Florida Standards Alternate Assessment Performance Task

2017-2018 Florida Standards Alternate Assessment Performance Task
FSAA-PT Administration Training Revised 9/27/17

Today’s Training FSAA Overview Important Dates and Resources
Design Overview Assessment Components & Item Set Design Administration Procedures Content Specific Directions Text-Based Writing Assessment Before, During, and After Administration Practice Materials Accommodations and Allowable Adjustments Begin with providing an overview of topics to be discussed during today’s training.

FSAA Overview

The Florida Assessment Program
Florida Standards Assessment (FSA) FSAA ~25,000 students FSAA—Performance Task ~24,200 FSAA—Datafolio ~800 Provide an overview of the Florida Assessment program and the total number of students administered (Spring 2017)

FSAA Datafolio Performance Task
The Florida Standards Alternate Assessment (FSAA-PT) will include two separate components for the school year. Students will participate in alternate assessment either through the FSAA-PT—Performance Task or through the FSAA-PT—Datafolio. Today’s training applies to the performance task.

2017-2018 FSAA-Performance Task Overview
Administered to each student individually by the student’s teacher, a certified teacher, or other licensed professional who has worked extensively with the student and is trained in the assessment procedures Designed to show student mastery of Florida Standards Access Points and Next Generation Sunshine State Access Points Students typically select an answer to a question from three response options represented by pictures, text, numbers, and/or symbols Students use their primary mode of communication The FSAA-PT is administered to each student individually by the student’s teacher, a certified teacher, or other licensed professional who has worked extensively with the student and is trained in the assessment procedures. This assessment is designed to show student mastery of Florida Standards Access Points Students typically select an answer to a question from three response options represented by pictures, text, numbers, and/or symbols in a Response Booklet Students use their primary mode of communication to respond to questions We will be discussing the PT in detail today…..

2017-2018 FSAA-Datafolio Overview
For students with the most significant cognitive disabilities who typically do not have a formal mode of communication and are working at pre-academic levels Designed to show student progress on a continuum of access toward academic content rather than mastery of academic content Before we move onto the PT…we want to provide a little information about the DF for those of you that may be less familiar 17-18 will be the second year of the assessment

For students being assessed via Datafolio, teachers submit student work samples across three collection periods throughout the school year Samples are teacher-developed from typical classroom activities/tasks that are aligned to Access Point Standards Student evidence from all three collection periods is submitted by the teacher via an online system and independently scored to determine the student’s progress

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 collection periods

FSAA-Datafolio Key Points Focus on access to (not mastery of) standards Focus on increased accuracy and independence Measures student growth over time Student compared only to self, not larger peer group Designed to reflect/incorporate classroom activities

Assessment Participation Checklist
Who should be assessed with the FSAA? Individual IEP teams are responsible for determining whether students with disabilities will be assessed through administration of the general statewide standardize assessments or instructed in access points and assessed via the FSAA IEP teams will use the Assessment Participation Checklist to make this determination We will now discuss participation guidelines for the Florida Standards Alternate Assessment. Who should be assessed with the FSAA? A student's Individual Educational Plan team, is responsible for determining if a student will be instructed on AP and assessed with the Florida Standards Alternate Assessment. The IEP team should consider the student’s present level of educational performance. IEP teams should use the questions in the Assessment Participation Checklist to determine if the Florida Standards Alternate Assessment is appropriate for the student. The IEP team should also be knowledgeable of appropriate testing accommodations. Remember: parents must provide signed consent to have their student instructed in Access Points and assessed using the Florida Standards Alternate Assessment For questions on participation criteria, contact your district’s alternate assessment coordinator.

   Assessment Participation Checklist page5
The IEP team should use these 3 questions to determine if the Florida Standards Alternate Assessment is appropriate for the student. All 3 questions MUST be answered YES for the Florida Alternate Assessment to be an appropriate meaningful evaluation of the student.

FSAA Assessment Planning Resource Guide
In order to facilitate IEPs teams with this decision making process, the Assessment Planning Resource Guide has been developed. This resource is available on the FSAA Portal.

Important Dates and Resources

FSAA-PT Important Dates Elementary and Middle School
page8 FSAA-PT Important Dates Elementary and Middle School

FSAA-PT Important Dates High School
Delivery of materials into districts is based on spring break

FSAA-PT Important Dates Resources
Emphasize the need for accurate and timely ordering of materials!!! Accommodated materials MP continues to utilize universal design consideration during development to ensure equal access to items for all students Flexible administration models/accommodations. These materials must be ordered by Nov 1. Grades 3-5 will transition from EBAE to UEB for Braille materials in 2018 The EOC test should only be ordered if the student is enrolled and is anticipated to complete the course in 17-18

FSAA Portal Home Page* Performance Task Datafolio
Teacher AAC/District FSAA Online System *

2017-2018 FSAA-PT Training Resources
page3 FSAA-PT Training Resources Administration Training Module 1: Assessment Overview Module 2: Administration Procedures Module 3: Before, During, and After Administration FSAA Online System Training Module 4: Submitting Student Responses 1 2 3 4 Additional training resources – encourage teachers to view the modules even if they attend a face to face training. The training modules are available 24 hours a day, 7 days a week in the FSAA Portal

2017-2018 FSAA-PT Training Resources
Training Tutorials Target key topics covered in modules Short in length Optional – available to supplement training Module Tutorials The tutorials are NOT required.

2017-2018 FSAA-PT Training Resources Timetable
When What Where Late August Printable TAM Printable Practice Materials TTT Presentation and Activities FSAA Portal Mid-September Printed TAM Shipped to districts Early to Mid- October Administration Training Modules and Tutorials Early December Online System User Guide - Administrators Late December Online System User Guide - Teachers Early February Online System Module and Tutorials

FSAA Service Center Standard Hours: Monday-Friday 8:00am-5:00pm EST
Extended Hours will be available with the opening of the Online System (dates TBD) Monday-Friday 7:00am-8:30pm EST Phone:

Design Overview

2018 Mode of Administration
2018 FSAA-PT will be administered in a paper-based format only Teacher will continue to record student responses in the Test Booklet and enter the responses online following administration

Assessment Design Fully aligned to Florida Access Courses
page10 Assessment Design Fully aligned to Florida Access Courses All items sets are aligned to: Florida Standards Access Points and Essential Understandings Next Generation Sunshine State Standards Access Points The Florida Standards Alternate Assessment is fully aligned to Florida Access Courses. All FSAA items are aligned to the Florida Standards Access Points and Essential Understandings in ELA and Mathematics and to the Next Generation Sunshine State Standards Access Points for Science and SS.

Item Set Design The FSAA–Performance Task items are developed as sets that include three tasks written to a Florida Standards or NGSSS Access Point. Each item set is built with three levels of cognitive demand—with Task 1 representing the least complex task and Task 3 representing the most complex tasks. The FSAA–Performance Task test design provides tiered participation within the assessment for students working at various levels of complexity and provides students the opportunity to work to their potential for a greater range of access and challenge.

Design - NGSSS Science and Social Studies
Participatory AP at Task 1 level Supported AP at Task 2 level Independent AP at Task 3 level Science and Social Studies Let’s now discuss how the NGSSS-AP are reflected in the task complexity of the FSAA item sets For Science and Social Studies, APs (Access Points) are already written to the 3 levels of complexity Participatory AP at T1 Supported AP at T2 Independent at T3

Design – FS-AP Mathematics and ELA
Florida Standards Essential Understandings at Task 1 level Essential Understandings at Task 2 level FS-AP at Task 3 Level Mathematics and ELA The FS-AP for Math and ELA are reflected a little differently in the item sets The FS-AP is addressed at the T3 level and Essential Understandings are addressed at the T2 and T1 levels.

Design – Linking Sets Grade 4 FS-AP Grade 5 FS-AP Mathematics and ELA
Linking Items will be on the FSAA Written to a grade span (i.e., 4/5) and will be placed on more than one grade level test. For example, the same item set may be on a grade 4 test and a grade 5 test. Will be used to create linking of the content across the grades in ELA and math

9/16/2018 Design - UDL Elements of Universal Design are utilized during development to ensure equal access to items for all students Different formats/adjustments ensure access for all students: Tactile/braille materials One-sided booklets Object replacement UDL ensures all students the opportunity to demonstrate “what the know” without barriers of accessibility

Text-based Writing Prompt Design
Writing prompts are designed to assess a students ability to compose a product in response to text All students in grades 4-10 are presented with: A selected response writing item set consisting of five questions (Writing Prompt 1) An open-response item (Writing Prompt 2) Note: will cover WP in detail later in the day!

Contents and Grades Assessed
page12 Contents and Grades Assessed Grade Level ELA Math Science Algebra 1 EOC Geometry Biology 1 Civics USH 3 X 4 5 6 7 8 9 10 High School Align to general education assessments in FL

Assessment Components

FSAA-PT Components Test Booklet Response Booklet Passage Booklet
page13 FSAA-PT Components Test Booklet Response Booklet Passage Booklet Cards Packet and Strips Packet Next we will discuss the four components of the FSAA: the Test Booklet, the Response Booklet, the Passage Booklet, and the Cards Packet and Strips Packet

Test Booklet Content Standard Pages Item Tables
Administration Instructions Color coded by Grade First, let us look at the Test Booklet. Each grade level booklet will be color coded by grade The first page of each content area in the Test Booklet includes a list of the standards that are being assessed and a list of any teacher-supplied materials that will be needed for administration. The Test Booklet also includes the item set tables. The item set table provides the teacher with necessary instructions in order to administer each task. In addition, the test booklet includes sessions pages outline administration procedures within each content area.

Response Booklet Each content has own booklet
Stimulus and response options will include a combination of pictures, words, numbers and symbols. Each content area has its own response booklet. The stimulus and response options will include a combination of pictures, words, numbers and symbols.

The response booklets are legal size paper with binding at the top.
Some tasks require the student to respond to a stimulus picture and/or words. For these tasks, the stimulus will be placed on the top facing page and response options will be placed on the bottom facing page.

Passage Booklet Includes passages and passage graphics
Some ELA tasks also require the student to respond to information presented in a passage and/or passage graphic. The passage Booklet includes all passages and passage graphics needed for ELA and Writing tasks. Includes passages and passage graphics Passages will be needed for selected item sets in ELA including Writing

Cutout Cards and Strips
Some tasks will require the student to manipulate the response options by sorting, matching, or sequencing. For these tasks, the response options will be presented as cutout cards or strips. Passage art is also occasionally presented as a cutout when there is a “paired” passage presentation. For tasks, the materials will be indicated as a “Cutout” in the item set table. As a reminder, cutouts are pre-cut, but may need to be organized before administration. Indicated as “Cutout” in item table Although pre-cut, the materials may need some organization before administration

Item Set Design

Each item set table contains three tasks: Task 1,Task 2, and Task 3. The tasks increase in complexity within each item set. As a reminder: all students enter at Task 1 which is the lowest level of complexity. Each table includes three columns:

Materials column

Teacher Script

Student response

Materials Column All materials needed to administer an item will be located in the materials column First we will look at the Materials column. All materials needed to administer a task will be listed in the Materials column.

Materials Column All materials needed to administer an item will be located in the materials column Page of Response Booklet will be indicated The majority of response options will be found in the Response Booklet and will be indicated in the Materials column. The page number will be indicated in the Materials column.

Materials Column All materials needed to administer an item will be located in the materials column Page of Response Booklet will be indicated Cutout cards or strips will be indicated Some items require the student to manipulate the response options and are therefore in a cutout format. This will be indicated in the Materials column. Follow the directions for laying out cards and strips in the TAM. Present same order as they appear in the Materials column

Materials Column All materials needed to administer an item will be located in the materials column Page of Response Booklet will be indicated Cutout cards or strips will be indicated Teacher-gathered materials will be indicated Any teacher-gathered materials required for a task will be identified in the Materials column and on the Content Standards page.

Materials Column Alternative text to describe pictures will be enclosed in parentheses Read aloud only to students with visual impairments Alternative text intended to be read only to students with visual impairments will be enclosed in parentheses in the Materials column (see above example).

Materials Column Page in Passage Booklet and title of passage will be indicated The Materials column will indicate the title and the page number in the Passage Booklet. For paired passages, the passage graphics may be presented as large cutout cards. This will also be indicated in the Materials column.

Teacher Script Column Teacher Script Column The teacher script column contains all instructions for the teacher on how to administer a task Contains instructions for the teacher on how to administer a task

Teacher Script Column All boldface italicized text is read aloud to the student. It is required that the teacher reads the boldface italicized text in the Teacher Script column VERBATIM. It is important that the teacher reads the directions (presented in boldfaced italics) in the Teacher Script column exactly as they are written. Contains instructions for the teacher on how to administer a task All boldface italicized text is spoken to the student and must be read verbatim

Teacher Script Column The teacher will be directed to read stimulus or response options Even if the student is an independent reader, you must read aloud the card/strip as indicated in the Teacher Script column, unless the directions indicate that the card/strip should not be read aloud Contains instructions for the teacher on how to administer a task All boldface italicized text is spoken to the student and must be read verbatim Teacher will be directed to read stimulus or response options

Teacher Script Column Here is a bar graph. It shows four games and the number of students who like each game. It is titled Favorite Type of Game. Five students like video games, three students like dice games, eight students like card games, and twelve students like board games. To facilitate the presentation of graphs, charts, and diagrams, scripts for reading graphic features have been embedded directly into the Teacher Script column. This descriptive text must be read aloud to all students. For example, the script for this graph reads as follows: Here is a bar graph. It shows four games and the number of students who like each game. It is titled Favorite Type of Game. Five students like video games, three students like dice games, eight students like card games, and twelve students like board games. Contains scripts for the teacher on how read tables, charts, graphs and diagrams to the student and must be read aloud to all students verbatim

Student Response Column
page24 Student Response Column All response options listed in the Student Response column The last section of the Item Table is the Student Response Column. The Student Response Column lists all response options presented to the student.

All response options listed in the Student Response column Correct answer is boldfaced The correct answer is boldfaced and provided in the Student Response column; therefore, it is important for the Test Booklet to be positioned outside of the student’s direct line of sight.

All response options listed in the Student Response column Correct answer is boldfaced Teacher will fill in bubble to indicate student response The teacher should indicate the student response by filling in the bubble that corresponds with the student’s answer.

All response options listed in the Student Response column Correct answer is boldfaced Teacher will fill in bubble to indicate student response Important to record responses as each is administered It is important to record student responses as each task is administered.

All response options listed in the Student Response column Correct answer is boldfaced Teacher will fill in bubble to indicate student response Important to record responses as each is administered “No Response” option included All tasks will include a “No Response” option. Appropriate response time will be determined based upon a student’s typical response time during daily instruction. This will vary per student.

Task 1 only has scaffolding section Student responds incorrectly and teacher records in top section in the Student Response column Task 1 is only scaffolded if the student responds incorrectly. Use the top section in the Student Response column to record the student’s first attempt and use the Scaffolded Response section to record the student’s second attempt. If the student responds correctly on the first attempt of Task 1, leave this section blank.

Task 1 Example: student responds incorrectly and teacher records in top section in the Student Response column We will now walk through how to record a student’s response is recorded when Task 1 is scaffolded. In this example, the student responds incorrectly by selecting the answer “books”. The top section in the Student Response column is used to record the student’s initial response.

Task 1 Example: student responds incorrectly or provides no response: teacher records response in top section in the Student Response column Teacher presents item again with scaffolding and records the student’s second response in the bottom section of the Student Response column The teacher then presents the task again following scaffolding procedures, with only two responses. The student selects “quarters” as the answer. The teacher then records the student’s scaffolded response, “quarters” in the bottom section of the Student Response column. If scaffolding is not required, leave the scaffolded response section blank.

The two correct answers are boldfaced Task with more than one correct answer Some tasks may require the student to select two responses. In these instances both correct answers are boldfaced in the Student Response Column. Teachers should record both of the student’s responses. If the student only selects one answer, that answer should be recorded. As a reminder: teachers should cue students to complete the answer if more than one response is required. For example: “That’s one sentence. Now you need to give me one more.”

Description of the correct response Some tasks may require the student to sort, match, or sequence response options. In these instances, the correct response will be described in the Student Response column. The teacher will then record whether the student responded correctly, incorrectly, or provided no response.

Administration Procedures

2018 FSAA-PT Session Administration
page28 2018 FSAA-PT Session Administration Session 1 Item sets 1-16 Adaptive: Each student is administered Task 1. Task 2 and Task 3 are administered only if the student continues to respond correctly without scaffolding. Session 2 Item sets 1-3 Non-adaptive: Each student is administered Task 1, Task 2, and Task 3 in each item set. Administration of each task is not dependent upon performance on the previous task. Session 3 Writing Prompts 1 and 2 Each student is administered all five questions and the open-response writing prompt. (Writing only) Each content area of the 2017 FSAA-PT will be separated into the following sessions based upon administration procedures: Session 1, Session 2, and Session 3 (for Writing only). Each session will require the teacher to follow different administration procedures. These procedures will be reviewed in detail on the following slides.

Item sets 1-16 Adaptive: Each student is administered Task 1. Task 2 and Task 3 are administered only if the student continues to respond correctly without scaffolding. Session 2 Item sets 1-3 Non-adaptive: Each student is administered Task 1, Task 2, and Task 3 in each item set. Administration of each task is not dependent upon performance on the previous task. Session 3 Writing Prompts 1 and 2 Each student is administered all five questions and the open-response writing prompt. (Writing only) Session 1

Session 1 – Item sets 1-16 Adaptive
Session 1 administration allows the student to move up through the item set as tasks increase in difficulty as long as he or she is able to respond accurately and independently. This administration procedure is consistent with prior administration of the Florida Alternate Assessment Each student starts at Task 1. A student who responds correctly moves on to Task 2. A student who responds incorrectly at Task 1 will be re-administered the task with scaffolding. After the item is re-administered with scaffolding, the student then moves on to the next item set. Each student who responds correctly at the Task 2 Level moves on to the Task 3 Level. A student who responds incorrectly, or provides no response at the Task 2 Level, will move on to the next item set. Following the administration of Task 3, regardless of whether the student responds correctly, incorrectly, or provides no response, he or she will move on to the next item set. Adaptive Continue to administer tasks in an item set only if the student responds correctly without scaffolding

Session 2 – Item sets 1-3 Non-adaptive
Administer all three tasks in an item set, regardless of whether the student answers each task correctly, incorrectly, or provides no response Here is a diagram that shows the administration process for Session 2 items 1-3. Numbering will restart at the beginning of each session. All students start at Task 1. A student who responds correctly moves on to Task 2. A student who responds incorrectly at Task 1 will be re-administered the task with scaffolding. After the item is re-administered with scaffolding, the student then moves on to Task 2 and Task 3 regardless of whether he or she responded correctly or incorrectly or provided no response.

Writing Prompt 2: Open-Response
Session 3 – Writing Prompts 1 and 2 Writing Prompt 1: Selected Response Writing Prompt 2: Open-Response For Writing Prompt 1: each student will be read a passage followed by five selected-response questions. The student will respond to these questions by selecting from a field of options in the Response Booklet. For Writing Prompt 2: each student will be read a passage. The teacher will then administer the open-response writing prompt. The student will respond utilizing his or her primary mode of communication. Note: Scaffolding procedures do not apply to selected response writing questions in Session 3. Session 3 will include Writing content only Teachers will administer both writing prompts to all students Each prompt includes a separate passage

All sessions will be indicated in the Test Booklet:
The test booklet will include a “session page” at the beginning of each session. The session page will indicate administration procedures. Be sure to review the procedures in the administration manual if you have any questions.

Additional instructions will be included at the top of all Session 2 item sets
ADMINISTER ALL THREE TASKS IN THIS ITEM SET TO THE STUDENT Additional instructions will be included at the top of all Session 2 item sets

Sequence of Administration
page34 Sequence of Administration Elementary , Middle School, and EOCs Teachers may use their discretion and administer content areas in the order that is best for the student For example, a teacher may choose to administer Science before ELA Teachers MUST administer all sessions within a content area in the same order they are presented in the Test Booklet For example, Session 1 must be completed before Session 2 and 3 Elementary , Middle School, and EOCs Teachers may use their discretion and administer content areas in the order that is best for the student For example, a teacher may choose to administer Science before ELA Teachers MUST administer all sessions within a content area in the same order they are presented in the Test Booklet For example, Session 1 must be completed before Session 2 and 3

Scaffolding at Task 1 Task 1 is re-presented with only two response options Incorrect response is covered or removed (if no response cover the first incorrect option in the Materials column) Cover response option with paper or remove – do NOT cover with hand Only applied in Session 1 and 2 Scaffolding is the process of reducing the response options for a student who is unable to respond accurately at the Task 1 Level only. The complexity of the assessment task is reduced by covering or removing one of the response options. If a student is unable to complete the Task 1 question accurately, the task is re-presented with only two response options The student’s incorrect response is the option that is covered or removed, leaving two remaining options. If the student exhibits no response, then the first incorrect option listed in the Materials column will be removed. The task is presented to the student again with only two options. If scaffolding is necessary, make sure that the incorrect option is covered with a piece of paper or removed. Do not use your hand to cover the incorrect option or place marks on the incorrect option in the response booklet. Scaffolding is only administered in Session 1 and Session 2. It is not utilized in Session 3 (Writing).

Scaffolding at Task 1: Example A
Teacher will present the task as indicated in the teacher script What is used to carry things? Example A – illustrates how to scaffold a task if a student exhibits an incorrect response Teacher will present the task as indicated in the teacher script Then read: What is used to carry things? Tissue, Flower, Basket

Student selects “flower” which is the incorrect option Student selects “flower” which is the incorrect option. Teacher records in the Student response column.

The teacher will cover or remove the incorrect option and re-present the teacher script with the two remaining options The teacher will cover or remove the incorrect option and re-present the teacher script with the two remaining options Then read: What is used to carry things? Tissue, Basket

The student selects basket. Teacher then records in the scaffolded section of the Student response column.

Example A – Student Responds Incorrectly at Task 1
Scaffolding Video Example A – Student Responds Incorrectly at Task 1 Click on the movie icon to view the video in “Slide Show” mode. Links to the videos are also included on the FSAA Portal

Scaffolding at Task 1: Example B
Teacher will present the task as indicated in the teacher script What is used to carry things? Example B – illustrates how to scaffold when a student provides no response at Task 1 Teacher will present the task as indicated in the teacher script Then read: What is used to carry things? Tissue, Flower, Basket

THE STUDENT DOES NOT RESPOND The student does not respond within the pre-determined interval (after the teacher repeats the script 2 times). The teacher records the response in the Student Response column.

The teacher will cover or remove the first incorrect option in the Materials column and re-present the teacher script with the two remaining options The teacher will cover or remove the first incorrect option in the Materials column and re-present the teacher script with the two remaining options. Here the teacher covers Tissue.

THE STUDENT DOES NOT RESPOND The student does not respond again within the pre-determined interval (after the teacher repeats the script 2 times). The teacher records the response in the Student Response column.

Example B – Student Does Not Respond at Task 1
Scaffolding Video Example B – Student Does Not Respond at Task 1 Click on the movie icon to view the video in “Slide Show” mode. Links to the videos are also included on the FSAA Portal

Reading the Teacher Script
page38 Reading the Teacher Script Next we will review the procedure for Reading the Teacher Script As a reminder: the teacher script contains instructions for the teacher on how to administer a task Contains instructions for the teacher on how to administer a task

Reading the Teacher Script
Read the boldfaced italicized text verbatim to the student All directions to describe graphic features are embedded in the Teacher Script column Underlined text will specify test administration instructions: Accept any response mode the student uses to indicate a response It is imperative that the teacher read the boldfaced italicized text in the Teacher Script column verbatim. The teacher should read only the words in boldfaced italics to the student. Words that are not boldfaced italics are directions for the administrator(e.g., point to the . . ., place the cards . . .) and should not be read aloud to the student. All directions to describe graphic features, such as tables, charts, graphs, and diagrams are now embedded in the Teacher Script column Accept any response mode the student uses to indicate a response Accept any response mode the student utilizes to indicate a response. For example, if the student touches a card, then the touch should be considered the student’s response. When reading the task script, it is very important to pay close attention to underlined text in the Teacher Script column. Underlined text may give specific instructions for test administration especially when assessing fluency. Examples include: Do not read or sign the word cards to the student. Do not read or sign the sentence strips to the student.

Repeating the Teacher Script
Allow wait time for the student to respond. Wait time may vary from student to student.

Redirection and Reinforcement
page41 Redirection and Reinforcement Redirection strategies may be used if: consistent with the cues used during daily instruction for redirection and refocusing only; they should not cue the correct answer to the student Some items require the student to give more than one response “That’s one sentence. Now you need to give me one more.” Next we will discuss redirection and reinforcement procedures. Redirection strategies may be used if: They are consistent with the cues used during daily instruction and/or They are for redirection and refocusing only; they must not cue the correct answer to the student Examples of different forms of cues to help redirect or refocus a student: Repeat directions, rules, or task script when needed to help the student get back on track. Provide nonverbal refocusing to reengage the student with the task. Nonverbal cues may consist of, but are not limited to, lightly tapping on the work surface, pointing to assessment components, or attempting to establish eye contact. Provide minimal physical cuing such as lightly touching a student’s hand to refocus back to the task. Minimal physical cuing should not control the student’s movements. Some items require the student to give more than one response. The teacher may cue: “That’s one sentence. Now you need to give me one more.”

Pointing May be used to direct student’s attention Should not indicate the correct answer Should point to each part of a table, chart, or graph as read aloud to student On some occasions, direction to “point to” is required and will be embedded in the teach script Teachers may use pointing to draw the student's attention to components of the assessment. Pointing should not indicate the correct answer. Teachers should point to parts of a chart, table, graph or diagram as they are read aloud to the student (i.e., teacher will point to the title of a graph as they read the title aloud to the student). It is up to the teacher’s discretion as to how much pointing or physical movement is required to direct the student’s attention to the areas or features that are being read.

Pointing On some occasions the direction to "Point to ..." is specifically stated in the teacher will column. For example, when there is more than one stimulus graphic presented to the student, the teacher will be directed to point to specific graphics as the script is read.

Reinforcement to encourage the student to keep working is allowed Should not cue whether the student’s response is correct or incorrect Should be consistent with methods used during daily instruction Reinforcement to encourage the student to keep working is allowed although it: Must not cue whether the student’s response is correct or incorrect Must be consistent with methods used during daily instruction Examples of verbal encouragement may include the following: o “I like the way you are working.” o “You are focusing so nicely.”

Cutout Cards and Strips
page42 Cutout Cards and Strips Some tasks may require the student to match, sort, or sequence. On these occasions the response options will be presented as cut-out cards or strips. Cutout cards and strips should be placed on the work surface in the exact order that they are presented in the Materials column. See p. 42 in the TAM for more options for cut-out placement.

Teacher-gathered Materials
page44 Teacher-gathered Materials Some items will require the teacher to provide objects to administer a task Indicated in the Materials column and on the Content standards page Place objects on the blank page in Response Booklet Response Booklet will note: Teachers will sometimes need to provide materials, such as rulers, calculators, or generic counters, in order for a student to answer a question. Any teacher-gathered materials required for a task will be listed below the heading “Teacher-gathered” in the Materials column of the Test Booklet, as well as on the first page of the content area. The objects may be placed on the blank page of the Response Booklet or on the work surface. It is most important that the objects are within the student’s view. If they need to be manipulated by the student, they must be within the student’s reach.

Florida Standards Alternate Assessment Performance Task
Content-Specific Directions

Social Studies Text providing context for a chart is introduced before reading the chart. Frequently in Social Studies tasks, text providing context for a chart will be introduced before reading the chart. In this example the teacher is instructed to read the text: The history of Ybor City spans from 1886 to the present. The chart shows how the city has changed in the past 150 years. The teacher will then read the text embedded in the teacher script that describes the information in the chart.

Mathematics and Science
Calculators, number lines, generic counters, scratch paper, and pencils may be set out if the student uses them during daily instruction. At the end of each task, the teacher should say to the student, “You may use the ______ to help you answer the question.” Some items specifically require the use of these tools and will be indicated in the Materials column as teacher- gathered. All students must be offered these tools. Next we will review Content specific directions for mathematics and science. Calculators, number lines, generic counters, scratch paper, and pencils may be set out if the student uses them during daily instruction. At the end of each task, the teacher should say to the student, “You may use the ______ to help you answer the question.” Some items specifically require the use of these tools and will be indicated in the Materials column as teacher-gathered. For these tasks, all students must be offered the tool.

English Language Arts Passages and passage graphics are provided in the Passage Booklet. The specified passage must be read each time the directions indicate to do so. If the directions do not indicate to read the passage to the student, the passage may not be read in that part of the item set. Some tasks only require a portion of the passage to be read. The paragraphs are numbered to facilitate administration. Lastly, we will review the content-specific directions for ELA. Passages and passage graphics are provided in the Passage Booklet. As a reminder, the specified passage must be read each time the directions indicate to do so. If the directions do not indicate to read the passage to the student, the passage may not be read in that part of the item set. Some tasks only require a portion of the passage to be read. The paragraphs are numbered to facilitate administration.

English Language Arts When assessing fluency some ELA items may require the student to independently read words or passages Teacher Script Column will contain underlined instructions for the teacher to not read items aloud to the student Students with visual impairments who use braille during daily instruction must use the braille version of test materials to show understanding of decoding skills for fluency items When assessing fluency, some ELA items may require the student to independently read words or passages. If so, the teacher script column will contain underlined instructions for the teacher to not read items aloud to the student. Students with visual impairments who use braille during daily instruction must use the braille version of test materials to show understanding of decoding skills for fluency items.

Text-Based Writing Assessment

Writing Prompt 1Selected-Response
page50 Writing Prompt 1Selected-Response Five selected-response questions in response to a passage Writing Prompt 2Open-Response Standardized scripted series of steps that allow students to create a product in response to a passage First let’s review the design for writing prompt 1 and 2 For Writing Prompt 1: each student will be read a passage followed by five selected-response questions. All 5 questions must be administered to all students. The student will respond to these questions by selecting from a field of options in the Response Booklet. For Writing Prompt 2: each student will be read a passage. The teacher will then follow a series of standardized scripted steps to help the student create a product in response to the passage. Each student will create the writing product utilizing his or her primary mode of communication. We will review each writing prompt in more detail on the following slides. Writing Prompt 1: Selected Response Writing Prompt 2: Open-Response

Writing Prompt 1Selected-Response
First let’s look at how the 5 questions for writing prompt 1 are structured in the test booklet. The selected-response questions are structured in a familiar format with a Materials column, a Teacher Script column, and a Student Response column All writing passages are in ELA Passage Booklet and all responses options are in the ELA Response Booklet Reminder: NO scaffold Administer all 5 questions No scaffolding

Writing Prompt 2Open Response
Now let’s look at the how Writing Prompt 2 will be structured in the test booklet.

The passage booklet and materials are listed above the table.

The Teacher Script provides instructions for how to administer the prompt Words that are to be read aloud to the student will be in boldfaced italics. The teacher script will indicate when to point to sections in the student response template.

The teacher will be given instructions in the teacher script to read or re-read portions of the passage to the student.

Student Response Template Official record of student’s response The Student Response Template is used to capture the student’s product. The student’s name and identification number should be recorded at the top of the page.

Student Response Template Official record of student’s response Must be cut out of test booklet by teacher The Student Response Template is located in the back of the test booklet and will need to be cut out of booklet by the teacher prior to administration.

Student Response Template Official record of student’s response Must be cut out of test booklet by teacher Sections are numbered Each section is numbered to correspond with directions in the teacher script.

Student Response Template Official record of student’s response Must be cut out of test booklet by teacher Sections are numbered Secure document As a reminder: the Student Response Template is a component of the FSAA and therefore is a secure document. This template will be returned with other assessment components to the school assessment coordinator once testing is complete. If student used electronic version- Once the student response is printed, the teacher must delete the electronic version from the device or computer.

High School Student Outline and Student Response Template For grades 8–10 only: A Student Outline may be required in addition to the Student Response Template to help the student organize ideas before writing his or her response. Both the outline and the template are located in the back of the test booklet and will need to be cut out by the teacher prior to administration. The student will be guided to first complete the outline. The student will then be guided to use the information from the outline to create a writing product. The students product is recorded on the blank Student Response Template. Teachers should "assist as needed" to help the student transition from the outline to the Student Response Template. The level of assistance will vary per student and must be consistent with the cues used during daily instruction. Levels of assistance or redirection may include using pointing for the student to transfer information from the outline to the template. Offering additional verbal cues such as, “Where does this go?” or “what should come next?” are allowable.

Grade Span Type Student Response Includes Grades 4-5 Informative Title Introduction Details from the Passage that Support the Topic Conclusion Grades 5-8 Persuasive Title/Greeting Reasons from the Passage that Support the Claim Grades 8-10 Informative and Details from the Passage that Support the Topic or Reasons from the Passage that Support the Claim This table lists the type of writing introduced and the areas targeted for each grade span Note: Students will NOT be scored on language conventions including spelling, punctuation, or grammar. Students will NOT be scored on language conventions including spelling, punctuation, or grammar.

Student Preparation One topic per grade! Vocabulary provided to give all students the opportunity to respond Teachers are provided two resources to help prepare for the open response writing prompt Student Preparation One topic per grade! Vocabulary provided to give all students the opportunity to respond Teachers are provided two resources to help prepare for the open response writing prompt Topic and General Vocabulary List Grade Specific Vocabulary List

2017 Topic and General Vocabulary List Grades 3-5 General Vocabulary and are because can in it is some that they want you Topic and General Vocabulary List High level topics and common vocabulary Topics and vocabulary should be introduced to students prior to administration Non-secure and posted to the FSAA-PT Portal Topic and General Vocabulary List High level topics and common vocabulary Topics and vocabulary should be introduced to students prior to administration Non-secure and posted to the FSAA-PT Portal

Topic preparation that is allowable introduce words/phrases that deal with provided topics use the students mode of communication to introduce new vocabulary provide activities around provided topics Topic preparation that is non-allowable providing full sentences for which the student only needs to select a sentence In preparing students for the writing assessment please note that there are recommended and allowable activities as well as activities which are not allowable. Topic preparation activities that are recommended and allowable includes the following: teachers may introduce words/phrases that deal with provided topics, teachers should use the students mode of communication to introduce new vocabulary, and teachers are encouraged to provide activities around provided topics. Please be aware that the providing full sentences, for which the student only needs to select a sentence, is non-allowable.

Grade Specific Vocabulary List Vocabulary specific to the prompt on each grade level form Should not be pre-taught. Allows teacher to prepare materials to provide students with the opportunity to respond Secure and included in the back in the test booklet The intent for providing the Form-Specific Vocabulary List is to ensure that all students have the opportunity to compose a response by providing access to vocabulary. The intent is not to pre-teach this provided vocabulary. Please ask teachers to read through the open Response Writing Prompt Vocabulary Guidelines on p.58 of the TAM

page60 Writing Prompt 2Open Response Scribing Protocol May be used with a student if: This method is used during daily instruction and/or They are unable to record a handwritten or typed response In some situations, it may be helpful to scribe the students response as the teacher administered the writing prompt. Scribing protocol may be used with a student if: This method is used during daily instruction and/or They are unable to record a handwritten or typed response IEP documentation of scribing protocol is not necessary for a student to use this accommodation during administration of the FSAA-PT. However, it is recommended that the scribing accommodation be documented as a best practice if a student uses a scribe during daily instruction. IEP documentation of scribing protocol is not necessary for a student to use this allowable support during administration

Scribing Protocol Who can serve as a third party scribe? Any certified, licensed or non-licensed district employee if: They have received district provided training on Proctoring They have completed the Test Administration and Security Agreement and Test Administrator Prohibited Activities Agreement They are familiar with the student and with the student's mode of communication In some situations, it may be helpful to have a third party scribe the students response as the teacher administers the writing prompt. Who can serve as a scribe? Any certified, licensed or non-licensed district employee may serve as a scribe if: · They have received district provided training on Proctoring; · They have completed the Test Administration and Security Agreement and Test Administrator Prohibited Activities Agreement (found in the 2017 Florida Standards Alternate Assessment Procedural Manual); and · They are familiar with the student and with the student's mode of communication

Scribing Protocol Student Primary Response Mode What the student response may look like…. Scribing Protocol Verbal Student verbalizes his/her response The scriber will record the student’s verbal response verbatim onto the Student Response Template and/or Student Outline. Gestural Student points to/touches/ or looks at his/her response The scriber will record the interaction with the words/pictures/objects as observed onto the Student Response Template and/or Student Outline. Sign language Student signs his or her response The scriber will record the student’s signed response verbatim on the Student Response template and/or Student Outline . AAC device Student indicates a response utilizing his or her primary AAC system or device The scriber will record the student’s interaction with the AAC system or device as observed onto the Student Response Template and/or Student Outline . Here are some examples of how to capture student responses: If the Student verbalizes his/her response The scribe will record the student’s verbal response verbatim onto the Student Response Template. If the Student points to/touches/ or looks at his/her response The scribe will record the interaction with the words/pictures/objects as observed onto the Student Response Template. If the Student signs his or her response. The scribe will record the student’s signed response verbatim onto the Student Response Template. If the Student indicates a response utilizing his or her primary AAC system or device The scribe will record the student’s interaction with the AAC system or device as observed onto the Student Response Template.

Open-Response Writing Prompt Video
Administration example of Open-Response Writing Prompt

Writing Open Response Activity Have teachers work individually or in small groups to complete the Open Response Writing Prompt Activity. This activity is intended to prompt discussions regarding capturing student responses. Have teachers discuss specific students presentations and best ways to capture responses.

page62 Writing Prompt 2Open Response Annotation Ensures that the response is interpretable and meaningful to a novel reader such as a scorer Does not alter the intent of the student’s original response Teacher annotations ensures that the student response is interpretable and meaningful to a novel reader such as a scorer Annotation procedures only apply if the student has hand-written or typed his/her response Annotated notes should not alter the intent of the student’s original response

Annotated Student Response Annotated notes are included directly on the student’s response Note: “Nite” is not annotated in this example. Novel reader would easily interpret intent of student. Reminder: spelling is not scored on this open response assessment.

Annotated Student Response Written in a different color ink than the student’s response Written above or below the student’s words, pictures, symbols, or objects so as not to cover any part of the student’s response Written in a different color ink than the student’s response Annotations are written above or below the student’s words, pictures, symbols, or objects so as not to cover any part of the student’s response

Annotated Student Response Annotated notes may also be included directly in the teacher’s entry of the student’s response into the online system in parentheses Annotated notes may also be included directly in the teacher’s entry of the student’s response into the online system. Teacher notes should be enclosed in parentheses.

Some students may not provide a response to all or some of the parts of the product Teachers will record “No Response” directly onto the Student Response Template if this occurs animals no Response cat Some students may provide no response to some or all of the writing prompts. It is important for teachers to capture this information. If the student does not respond, teachers will record “No Response” directly onto the Student Response Template when applicable. Eat food no Response

Section of Student Response
Writing Prompt 2 - Open Response High School labeling of product Remind teacher to label the sections on the Student Response Template for grades 8-10 Section of Student Response Teacher will record the section number directly onto the student template Title or Greeting 1 Introduction 2 First Supporting Detail or Reason 3 Second Supporting Detail or Reason 4 Conclusion 5 Omitted Response leave blank

Teachers upload or enter student writing products online when administration is complete Once administration has been completed, teachers upload or enter student writing products online. Instructions on how to enter the student writing products into The FSAA Online System will be reviewed in Module 4: Submitting Student Responses. Module 4: Submitting Student Responses

Before, During, and After Administration

Test Security Security of all test materials must be maintained before, during, and after test administration Students are not permitted to handle secure material before or after administration Test materials must be checked out and returned to the school’s secure area each day Refer to the Florida Standards Alternate Assessment Procedural Manual posted on the FSAA Portal Next we will discuss a few considerations on test security Security of all test materials must be maintained before, during, and after test administration. Although student specific test materials, i.e., test booklets are considered secure materials, teachers may have access to test components prior to testing in order to become familiar with and to organize the materials. However, these materials must be checked out and returned to the school’s security area each day. Test materials should never remain in classrooms or be taken out of the building overnight. See the FSAA-PT Procedural Manual for more information on test security protocol.

Before Administration: Preparation Before Materials Arrive
page65 Before Administration: Preparation Before Materials Arrive Read the Test Administration Manual The following slides have helpful tips on what to do before, during and after administration. <Follow along with the teacher preparation checklist>

Before Administration: Preparation Before Materials Arrive
Teacher considerations: How will he/she access the assessment tasks? What accommodations and support will be needed? Does he/she utilize assistive technology? How will I evaluate student engagement? What is an appropriate wait time for this student to respond? When and where does this student engage best? Before the assessment materials arrive in districts, teachers should also consider the following questions for each of their students: How will he or she access the assessment tasks? Teachers should review students’ IEP to determine how students will access and respond to the assessment tasks. What accommodations and support will be needed? Based on student’s daily instruction, determine the accommodations and supports that the student will need. Incorporate any additional individual accommodations for the student as outlined in the student’s IEP. Does he or she utilize assistive technology? If so, ensure that students have access to any assistive technology needed to access the materials and respond to the assessment items. How will I evaluate student engagement? Establish criteria, using best professional judgment, to determine when your student is engaged and not engaged. These decisions should be based on previous knowledge of their response mode and response times. What is an appropriate wait time for this student to respond? Determine an appropriate response wait time for each student being assessed. When and where does this student engage best? Schedule the assessment administration sessions for times and places that are optimal for your student’s effort and engagement.

Before Administration: Preparation of Assessment Materials
Check to make sure all materials are present Test booklet (one for each student) Passage booklets, Response booklets and Cards and Strips Packets (each grade and content area) Check to ensure components are for the same form Read the Test Booklet Highlight Teacher Scripts Organize cutouts Collect Teacher-gathered materials Upon arrival of materials teachers should… Sign out the secure Florida Standards Alternate Assessment Test Booklet(s) from assessment coordinator. Check to ensure that all components are for the same form of the assessment. Ensure that there is one Test Booklet for each student. Sign out the Passage and Response Booklet(s) and Cards and/or Strips Packet(s) for each grade and content area being assessed. Some organization of cards and strips will be needed in preparation for the assessment administration. Read the Test Booklet to become familiar with the assessment tasks and format. Review setup procedures provided with each item of the assessment (refer to directions in the Teacher Script column). Teachers may choose to highlight the boldfaced italicized portion in the Teacher Script column that will be read aloud to the student. This will ensure that the setup directions to the teacher are not inadvertently read aloud to the student.

During Administration
page68 During Administration BEST PRACTICES Accurate administration is important Account for necessary materials Record student responses directly into the Test Booklet Take notes in the Test Booklet to include in the online survey about the FSAA-PT Security is paramount Accurate administration is very important. Teachers may want assistance in observing the student and organizing materials to aid in accurate administration. While Response Booklets are to be used for multiple administrations, each student should have their own Test Booklet. Teachers must record student responses in the Test Booklet while administering the assessment. An online survey will be available for the 2018 Florida Standards Alternate Assessment. Teachers will be able to provide feedback on specific items, so you may want to take notes in the Test Booklet. All assessment materials are secure and must be returned to the designated secure area or locked storage room between administrations.

During Administration: Take Breaks
When? Signs of fatigue Lack of engagement At the end of an item set Teachers know their students best! The FSAA-PT is an untimed assessment, ample breaks are allowed. Talking Points to Emphasize: The FSAA-PT is an untimed assessment and students should be given ample breaks, as needed. Encourage teachers to watch their students for indications that a break may be needed. If the student shows signs of fatigue or does not appear engaged, stop the assessment and resume only when the student is ready. It is recommended that teachers complete an item set before taking a break, so that you are not breaking in the middle of a set.

After Administration: Student Response Entry
page69 After Administration: Student Response Entry Teachers enter responses online when administration is complete Jane Smith Teacher recorded student responses in the Test Booklet as they administered and entered into the system when administration was complete.

After Administration Student Response Entry
Online System User Guide includes directions for teachers Available in February 2018 Teachers should refer to the Online System User Guide for instructions on how to enter responses into the system. This resource and Module 4: Submitting Student Responses will be available on the FSAA Portal in February 2018

The FSAA Online System: Presents tasks in the same order as the test booklet Automatically adapts for the tasks in Session 1 Automatically scaffolds for incorrect selections at Task 1 Allows for teachers to review responses before submitting The FSAA Online System: Presents tasks in the same order as the test booklet Automatically adapts for the tasks in Session 1 Automatically scaffolds for incorrect selections at Task 1 Allows for teachers to review responses before submitting

Common errors identified when teachers attempted to enter responses Wrong form assigned Wrong student selected Missing entries Wrong responses entered into the system Be sure to avoid these errors! Once submitted, the form-based-test cannot be accessed. It is strongly recommended that all teachers review all responses before submitting a test. Common errors reported to the FSAA Service Center from 2017 administration Wrong form assigned Wrong student selected Missing entries Wrong responses entered into the system Be sure to avoid these errors! Once submitted, the form-based-test cannot be accessed. It is strongly recommended that all teachers review all responses before submitting a test. This will ensure that all responses entered are accurate, legible, and comprehendible to novel readers.

After Administration: Writing Prompt 2 Submission
Teachers can choose to submit the student’s writing product by either: Uploading the student response template into the online system; or Typing the student response directly into the online system Teachers can choose to submit the student’s writing product by either: Uploading the student response template into the online system; or Typing the student response directly into the online system

Writing Prompt 2 Submission - Upload
Upload of Student Response Template Digital file is uploaded directly into FSAA Online System See User Guide for secure methods If the teacher decides to upload the student’s product, a secure digital version of the student response template must be created. Please see the Online System User Guide for instructions on how to create a secure digital file.

Upload of Student Response Template
The uploaded template should include teacher annotations (if needed) The uploaded template should include teacher annotations (if needed)

Section of Student Response
After Administration Upload of Student Response Template On some occasions students will be asked to complete an outline and then transfer their product onto a blank student template. If so, teacher should label each section of the students’ final product with the number that corresponds to each section in the outline. For example, the title is labeled 1, the introduction is labeled 2, the first detail is labeled 3, the second detail is labeled 4, and the conclusion is labeled 5. This will ensure that the human scorer clearly understands the students intent when they assign score points. Section of Student Response Teacher will record the section number directly onto the student template Title or Greeting 1 Introduction 2 First Supporting Detail or Reason 3 Second Supporting Detail or Reason 4 Conclusion 5 Omitted Response leave blank

Writing Prompt 2 Submission - Upload
To ensure the student’s response is provided a score verify the following prior to submitting an uploaded response: Verify there is only one response associated with prepared document to be uploaded The FLE-ID (formerly Student ID#) is included and legible on student response document to be uploaded Include annotations as needed to ensure that the student’s response can be interpreted by a novel reader Verify legibility of uploaded work. If illegible/unreadable upload again Do not submit poor scan quality uploads To ensure the student’s response is provided a score verify the following prior to submitting an uploaded response: Verify there is only one response associated with prepared document to be uploaded The FLE-ID (formerly Student ID#) is included and legible on student response document to be uploaded Include annotations as needed to ensure that the student’s response can be interpreted by a novel reader Verify legibility of uploaded work. If illegible/unreadable upload again Do not submit poor scan quality uploads

Check the scanned uploads!
If you can’t read it…our scorers will not be able to read it! Example of actual student response that is illegible.

Writing Prompt 2 Submission – Typed Entry
Typed Entry of Student Response Teacher types the student’s response directly into the FSAA Online System Each scored component will include its own section for response entry If the teacher decides to use the typed entry method, then the teacher types the student’s response directly into the FSAA Online System. Each scored component of the open-response writing task will include its own section for response entry.

Typed Entry: Grades 8-10 1. What new title will you use for your argument? School Uniform On some occasions students will be asked to complete an outline and then transfer their product onto a blank student template. If so, teacher should label each section of the students’ final product with the number that corresponds to each section in the outline. The teacher will enter the students response into each corresponding section. Title is entry 1 and Introduction is entry 2 2. What topic and claim will you write in the introduction for your argument? We do not need school uniforms. 3. Which two reasons will you include in your argument?

Annotated Student Response Annotated notes may be included directly in the teacher’s entry of the student’s response into the online system Nite nls (animals) nls (animals) biz (busy) at nite Annotated notes may be included directly in the teacher’s entry of the student’s response into the online system

Please annotate responses!
Remember – spelling is not scored Here is an example of a student response that is incomprehensible. The response appears to have a purpose but lacking annotations that would help the novel reader understand the student’s intent. Please annotate responses to help novel scorers understand the student’s intent and remember…spelling is not scored on the open-response writing prompt.

To ensure the student’s response is provided a score complete the following steps to submit a response via typed entry: Verify the student response to be entered matches the intended student Enter student’s response exactly as composed by the student Include annotations as needed to ensure that the student’s response can be interpreted by a novel reader Submit the student work To ensure the student’s response is provided a score complete the following steps to submit a response via typed entry: Verify the student response to be entered matches the intended student Enter student’s response exactly as composed by the student Include annotations as needed to ensure that the student’s response can be interpreted by a novel reader Submit the student work

Writing - Open Response Scoring
Components Complete/Full 3 Adequate/Partial 2 Insufficient and/or Off-Topic 1 No Response Title/Greeting Introduction Supporting Details/Reasons to Support Claim Conclusion Sample scoring rubrics are available on the portal with the practice writing prompts Students will NOT be scored on language conventions including spelling, punctuation, or grammar

After Administration Return Of Secure FSAA-PT Test Materials
page69 After Administration Return Of Secure FSAA-PT Test Materials The following secure materials will be provided to the designated School Assessment Coordinator (SAC) once the student scores have been entered into the FSAA Online System. Test Booklets Response Booklets Passage Booklets Cutout Cards and Strips Packets Writing Prompt 2 Student Template and Student Outline Writing Prompt 2 Vocabulary materials that have been prepared by the teacher The following secure materials will be provided to the designated School Assessment Coordinator (SAC) once the student scores have been entered into the FSAA Online System. Test Booklets Response Booklets Passage Booklets Cutout Cards and Strips Packets Writing Prompt 2 Student Template and Student Outline Writing Prompt 2 Vocabulary materials that have been prepared by the teacher Please refer to the 2017–2018 FSAA—Performance Task Procedural Manual posted on the FSAA Portal for additional information on the return of assessment materials

After Administration Teacher Self-Reflection Form Voluntary
page79 After Administration Teacher Self-Reflection Form Voluntary Provide feedback on procedures and practices Valuable Gain insight on preparatory, personal development and training needs After Administration: Teacher Self-Reflection Form The Teacher Self-Reflection Form is a voluntary tool designed to provide valuable feedback on key procedures and practices that can help ensure the accurate administration of the Florida Standards Alternate Assessment in future years. Teachers are strongly encouraged to use this self-evaluation tool to gain insight on preparatory, personal development, and training needs. The form is located in the administration manual and also can be found on the FSAA Portal.

After Administration FSAA-PT Administration Survey
Anonymous online survey Opportunity to provide valuable feedback related to the FSAA-PT program Teachers have the opportunity to participate in an anonymous online survey, and provide valuable feedback related to the FSAA–Performance Task program. The total time required to complete the survey is approximately 10 minutes. Survey responses will be evaluated and used to help improve the FSAA–Performance Task administration procedures and processes, as well as teacher training

Practice Materials

Practice Materials No new practice kits will be provided for 2017-2018
page66 Practice Materials No new practice kits will be provided for Teachers should use practice kits from last year or print from the FSAA Portal Supplementary administration support documents related to practice tests are also available Not secure No new practice kits will be provided for Teachers should use practice kits from last year or print from the FSAA Portal Supplementary administration support documents related to practice tests are also available Practice Materials are not secure, and therefore, any part of the set of materials may be reproduced.

Practice Materials Teacher Training
Provide teachers the opportunity to become familiar with: Assessment materials Administration of the assessment Type of preparation needed FSAA-PT practice materials should be used for teacher training. Practice Materials provide teachers the opportunity to become familiar with the assessment materials, the administration of the assessment, the type of preparation needed by the teacher,

Practice Materials Student Preparation
Provide students the opportunity to interact with assessment components Ensure familiarity with task design Identify the appropriate mode of responding Determine appropriate pacing Identify accommodations Student Preparation Provide students the opportunity to interact with assessment components to… Ensure familiarity with task design Identify the appropriate mode of responding Determine appropriate pacing Identify accommodations Teachers should administer all 3 levels of an item set to students to provide maximum exposure

Practice Materials PDFs versions for printing
Available on the FSAA Portal PDF versions of the paper-based kits will be available on the FSAA Portal. As shown here, they will be organized by grade span. Each component will need to be printed to administer the tests. ADD HYPERLINK

Practice Materials Supplementary resources
Additional supplementary resources are available on the FSAA portal and are intended to supplement the practice materials. .

First, Writing Student Response Templates and Outlines are available and will allow the teacher to practice the writing tasks on multiple occasions. .

Sample Open Response Writing Rubrics are available and intended to be used in conjunction with the practice open response writing prompts. These sample scoring rubrics will provide the teacher an opportunity to gauge how a student is performing on the practice prompts. .

Some practice tests will also include an Object Exchange List. This will allow teachers to use replacement objects when administering the practice tests. .

Practice Materials README file contains important printing instructions Please be aware of the README file that corresponds to the printable file. This README file contains important printing instructions.

Practice Administration Activity Teachers will partner up to practice administration Use provided Practice Administration Activity. *******Reflection on how this worked during last year’s training

Accommodations

Students with Visual Impairments
page74 Students with Visual Impairments Utilize the braille/tactile graphics version if student uses on a regular basis Art captions in Passage Booklet Read aloud any alternate text appearing in parentheses within the Materials column to describe stimulus and response options Accommodations are available for students with visual impairments. All accommodations used during assessment administration, should align with what the student uses on a daily basis during classroom instruction. Students may be provided with a Braille and tactile graphics version of the assessment, IF the student uses Braille and tactile graphics on a regular basis. Teachers should read the provided passage art captions aloud to students. This caption is provided as a script, within the Passage Booklet, below the passage art. Teachers should also read aloud any alternate text appearing in parentheses within the Materials column to describe stimulus and response options

Students with Hearing Impairments
page76 Students with Hearing Impairments Use American Sign Language, manually coded English, and/or total communication When using sign language to administer an item, finger spell words that do not have a sign only if the item does not measure spelling For students with hearing impairments, American Sign Language, manually coded English, and or total communication may be used when administering the assessment. If you are using sign language, please finger spell words that do not have a sign, or, if the sign for the word is unknown, ONLY if the item does NOT measure spelling. Also remember that for certain assessment items, the teacher may be required to finger spell synonyms.

English Language Learners
Page 76 English Language Learners Items must be administered in English only Mathematics, Science, and Writing- limited assistance may be provided using the student’s heritage language to answer specific questions about a word or phrase ELA- teacher may answer general assessment questions only in the student’s heritage language For students who are English language learners, items must be administered in English only. For mathematics, science, and writing assessments, limited assistance may be provided using the student’s heritage language to answer specific questions about a word or phrase. For the English Language Arts assessment, the E.S.O.L., or heritage language teacher, may answer general student questions about the assessment in the student’s heritage language. As a general reminder, any allowable adjustments or accommodations must be in accordance with what the student uses on a daily basis during classroom instruction.

Allowable Adjustments

Allowable Adjustments
page70 Allowable Adjustments All adjustments MUST align with those used in daily instruction, including assistive technology Allowable adjustments include: Real object substitution One-sided Response Booklets Use of magnification equipment Use of augmentative communication devices Assistive technology Allowable Adjustments The Florida Standards Alternate Assessment is designed to allow maximum access to students with significant cognitive disabilities. All adjustments used during the administration of the assessment must align with what the student uses on a daily basis during classroom instruction. Allowable adjustments include Real object substitution as indicated by the Object Exchange List, which we will discuss in more detail in a minute. Teachers may order one-sided Response Booklets if response options need to be presented as cutouts in order to align with the student’s response mode. For example, those students who communicate through picture exchange may require one-sided Response Booklets. Students are also allowed to use magnification equipment, augmentative communication devices and/or systems, and assistive technology if those methods are used during daily instruction..

Allowable Adjustments
page72 Allowable Adjustments Adjustments are allowed for students with limited physical ability and/or mobility Physical support to steady the student are allowable but must not guide the student to a response Extended wait times are acceptable if the student has difficulty initiating an activity Support/stabilization may be provided to steady the student Teacher assistance may be used in the manipulation of objects Adjustments are allowed for students with limited physical ability and or mobility. Physical support, such as offering guidance at the wrist, is allowable to steady the student when selecting a response. Teachers should not guide the student to a response. Extended wait times are acceptable if the student has difficulty initiating an activity. Support or stabilization may be provided to steady the student if needed to access the test components, and teacher assistance may be used if manipulation of objects/test materials is required

Object Exchange Object Exchange can be utilized for students who benefit from the use of real objects. For example, This task allows the teacher to replace the word/picture strips with the following objects: 2 rulers, 3 pencils, and 5 erasers. During administration the objects should be placed in the same formation as they are presented in the response booklet.

Object Exchange List The Object Exchange List identifies specific tasks and the allowable objects that can be substituted during administration. This resource lists the item, the task, the objects as described in the Materials column, and the the allowable replacement objects. For example, Item 1 Task 1 allows the teacher to substitute the picture of beads with nine actual beads. All objects listed should be easily found in the classroom or school setting. It is not necessary to buy any materials. The Object Exchange List will be posted to the FSAA Portal by January 12, 2018.

FSAA Portal Walk-Through Guide teachers through the resources on the FSAA portal

Contact Information

FSAA Service Center Standard Hours: Monday-Friday 8:00am-5:00pm EST
Extended Hours will be available with the opening of the FSAA Online System (dates TBD) Monday-Friday 7:00am-8:30pm EST Phone:

Florida Department of Education Contact Information Policy level questions please contact: Angela Nathaniel Phone: Fax: Laura Bailey Phone:

Florida Standards Alternate Assessment Performance Task

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