Florida Standards Alternate Assessment (FSAA)
Florida StandardsAlternate Assessment(FSAA)Assessment Planning Resource Guide forIndividual Educational Plan (IEP) TeamsA resource guide to assist the IEP team in determining how students with disabilities willreceive instruction and participate in Florida’s statewide assessment system.Revised August 2019
This publication is produced through the Bureau of K–12 Student Assessment, Divisionof Accountability, Research, and Measurement, Florida Department of Education, andis available online at org/wp-content/uploads/sites/8/docs/FlaAlt ResourceGuideIEP.pdf.Bureau ments/k-12-student-assessmentTelephone: 850-245-0513
Table of ContentsPurpose of the Assessment Planning Resource Guide for Individual EducationalPlan (IEP) Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Purpose of the FSAA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSAA—Performance Task Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSAA—Datafolio Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2FSAA Content Areas and Courses Assessed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Guidance for the IEP Team. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4FSAA Participation Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IEP Team Guide to Assessment for Students With Disabilities. . . . . . . . . . . . . . . . . . . . . . . . 5IEP Team Guide to Assessment for Students With Disabilities Summary. . . . . . . . . . . . . . . . 6Course Instruction and Participation in Statewide, Standardized Assessment . . . . . . . . . . 7STEP 1—Checklist for Course and Assessment Participation. . . . . . . . . . . . . . . . . . . . . . . . 7Parental Consent Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8STEP 2—Datafolio Participation Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Contact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10FSAA Service Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Florida Department of Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10APPENDIX A—Performance Task Sample Item Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Sample Item Set Table. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Sample Student Response Booklet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13APPENDIX B—Datafolio Activity Choice Sample. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Grade 5 Science Sample Activity Choices and Examples. . . . . . . . . . . . . . . . . . . . . . . . . . .17Student Sample 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Purpose of the Assessment Planning Resource Guidefor Individual Educational Plan (IEP) TeamsThe purpose of this document is to provide IEP teams with guidance on discussions fordetermining to which standards students with disabilities will receive instruction and howthey will participate in the statewide assessment system. All IEP team decisions regardingwhich standards and method of assessment are most meaningful and appropriate for eachindividual student should be based on the holistic view of the student.Purpose of the FSAAThe Individuals with Disabilities Education Act (IDEA) requires that students with disabilitiesbe included in each state’s system of accountability and that students with disabilitieshave access to the general curriculum. The Every Student Succeeds Act (ESSA), whichreplaced the No Child Left Behind Act of 2001 (NCLB), also speaks to the inclusion of allchildren in a state’s accountability system by requiring states to report student achievementfor all students as well as for specific groups of students (e.g., students with disabilitiesand students for whom English is a second language) on a disaggregated basis. Thesefederal laws reflect an ongoing concern about equity. All students should be academicallychallenged and taught to high standards. The involvement of all students in the educationalaccountability system provides a means of measuring progress toward that goal.It is expected that students with a disability who do not meet the criteria of having a significantcognitive disability (refer to “STEP 1—Checklist for Course and Assessment Participation”on page 7) will be instructed on general education standards, enrolled in general educationcourses, and assessed with the Florida Standards Assessments (FSA). IEP teams furtherdetermine how students will participate in the FSA, with or without accommodations.To provide an option for participation of all students in the state’s accountabilitysystem, including those for whom participation in the general statewide assessment isnot appropriate, even with accommodations, Florida developed the Florida StandardsAlternate Assessment (FSAA). The FSAA is fully aligned to Florida alternate achievementstandards, otherwise known as Access Points. It is expected that only students with asignificant cognitive disability who are eligible under IDEA will participate in the FSAA viaone of the two methods outlined below.FSAA—Performance Task OverviewThe FSAA—Performance Task is designed to provide tiered participation within theassessment for students working on Access Points at various levels of complexity. Eachitem set is built with three levels of cognitive demand, with Task 1 representing the leastcomplex tasks and Task 3 representing the most complex tasks. This tiered progressionprovides students the opportunity to work to their fullest potential and allows for a greaterrange of access and challenge (refer to “Appendix A—Performance Task Sample Item Set ”on page 11).FSAA: Assessment Planning Resource Guide for IEP Teams · Revised August 20191
FSAA—Datafolio OverviewThe FSAA—Datafolio is designed to support students with the most significant cognitivedisabilities who typically do not have a formal mode of communication and are workingat pre-academic levels. The FSAA—Datafolio is designed to show student progress on acontinuum of access toward academic content rather than mastery of academic content.Student progress is shown through reduced levels of assistance (LOAs) and increasedaccuracy (refer to “Appendix B—Datafolio Activity Choice Sample ” on page 16).For students being assessed via the FSAA—Datafolio, teachers submit student worksamples across three collection periods throughout the school year. The activity choicesare teacher-developed from typical classroom activities that are aligned to Access Pointstandards.Student evidence from all three collection periods is submitted by the teacher via an onlinesystem and independently scored to determine the student’s progress.The IEP team is responsible for making the determination of whether the FSAA—Datafoliois the most appropriate method for assessing the student (refer to “STEP 2—DatafolioParticipation Guidelines ” on page 9).FSAA: Assessment Planning Resource Guide for IEP Teams · Revised August 20192
FSAA Content Areas and Courses AssessedBoth the FSAA—Performance Task and the FSAA—Datafolio are aligned to the followingstandards by content areas, courses, and grade:Florida Standards Access Points(FS-APs)Next Generation Sunshine StateStandards Access Points (NGSSS-APs) ELA (Grades 3–10)Mathematics (Grades 3–8)Access Algebra 1Access GeometryScience (Grades 5 and 8)Access Biology 1Access CivicsAccess U.S. HistoryFSAA: Assessment Planning Resource Guide for IEP Teams · Revised August 20193
Guidance for the IEP TeamThis section is designed to provide IEP teams with additional guidance in their decisionmaking related to the question “Does the student have a significant cognitive disability?”Florida has a standards-driven system for all students. The Florida Standards, NextGeneration Sunshine State Standards, Florida Standards Access Points, and the NextGeneration Sunshine State Standards Access Points drive the curriculum, instructionalstrategies, and assessment. To determine if a student will receive instruction in AccessPoints, teams must review and discuss a variety of sources of information. A history ofpoor performance on state assessments or deficient reading scores in and of itself doesnot necessarily qualify a student as having a significant cognitive disability. Relianceon intelligence quotient (IQ) scores alone is not sufficient. Therefore, IEP teams shouldreview available student information for evidence of a significant cognitive disability. Suchinformation includes the following: psychological assessmentsachievement test dataprevious statewide assessment anddistrict-wide test scoresaptitude testsobservationsattendance recordsmedical records mental health assessmentsadaptive behavior assessmentslanguage assessmentscurricular contentschool historystudent response toinstructional interventionIEP teams must carefully consider and remain cognizant that qualifying a student forstandards based instruction via Florida Standards Access Points can significantly impactthe extent of a student’s access to postsecondary opportunities. Furthermore, thereauthorization of the Individuals with Disabilities Act (IDEA, 2004), the US Department ofEducation, and the Office of Special Education Programs provide clear expectations thatthe general education curriculum is to be the first consideration for providing educationalservices to a student with a disability.The Every Student Succeeds Act (ESSA, 2015) mandates that the total number ofstudents with a significant cognitive disability who participate in an alternate assessmentbased on alternate academic achievement standards (AA-AAAS) must not exceed 1% ofthe total number of students assessed. While there is a limit on the percentage of studentsstatewide who may participate in an AA-AAAS, there is no such limit on local educationalagencies (LEAs). However, 34 CFR 200.6(c)(3)(ii) and (iv) requires that an LEA submitinformation justifying the need to assess more 1% of its students in any subject withan AA-AAAS. The State must make that information publicly available, provided thatsuch information does not reveal personally identifiable information about an individualstudent. Florida’s training focus will continue to be on ensuring that IEP teams make theappropriate, individualized, and data-based decision for each student.FSAA: Assessment Planning Resource Guide for IEP Teams · Revised August 20194
FSAA Participation ProcessIEP Team Guide to Assessment for Students With DisabilitiesThe IEP Team Guide to Assessment for Students With Disabilities flowchart (Figure 1)is a visual outline of the process for determining instruction and assessment decisionsfor students with disabilities. IEP teams are encouraged to use this process and guide inconjunction with their collaborative knowledge and established IEP practices to determinethe most appropriate means of assessment.Figure 1: IEP Team Guide to Assessment for Students With DisabilitiesNO1. StudentsWithDisabilitiesYESNO2. SignificantCognitiveDisabilityYESNO3. Modifications toGrade-Level Standards& Direct Instruction Basedon Access Points (APs)YES3a–FSAGen Ed StandardsCourseEnrollment3b–APsAccess PointsAccess CourseEnrollment4a–FSAFlorida StandardsAssessments (FSA)4b–APsFlorida StandardsAlternate FSAWithAccommodationsNO5b–APsStudent has no formalmode of communicationand is working at preacademic levels6a–APsFSAA—PerformanceTaskFSAA: Assessment Planning Resource Guide for IEP Teams · Revised August 2019YES6b–APsFSAA—Datafolio5
IEP Team Guide to Assessment for Students With Disabilities Summary1. The student has a documented disability and is eligible for exceptional studenteducation (ESE) services.a. If NO, go to 3a–FSA—the student should be enrolled in general education coursesand receive instruction based on the Florida Standards or the Next GenerationSunshine State Standards.b. If YES, go to 2.2. The student has a significant cognitive disability.a. If NO, go to 3a–FSA—the student should be enrolled in general education coursesand receive instruction based on the Florida Standards or the Next GenerationSunshine State Standards.b. If YES, go to 3.3. The student requires modifications to grade-level standards and directinstruction based on Access Points.a. If NO, go to 3a–FSA.b. If YES, go to 3b–APs.3a–FSA The student should be enrolled in general education courses and receiveinstruction based on the Florida Standards or the Next Generation SunshineState Standards. Go to 4a–FSA.3b–APs The student should be enrolled in access courses, receive instruction basedon the Florida Standards Access Points or the Next Generation Sunshine StateStandards Access Points, and, subsequently, be assessed via the FSAA. Go to4b–APs.4a–FSA The student is receiving instruction based on the Florida Standards or the NextGeneration Sunshine State Standards, and, subsequently, will be assessed via theFSA, and requires support to demonstrate what the student knows and can do.i. If NO, go to 5a–FSA.ii. If YES, go to 5b–FSA.4b–APs The student is receiving instruction based on the Florida Standards AccessPoints or the Next Generation Sunshine State Standards Access Points and,subsequently, will be assessed via the FSAA.i. If YES, go to 5b–APs.5a–FSA The student will take the FSA without accommodations.5b–FSA The student will take the FSA with accommodations.5b–APs The student typically does not have a formal mode of communication and isworking at pre-academic levels.i. If NO, go to 6a–APs.ii. If YES, go to 6b–APs.6a–APs The student will participate in the FSAA—Performance Task.6b–APs The student will participate in the FSAA—Datafolio.FSAA: Assessment Planning Resource Guide for IEP Teams · Revised August 20196
Course Instruction and Participation in Statewide,Standardized AssessmentIEP teams are responsible for determining whether students with disabilities will beinstructed in the general standards or Access Points and, subsequently, assessedthrough the administration of the general statewide, standardized assessment (with orwithout accommodations) or the alternate assessment aligned to alternate achievementstandards based on criteria outlined in Rule 6A-1.0943(5), Florida Administrative Code(F.A.C.). IEP teams will also have to determine whether students taking the FSAA shouldparticipate in the FSAA—Performance Task or FSAA—Datafolio.STEP 1—Checklist for Course and Assessment ParticipationThe IEP team should consider the student’s present level of educational performance inreference to the Florida Standards and the Next Generation Sunshine State Standards.The IEP team should also be knowledgeable of guidelines and the use of appropriatetesting accommodations. To facilitate informed and equitable decision-making, IEP teamsshould answer each of the following questions when determining the appropriate courseof instruction and assessment. Check all that apply.Questions to Guide the Decision-Making Process to Determine Howa Student With Disabilities Will Be Instructed and Participate in theStatewide, Standardized Assessment ProgramYESNO1. Does the student have a significant cognitive disability?2. Even with appropriate and allowable instructional accommodations, assistivetechnology, or accessible instructional materials, does the student requiremodifications, as defined in Rule 6A-6.03411(1)(z), F.A.C., to the grade-levelgeneral state content standards pursuant to Rule 6A-1.09401, F.A.C.?3. Does the student require direct instruction in academic areas of Englishlanguage arts (ELA), mathematics, social studies, and science based onAccess Points in order to acquire, generalize, and transfer skills acrosssettings?If “YES” is not checked in all three areas, then the student should be instructed in thegeneral education courses and participate in the general statewide, standardizedassessment with accommodations, as appropriate.If the IEP team determines that all three of the questions accurately characterize astudent’s current educational situation, then the student should be enrolled in accesscourses and the FSAA should be used to provide meaningful evaluation of the student’scurrent academic achievement. The IEP team then proceeds to STEP 2.FSAA: Assessment Planning Resource Guide for IEP Teams · Revised August 20197
Once the IEP team determines that a student will be instructed in Access Points andparticipate in the FSAA, the next step is to determine the method in which the studentwill be assessed—via the FSAA—Performance Task or FSAA—Datafolio. The FSAA—Datafolio is an alternate achievement standards-based assessment designed specificallyfor students with the most significant cognitive disabilities who have limited to no formalmode of communication.Parental Consent FormIn accordance with Rule 6A-6.0331(10)(b), F.A.C., if the decision of the IEP team is thatthe student will participate in access courses and be assessed through the FSAA, theparents and/or guardians of the student must give signed consent to have their childinstructed in Access Points and their child’s achievement measured based on alternateacademic achievement standards. This decision must be documented on the ParentalConsent Form—Instruction in the State Standards Access Points Curriculum andStatewide, Standardized Alternate Assessment, available at https://www.flrules.org/gateway/reference.asp?No Ref-04779. If the parents fail to respond after reasonableefforts by the school district to obtain consent, the school district may provide instructionin the state standards Access Points curriculum and administer the FSAA. The IEP shouldinclude a statement of why the student cannot participate in the general assessment andwhy the alternate assessment is appropriate.FSAA: Assessment Planning Resource Guide for IEP Teams · Revised August 20198
STEP 2—Datafolio Participation GuidelinesAfter carefully reviewing the Checklist for Course and Assessment Participation, the IEPteam determined that the most meaningful evaluation of the student’s current academicachievement is through participation in the FSAA. Next, the IEP team should answer eachof the following questions when determining how the student participates in the FSAA.Check all that apply.Questions to Guide the Decision-Making Process to DetermineHow the Student Will Participate in the FSAAYESNO1. Does the student primarily communicate through cries, facial expression,eye gaze, and/or change in muscle tone that requires interpretation bylisteners/observers?2. Does the student respond/react to sensory (e.g., auditory, visual, touch,movement) input from another person BUT require actual physical assistanceto follow simple directions?3. Does the student exhibi
Florida has a standards-driven system for all students. The Florida Standards, Next Generation Sunshine State Standards, Florida Standards Access Points, and the Next Generation Sunshine State Standards Access Points drive the curriculum, instructional strategies, and assessment. To determine if a student will receive instruction in Access
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addition to the spring Standards of Learning (SOL) assessment in Grades 3-8 reading and mathematics. Students with disabilities may participate in Growth Assessments with or without accommodations. C. Virginia Alternate Assessment Program (VAAP) The VAAP is an alternate assessment based on alternate achievement standards and is
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
4 Alternate Assessment Students who participate in a state’s alternate assessment based on alternate achievement standards are learning material that is reduced in depth, breadth, and complexity – that is greatly modified – but still aligned with grade
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