oo o r aa y dn l aa a n–DD a n igg a CC r n
1940 CC L o cte e l au , a – ftt ,
1860
– a p
——
gg
1890
g g nyaa l Ei iinn ,l oel t s iinn es CC tt d n D
C ed r r
AAAA
o n ca Fu
g g i esi td t a i nd
ttrr R
eeppoo s d
i inn l o na nhtt n l o a p ar r eeppoo d
er a a H u tR R,n en P eace
RR r nSS eeppoo r p , P u ,s oa o y t FF e i s
cul o P r ta ta
tes
P hi d S a ntRR gt , et t n z i
e sl ca
in ilii
The
Uni
ted a R in ep
r
o i m uf s li is n e N n , a
M i gl M g es Bs t a l ria r o Ca a Ol bg O R OLC r o EO lG o i
olaf
atD
—ASAF
FSAA
—Da
tafo
lio A
cces
s Al
gebr
a I
RRee
ppoorrtt
iinngg
CCaattee
ggoorryy
DDoomm
aaiinn
CClluuss
tteerr 11
:: Sum
mar
ize, r
epre
sent
, and
inte
rpre
t dat
a on
a s
ingl
e co
unt o
r mea
sure
men
t var
iabl
e.
SSttaattiissttiiccss aanndd tthhee NNuummbbeerr SSyysstteemm
SSttaattiissttiiccss && PPrroobbaabbiilliittyy:: IInntteerrpprreettiinngg CCaatteeggoorriiccaall && QQuuaannttiittaattiivvee DDaattaa
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Use
sta
tistic
s ap
prop
riate
to th
e sh
ape
of th
e da
ta d
istrib
utio
n to
com
pare
cen
ter (
med
ian,
mea
n) a
nd sp
read
(in
terq
uart
ile ra
nge,
stan
dard
dev
iatio
n) o
f tw
o or
mor
e di
ffere
nt d
ata
sets
.
MMAAFFSS..991122..SS--IIDD..11..22 AACC
CCEESSSS
PPOO
IINNTT
CCOODDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: D
escr
ibe
a di
strib
utio
n us
ing
cent
er a
nd sp
read
.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..991122..SS--IIDD..11..AAPP..22aa
CCoonncc
rreettee
::
GGiivv
eenn aa
ddaatt
aa ddii
ssppllaa
yy,, iidd
eennttiiff
yy oouu
ttlliieerr
ss iinn
tthhee
ddaattaa
sseett..
IIdd
eennttiiff
yy tthh
ee hhii
gghheess
tt aanndd
llooww
eesstt vv
aalluuee
iinn aa
ddaa
ttaa ssee
tt ggiivv
eenn aa
nnuumm
bbeerr ll
iinnee
aanndd
mmaatt
cchhiinn
gg ssyy
mmbboo
llss ((cc
oonnccee
pptt oo
ff rraann
ggee))..
IIdd
eennttiiff
yy tthh
ee ccoo
nncceepp
tt ooff mm
eeddiiaa
nn uuss
iinngg
ccoonncc
rreettee
rreepprr
eesseenn
ttaattiioo
nnss oo
ff ddaatt
aa ((cc
rreeaatt
ee aa
bbaarr gg
rraapphh
wwiitthh
aann
oodddd
nnuumm
bbeerr oo
ff bbaarr
ss uuss
iinngg
ssnnaapp
ccuubb
eess;; aa
rrrraann
ggee ffrr
oomm sshh
oorrttee
sstt
ttoo ttaa
lllleesstt
;; ssttuu
ddeenntt
ppllaa
cceess ff
iinnggee
rrss oo
nn ttww
oo oouu
ttssiidd
ee ttoo
wweerr
ss,, kk
nnoocckk
ss ttoo
wweerr
ss oovvee
rr,, aann
dd mm
oovveess
iinnww
aarrdd
uunnttiill
tthhee
oonnee
mmiidd
ddllee
ttooww
eerr llee
fftt ss
ttaanndd
iinngg
iiss rree
aacchhee
dd))..
Fi
nd th
e m
ean
usin
g co
ncre
te m
ater
ials
.
C Chhooii
ccee 11
:: Giv
en a
sca
tter
pl
ot, i
dent
ify o
utlie
rs in
a
data
set
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
sca
tter
pl
ot s
how
ing
a po
sitiv
e co
rrel
atio
n w
ith
one
outli
er a
nd th
ree
resp
onse
opt
ions
. W
hich
dat
a po
int i
s an
out
lier?
RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 22
:: Ide
ntify
the
high
est a
nd lo
wes
t val
ues
in a
dat
a se
t giv
en a
nu
mbe
r lin
e an
d m
atch
ing
sym
bols
(con
cept
of
rang
e).
2.Th
e st
uden
t is
pres
ente
d w
ith a
num
ber
line
num
bere
d fr
om 0
to 5
with
thre
e po
ints
sho
wn
on th
e nu
mbe
r lin
e. W
hich
po
int s
how
s th
e hi
ghes
t val
ue o
n th
e nu
mbe
r lin
e? W
hich
poi
nt s
how
s th
e lo
wes
t val
ue o
n th
e nu
mbe
r lin
e?
RReesspp
oonnssee
:: will
var
y CChh
ooiiccee
33:: I
dent
ify th
e co
ncep
t of m
ode
or
med
ian
usin
g m
anip
ulat
ives
.
3.Th
e st
uden
t is
pres
ente
d w
ith e
ight
or
few
er c
olor
ed s
nap
cube
s to
repr
esen
t a
data
set
, and
ask
ed to
iden
tify
the
colo
r th
at is
mos
t pre
vale
nt in
the
set a
s th
e m
ode.
RRee
ssppoonn
ssee:: w
ill v
ary
FSA
A—D
ataf
olio
Acc
ess
Alge
bra
I EO
C A
ctiv
ity C
hoic
es
59 |
Pa
ge
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 11
:: Cre
ate
equa
tions
that
des
crib
e nu
mbe
rs o
r rel
atio
nshi
ps.
AAllggeebbrraa aanndd MMooddeelliinngg
AAllggeebbrraa:: CCrreeaattiinngg EEqquuaattiioonnss
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Cre
ate
equa
tions
in tw
o or
mor
e va
riabl
es to
repr
esen
t rel
atio
nshi
ps b
etw
een
quan
titie
s; g
raph
equ
atio
ns o
n co
ordi
nate
axe
s w
ith la
bels
and
scal
es.
MMAAFFSS..991122..AA--CCEEDD..11..22
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: G
raph
equ
atio
ns in
two
or m
ore
varia
bles
on
coor
dina
te a
xes
with
labe
ls an
d sc
ales
.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..991122..AA--CCEEDD..11..AAPP..22aa
CCoonncc
rreettee
::
MMaatt
cchh tthh
ee eeqq
uuaattiioo
nn ttoo
iittss gg
rraapphh
..
IIddeenn
ttiiffyy
ppooiinn
tt ooff ii
nntteerr
sseecctt
iioonn
bbeettww
eeeenn
ttwwoo
ggrraapp
hhss ((oo
ff aa ttww
oo--vvaa
rriiaabbll
ee eeqq
uuaattiioo
nn))..
U
se to
ols
to g
raph
equ
atio
ns in
two
varia
bles
(i.e
., m
anip
ulat
ives
, ca
lcul
ator
s, e
quat
ion
calc
ulat
ors,
so
ftw
are,
etc
.)
C Chhooii
ccee 11
:: Ide
ntify
an
equa
tion
with
two
varia
bles
.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
equa
tions
as
resp
onse
opt
ions
. Whi
ch
equa
tion
has
two
varia
bles
?
RReesspp
oonnssee
:: equ
atio
n w
ith tw
o va
riabl
es
CChhooii
ccee 22
:: Mat
ch a
n eq
uatio
n to
its
grap
h.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad o
ne
equa
tion
and
thre
e gr
aphs
as
resp
onse
op
tions
. The
two
inco
rrec
t gra
phs
will
hav
e ei
ther
a v
ertic
al o
r hor
izon
tal l
ine.
Whi
ch g
raph
m
atch
es th
e eq
uatio
n?
RReesspp
oonnssee
:: will
var
y CChh
ooiiccee
33:: I
dent
ify p
oint
of
inte
rsec
tion
betw
een
two
grap
hs (o
f a tw
o-va
riabl
e eq
uatio
n).
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
grap
hs a
s re
spon
se o
ptio
ns. W
hich
gra
ph
show
s in
ters
ectin
g lin
es?
RReesspp
oonnssee
:: one
sho
win
g in
ters
ectin
g lin
es
FSA
A—D
ataf
olio
Acc
ess
Alge
bra
I EO
C A
ctiv
ity C
hoic
es
60 |
Pa
ge
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 22
:: Int
erpr
et fu
nctio
ns th
at a
rise
in a
pplic
atio
ns in
term
s of
the
cont
ext.
FFuunnccttiioonnss aanndd MMooddeelliinngg
FFuunnccttiioonnss:: IInntteerrpprreettiinngg FFuunnccttiioonnss
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Cal
cula
te a
nd in
terp
ret t
he a
vera
ge ra
te o
f cha
nge
of a
func
tion
(pre
sent
ed s
ymbo
lical
ly o
r as a
tabl
e) o
ver a
sp
ecifi
ed in
terv
al. E
stim
ate
the
rate
of c
hang
e fr
om a
gra
ph.
MMAAFFSS..991122..FF--IIFF..22..66
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: D
escr
ibe
the
rate
of c
hang
e of
a fu
nctio
n us
ing
wor
ds.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..991122..FF--IIFF..22..AAPP..66aa
CCoonncc
rreettee
::
Man
ipul
ate
lines
on
a gr
aph
to s
how
st
eepn
ess.
Man
ipul
ate
lines
on
a gr
aph
to s
how
ris
e or
fall.
Man
ipul
ate
lines
on
a gr
aph
to s
how
po
sitiv
e or
neg
ativ
e.
IIdd
eennttiiff
yy tthh
ee ccoo
nncceepp
ttss oo
ff ssttee
eeppnnee
ssss,,
rriissee,,
aanndd
ffaallll
iinn rree
aall--llii
ffee cc
oonnttee
xxttss
((ee..gg
..,, rraa
mmppss
,, rroooo
fflliinnee
,, ssttaa
iirrss,, ee
ssccaall
aattoorr
ss))..
De
fine
rate
of c
hang
e (d
escr
ibes
the
aver
age
rate
at w
hich
one
qua
ntity
is
chan
ging
with
resp
ect t
o so
met
hing
el
se c
hang
ing)
.
IIddeenn
ttiiffyy
ccoomm
mmoonn
rraattee
ooff cc
hhaanngg
ee::
oMM
iilleess pp
eerr gg
aalllloo
nn ––
ccaallcc
uullaatt
eedd bb
yy ddii
vviiddii
nngg tthh
ee nnuu
mmbbee
rr ooff mm
iilleess bb
yy tthh
ee nnuu
mmbbee
rr ooff gg
aalllloo
nnss uu
sseedd
oCCoo
sstt pp
eerr kk
iillooww
aatttt ––
ccaall
ccuullaa
tteedd
bbyy
ddiivvii
ddiinngg
tthhee
ccoosstt
ooff tt
hhee ee
lleecctt
rriicciittyy
bbyy
tthhee
nnuumm
bbeerr oo
ff kkiilloo
wwaatt
ttss uu
sseedd
oMM
iilleess pp
eerr hh
oouurr
CChhooii
ccee 11
:: Ide
ntify
the
conc
epts
of s
teep
ness
, ris
e, a
nd fa
ll in
real
-life
co
ntex
ts (e
.g.,
ram
ps,
roof
line,
sta
irs,
esca
lato
rs).
1.Th
e st
uden
t is
pres
ente
d w
ith th
ree
pict
ures
of
eve
ryda
y sc
enar
ios
as re
spon
se o
ptio
ns.
Whi
ch p
ictu
re re
pres
ents
a s
lope
?
RReesspp
oonnssee
:: will
var
y
CChhooii
ccee 22
:: Ide
ntify
a
grap
h th
at d
ispl
ays
a co
mm
on ra
te o
f cha
nge.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad
thre
e gr
aphs
as
resp
onse
opt
ions
. Bot
h th
e x-
and
y-a
xes
shou
ld b
e la
bele
d. W
hich
gra
ph
show
s a
cons
tant
rate
of c
hang
e?
R Reesspp
oonnssee
:: gra
ph s
how
ing
a co
nsta
nt ra
te o
f ch
ange
CChh
ooiiccee
33:: I
dent
ify u
nit
rate
in a
giv
en s
ituat
ion.
3.
The
stud
ent i
s pr
esen
ted
with
and
read
a
grap
h/ta
ble
show
ing
the
cost
of a
pple
s pe
r po
und:
CCoo
sstt oo
ff AApppp
lleess
PPoouunn
ddss
CCoosstt
(($$))
1 1.
10
2 2.
20
3 3.
30
Wha
t is
the
cost
per
pou
nd o
f app
les?
RRee
ssppoonn
ssee:: $
1.10
FSA
A—D
ataf
olio
Acc
ess
Alge
bra
I EO
C A
ctiv
ity C
hoic
es
61 |
Pa
ge
FSAA
—Da
tafo
lio A
cces
s G
eom
etry
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 11
:: Und
erst
and
simila
rity
in te
rms o
f sim
ilarit
y tr
ansf
orm
atio
ns.
CCoonnggrruueennccee,, SSiimmiillaarriittyy,, RRiigghhtt TTrriiaanngglleess,, aanndd TTrriiggoonnoommeettrryy
GGeeoommeettrryy,, SSiimmiillaarriittyy,, RRiigghhtt TTrriiaanngglleess,, aanndd TTrriiggoonnoommeettrryy
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Giv
en tw
o fig
ures
, use
the
defin
ition
of s
imila
rity
in te
rms o
f sim
ilarit
y tr
ansf
orm
atio
ns to
dec
ide
if th
ey a
re
simila
r; ex
plai
n us
ing
simila
rity
tran
sfor
mat
ions
the
mea
ning
of s
imila
rity
for t
riang
les
as th
e eq
ualit
y of
all
corr
espo
ndin
g pa
irs o
f ang
les
and
the
prop
ortio
nalit
y of
all
corr
espo
ndin
g pa
irs o
f sid
es.
MMAAFFSS..991122..GG--SSRRTT..11..22 AACC
CCEESSSS
PPOO
IINNTT
CCOODDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: D
eter
min
e if
two
figur
es a
re s
imila
r.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..991122..GG--SSRRTT..11..AAPP..22aa
CCoonncc
rreettee
::
SSeellee
cctt ttww
oo oobb
jjeecctt
ss tthhaa
tt aarree
tthhee
ssaamm
ee sshh
aappee..
UUssee
aapppp
rroopprr
iiaattee
ttooooll
ss aass nn
eeeeddee
dd ttoo
dduupp
lliiccaatt
ee aa
sshhaapp
ee ((ee
..gg..,,
wwiikk
ii sstt
iicckkss
,, ccoomm
ppuuttee
rrss,, ii
nntteerr
aaccttiivv
ee ww
hhiittee
bbooaa
rrddss,,
mmaarr
kkeerrss
))..
Use
geo
met
ry s
oftw
are
to
crea
te d
ilatio
ns.
IIdd
eennttiiff
yy ccoo
nnggrruu
eenntt aa
nnggllee
ss ooff
ssiimmiillaa
rr ffiigg
uurreess
..
CChhooii
ccee 11
:: Sel
ect t
wo
obje
cts
that
are
the
sam
e sh
ape.
1.Th
e st
uden
t is
pres
ente
d w
ith a
righ
t tria
ngle
an
d th
ree
resp
onse
opt
ions
. Whi
ch p
ictu
re
show
s a
right
tria
ngle
?
RReesspp
oonnssee
:: rig
ht tr
iang
le
CChhooii
ccee 22
:: Use
app
ropr
iate
to
ols
as n
eede
d to
du
plic
ate
a sh
ape.
2.Th
e st
uden
t is
pres
ente
d w
ith a
sha
pe u
sing
wik
i st
icks
, com
pute
rs, i
nter
activ
e w
hite
boa
rds,
or
mar
kers
to d
uplic
ate
a sh
ape.
RRee
ssppoonn
ssee:: w
ill v
ary
CChhooii
ccee 33
:: Ide
ntify
co
ngru
ent a
ngle
s of
sim
ilar f
igur
es.
3.St
uden
t is
pres
ente
d w
ith tw
o co
ngru
ent
tria
ngle
s; tr
iang
le A
BC a
nd tr
iang
le D
EF. W
hat
angl
e in
tria
ngle
DEF
is c
ongr
uent
to a
ngle
A?
RReesspp
oonnssee
:: an
gle
D
FSA
A—D
ataf
olio
Acc
ess
Geo
met
ry E
OC
Act
ivity
Cho
ices
62
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 22
:: Visu
alize
rela
tions
hips
bet
wee
n tw
o-di
men
siona
l and
thre
e-di
men
siona
l obj
ects
.
CCiirrcclleess,, GGeeoommeettrriicc MMeeaassuurreemmeenntt,, aanndd GGeeoommeettrriicc PPrrooppeerrttiieess wwiitthh EEqquuaattiioonnss
GGeeoommeettrryy:: GGeeoommeettrriicc MMeeaassuurreemmeenntt && DDiimmeennssiioonn SSTT
AANNDDAA
RRDD
CCOODDEE
SStt
aannddaa
rrdd:: I
dent
ify th
e sh
apes
of t
wo-
dim
ensio
nal c
ross
sec
tions
of t
hree
-dim
ensio
nal o
bjec
ts, a
nd id
entif
y th
ree-
dim
ensio
nal o
bjec
ts g
ener
ated
by
rota
tions
of t
wo-
dim
ensio
nal o
bjec
ts.
MMAAFFSS..991122..GG--GGMMDD..22..44
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: Id
entif
y sh
apes
cre
ated
by
cros
s sec
tions
of t
wo-
dim
ensio
nal a
nd th
ree-
dim
ensio
nal
figur
es.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..991122..GG--GGMMDD..22..AAPP..44aa
CCoonncc
rreettee
::
IIddeenn
ttiiffyy
tthhee
sshhaapp
ee ooff
aa ss
iiddee((
ss))
ooff aa
tthhrree
ee--ddii
mmeenn
ssiioonnaa
ll oobbjj
eecctt..
MM
aattcchh
aa pp
iiccttuu
rree oo
ff tthhee
ssiidd
ee ww
iitthh aa
ppiicc
ttuurree
ooff tt
hhee sshh
aappee..
C Chhooii
ccee 11
:: Ide
ntify
the
shap
e of
a s
ide(
s) o
f a th
ree-
dim
ensi
onal
obj
ect.
1.Th
e st
uden
t is
pres
ente
d w
ith a
cub
e an
d th
ree
resp
onse
opt
ions
. Whi
ch p
ictu
re re
pres
ents
on
e si
de o
f the
cub
e?
RReesspp
oonnssee
:: a s
quar
e CChh
ooiiccee
22:: M
atch
a p
ictu
re o
f th
e si
de o
f a th
ree-
dim
ensi
onal
obj
ect w
ith a
pi
ctur
e of
the
shap
e.
2.Th
e st
uden
t is
pres
ente
d w
ith a
pic
ture
of a
tr
iang
le a
nd th
ree
resp
onse
opt
ions
. Whi
ch
obje
ct h
as a
sid
e th
at is
the
sam
e sh
ape
as th
e tr
iang
le?
RRee
ssppoonn
ssee:: a
tria
ngul
ar p
yram
id
CChhooii
ccee 33
:: Ide
ntify
a s
hape
cr
eate
d by
a c
ross
sec
tion
of a
thre
e-di
men
sion
al
figur
e.
3.Th
e st
uden
t is
pres
ente
d w
ith a
cub
e cu
t ve
rtic
ally
and
thre
e sh
apes
as
resp
onse
op
tions
. Whi
ch s
hape
repr
esen
ts th
e cu
be a
fter
it
is cu
t?
RReesspp
oonnssee
:: a s
quar
e
FSA
A—D
ataf
olio
Acc
ess
Geo
met
ry E
OC
Act
ivity
Cho
ices
63
| P
ag
e
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
DDoomm
aaiinn
CClluuss
tteerr 11
:: App
ly g
eom
etric
con
cept
s in
mod
elin
g sit
uatio
ns.
MMooddeelliinngg wwiitthh GGeeoommeettrryy
GGeeoommeettrryy:: MMooddeelliinngg wwiitthh GGeeoommeettrryy
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Use
geo
met
ric sh
apes
, the
ir m
easu
res,
and
thei
r pro
pert
ies
to d
escr
ibe
obje
cts
(e.g
., m
odel
ing
a tr
ee tr
unk
or a
hu
man
tors
o as
a c
ylin
der)
.
MMAAFFSS..991122..GG--MMGG..11..11
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd:: D
escr
ibe
the
rela
tions
hip
betw
een
the
attr
ibut
es o
f a fi
gure
and
the
chan
ges i
n th
e ar
ea o
r vol
ume
whe
n on
e at
trib
ute
is ch
ange
d.
EEssssee
nnttiiaa
ll UUnndd
eerrsstt
aannddii
nnggss
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
MMAAFFSS..991122..GG--MMGG..11..AAPP..11aa
CCoonncc
rreettee
::
IIddeenn
ttiiffyy
aa ffiigg
uurree
tthhaatt
rreepprr
eesseenn
ttssaa
cchhaann
ggee iinn
tthhee
oorriigg
iinnaall
ffiigguu
rree..
UU
ssee dd
eessccrr
iippttiivv
ee ww
oorrddss
aabboo
uuttttww
oo ffiigg
uurreess
((ee..gg
..,, bbii
ggggeerr
,,ssmm
aallllee
rr,, lloo
nnggeerr
,, sshhoo
rrtteerr
))..
CChhooii
ccee 11
:: Ide
ntify
a
figur
e th
at re
pres
ents
a
chan
ge in
the
orig
inal
fig
ure.
1.Th
e st
uden
t is
pres
ente
d w
ith fi
gure
1, g
iven
asc
enar
io o
f a c
hang
e an
d th
ree
resp
onse
opt
ions
.W
hich
new
figu
re re
pres
ents
the
chan
ge?
RReesspp
oonnssee
:: will
var
yCChh
ooiiccee
22:: U
se
desc
riptiv
e w
ords
abo
ut
two
figur
es.
2.Th
e st
uden
t is
pres
ente
d w
ith tw
o di
ffere
nt fi
gure
san
d th
ree
resp
onse
opt
ions
. Whi
ch w
ord
com
pare
s sh
ape
1 to
sha
pe 2
?RRee
ssppoonn
ssee:: w
ill v
ary
FSA
A—D
ataf
olio
Acc
ess
Geo
met
ry E
OC
Act
ivity
Cho
ices
64
| P
ag
e
FSAA
—Da
tafo
lio A
cces
s Bi
olog
y I
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
BBooddyy
ooff
KKnnooww
lleeddgg
ee BBii
gg IIdd
eeaa 11
44:: O
rgan
izatio
n an
d De
velo
pmen
t of L
ivin
g O
rgan
isms
MMoolleeccuullaarr aanndd CCeelllluullaarr BBiioollooggyy
LLiiffee SScciieennccee SSTT
AANNDDAA
RRDD
CCOODDEE
SStt
aannddaa
rrdd:: C
ompa
re a
nd c
ontr
ast t
he g
ener
al st
ruct
ures
of p
lant
and
ani
mal
cel
ls. C
ompa
re a
nd c
ontr
ast t
he g
ener
al
stru
ctur
es o
f pro
kary
otic
and
euk
aryo
tic c
ells.
SSCC..991122..LL..1144..33
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd AAcc
ttiivviittyy
CChhoo
iicceess
EExx
aammppll
eess
SSCC..991122..LL..1144..PPaa..11
MM
aattcchh
ppaarr
ttss oo
ff ccoomm
mmoonn
lliivviinn
gg tthh
iinnggss
ttoo tthh
eeiirr
ffuunncc
ttiioonnss
..
CChhooii
ccee 11
:: Mat
ch p
arts
of
an a
nim
al to
thei
r fu
nctio
ns.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
t par
t of a
fish
hel
ps th
e fis
h to
sw
im?
RReesspp
oonnssee
:: tai
lCChh
ooiiccee
22:: M
atch
par
ts o
f a
plan
t to
thei
r fu
nctio
ns.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Whi
ch p
art o
f a p
lant
take
s in
wat
er?
RReesspp
oonnssee
:: roo
ts
FSA
A—D
ataf
olio
Acc
ess
Biol
ogy
I EO
C A
ctiv
ity C
hoic
es
65 |
Pa
ge
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
BBooddyy
ooff
KKnnooww
lleeddgg
ee BBii
gg IIdd
eeaa 11
55:: D
iver
sity
and
Evol
utio
n of
Liv
ing
Org
anism
s
CCllaassssiiffiiccaattiioonn,, HHeerreeddiittyy,, aanndd EEvvoolluuttiioonn
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Disc
uss
dist
ingu
ishin
g ch
arac
teris
tics
of th
e do
mai
ns a
nd k
ingd
oms
of li
ving
org
anism
s.
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd AAcc
ttiivviittyy
CChhoo
iicceess
EExx
aammppll
eess
SSCC..991122..LL..1155..PPaa..22
SSoo
rrtt cc
oommmm
oonn llii
vviinngg
tthhiinn
ggssiinn
ttoo pp
llaanntt
aanndd
aannii
mmaall
kkiinngg
ddoomm
ss..
CChhooii
ccee 11
:: Giv
en tw
o an
imal
s an
d a
plan
t, id
entif
y th
e pl
ant.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Whi
ch o
f the
se is
a p
lant
?RRee
ssppoonn
ssee:: p
lant
CChhooii
ccee 22
:: Giv
en tw
o pl
ants
and
an
anim
al,
iden
tify
the
anim
al.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Whi
ch o
f the
se is
an
anim
al?
R Reesspp
oonnssee
:: ani
mal
CChhooii
ccee 33
:: Giv
en a
pla
nt
and
an a
nim
al, s
ort t
he
livin
g th
ings
into
the
appr
opria
te g
roup
s.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad tw
och
oice
s. T
o w
hich
gro
up d
oes
each
of t
hese
livi
ngth
ings
bel
ong?
R Reesspp
oonnssee
:: sor
ts a
nim
al a
nd p
lant
into
the
corr
ect
grou
ps
FSA
A—D
ataf
olio
Acc
ess
Biol
ogy
I EO
C A
ctiv
ity C
hoic
es
66 |
Pa
ge
SSCC..991122..LL..1155..66
LLiiffee SScciieennccee
RRee
ppoorrtt
iinngg
CCaattee
ggoorryy
BBoo
ddyy oo
ff KKnn
oowwllee
ddggee
BBiigg
IIddeeaa
1177::
Inte
rdep
ende
nce
OOrrggaanniissmmss,, PPooppuullaattiioonnss,, aanndd EEccoossyysstteemmss
LLiiffee SScciieennccee
SSTTAANN
DDAARRDD
CCOO
DDEE
SSttaann
ddaarrdd
:: Pre
dict
the
impa
ct o
f ind
ivid
uals
on e
nviro
nmen
tal s
yste
ms
and
exam
ine
how
hum
an li
fest
yles
affe
ct
sust
aina
bilit
y.
SSCC..991122..LL..1177..2200
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
SSCC..991122..LL..1177..PPaa..77
RRee
ccooggnn
iizzee aa
wwaayy
ttoo hh
eellpp
tthhee
llooccaa
ll eennvv
iirroonnmm
eenntt..
CChhooii
ccee 11
:: Ide
ntify
a w
ay to
he
lp re
duce
pol
lutio
n in
the
loca
l env
ironm
ent.
1.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
t is
one
way
to h
elp
redu
ce
pollu
tion
in th
e lo
cal e
nviro
nmen
t?
RReesspp
oonnssee
:: pic
king
up
tras
h CChh
ooiiccee
22:: I
dent
ify a
way
to
help
reus
e or
redu
ce
mat
eria
l was
te in
the
loca
l en
viro
nmen
t.
2.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
t is
one
way
to h
elp
reus
e or
re
duce
mat
eria
l was
te in
the
loca
l env
ironm
ent?
R Ree
ssppoonn
ssee:: r
ecyc
le b
ottle
s CChh
ooiiccee
33:: I
dent
ify a
way
to
redu
ce w
ater
use
in th
e lo
cal e
nviro
nmen
t.
3.Th
e st
uden
t is
pres
ente
d w
ith a
nd re
ad th
ree
choi
ces.
Wha
t is
one
way
to re
duce
wat
er u
se in
th
e lo
cal e
nviro
nmen
t?
RReesspp
oonnssee
:: tur
n of
f wat
er fa
ucet
whi
le b
rush
ing
teet
h
FSA
A—D
ataf
olio
Acc
ess
Biol
ogy
I EO
C A
ctiv
ity C
hoic
es
67 |
Pa
ge
FSAA
—Da
tafo
lio A
cces
s U
.S. H
istor
y
RReeppoo
rrttiinn
gg CCaa
tteeggoo
rryy
SSttrraa
nndd
SSttaann
ddaarrdd
22:: U
nder
stan
d th
e ca
uses
, cou
rse,
and
con
sequ
ence
s of
the
Civi
l War
and
Rec
onst
ruct
ion
and
its e
ffect
s on
the
Amer
ican
pe
ople
.
LLaattee NNiinneetteeeenntthh aanndd EEaarrllyy TTwweennttiieetthh CCeennttuurryy,, 11886600––11991100
AAmmeerriiccaann HHiissttoorryy
BBEE
NNCCHH
MMAARR
KK CCOO
DDEE
BBeenncc
hhmmaarr
kk:: R
evie
w c
ause
s and
con
sequ
ence
s of
the
Civi
l War
.
SSSS..991122..AA..22..11
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
SSSS..991122..AA..22..PPaa..aa
RRee
ccooggnn
iizzee cc
hhaarraa
cctteerr
iissttiicc
ss ooff
lliiffee
dduurr
iinngg
tthhee
CCiivvii
ll WW
aarr..
CChhooii
ccee 11
:: Rec
ogni
ze a
ch
arac
teris
tic o
f life
du
ring
the
Civi
l War
.
1.Th
e st
uden
t is
read
a c
onte
nt-b
ased
in
form
atio
nal t
ext (
one
to fo
ur s
ente
nces
) abo
ut
life
durin
g w
artim
e an
d as
ked
to re
cogn
ize
a ch
arac
teris
tic o
f life
dur
ing
the
Civi
l War
. RRee
ssppoonn
ssee:: w
ill v
ary
base
d on
the
cont
ent o
f the
pa
ssag
e pr
esen
ted
to th
e st
uden
t CChh
ooiiccee
22:: R
ecog
nize
a
char
acte
ristic
of l
ife in
th
e So
uth
durin
g th
e Ci
vil W
ar.
2.Th
e st
uden
t is
read
a c
onte
nt-b
ased
in
form
atio
nal t
ext (
one
to fo
ur s
ente
nces
) abo
ut
life
in th
e So
uth
durin
g th
e Ci
vil W
ar a
nd a
sked
to
reco
gniz
e a
char
acte
ristic
of l
ife in
the
Sout
h du
ring
the
Civi
l War
. RRee
ssppoonn
ssee:: w
ill v
ary
base
d on
the
cont
ent o
f the
pa
ssag
e pr
esen
ted
to th
e st
uden
t
CChhooii
ccee 33
:: Rec
ogni
ze a
ch
arac
teris
tic o
f life
in
the
Nor
th d
urin
g th
e Ci
vil W
ar.
3.Th
e st
uden
t is
read
a c
onte
nt-b
ased
in
form
atio
nal t
ext (
one
to fo
ur s
ente
nces
) abo
ut
life
in th
e N
orth
dur
ing
the
Civi
l War
and
ask
ed to
id
entif
y a
wor
d/pi
ctur
e ca
rd th
at re
pres
ents
a
char
acte
ristic
of l
ife in
the
Nor
th d
urin
g th
e Ci
vil
War
. RRee
ssppoonn
ssee:: w
ill v
ary
base
d on
the
cont
ent o
f the
pa
ssag
e pr
esen
ted
to th
e st
uden
t
FSA
A—D
ataf
olio
Acc
ess
U.S
. His
tory
EO
C A
ctiv
ity C
hoic
es
68 |
Pa
ge
RReeppoo
rrttiinngg
CCaatteeggoorryy
SSttrraanndd
SSttaannddaarrdd
55::An
alyze
Depressio
n.theeffectsof
thechanging
social,political,andecon
omiccond
ition
sof
theRo
aringTw
entie
sandtheGreat
BBEENNCCHH
MMAARR
KKCCOO
DDEEBBee
nncchhmm
aarrkk::An
alyze
othe
rminorities.
supp
ortfor
andresistanceto
civilrightsforw
omen
,African
Americans,NativeAm
ericans,and
AACCCCEESSSS
MMiilliittaarryy,,PPoolliittiiccaall,,ooiicc mmCChhaalllleennggeess,,
11889900––11994400
iinn ccaaHHiissttoorryy
PPOOIINNTT
CCOODDEE
AAcccceessssPPooiinnttSSttaanndd
aarrdd
AAccttiivviittyy
CChhooiicceess
EExxaamm
pplleess
RReeccooggnniizzee
tthhaattggrroouu
ppssmmaayy
ffeeaarr
ppeeoopp
lleewwhhoo
aarree
ddiiffffee
rreenntt..
CChhooiiccee
11::Re
cognize
howpe
opleare
diffe
rent.
1.Thestud
entisread
acontent‐basedinform
ational
text(one
tofour
senten
ces)that
includ
esseveral
peop
leandaskedto
recognizeho
wape
rson
isdiffe
rent
from
theothe
rs.
GGlloobbaallaannddEEccoonn
AAmmeerr
SSSS..991122..AA..55..1100
PPaa SSSS..991122..AA..55....jj
RReessppoonn
ssee::w
illvarybasedon
theconten
tofthe
passagepresentedto
thestud
ent
C Chhooiiccee
22::Re
cognize
that
peop
lemay
feel
fearfulor
uncomfortablearou
ndpe
oplewho
are
diffe
rent.
2.Thestud
entisread
acontent‐basedinform
ational
text(one
tofour
senten
ces)that
includ
esfirst
timeinteractions
amon
gpeop
leandaskedto
recognizeho
wthepeop
lefelt.
RReessppoonn
ssee::w
illvarydepend
ingon
thecontento
fthepassagepresen
tedto
thestud
ent
FSA
A—
Dat
afol
io A
cces
s U
.S. H
isto
ry E
OC
Act
ivity
Cho
ices
69
|Page
RRee
ppoorrtt
iinngg
CCaattee
ggoorryy
SStt
rraanndd
SStt
aannddaa
rrdd 77
:: Und
erst
and
the
rise
and
cont
inui
ng in
tern
atio
nal i
nflu
ence
of t
he U
nite
d St
ates
as a
wor
ld le
ader
and
the
impa
ct o
f co
ntem
pora
ry s
ocia
l and
pol
itica
l mov
emen
ts o
n Am
eric
an li
fe.
TThhee UUnniitteedd SSttaatteess aanndd tthhee DDeeffeennssee ooff tthhee IInntteerrnnaattiioonnaall PPeeaaccee,, 11994400––pprreesseenntt
AAmmeerriiccaann HHiissttoorryy
BBEENN
CCHHMM
AARRKK
CCOODDEE
BBee
nncchhmm
aarrkk::
Ana
lyze
pol
itica
l, ec
onom
ic, a
nd so
cial
con
cern
s tha
t em
erge
d at
the
end
of th
e 20
th c
entu
ry a
nd in
to
the
21st
cen
tury
.
SSSS..991122..AA..77..1122
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
SSSS..991122..AA..77..PPaa..ll
RRee
ccooggnn
iizzee aa
ssoocc
iiaall oo
rr eecc
oonnoomm
iicc cc
oonnccee
rrnn oo
ff ppee
ooppllee
..
CChhooii
ccee 11
:: Rec
ogni
ze a
so
cial
con
cern
of
peop
le.
1.Th
e st
uden
t is
pres
ente
d w
ith a
sce
nario
or r
ead
a co
nten
t-ba
sed
info
rmat
iona
l tex
t (on
e to
four
se
nten
ces)
abo
ut c
once
rns
and
aske
d to
re
cogn
ize
an e
xam
ple
of a
soc
ial c
once
rn.
RReesspp
oonnssee
:: will
var
y ba
sed
on th
e co
nten
t of t
he
scen
ario
or p
assa
ge p
rese
nted
to th
e st
uden
t CChh
ooiiccee
22:: R
ecog
nize
an
eco
nom
ic c
once
rn
of p
eopl
e.
2.Th
e st
uden
t is
pres
ente
d w
ith a
sce
nario
or r
ead
a co
nten
t-ba
sed
info
rmat
iona
l tex
t (on
e to
four
se
nten
ces)
abo
ut c
once
rns
and
aske
d to
re
cogn
ize
an e
xam
ple
of a
n ec
onom
ic c
once
rn.
R Reesspp
oonnssee
:: will
var
y ba
sed
on th
e co
nten
t of t
he
scen
ario
or p
assa
ge p
rese
nted
to th
e st
uden
t
FSA
A—D
ataf
olio
Acc
ess
U.S
. His
tory
EO
C A
ctiv
ity C
hoic
es
70 |
Pa
ge
FS
AA—
Data
folio
Acc
ess
Civi
cs
RRee
ppoorrtt
iinngg
CCaattee
ggoorryy
SStt
rraanndd
SStt
aannddaa
rrdd 11
:: DDeemm
oonnsstt
rraattee
aann
uunnddee
rrssttaa
nnddiinn
gg ooff
tthhee
oorriigg
iinnss aa
nndd pp
uurrppoo
sseess oo
ff ggoovv
eerrnnmm
eenntt,,
llaaww
,, aanndd
tthhee
AAmmeerr
iiccaann
ppooll
iittiiccaa
ll ssyyss
tteemm
..
OOrriiggiinn aanndd PPuurrppoosseess ooff LLaaww aanndd GGoovveerrnnmmeenntt
CCiivviiccss aanndd GGoovveerrnnmmeenntt
BBEENN
CCHHMM
AARRKK
CCOODDEE
BBee
nncchhmm
aarrkk::
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.
SSSS..77..CC..11..77 AACC
CCEESSSS
PPOO
IINNTT
CCOODDEE
AAcc
cceessss
PPooii
nntt SS
ttaanndd
aarrdd
AAcc
ttiivviittyy
CChhoo
iicceess
EExx
aammppll
eess
SSSS..77..CC..11..PPaa..gg
RRee
ccooggnn
iizzee tthh
aatt tthh
ee ggoo
vveerrnn
mmeenn
tt hhaass
ddiiffff
eerreenn
tt ppaa
rrttss..
CChhooii
ccee 11
:: Rec
ogni
ze a
pu
rpos
e of
a
gove
rnm
ent b
ased
on
the
Cons
titut
ion.
1.Th
e st
uden
t is
read
a c
onte
nt-b
ased
in
form
atio
nal t
ext (
one
to fo
ur s
ente
nces
) 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.
R Ree
ssppoonn
ssee:: 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 CChh
ooiiccee
22:: 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.Th
e st
uden
t is
read
a c
onte
nt-b
ased
in
form
atio
nal t
ext (
one
to fo
ur s
ente
nces
) ab
out a
par
t of t
he g
over
nmen
t tha
t was
es
tabl
ishe
d by
the
Cons
titut
ion
and
aske
d to
re
cogn
ize
a pa
rt o
f the
gov
ernm
ent t
hat w
as
esta
blis
hed
by th
e Co
nstit
utio
n.
RRee
ssppoonn
ssee:: 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
CChhooii
ccee 33
:: Mat
ch th
e fu
nctio
n of
go
vern
men
t to
a pa
rt
of g
over
nmen
t.
3.Th
e st
uden
t is
read
a c
onte
nt-b
ased
in
form
atio
nal t
ext (
one
to fo
ur s
ente
nces
) ab
out t
he fu
nctio
ns o
f a p
art o
f gov
ernm
ent)
an
d as
ked
to m
atch
a g
over
nmen
tal f
unct
ion
with
a p
art o
f gov
ernm
ent.
RRee
ssppoonn
ssee:: 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
FSA
A—D
ataf
olio
Acc
ess
Civ
ics
EOC
Act
ivity
Cho
ices
71
| P
ag
e
RRoolleess,, RRiigghhttss,, aanndd RReessppoonnssiibbiilliittiieess ooff CCiittiizzeennss
CCiivviiccss aanndd GGoovveerrnnmmeenntt
SSttaann
ddaarrdd
22:: EE
vvaalluu
aattee
tthhee
rroollee
ss,, rrii
gghhttss
,, aanndd
rreesspp
oonnssiibb
iilliittiiee
ss ooff UU
nniittee
dd SStt
aatteess
cciittii
zzeennss
,, aanndd
ddeett
eerrmm
iinnee
mmeett
hhooddss
ooff aa
ccttiivv
ee ppaa
rrttiicc
iippaatt
iioonn
iinn
ssooccii
eettyy,,
ggoovv
eerrnnmm
eenntt,,
aanndd
tthhee
ppoolliitt
iiccaall
ssyysstt
eemm..
BBEENN
CCHHMM
AARRKK
CCOODDEE
BBee
nncchhmm
aarrkk::
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.
SSSS..77..CC..22..22
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
SSSS..77..CC..22..PPaa..bb
RRee
ccooggnn
iizzee aa
nn oobb
lliiggaatt
iioonn
ooff
cciittiizz
eennss,,
ssuucchh
aass oo
bbeeyyii
nngg
llaaww
ss..
CChhooii
ccee 11
:: Rec
ogni
ze
an o
blig
atio
n of
ci
tizen
s.
1.Th
e st
uden
t is
read
a c
onte
nt-b
ased
in
form
atio
nal t
ext (
one
to fo
ur s
ente
nces
) ab
out t
he o
blig
atio
ns o
f citi
zens
and
ask
ed to
re
cogn
ize
an o
blig
atio
n of
citi
zens
. RRee
ssppoonn
ssee:: 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 CChh
ooiiccee
22:: R
ecog
nize
a
char
acte
ristic
of g
ood
citiz
ens.
2.Th
e st
uden
t is
read
a c
onte
nt-b
ased
in
form
atio
nal t
ext (
one
to fo
ur s
ente
nces
) ab
out c
hara
cter
istic
s of
goo
d ci
tizen
s an
d as
ked
to re
cogn
ize
a ch
arac
teris
tic o
f goo
d ci
tizen
s.
RReesspp
oonnssee
:: will
var
y ba
sed
on th
e co
nten
t of
the
pass
age
pres
ente
d to
the
stud
ent
CChhooii
ccee 33
:: Rec
ogni
ze
why
it is
impo
rtan
t to
be a
goo
d ci
tizen
.
3.Th
e st
uden
t is
read
a c
onte
nt-b
ased
in
form
atio
nal t
ext (
one
to fo
ur s
ente
nces
) ab
out t
he im
port
ance
of g
ood
citiz
ensh
ip a
nd
aske
d to
reco
gniz
e w
hy g
ood
citiz
ensh
ip is
im
port
ant.
R Reesspp
oonnssee
:: will
var
y ba
sed
on th
e pa
ssag
e pr
esen
ted
to th
e st
uden
t
FSA
A—D
ataf
olio
Acc
ess
Civ
ics
EOC
Act
ivity
Cho
ices
72
| P
ag
e
OOrrggaanniizzaattiioonn aanndd FFuunnccttiioonn ooff GGoovveerrnnmmeenntt
CCiivviiccss aanndd GGoovveerrnnmmeenntt
SSttaann
ddaarrdd
33:: DD
eemmoonn
ssttrraa
ttee aa
nn uunn
ddeerrss
ttaanndd
iinngg
ooff tthh
ee pprr
iinnccii
pplleess
,, ffuunn
ccttiioo
nnss,, aa
nndd oo
rrggaann
iizzaattiioo
nn ooff
ggoovv
eerrnnmm
eenntt..
BBEENN
CCHHMM
AARRKK
CCOODDEE
BBee
nncchhmm
aarrkk::
Diff
eren
tiate
bet
wee
n lo
cal,
stat
e, a
nd fe
dera
l gov
ernm
ents
’ obl
igat
ions
and
serv
ices
.
SSSS..77..CC..33..1144
AACCCCEE
SSSS
PPOOIINN
TT CCOO
DDEE
AAccccee
ssss PP
ooiinntt
SSttaa
nnddaarr
dd
AAccttiivv
iittyy CC
hhooiicc
eess
EExxaamm
pplleess
SSSS..77..CC..33..PPaa..nn
RRee
ccooggnn
iizzee tthh
aatt lloo
ccaall,,
ssttaatt
ee,, aa
nndd ffee
ddeerraa
ll ggoo
vveerrnn
mmeenn
ttss pp
rroovvii
ddee
sseerrvv
iicceess
..
CChhooii
ccee 11
:: Rec
ogni
ze a
le
vel o
f gov
ernm
ent.
1.Th
e st
uden
t is
read
a c
onte
nt-b
ased
in
form
atio
nal t
ext (
one
to fo
ur s
ente
nces
) ab
out l
evel
s of
gov
ernm
ent)
and
ask
ed to
re
cogn
ize
a le
vel o
f gov
ernm
ent.
RReesspp
oonnssee
:: will
var
y ba
sed
on th
e co
nten
t of t
he
pass
age
pres
ente
d to
the
stud
ent
CChhooii
ccee 22
:: Rec
ogni
ze
that
a ro
le o
f go
vern
men
t is
to
prov
ide
serv
ices
.
2.Th
e st
uden
t is
read
a c
onte
nt-b
ased
in
form
atio
nal t
ext (
one
to fo
ur s
ente
nces
) ab
out t
he ro
le o
f gov
ernm
ent)
and
ask
ed to
re
cogn
ize
a ro
le o
f gov
ernm
ent.
RReesspp
oonnssee
:: will
var
y ba
sed
on th
e co
nten
t of t
he
pass
age
pres
ente
d to
the
stud
ent
CChhooii
ccee 33
:: Rec
ogni
ze a
se
rvic
e pr
ovid
ed b
y a
leve
l of g
over
nmen
t.
3.Th
e st
uden
t is
pres
ente
d w
ith d
escr
iptio
ns o
f se
rvic
es a
nd a
sked
to re
cogn
ize
a se
rvic
e pr
ovid
ed b
y a
leve
l of g
over
nmen
t. RRee
ssppoonn
ssee:: w
ill v
ary
base
d on
the
desc
riptio
ns
pres
ente
d to
the
stud
ent.
FSA
A—D
ataf
olio
Acc
ess
Civ
ics
EOC
Act
ivity
Cho
ices
73
| P
ag
e
128 2021–2022 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
SSuuggggeesstteedd TTeeaacchheerr RReessoouurrcceess
EEnngglliisshh LLaanngguuaaggee AArrttss ((EELLAA))
HHiigghh IInntteerreesstt LLooww RReeaaddaabbiilliittyy ((HHii--LLoo)) PPuubblliisshhiinngg CCoommppaanniieess
• Saddleback Educational Publishing: http://www.sdlback.com
• High Interest Publishing: https://hip-books.com
• Bearport Publishing: http://bearportpublishing.com
• High Noon Books: http://www.highnoonbooks.com/index-hnb.tpl
WWeebbssiitteess
• Access Project ELA resources: https://accesstofls.org/ELA.html
• Florida Center for Reading Research (FCRR): http://www.fcrr.org/
• Tar Heel Reader: http://tarheelreader.org
• Browser Books: https://sites.prairiesouth.ca/legacy/cassidy.kathy//browserbooks/index.htm
• SEN Teacher Reading Printables: http://www.senteacher.org/print/literacy/
• Florida Division of Blind Services Bureau of Braille and Talking Books Library:
http://dbs.myflorida.com/Library/index.html
• Described and Captioned Media Program (DCMP): https://dcmp.org/
• Florida Instructional Materials Center for the Visually Impaired (FIMC-VI): http://www.fimcvi.org
• Literacy for Children with Combined Vision and Hearing Loss: http://literacy.nationaldb.org/
• Paths to Literacy – Overview of Multiple Disabilities and Deafblindness:
http://www.pathstoliteracy.org/multiple-disabilities
MMaatthh
• Access Project Math Resources: https://accesstofls.org/Math.html
• National Council of Teachers of Mathematics Classroom Resources: http://www.nctm.org/Classroom-
Resources/Browse-All/#
• SEN Teacher Math Printables: https://www.senteacher.org/printables/mathematics/
AAssssiissttiivvee TTeecchhnnoollooggyy
• SEN Teacher AAC Downloads: https://www.senteacher.org/downloads/assistivetechnology/
• Florida Alliance for Assistive Services and Technology (FAAST): http://www.faast.org
• Florida Instructional Materials Center for the Visually Impaired (FIMC-VI) Assistive Technology Resources:
https://www.fimcvi.org/assistive-technology
FSAA—Datafolio Activity Choice Differentiation Guide 10
2021–2022 Evidence Collection Form
Total Number of Opportunities: ________ (Minimum 5/Maximum 8) Date of Activity____________________________________
Accuracy Score: ________ % Level of Assistance: N_______ P _____ G _____ V _____ M _____ I _____ (Select only one. All opportunities for a standard must be submitted at the same LOA.)
Student Name:
Teacher Name:
District Name:
School Name:
Standard Code:
FLEID: Assessment Grade:
Witness Name:
Witness Signature: Witness Signature Required for OBSERVATION evidence.
Choice #: 1 2 3
Collection Period: 1 2 3
Check One: Select ONE of the following evidence types for documentation. The information on this form (or the form itself where noted) must be entered into the Data Entry Interface (DEI) when submitting the student evidence.
Uploading this form to the DEI with the work product is necessary.
Provide additional information forthe work product submitted alongwith the actual work product.
Indicate how the studentperformed each opportunity andthe level of assistance(N, P, G, V, M, I) provided.
Be sure to include any additionalscoring rubrics/key acronyms andgrade each opportunity, providingthe overall grade as a percentage.
The digital recording file is the student evidence that must be uploaded into
the DEI. Provide anecdotal information on page 2 of this document.
Include any clarification of thedigital recording to ensure that allopportunities and the student’sresponses are clear to anyoneviewing the recording.
Include detailed information on theopportunities performed and levelof assistance (N, P, G, V, M, I)provided in the digital recording.
Be sure to grade each opportunityand provide the overall grade as apercentage.
A signed Digital RecordingConsent Form must be includedin the submission for each studentin the digital recording.
Provide a description of theactivity or task that includes arunning record of theopportunities the student wasasked to perform.
Indicate how the studentperformed each opportunity andthe level of assistance(N, P, G, V, M, I) provided.
Be sure to grade eachopportunity and provide theoverall grade as a percentage.
For all observation evidence, awitness must observe allopportunities as presented to thestudent and provide his or hersignature on this form.
Observation Evidence
*Witness Signature Required
Digital Recording Evidence
*Digital Recording Consent Form Required
Work Product
June 2021
The observation is the student evidence. Provide anecdotal information on page 2of this document or upload completedRunning Record template.
2021–2022 FSAA—Datafolio Running Record Template
Student Name: ___________________________________________ Date: __________________
Opportunity/ Item
Number
Teacher Asks
Response Options (Teacher determines the
number of response options.)
Expected Response
Student Response Correct/
Incorrect
Level of Assistance
(N, P, G, V, M, I)
EXAMPLE
What would you wear if it is rainy and
cool outside?
1. Picture of raincoat
3 second eye gaze held on picture of
raincoat apple Incorrect Verbal 2. Picture of T-shirt
3. Picture of apple
1
2
3
4
5
6
7
8
Notes: Accuracy (Accuracy % =
# correct/total # of items multiplied by 100.)
%
For ELA standards, please enter the following information: Genre (Literature or Informational):
Text Title: Text Author:
Other Relevant Information:
(Correct Answer)
2021–2022Ethics in Data Collection
and Submission Form
This form must be completed and uploaded for each student who participated in the FSAA—Datafolio at the conclusion of the assessment.
School Name:
Student Last Name:
District Name:
Student First Name:
Student DOB: / / FLEID Number: (mm/dd/yyyy)
Teacher Statement
By signing below, as the teacher responsible for the production of this student’s FSAA—Datafolio, I certify the following to be true:
1. The student’s work evidence submitted in this FSAA—Datafolio accurately reflects typical instructionbased on the content of the Access Points.
2. Each entry presented in this FSAA—Datafolio is authentic and was ethically generated.
Teacher Name: Position/Title:
Signature: Date:
Statement of School Administrator or Designee
My signature below verifies that I have reviewed the FSAA—Datafolio with the teacher administering this assessment and, to the best of my knowledge, the evidence and forms are complete, valid, and accurate.
Name:
Signature: Date:
Title:
2021–2022Digital Recording Consent Form
School Name:
Student Last Name:
District Name:
Student First Name:
Student DOB: / / FLEID Number:
The Florida Standards Alternate Assessment (FSAA)—Datafolio is a systematic method of data collection of student activites aligned to specific Access Points standards. For some students, the Datafolio is the most meaningful way for them to participate in the FSAA. During this process, the teacher may create a digital recording of a lesson or classroom activity in which a student completes the assessment tasks. This recording is then submitted to Pearson, the test developer, for scoring. Once scores are reported, the digital record is destroyed according to state policy.
You are receiving this form because □ Your child will be participating in the FSAA—Datafolio. Your signed consent is required for digital
recordings to be used as part of the assessment. Consent is voluntary and can be revoked at any timeby notifying your child’s teacher in writing.
I have read and understand this request. I give permission for my child, , to be digitally recorded by his/her teacher(s) for the FSAA—Datafolio evidence submission process.
Parent Name: Signature:
Date:
□ Due to the nature of the classroom setting, your child may be/was inadvertently included in the digitalrecording of another student’s assessment. If this occurs, your signed consent is required for therecording to be submitted for scoring. Consent is voluntary and can be revoked at any time by notifyingyour child’s teacher in writing.
I have read and understand this request and give permission to allow an inadvertent recording of mychild, , to be used as part of the assessment process for the intendedstudent.
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 2021
Junio de 2021
2021–2022 Formulario deconsentimiento para la
grabación digital
Nombre del Distrito: Nombre de la institución educativa:
Nombre del Estudiante:
Fecha Nac. Estudiante: / /
Apellido del Estudiante:
FLEID:
Florida Standards Alternate Assessment (FSAA)—Datafolio es un método sistemático de recolección de datosde las actividades del estudiante alineadas con puntos de acceso específicos. Para algunos estudiantes, elDatafolio es la forma más significativa que tienen para participar en el FSAA. Durante este proceso, elmaestro puede crear una grabación digital de una lección o actividad en el aula en que un estudiantecompleta las tareas de evaluación. Esta grabación luego se envía a Pearson, el desarrollador de la prueba,para su puntuación. Una vez que se informa la puntuación, el registro digital se destruye de acuerdo con laspolíticas del estado.
Usted recibe este formulario porque:
□ Su hijo participará en FSAA—Datafolio. Para poder utilizar las grabaciones digitales como parte de laevaluación se requiere su consentimiento firmado. El consentimiento es voluntario y puede serrevocado en cualquier momento mediante notificación por escrito al maestro de su hijo.
He leído y comprendo este pedido. Autorizo que mi hijo, , sea grabado digitalmente porsus maestros para el proceso de presentación de pruebas FSAA—Datafolio.
Nombre del Padre/la Madre:
Firma: Fecha:
□ Dada la naturaleza del entorno del salón de clases, su hijo puede ser (o puede haber sido) incluidoaccidentalmente en la grabación digital de la evaluación de otro estudiante. Si esto ocurre, se requieresu consentimiento firmado para enviar la grabación para su puntuación. El consentimiento es voluntarioy puede ser revocado en cualquier momento mediante notificación por escrito al maestro de su hijo.He leído y comprendo este pedido. Autorizo el uso de una grabación accidental de mi hijo,
, como parte del proceso de evaluación del estudiante previsto.
Nombre del Padre/la Madre:Firma: Fecha:
□ Un video que incluya a su hijo podría ser utilizado para capacitar a los maestros en la administracióndel FSAA—Datafolio. En caso de ser seleccionado para utilizar en la capacitación de los maestros, setomarán medidas para evitar la divulgación de información personal identificable. Solo se usará elprimer nombre del estudiante. El apellido del estudiante y los nombres de la escuela, el distrito y laciudad serán eliminados. No obstante, las grabaciones digitales no se pueden editar para oscurecer obloquear las imágenes de los estudiantes, por lo que el rostro de su hijo podría ser visible. Elconsentimiento es voluntario y puede ser revocado en cualquier momento mediante notificación porescrito al maestro de su hijo.
Junio de 2021
2021–2022 Formulario deconsentimiento para la
grabación digital
He leído y comprendo este pedido. Autorizo a que el Departamento de Educación de Florida utilice lasgrabaciones digitales del FSAA—Datafolio que incluyen a mi hijo , en losmateriales de capacitación docente.
Nombre del Padre/la Madre:Firma: Fecha:
Siyati: Dat:
Siyati: Dat:
Siyati: Dat:
2021–2022 Katab—FSAA Anrejistreman Nimerik Fòmilè Konsantman
Non Distri an:
Prenon Elèv lan:
Dat Nesans.: / /
Non Lerkòl lan:
Non Fanmi Elèv lan:
FLEID:
Katab “Florida Standards Alternate Assessment (FSAA)” an—se yon metòd sistematik pou rasanble, sou aktivite elèv lan, enfòmasyon ki aliye ak kondisyon ki bay Aksè ak yon seri Pwen Espesyal (Access Points Standards). Pou anpil elèv, katab sa a se fason ki pi fè sans pou yo patisipe nan FSAA. Pandan dewoulman aktivite sa a, pwofesè an kab kreye yon anrejistreman nimerik pou yon aktivite nan klas la oubyen yon leson kote yon elèv konplete devwa evalyasyon an. Après a, yo soumèt anrejistreman sa a bay Pearson, moun ki devlope tès lan, pou yo ba li pwen. Yon fwa yo rapòte pwen elèv lan reyalize an, yo detwi anrejistreman nimerik lan, selon règleman leta etabli.
W ap resevwa fòmilè sa a, paske □ Pitit ou an pral patisipe nan Katab—FSAA an (FSAA—Datafolio). Konsantman sa a w siyen an nesesè
pou yo ka itilize anrejistreman nimerik yo kòm yon pati nan evalyasyon an. Konsantman w lan volontè.Ou kab voye yon nòt ekri bay pwofesè pitit ou an nan nenpòt kèl moman pou w anile li.
, anrejistre l nimerikman pou aktivite soumisyon evidans ak “FSAA—Datafolio” an.Non Paran an:
□ Akoz fason yo òganize salklas lan, se kapab pa aksidan yo te mete pitit ou an nan evalyasyonanrejistreman nimerik yon lòt elèv. Si se sa ki rive, li nesesè pou w siyen yon konsantman pou yo kasoumèt anrejistreman pou yo ba l pwen. Konsantman w lan volontè. Ou kab voye yon nòt ekri baypwofesè pitit ou an nan nenpòt kèl moman pou w anile li.
Mwa Jen 2021
Mwen li epi mwen konprann sa yo mande m lan. Mwen bay pèmisyon m pou pwofesè pitit mwen an,
Mwen li epi mwen konprann sa yo mande m lan. Mwen bay pèmisyon m pou Depatman EdikasyonFlorida a itilize anrejistreman nimerik “FSAA—Datafolio” ki gen pitit mwen, , ladan li annan materyèl pou fòmasyon pwofesè yo.
Mwen li epi mwen konprann sa yo mande m lan. Mwen bay pèmisyon m pou m pèmèt pou yo itilize yonanrejistreman aksidantèl pitit mwen an , kòm yon pati nan pwosesisevalyasyon an pou elèv sa yo te gen entansyon fè sa a.
□ Yo kab itilize yon video ki gen pitit ou an ladan l pou fòmasyon pwofesè nan administrasyon “FSAA—Datafolio” an. Si yo seleksyone yon video konsa pou fòmasyon pwofesè yo, y ap pran divès mezi pouevite divilge enfòmasyon pèsonèl ke lòt moun kapab idantifye. Se sèlman prenon elèv lan y ap itilize. Yap anlve lòt enfòmasyon tankou non fanmi elèv lan, lekòl li, distri li, epi vil kote l rete an. Sepandan, yo pakapab modifye anrejistreman nimerik yo pou yo efase oubyen kache foto elèv yo, alò konsa, moun apkapab wè figi pitit ou an. Konsantman w lan volontè. Ou kab voye yon nòt ekri bay pwofesè pitit ou annan nenpòt kèl moman pou w fè l konnen ke w retire konsantman sa w te bay lan.
Non Paran an:
Non Paran an:
2021–2022 TIDE Correction Form
Directions: Please complete the applicable section and submit to alternate assessment coordinator (AAC) orschool level coordinator (SLC).
Add New Student or Modify Information
Add New Teacher/School Level Coordinator (SLC) or Modify Information Current Data: Enter new data for fields that require change only.
Name: ID Number: Role: □ Teacher □ SLC □ Teacher □ SLCUser Name: Email: Grade(s): Subject(s): District: School:
□ Inactivate Teacher in DEI Reason:
Submitted by: Approved? □ Yes □ No Entered? □ Yes □ No If yes, date:
AAC Name:
Signature:
Date:
Current Data: Enter new data for fields that require change only. Name: FLEID: Ethnicity Gender: Grade: Subjects: District: School: Class: □ Release Weekend Dates Reason: □ Inactivate Student Reason: