FLORIDA DEPARTMENT OF EDUCATION BUREAU … Item Chart Grade/ Standards Content Area Reading Writing Mathematics Science FS Essenc e FS-AP NGSSS-AP FS-AP NGSSS-AP FS Essence FS-AP NGSSS-AP

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FLORIDA DEPARTMENT OF EDUCATION

BUREAU OF CONTRACTS, GRANTS AND PROCUREMENT MANAGEMENT SERVICES 325 West Gaines Street 332 Turlington Building

Tallahassee, Florida 32399-0400

Addendum # 1

REPLY NO.: ITN 2015-43 Florida Alternate Assessment

November 4, 2014

This addendum is issued to provide applicable changes to the above referenced ITN and to provide the Answers to Questions submitted timely by vendors during the Questions and Answer period. Changes made to the ITN are coded as: words stricken are deletions; words underlined are additions.

A. CRITICAL EVENT DATES

The Invitation to Negotiate schedule has changed.

1. Invitation to Negotiate Registration (page 1) has been revised and shall read as follows:

Date and Time Reply Due: 11/19/14 @ 11:00 AM 12/2/14 @ 2:00 PM Eastern Time (ET)

2. Invitation to Negotiate (page 2) has been revised and shall read as follows:

Replies are Due by: 11/19/14 @ 11:00 12/2/14 @ 2:00 PM Eastern Time (ET)

3. Section 3.4 Critical Event Dates has been deleted and revised to read as follows:

3.4 CRITICAL EVENT DATES These are tentative dates and times for critical events and are subject to change.

CRITICAL EVENT SCHEDULE DATE

Invitation to Negotiate Released October 6, 2014

Deadline for Technical Questions (email acceptable and preferred) October 17, 2014 @ 12:00 PM

Department Response to Technical Questions received by deadline (this date is on or about) October 27, 2014

November 4, 2014

Technical and Price Replies are Due (FAX & EMAIL NOT ACCEPTABLE) November 19, 2014 @ 11:00 AM

REVISED DEADLINE TO SUBMIT REPLIES December 2, 2014 @ 2:00 PM

Technical Replies will be opened in Room 332 Turlington Building (Step 1) November 19, 2014 @ 11:15 AM December 2, 2014 @ 2:15 PM

The Department will evaluate the Technical Replies (Rm. 1706, Turlington Building) (Step 2) December 17, 2014 @ 9:00 AM

January 7, 2015 @ 9:00 AM

Price Replies will be evaluated by the Bureau of Contracts, Grants, and Procurement Management Services staff during the evaluation stage.

The Negotiation Committee will start negotiations (this date is on or about) (Step 3) January 26, 2015

The Intent to Award will be posted for 72 hour upon completion of the negotiation meeting and a final decision by the Department.

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B. CHANGES TO THE INVITATION TO NEGOTIATE

1. Section 6.2.2, Item Bank, page 29, the last paragraph is hereby deleted and revised to read as follows:

Table 6.2.2.1 displays estimations of the number of developed and unreleased items in each grade/subject and for

which specific standards as developed by Measured Progress (the development contractor). In 2013-14, before the

Florida Standards were finalized, the development contractor wrote items to “Essence” statements that could later be

aligned to the FS-AP, and these are included in the table below. Items written to the NGSSS-AP are indicated. The

development contractor also completed a preliminary alignment study (Exhibit 1) of the NGSSS-AP items that may be

used either in their entirety (all three levels of performance) or partially to measure specific FS-AP. The draft Item Bank

Alignment Study (Exhibit 1) for ELA and for Mathematics is available upon written request; to obtain a copy, send an

email request to the contact person as instructed in SECTION 4.3.

The items in development will be transitioned from Measured Progress to the Contractor amid the development

process, and it is the Contractor selected as part of this ITN process who will complete the analysis and field test

process for these items. The “Essence” items in the table below will have field test statistics, and the “FS-AP” items

will be through item bias and content review committees. Reconciliation of the comments will have been noted for each

FS-AP-aligned item, but item revisions based on those comments will be the responsibility of the new Contractor. In

addition, the Department may be working with the development vendor to focus 2014-15 development on filling

blueprint holes rather than on development of eight new items for each grade and subject. The total additional items to

the table below include 64 additional ELA FS-AP items, 64 additional FS-AP Mathematics items, and 24 additional

NGSSS-AP Science items. Please note that no specific development has been completed for grade 11 ELA or for

Algebra 1, Biology 1, and Geometry. There may be items that measure the FS-AP in the current item bank, but these

are not yet classified. The Contractor will conduct an additional item-bank analysis to determine the number of items

that may be used. If this has an impact on the number of items that need to be developed, the credit to the Department

should be arranged in a contract amendment. It may require the administration of Grade 11 ELA in spring 2017. The

reply should include administering grade 11 ELA in 2016 or in 2017.

In addition, the development vendor has the following previously released items that may be imported by the

Contractor. These items were not written to the FS-AP, but an alignment study may prove that some of these items

could be used for item specifications or for practice materials.

Reading: 273 item sets; 819 items

Writing: 87 item sets; 261 items

Mathematics: 280 item sets; 840 items

Science: 111 item sets; 333 items

REMAINDER OF PAGE INTENTIONALLY LEFT BLANK.

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2. Table 6.2.2.1, Approximate Number of Test Items in the Current Item Bank, is hereby replaced with thefollowing table.

Unreleased Item Chart

Grade/ Standards

Content Area

Reading Writing Mathematics Science

FS Essenc

e FS-AP NGSSS-

AP FS-AP

NGSSS-AP

FS Essence FS-AP

NGSSS-AP

NGSSS-AP

Grade 3 8 4 24 4 8 8 23

Grade 4 8 4 29 4 40 8 8 34

Grade 5 8 4 25 4 8 8 25 45

Grade 6 8 4 21 4 8 8 23

Grade 7 8 4 27 4 8 8 27

Grade 8 8 4 27 4 38 8 8 27 48

Grade 9 8 4 23 4 8 8 25

Grade 10 8 4 27 4 40 8 8 26

Grade 11 46 GRAND TOTAL

Total Item Sets

64 32 203 32 118 64 64 210 139 926

Total Items 192 96 609 96 354 192 192 630 417 2778

The numbers in this chart are estimates only, and are not meant as a binding guarantee by the Department. The

Department is not responsible if the actual numbers change.

3. Section 6.3.12, Portfolio Assessments, page 51, second to last paragraph in is hereby revised to read:

The reply should provide both teacher-scored portfolios and Contractor-scored portfolios as options for consideration

by the Department. The Respondent should consider two potential methods of scoring the portfolios:

1) Teacher-scored portfolios where the teacher has a rubric for evaluating the student's progress and assigns

the appropriate score. (This is similar to the current model for FAA where the contractor is not evaluating

student responses.)

2) Contractor-scored portfolios where the contractor has the rubric and hires scorers to evaluate the student’s

progress and assign the appropriate score.

Whichever option is the most economical and justifiable should be included in the reply.

4. Section 6.5.4.3, Meetings with Florida Educators, page 61, the last sentence in this section is hereby revised to

read:

The final Contract should include $450,000 per year for each year of the base Contract and the renewal. The final

Contract should include $1,600,000 for the first year, and $900,000 for each subsequent year of the base Contract and

the renewal.

5. Table 6.5.4.3.1, Annual Requirements for Meetings with Florida Educators/Citizens, page 62 is hereby deleted

and replaced with the following table:

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Table 6.5.4.3.1 Annual Requirements for Meetings with Florida Educators/Citizens (Revised)

ITN Ref. Type of Meeting Meeting

Frequency in Contract

(For Annual) Number of Meeting

Per Year

Number of Days per Meeting

Approximate Number of

Participants per Meeting*

1 6.2.5.4 Alternate Assessment Advisory Committee

Annual 2 (spring and fall) 2 20

2 6.2.5.1 Bias and Sensitivity Review of ELA Passages

Annual 1 (spring) 1 8

3 6.2.5.2 Content Review of English Language Arts, Mathematics, Science, and Social Studies Test Items (separate meetings per subject area, includes expert review for science and social studies)

Annual 1 (summer) 5 60

4 6.2.5.3 Content Advisory (divided by subject area)

Annual 1 5 60

45 6.2.5.1 Bias Review of English Language Arts Test Items

Annual 1 (fall) 5 10

56 6.2.5.1 Bias Review of Mathematics and Science Items


67 6.2.5.1 Bias Review of Social Studies Test Items


78 6.4.4 Achievement Level Descriptors (prior to standard setting)

Annual (As

Needed)

3 total in contract (summer 2016,

2017, and 2019)

5 60

89 6.4.4 Standard Setting Educator Panel

Annual (As

Needed)


2017, and 2019)

45 20 (per grade/ subject)

910

6.4.4 Standard Setting Reactor Panel Annual (As

Needed)


2017, and 2019)

2 20 total

1011

6.4.9 Technical Advisory Committee Annual 2 2 5

1112

6.3.3.1 Train-the-Trainer Sessions Annual 2 2 75

13 6.3.12 Portfolio Rangefinding

Committee

Annual 1 5 5 (per grade/ subject)

14 6.3.12 Portfolio Advisory Committee Annual 1 5 5 (per grade/ subject)

* For the approximate number of participants per meeting calculated per grade and subject, the grades and subjectsoperational each year are in table 6.1.0.1. For example, the current schedule has 20 grades/subjects (assessments) to be assessed in spring 2016, and 3 more are added in spring 2017. If the respondent’s reply modifies the rollout of the assessments, the reimbursable totals should also be recalculated.

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6. Section 6.6, Deliverables is hereby deleted and replaced with the revised Section 6.6 Deliverables, which

reflects the addition of deliverables for meetings (#5 above) to Base Year 1, Base Year 2, Base Year 3, Renewal

Year 1, Renewal Year 2, and Renewal Year 3. The listings of new deliverables have been added to the end of

each spreadsheet respectively. A copy of the revised 6.6 Deliverables is available in an Excel Spreadsheet; to

obtain a copy of the Excel documents, send an email request to the Purchasing Analyst as instructed in

SECTION 4.3.).

7. Attachment 1 Price Sheet is hereby deleted and replaced with the revised Attachment 1 Price Sheet, which

reflects the increase in reimbursables (#4 above) for the final contract, a clarification in the note on the price to

be used for scoring, and the addition of deliverables for meetings (#5 above) to Base Year 1, Base Year 2,

Base Year 3, Renewal Year 1, Renewal Year 2, and Renewal Year 3. A copy of the revised Attachment 1 Price

Sheet is available in an Excel Spreadsheet; to obtain a copy of the Excel documents, send an email request to

the Purchasing Analyst as instructed in SECTION 4.3.).

8. A draft copy of the 2014-15 Test Designs, Blueprints, and Items Specifications (Exhibit 2) is hereby added.

(See attached).

C. QUESTIONS AND ANSWERS (See attached).

Be advised that all questions are keyed as submitted.

Potential proposers have 72 hours from posting of addenda to protest the requirements of each addendum. Failure to file a protest within the time prescribed in section 120.57(3), Florida Statutes, or failure to post the bond or other security required by law within the time allowed for filing a bond shall constitute a waiver of proceedings under chapter 120, Florida Statutes.

YOUR RESPONSE WILL NOT BE COMPLETE WITHOUT THIS

DOCUMENT SIGNED AND INCLUDED IN YOUR REPLY!

Vendor Name – written:

Authorized Signature:

Mailing Address:

City, State & Zip Code:

E-Mail Address: Telephone: Fax:

Question and Answer Log

ITN 2015-43

Question

# Vendor Name Page # Section/Topic Text in Question Vendor Question/Comments DOE Answer

1 CTB/McGraw-Hill 7 3.1 Purpose This ITN is seeking Replies that B.

Include costs that are in line with

current alternate assessment costs

Please provide all bidders with the current

alternate assessment costs so the incumbent

does not have a costing advantage over other

bidder’s.

This ITN is to procure services that are currently covered by two

separate vendors (development and administration), and some scope

requested (e.g., portfolio assessments) is not currently covered by

either vendor. The development vendor's contract for 4 years (3 years

base contract and 1 year renewal) was for a total of $6,250,804. The

current one-year administration contract is for $1,379,315.68

(including the contingency reimbursable).

2 19 6.1.0 …the Department is interested in an

academic computer-based portfolio

option for all grades and subjects

that could also measure pre-symbolic

communication

Please provide a few examples of what you

envision as pre-symbolic communication

assessment tasks.

Because this is a new area for us, we do not have any sample tasks.

In general, symbolic communication means that students use pictures,

objects, iconic gestures and sounds, or words to communicate. Pre-

symbolic communication can include things such as body movements,

vocalizations, facial expressions and simple gestures (such as tugging

on people). In typically developing children, this stage occurs between

6 and 12 months of age. Conventional pre-symbolic behaviors are

used intentionally to communicate. Communicative behaviors are pre-

symbolic because they do not involve any sort of symbol; they are

conventional because they are socially acceptable and we continue to

use them to accompany our language as we mature. The meanings of

some gestures may be unique to the culture in which they are used.

Communicative behaviors include pointing, nodding or shaking the

head, waving, hugging, and looking from a person to a desired object.

Note that many of these gestures (and especially pointing) require

good visual skills and may not be useful for individuals with severe

vision impairment. Some vocal intonations may also be used at this

stage. In typically developing children, this stage occurs between 12

and 18 months of age. This could be a "tool" or some other measure.

It is not content-based, but rather gauges the pre-symbolic

communication capability of the student.

3 20 6.1.0 The Department may need the

vendor to be prepared to print and

administer forms of the previously

administered high school

assessments for reading and

mathematics (one of each) aligned to

the NGSSS-AP. No

Would this additional scope for printing and

administering the previously administered HS

assessments be handled as a contract change

order? If you want bidders to price this scope,

please provide detailed information (number of

forms, number of items of each format, page

counts, scoring requirements, reporting

requirements, etc.)

At this time, we do not know the number of students who may need

these assessments, if any. As we are able to solicit this information

from districts, we would execute a change order. It does not need to

be included in the respondent's reply.


ITN 2015-43

Question


4 28 6.2.1.8 The Contractor must establish a

team of science experts to review all

items before they are submitted to

the Department.

Is there a minimum number of science experts

for the team of external reviewers?

Please see the expectation under ITN Section 6.2.5.2, #2. This states

two experts for each grade or subject (grade 5, grade 8, and Biology

1). The expectation is the same for these experts. If the respondent

proposes fewer than two for each grade or subject, the reply should

justify this reduction.

5 30 6.2.3 Sample items and performance tasks

shall be included for each item type

assessed, as well as sample

responses and the scoring criteria for

performance tasks.

Do the existing item specifications include

sample items and sample responses? If yes,

what are the requirements for updating or

replacing the sample items during the term of

the contract?

The most recent finalized copy of the item specifications is posted

here: http://www.fldoe.org/asp/pdf/FLDesign.pdf. A draft of the 2014-

15 item specifications is available upon request from the contact

identified in Section 4.3 Reply Questions & Answers. Current

specifications do not have sample items. For the specifications

documents that currently exist aligned to the new standards, sample

items/responses/scoring criteria will need to be added. The existing

item bank may have some released items that can be used for this

purpose, but an alignment study would need to be conducted. New

specifications should also include sample items/responses/scoring

criteria. Revisions to the specifications should only include additional

revisions to the items when those are warranted (e.g., the

specifications are revised and the item contradicts that revision), but it

is not the expectation.

6 30 and

62

6.2.3 and Table

6.5.4.3.1

A committee of appropriate Florida

educators and assessment

personnel shall review and provide

input to the item specifications.

Section 6.2.3 states that a committee of

educators reviews item specifications;

however, Table 6.5.4.3.1 does not include an

Item Specifications Review meeting. Please

clarify if the Contractor has any responsibilities

for the educator review of item specifications. If

yes, please provide an updated Table

6.5.4.3.1.

Please see the description of the Content Advisory Committees in

6.2.5.3 - reviewing the content of the Test Item Specifications is one of

the duties of this committee. This committee is listed in the revised

Table 6.5.4.3.1 Annual Requirements for Meetings with Florida

Educators/Citizens found in Section B. Changes to the Invitation to

Negotiate, #5.

7 32 6.2.5 Content review meetings can be

conducted in conjunction with the

bias, accessibility, and sensitivity

reviews.

Section 6.2.5 states that the content and bias

reviews may be conducted concurrently. Table

6.5.4.3.1 shows them as separated in time

(summer vs. fall). Please confirm that bidders

may propose either meetings that are either

concurrent or separate.

This is confirmed - the Respondent may propose concurrent or

separate meetings.


ITN 2015-43

Question


8 49 6.3.11.4,

System

Performance

Requirements

The Respondent should describe the

ability to support a substantial

number of simultaneous online users

of the system (up to fifty percent

(50%) of the current Membership in

Florida Public Schools as determined

through the most recent Survey 2

data under the Education Information

& Accountability Services (EIAS)

found at

http://www.fldoe.org/eias/eiaspubs/p

ubstudent.asp). Table 6.1.3.1

Number of Students Assessed

through Alternate Assessments in

2014 – Grand total = 8198

According to the Excel document “Membership

in Florida Public Schools, 2013-14” on the

referenced website, the total membership in

Florida Public Schools in 2013-14 is 2.7 million

students in PK-12. Does this mean the state

expects simultaneous testers to be 1.35 million

given the total number of students provided in

Table 6.1.3.1? If the state expects less than

1.35 million simultaneous users for this

program, what number of simultaneous users

would the state expect for Alternate

Assessment system users?

Please update this expectation to reference that the respondent

should be able to support the total number of students assessed

through alternate assessments in 2014, plus an increase of up to

10%. However, the respondent should be aware that these

assessments may be administered concurrently with the general

education computer-based assessments, which will require significant

bandwidth. The department is seeking a system that will not require a

disproportionate amount of resources.

9 54 6.4.4 Achievement Level Descriptors ALDs Has any state work been completed on ALDs? In pricing, all respondents should assume there is no work completed

on the ALDs.

10 55 6.4.7 Vertical Scaling Do you expect bidders to propose a vertical

scale on the portfolio option

The department is interested in a vertical scale for the portfolio option,

but the final decision will be made in conjunction with the technical

advisory committee. Respondents may include their experience and

recommendations regarding a vertical scale for the portfolio.

11 Questar

Assessment, Inc.

6.3.10.3 Please provide an estimate of how many

answer documents will have a manual

verification of machine scoring per year.

The department anticipates up to 20 documents requiring manual

rescore for a graduation requirement assessment for each

administration (including retakes). If we exceed 20 documents per

subject, the request can be handled in a change order.

12 6.4.3 Student image database Should the database of scanned student

images be indexed and exposed to State users

for searching?

While it is not required that the department have access to this

searchable database, the contractor should be able to retrieve these

images quickly upon request and provide them to the department.

13 Pearson Sec. 6.2.2 Item Bank In what format will the existing items, derived

from the current MP item bank, be delivered

in?

The format for the items/metadata will be provided as follows: item

content will be provided as InDesign XML export from the item-

banking system; PDF files will be provided of item cards; graphics are

provided as discrete EPS files; a spreadsheet will be provided of item

statistics and metadata; and PDF files of the test forms will be

provided, which include the administered version of the reading

selections. This may be handed off using a secure FTP site, CDs, or

DVDs.

http://www.fldoe.org/eias/eiaspubs/pubstudent.asp
















ITN 2015-43

Question


14 Sec. 6.2.0.1 Test Design & Development What test construction activities should we

assume will be completed under the current

contract? What will be provided to the new

vendor?

See Section B. Changes to the Invitation to Negotiate, #1 and #2.

15 Sec. 6.2.0.1 Test Design & Development Are there draft test specifications available that

could be made available to vendor?

See answer to question #5 above.

16 Sec. 6.2.4.1 Develop Items When are the Access Points for Algebra 2,

Civics, and U.S. History expected to be

available?

Civics and U.S. History are currently available on Cpalms. It is

currently anticipated that the Algebra 2 Access Points will be

completed in spring 2015.

17 Sec. 6.2.2 Item Bank What is the size of the current NGSSS-AP

bank that will be transitioned (per

grade/subject)? Approximately how many

items from that bank will is anticipated to

measure the FS-AP? What format are the

items in? Will this include any support materials

that go with the items such as word cards?

See Section B. Changes to the Invitation to Negotiate, #2 for the size

of the current bank and the number anticipated to measure FS-AP (an

alignment study is available upon request from the contact identified in

Section 4.3 Reply Questions & Answers). See answer to question #13

above for the format of the items. However, any representations of the

size of the item back and number anticipated to measure FS-AP is not

meant as a binding guarantee by the Department, and the

Department is not responsible if the actual numbers change.

18 Measured Progress 24 6.1.4 Table 6.1.4.1 Grades 5 and 8 science are not

shown on the table. Please confirm potential

start dates for these assessments.

Start dates for Science should be the same as Grades 3-11 ELA and

Grades 3-8 Mathematics.

19 40 6.3.1 The text indicates that the vendor may have to

print up to 50 per year of the previously

administered high school assessments for

reading and mathematics (one of each) aligned

to NGSSS-AP. How many years does the

Department anticipate this will be needed?

See answer to question #3 above.

20 40 6.3.2 The text indicates that customer service via

phone and e-mail will be available between the

hours of 7:00 a.m. and 8:30 p.m., Eastern

Time. Please confirm that the hours are

accurate. If the hours in the text are accurate,

are these hours required at certain times of the

year or year round?

Because some students may take these assessments at facilities that

have alternative hours, or administrators may be trying to complete

administrative tasks after school, 7:00am-8:30pm are the hours we

suggest. The customer service staffing needs may vary based on the

administration and assessment tasks scheduled. Customer Service

should be staffed more heavily during peak activity, and should be

flexible enough to adjust to any spikes in activity throughout the year.


ITN 2015-43

Question


21 50 6.3.12 The text indicates that 1-2% of the tested

population from the table in 6.1.3.1 will most

likely participate in the portfolio assessment.

For budgeting and comparison purposes

please indicate if Respondents should use 1%

or 2%.

Please use 2% for the initial price.

22 51 6.3.12 The text indicates the reply should provide both

teacher-scored portfolios and Contractor-

scored portfolios. Does “teacher-scored

portfolios” mean that an in-state scoring

session, using Florida teachers, is needed?

The Respondent should consider two potential methods of scoring the

portfolios: 1) Teacher-scored portfolios where the teacher has a

rubric for evaluating the student's progress and assigns the

appropriate score. (This is similar to the current model for FAA where

the contractor is not evaluating student responses.) 2) Contractor-

scored portfolios where the contractor has the rubric and hires scorers

to evaluate the student’s progress and assign the appropriate score.

Whichever option is the most economical and justifiable should be

included in the reply.

23 58 6.5.3 The text indicates the Contractor will be

responsible for all aspects related to ordering,

delivering, and maintaining the operation of the

equipment requested and software licenses.

What does the Department anticipate will be

required with regard to maintaining the

equipment and software licenses? Does the

Department expect maintaining to include

ongoing provision of toner, cartridges, and/or

other equipment supplies? Does the

Department expect that the Contractor will

provide upgrades to the equipment and/or

software licenses when newer versions are

available?

The contractor will provide a service contract for the duration of the

contract for any equipment and appropriate software. The Department

will pay for toner, cartridges, paper, and other daily use costs.

Upgrades are only required when it is necessary to the integrity of the

work. For example, if the operating system does not work with the

computer-based platform, an upgrade would be required to permit the

department to use the equipment to check forms.

24 62 6.5.4.3.1 The Annual Requirements for Meetings with

Florida Educators/Citizens table provides the

approximate number of participants per

meeting. For Standard Setting the number of

panelists is listed as 20. Please confirm the

number of panelists in each Standard Setting

panel group. Please confirm this includes

standard setting for the portfolio.

There should be a separate panel of 20 participants for each grade

and subject. Respondents may propose a separate standard setting

for the portfolio assessments; the current reimbursables category

assumes they could be handled in the same meetings. The

reimbursables budget has been adjusted because it did not initially

account for all of the standard setting committees.


ITN 2015-43

Question



Florida Educators/Citizens table lists a

Standard Setting Reactor Panel. Please clarify

the purpose of this panel and confirm the

number of panelists that will participate in this

panel group.

The purpose of the reactor panel is to respond to the educator panel's

recommendations, particularly using impact data. Because the reactor

panel looks across all of the assessments, twenty is a sufficient

number of participants.


Florida Educators/Citizens table does not list

the Content Advisory Committee (outlined on

page 33, Section 6.2.5.3). Please provide

information on the meeting frequency, number

of meeting per year, number of days per

meeting, and approximate number of

participants per meeting. Please confirm the

meeting will be funded through the

reimbursable fund.

See Section B. Changes to the Invitation to Negotiate, #5, revised

Table 6.5.4.3.1; this has been added to the table. Florida educators

will be reimbursed for their travel and participation through the

reimbursable account, but other meeting costs (e.g., materials,

facilities, contractor travel) should be built into the meeting deliverable.


Florida Educators/Citizens table does not list

any educator trainings or meetings associated

with the portfolio assessment that is outlined in

Section 6.3.12 (pages 50-51). In section 6.3.12

bullet #5 indicates annual workshops for

educations and bullet #10 indicates that there

will be one or several committees of Florida

educators that will be convened. Please

provide information on the meeting frequency,

number of meeting per year, number of days

per meeting, and approximate number of

participants per meeting. Please confirm the

meetings will be funded through the

reimbursable fund.

The educator trainings for portfolio assessments are as proposed by

the respondent. The reply should describe the training plan. In

general, we want the same committees guiding the general FAA to

also direct the portfolio assessments. The reply should indicate any

places where this is not possible and separate committees should be

proposed. Those additional committees should be described in detail

in the reply and also added as deliverables to both the deliverables

schedule and to the detailed price reply. See #5, revised Table

6.5.4.3.1 Meetings with Florida Educators/Citizens to reflect two

additional portfolio-based committees - a portfolio advisory committee

and rangefinder review for the portfolio assessments.

28 63 6.5.4.6 Please confirm the authors’ alterations and

design control amount of $18,000 for the base

term will be split into $6,000 per year.

This is confirmed.


ITN 2015-43

Question


29 Questar

Assessment, Inc.

8 Letter I Letter I requests that vendors provide

an option for portfolio assessment for

students who are unable to take the

traditional assessment, and then

Page 19 (6.1.0) states that the

Department is interested in an

academic computer-based portfolio

option.

Does this mean that the department does not

wish to use a traditional paper based portfolio?

The department will consider proposals that include paper-based

portfolios or computer-based portfolios. The department is interested

in solutions that are appropriate for measuring student performance

and are cost-effective.

End of Questions & Answers

Section 6.6 Deliverables - Base Year 1 (2015-16) (REVISED)ITN 2015-43

ITN 2015-43 - Florida Alternate Assessment - Deliverables

DELIVERABLESCritical (C)/

Extra Critical (XC)

ITN Ref# ADMINISTRATION CATEGORY EVIDENCE OF COMPLETION

DELIVERABLE COMPLETION

DATE*(mm/yyyy)

Submit item development plan that includes sufficient development to continually build new forms.

6.2.0 Annual Test Development

As evidenced by email from the department indicating approval.

Transition item bank from the current vendor to the new vendor. 6.2.2 Startup Test

Development

As evidenced by department approval of a status email that involves all parties and includes the number and content areas of the items that were transferred from Measured Progress.

Update item bank with field test item data from the spring 2015 administration. 6.2.2 Startup Test

Development


Develop and deliver test item specifications for all grades and subjects. 6.2.3 Annual Test

Development

As evidenced by department approval of final test item specifications to be posted to the department's website.

Develop and deliver items for each grade and subject from initial development through educator, contractor, and department review.


As evidenced by department approval of the final items following bias and sensitivity review.

Conduct bias and sensitivity committee reviews for all grades and subjects.. 6.2.5.1 Annual Test

DevelopmentAs evidenced by the meeting agenda and a final list of attendees.

Conduct item content review committee meetings for all grades and subjects, which include science and social studies expert review.

6.2.5.2 Annual Test Development

As evidenced by the meeting agenda and a final list of attendees.

Conduct content advisory committees for all grades and subjects. 6.2.5.3 Annual Test


Conduct alternate assessment advisory committee. 6.2.5.4 Annual Test


Develop test forms, including field-test item sets and forms. 6.2.6 Annual Test

DevelopmentAs evidenced by the department's approval of the field test forms.

[If indicated in the respondent's reply, additional tasks around development, administration, and scoring should be included in the final reply.] Develop standalone field-test.

6.2.7 TBD Test Development

As evidenced by the department's approval of the standalone field test forms.

Produce style guide and production procedures specifications for computer-based and paper-based (including large print and braille) materials.


As evidenced by the department's approval of the final style guide and production specifications.

Develop and annually update the assessment blueprint for each of the subjects and grades. 6.2.10.1 Annual Test

Development

As evidenced by the department's approval of the final blueprint and the posting of the blueprint to the department's website.

Develop test construction specifications to be followed in constructing all forms of the assessments.


As evidenced by the department's approval of the final test construction specifications.

Complete test construction of forms for all grades and subjects. 6.2.10.3 Annual Test

Development

As evidenced by department approval of the contractor's report of the forms that were constructed.

ITN 2015 - 43 for Florida Alternate Assessment - Base Year 1 Deliverables (2015-16 School Year)The deliverables below reflect the Department's initial evaluation of what is required to accomplish the tasks described in this ITN. The respondent may propose additional deliverables in the rows at the bottom of this chart. The deliverables proposed in this technical reply should match the deliverables included in the pricing reply. Respondents should propose due dates for those deliverables that do not already have a date specified.

Administration shall mean "Annual" or "Periodic" for tasks that are not tied to a specific administration, or "Startup" as a one-time task.




Extra Critical (XC)



DATE*(mm/yyyy)

Develop and deliver procedural manual that describes the policies and procedures for test administration, test security, and test invalidation.

C 6.3.1 Annual Test Administration

As evidenced by the department's approval of the procedural manual and documentation confirming the delivery of procedural manuals in districts.

9/4/2015

Deliver computer-based tests for all grades and subjects using the online delivery system, including all computer-based accommodations as specified in section 6.2.13.1 of the ITN and agreed upon in the final contract.

C 6.3.11

ADMINISTRATION SPECIFIC-Spring 2016

Science, ELA, and Mathematics FAA

Test Administration

As evidenced by department approval of the computer-based test forms and a summary from the contractor confirming the number of computer-based tests delivered for each grade and subject.

2/29/14


C 6.3.11ADMINISTRATION

SPECIFIC - Spring 2016 End-of-Course FAA

Test Administration


04/04/16



SPECIFIC - Summer 2016 End-of-Course FAA

Test Administration


07/11/16

Deliver paper reference and worksheet materials to accompany either the computer-based or paper-based administration (based on the proposed test design). This may include work folders, worksheets, reference sheets, periodic tables, and any other materials included in the reply.

6.3.1



Test Administration

As evidenced by department approval of the forms and materials and a delivery summary from the contractor confirming the number and location (i.e., district) of each delivery.


6.3.1ADMINISTRATION

SPECIFIC- Spring 2016 End-of-Course FAA

Test Administration



6.3.1ADMINISTRATION


Test Administration


Deliver regular print paper-based test materials for all grades and subjects, including any regular print paper-based accommodations used in conjunction with the computer-based assessment.

C 6.3.1



Test Administration

As evidenced by department approval of the regular print paper-based test forms and a delivery summary from the contractor confirming the number and location (i.e., district) of each delivery.

02/05/16




Test Administration


03/08/16




Test Administration


06/27/16

Deliver large print paper-based test materials for all grades and subjects, including any large print paper-based accommodations used in conjunction with the computer-based assessment.

6.3.1



Test Administration

As evidenced by department approval of the large print paper-based test forms and a delivery summary from the contractor confirming the number and location (i.e., district) of each delivery.




Extra Critical (XC)



DATE*(mm/yyyy)


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration


Deliver braille (contracted and uncontracted) paper-based test materials for all grades and subjects, including any braille accommodations used in conjunction with the computer-based assessment.

6.3.1



Test Administration

As evidenced by department approval of the braille test forms and a delivery summary from the contractor confirming the number and location (i.e., district) of each delivery.


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration


Deliver brochures for parents (produced in English, Spanish, and Haitian Creole) and for teachers (English only). This deliverable includes paper delivery in districts and electronic posting of the materials to the department's website.

6.3.1, 6.3.5 Annual Test Administration

As evidenced by department approval of the final brochures, delivery confirmation that the materials were received by all districts, and confirmation that the materials were posted to the department's website.

Deliver and update annually specifications for procedural support for districts (e.g., procedural manual).

6.3.2 Annual Test Administration

As evidenced by department approval of the specifications.

Provide customer service via a toll-free phone number and email by the times agreed upon in the final contract.

6.3.2 Annual (Can be quarterly) Test Administration

As evidenced by customer service reports detailing the calls and requests received since the last period (annual or quarterly reports, based on the final decision on invoicing).

Deliver test materials survey results to the department including general survey questions and student-specific questions.

6.3.2.1



Test Administration

As evidenced by department approval of the final report of survey results.


6.3.2.1ADMINISTRATION


Test Administration





Test Administration


Deliver two in-person train-the-trainer sessions for new administrators for the FAA. 6.3.3.1 Annual Test

AdministrationAs evidenced by department approval of the meeting agenda and a final list of participants.

Deliver online training modules as refreshers for teachers, including all tracking of participation and mastery.

6.3.3.2 Annual Test Administration

As evidenced by department approval of the online modules and a final report of participants.

Deliver PDF documents that identify the Florida Standards Access Points and the Next Generation Sunshine State Standards Access Points.

6.3.5 Startup Test Administration

As evidenced by department approval of the final documents and confirmation that they were posted.

Deliver PDF document describing to districts, schools, parents, and teachers how to interpret the alternate assessment scores.






Extra Critical (XC)



DATE*(mm/yyyy)

Deliver computer-based practice materials to provide students and teachers with a hands-on demonstration of the computer-based system, including all accommodations and tools, and illustrates the types of items the students may see on an assessment.

6.3.6 Annual (may be proposed as one-time)

Test Administration

As evidenced by department approval of the final computer-based practice materials and confirmation they were posted.

Deliver paper-based practice materials (regular print, large print, and contracted and uncontracted braille) to provide students and teachers with a means of practicing the paper-based assessment, including all accommodations and tools, and illustrates the types of items the students may see on an assessment.


Test Administration

As evidenced by department approval of the final paper-based practice materials and delivery confirmation.

Develop and deliver teacher administration manuals that give an overview of the assessment process.

6.3.7 Annual (may be proposed as administration-specific)

Test Administration

As evidenced by department approval of the test administration manual and delivery confirmation of the materials to districts.

Deliver packaging and distribution specifications describing all of the tasks and quality control measures in place in the packaging, delivery, and retrieval of these materials. If delivered annually, these should cover all administrations in the school year.


As evidenced by department approval of the final specifications.

Retrieve test materials after each test administration. 6.3.10



Test Administration

As evidenced by contractor proof of retrieval documentation that indicates the district, the number of boxes received, and the types of materials included for 100% of the districts participating in testing.


ADMINISTRATION SPECIFIC- Spring 2016

End-of-Course FAA

Test Administration



ADMINISTRATION SPECIFIC - Summer 2016

End-of-Course FAA

Test Administration


Deliver missing materials reports to the department and to each district missing materials.

6.3.10.1



Test Administration

As evidenced by the state-level summary of missing materials and a sample report sent to districts.




Test Administration





Test Administration


Store unused test and answer books, manuals, and other materials for 6 months after the test administration, and store 5 copies of each test and answer book for the life of the project.


As evidenced by a record of the materials being stored.

Store used test and answer books and CBT student response files containing student responses for a period of 2 years after results are reported.






Extra Critical (XC)



DATE*(mm/yyyy)

Securely destroy used and unused test materials when the storage period for these materials expires.

6.3.10.2 Annual (or more frequently, if needed)

Test Administration

As evidenced by request and signed approval from the contractor to the department with specific details about the materials to be destroyed (materials, administration, quantity, storage life), and by a signed disposition record from the vendor used for destruction indicating what materials were actually destroyed.

Deliver computer-based testing platform and online management system for each computer-based test administration.

6.3.11



Test Administration

As evidenced by contractor report showing the maintenance of the system (e.g., updates schedule), staff dedicated to maintaining the system, and reports indicating test usage (number of students testing per day) during the testing windows.


6.3.11ADMINISTRATION


Test Administration





Test Administration


Deliver portfolio assessments throughout the school year. 6.3.12 Annual Test

Administration

As evidenced by instructions delivered to districts for uploading and maintaining the portfolios, and a status report indicating the number of students using this option.

Compute portfolio assessment standard setting process after the first year of data collection. 6.3.12 Startup Test

Administration

As evidenced by the standard setting agenda, final list of participants, and the proposed scores coming from the reactor panel meeting.

Conduct annual workshops for training teachers on portfolio collection procedures. 6.3.12 Annual Test

AdministrationAs evidenced by a record of the teachers who participated in the annual workshops.

Provide information to parents, schools, and district personnel to prepare them for portfolio assessments.


As evidenced by department approval of communications (brochures, flyers, other documents) provided for these purposes.

Conduct annual rangefinding meetings to develop exemplar scoring entries with annotations to be used for scoring portfolios.


As evidenced by department approval of exemplar scoring entries, agenda of rangefinding meetings, and final list of participants.

Conduct portfolio-specific educator meetings or add portfolios to the other FAA educator meetings (content review, item review, etc.) to collect feedback on the portfolio collection and scoring process.


As evidenced by the agenda and final list of participants.

Deliver annual scanning, equating, and scoring specifications. (If this is an annual delivery, as proposed, it should include all administrations.)

6.4.1 AnnualScoring,

Reporting, and Psychometrics

As evidenced by department approval of the annual scanning and scoring specifications.

Complete scanning and processing for all paper-based materials and processing for all computer-based materials.

6.4.1



Scoring, Reporting, and Psychometrics

As evidenced by department approval of the scan files and records of receipt of all computer-based testing files.


6.4.1ADMINISTRATION





6.4.1ADMINISTRATION




Provide third-party independent review of the score calculations for Department review and approval.

6.4.1




As evidenced by department approval of the third-party review report.




Extra Critical (XC)



DATE*(mm/yyyy)


6.4.1ADMINISTRATION





6.4.1ADMINISTRATION




Deliver state, district, school, and student reports for all grades and subjects. XC 6.4.2




As evidenced by department approval of the reports and evidence of delivery of reports to the state and to districts (with an indication of school and individual reports included).

06/10/16



End-of-Course FAA



06/10/16



End-of-Course FAA



08/26/16

Maintain databases of district, school, and student information, and for generating NCLB files and other reports upon request by the department.



As evidenced by contractor reports of the database contents and maintenance, records of department requests for approval of reports, and a description of the security measures in place for these databases.

Develop achievement level descriptors (ALDs) for all grades and subjects that will undergo standard setting in summer 2016.

6.4.4 PeriodicScoring,


As evidenced by the ALD meeting agenda, final list of participants, and the proposed ALDs coming from the meeting.

Conduct standard setting (educator panel and reactor panel) for all assessments with a baseline administration in spring 2016, including transitioning the current grade 5 and 8 science test to the same scale as the other assessments.




Conduct alignment study for the new assessments and their access points (FS-AP and NGSSS-AP).

6.4.5 StartupScoring,


As evidenced by department receipt and approval of final alignment study.

Conduct linking study to link the scales of the new FAA to the previously administered FAA. This includes TAC approval of the proposed method and securing external legal opinion regarding the defensibility of the linking method to be employed.



As evidenced by department receipt and approval of the final linking study.

Conduct initial vertical scaling study for the ELA and Mathematics FAA to show growth from grade-to-grade on these assessments. This includes TAC approval of the proposed method and generating a final report.



As evidenced by department receipt and approval of the final vertical scaling study.

Conduct administrator scoring study as a verification of school-level administration and scoring process.



As evidenced by department receipt and approval of the final administrator scoring study.

Deliver technical report following each administration year. 6.4.9 Annual


As evidenced by department receipt and approval of the final technical report.

Conduct annual technical advisory committee meetings to address the technical quality of the FAA.



As evidenced by the technical advisory agenda and a final list of participants.

Provide a detailed master schedule that incorporates all activities in the final contract. Provide regular updates to this schedule per the frequency agreed upon by the department and the contractor. The schedule should include essential steps for the completion of this project, initiation and completion dates, and task responsibility.

6.5.1 Quarterly Program Management

As evidenced by department approval of schedule and a record of the subsequent updates to the schedule in the invoice period.




Extra Critical (XC)



DATE*(mm/yyyy)

Provide weekly management report that details the near-term upcoming and recently completing tasks and provides a means of communicating tasks and due dates between the department and the contractor.


As evidenced by one sample management report from each month in the invoice period.

Provide sufficient staff to complete the tasks as described in the final contract. 6.5.2 Quarterly Program

ManagementAs evidenced by a list of staff, including their % dedicated to the program, for each quarter.

Provide and maintain technology resources necessary for the department to review and check forms and files.

6.5.3 Annual Program Management

As evidenced by a list of resources provided to the department and annual maintenance or payments made towards these products.

Deliverables from Addendum #1

Conduct content advisory committee reviews for all grades and subjects. 6.2.5.3 Annual Test


Conduct Portfolio Rangefinding Committee for all grades and subjects. 6.3.12 Annual Test


Conduct Portfolio Advisory Committee for all grades and subjects. 6.3.12 Annual Test


RESPONDENT'S PROPOSED DELIVERABLES


ITN 2015-43 - Florida Alternate Assessment


Extra Critical (XC)



DATE*(mm/yyyy)




Update item bank with field test item data from the previous administration. 6.2.2 Annual Test

Development



Development























Development






Development





9/2/2016


Administration shall mean "Annual" or "Periodic" for tasks that are not tied to a specific administration, or "Startup" as a one-time task).




Extra Critical (XC)



DATE*(mm/yyyy)



SPECIFIC-Fall 2016 Grade 10 ELA Retake

Test Administration


10/10/2016



SPECIFIC - Spring 2017 Grade 10 ELA Retake

Test Administration


3/6/2017



SPECIFIC - Fall 2016 End-of-Course FAA

Test Administration


9/2/2016



SPECIFIC - Winter 2016 End-of-Course FAA

Test Administration


11/30/2016




Test Administration


4/3/2017




Test Administration


7/10/2017


C 6.3.11

ADMINISTRATION SPECIFIC - Spring 2017


Test Administration


3/6/2017


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration





Test Administration


9/26/2016




Test Administration


2/20/2017




Test Administration


8/29/2016




Test Administration


11/9/2016




Test Administration


3/20/2017




Test Administration


6/26/2017


C 6.3.1



Test Administration


2/20/2017


6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)













Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.2.1



Test Administration












Test Administration




Test Administration




Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)





ADMINISTRATION SPECIFIC-Fall 2016 Grade

10 ELA Retake

Test Administration



ADMINISTRATION SPECIFIC - Spring 2017 Grade 10 ELA Retake

Test Administration



ADMINISTRATION SPECIFIC - Fall 2016 End-

of-Course FAA

Test Administration



ADMINISTRATION SPECIFIC - Winter 2016

End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)


6.3.10.1



Test Administration










Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.11



Test Administration



Administration





Extra Critical (XC)



DATE*(mm/yyyy)

















6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1






6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1








Extra Critical (XC)



DATE*(mm/yyyy)



10 ELA Retake



11/28/2016





6/9/2017



of-Course FAA



10/25/2016



End-of-Course FAA



1/27/2017



End-of-Course FAA



6/9/2017



End-of-Course FAA



8/25/2017






6/9/2017









Conduct standard setting (educator panel and reactor panel) for all assessments that had a baseline administration of spring 2017.




Jul-17

























Extra Critical (XC)



DATE*(mm/yyyy)









Extra Critical (XC)



DATE*(mm/yyyy)





Development



Development























Development






Development


Develop new test item specifications for up to 5 grades/subjects that may have had an update to the standards.

6.4.4, 6.2.3 Periodic Test Development

As evidenced by department approval of the final versions of the test item specifications.






Extra Critical (XC)



DATE*(mm/yyyy)




9/1/2017




Test Administration


10/9/2017




Test Administration


3/5/2018




Test Administration


9/11/2017




Test Administration


12/4/2017




Test Administration


4/2/2018




Test Administration


7/16/2018


C 6.3.11



Test Administration


3/5/2018


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration





Test Administration


9/24/2017




Test Administration


2/19/2018




Test Administration


8/28/2017




Test Administration


11/13/2017




Test Administration


3/19/2018




Test Administration


7/2/2018




Extra Critical (XC)



DATE*(mm/yyyy)


C 6.3.1



Test Administration


2/9/2018


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)


6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration














Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.2.1



Test Administration












Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)



Test Administration




Test Administration







10 ELA Retake

Test Administration




Test Administration




of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration





Test Administration





Test Administration





Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)




Test Administration





Test Administration





Test Administration





Test Administration



6.3.10.1



Test Administration










Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)




Test Administration



6.3.11



Test Administration



Administration


















6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1






6.4.1ADMINISTRATION





6.4.1ADMINISTRATION







Extra Critical (XC)



DATE*(mm/yyyy)


6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1







10 ELA Retake



11/27/2017





6/8/2018



of-Course FAA



10/23/2017



End-of-Course FAA



1/26/2018



End-of-Course FAA



6/8/2018



End-of-Course FAA



8/24/2018






6/8/2018


















Extra Critical (XC)



DATE*(mm/yyyy)

















Section 6.6 Deliverables - Renewal Year 1 (2018-19) (REVISED)ITN 2015-43



Extra Critical (XC)



DATE*(mm/yyyy)





Development



Development























Development






Development





9/3/2018

ITN 2015 - 43 for Florida Alternate Assessment - Renewal Year 1 Deliverables (2018-19 School Year)The deliverables below reflect the Department's initial evaluation of what is required to accomplish the tasks described in this ITN. The respondent may propose additional deliverables in the rows at the bottom of this chart. The deliverables proposed in this technical reply should match the deliverables included in the pricing reply. Respondents should propose due dates for those deliverables that do not already have a date specified.





Extra Critical (XC)



DATE*(mm/yyyy)




Test Administration


10/8/2018




Test Administration


3/4/2019




Test Administration


9/10/2018




Test Administration


12/3/2018




Test Administration


4/8/2019




Test Administration


7/15/2019


C 6.3.11



Test Administration


3/4/2019


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration





Test Administration


9/24/2018




Test Administration


2/18/2019




Test Administration


8/27/2018




Test Administration


11/12/2018




Test Administration


3/25/2019




Test Administration


7/1/2019




Extra Critical (XC)



DATE*(mm/yyyy)


C 6.3.1



Test Administration


2/18/2019


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)


6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration














Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.2.1



Test Administration












Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)



Test Administration




Test Administration







10 ELA Retake

Test Administration




Test Administration




of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)




Test Administration





Test Administration





Test Administration



6.3.10.1



Test Administration










Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)


6.3.11



Test Administration



Administration


















6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1






6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION







Extra Critical (XC)



DATE*(mm/yyyy)


6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1







10 ELA Retake



11/26/2018





6/7/2019



of-Course FAA



10/23/2018



End-of-Course FAA



1/25/2019



End-of-Course FAA



6/7/2019



End-of-Course FAA



8/23/2019






6/7/2019





















Extra Critical (XC)



DATE*(mm/yyyy)

















Extra Critical (XC)



DATE*(mm/yyyy)





Development



Development























Development






Development





9/5/2019




Test Administration


10/7/2019






Extra Critical (XC)



DATE*(mm/yyyy)




Test Administration


3/2/2020




Test Administration


9/9/2019




Test Administration


12/2/2019




Test Administration


4/6/2020




Test Administration


7/13/2020


C 6.3.11



Test Administration


3/2/2020


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)


6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration





Test Administration


9/23/2019




Test Administration


2/17/2020




Test Administration


8/26/2019




Test Administration


11/1/2019




Test Administration


3/23/2020




Test Administration


6/29/2020


C 6.3.1



Test Administration


2/17/2020


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration














Extra Critical (XC)



DATE*(mm/yyyy)




Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.2.1



Test Administration












Test Administration




Test Administration




Test Administration







10 ELA Retake

Test Administration




Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)



of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.10.1



Test Administration










Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)




Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.11



Test Administration



Administration


















6.4.1ADMINISTRATION







Extra Critical (XC)



DATE*(mm/yyyy)


6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1






6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1







10 ELA Retake



11/25/2019





6/8/2020



of-Course FAA



10/21/2019



End-of-Course FAA



1/27/2020



End-of-Course FAA



6/8/2020



End-of-Course FAA



8/28/2020






6/8/2020




Extra Critical (XC)



DATE*(mm/yyyy)
















Summer 2016



























Extra Critical (XC)



DATE*(mm/yyyy)





Development



Development























Development






Development





9/4/2020






Extra Critical (XC)



DATE*(mm/yyyy)




Test Administration


10/5/2020




Test Administration


3/1/2021




Test Administration


9/7/2020




Test Administration


11/30/2020




Test Administration


4/5/2021




Test Administration


7/12/2021


C 6.3.11



Test Administration


3/1/2021


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration





Test Administration


9/21/2020




Test Administration


2/15/2021




Test Administration


8/24/2020




Test Administration


11/9/2020




Test Administration


3/22/2021




Test Administration


6/28/2021




Extra Critical (XC)



DATE*(mm/yyyy)


C 6.3.1



Test Administration


2/15/2021


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)


6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration














Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.2.1



Test Administration












Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)



Test Administration




Test Administration







10 ELA Retake

Test Administration




Test Administration




of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration





Test Administration





Test Administration





Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)




Test Administration





Test Administration





Test Administration





Test Administration



6.3.10.1



Test Administration










Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Extra Critical (XC)



DATE*(mm/yyyy)




Test Administration



6.3.11



Test Administration



Administration


















6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1






6.4.1ADMINISTRATION





6.4.1ADMINISTRATION







Extra Critical (XC)



DATE*(mm/yyyy)


6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1







10 ELA Retake



11/30/2020





6/7/2021



of-Course FAA



10/19/2020



End-of-Course FAA



1/29/2021



End-of-Course FAA



6/7/2021



End-of-Course FAA



8/27/2021






6/7/2021















Provide weekly management report that details the near-term upcoming and recently completing tasks and provides a means of communicating tasks and due dates between the department and the contractor






Extra Critical (XC)



DATE*(mm/yyyy)














ATTACHMENT 1RESPONDENT'S PRICE REPLY - SUMMARY

ITN 2015-43 - Florida Alternate Assessment Page 166

RESPONDENT:

2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 (Base Year 1)

Total(Base Year 2)

Total (Base Year 3)

Total(Renewal Year 1)

Total (Renewal Year 2)

Total (Renewal Year 3)

Total Six-Year Total*

Florida Alternate Assessment as Described in ITN 2015-43 (Exclude Reimbursable Categories in this Price)

$ - $ - $ - $ - $ - $ -

Approximate Reimbursable Categories (Fixed) $ 1,707,250.00 $ 1,007,250.00 $ 1,007,250.00 $ 1,007,250.00 $ 1,007,250.00 $ 1,007,250.00 $6,743,500

ANNUAL TOTALS $ - $ - $ - $ - $ - $ -

* Evaluation points based on the six-year total of the costs for Florida Alternate Assessments (Base Year 1-3 and Renewal Year 1-3)

GRAND TOTAL -$

SIGN BELOW. UNSIGNED OFFERS WILL NOT BE CONSIDERED.

Vendor Name:

Street Address

City, State, Zip Code

Telephone #

Fax

Authorized Agent (typed)

Authorized Agent (Signature)

Respondents are required to submit separate technical and pricing proposal. The prices on this sheet will be used for evaluation purposes. All accommodations and deliverable costs should be included in the price. In addition, Respondents should complete the pricing per deliverable for 2015-16, 2016-17, 2017-18, 2018-19, 2019-20, and 2020-21. This pricing will be used for negotiation purposes and any resulting contract. Respondents should propose due dates for those deliverables that do not already have a date specified. This summary page and each year, base and renewal, should all be signed (seven signatures total).

We propose to provide the services being solicited for ITN 2015-43 Florida Alternate Assessments. All work shall be performed in accordance with the specifications of this ITN, which has been reviewed and understood. The prices below and in the accompanying tabs are all inclusive. Payment for services will be made based on the deliverables and dates specified or proposed. There shall be no additional costs charged for work performed under this ITN, unless changes are made during the negotiation phase.

We propose to provide the services being solicited within the specifications of ITN 2015-43 All work shall be performed in accordance with this ITN, which has been reviewed and understood.

ITN 2015 - 43 for Florida Alternate Assessment (Updated 10-29-14)

Attachment 1 - Price Reply, Base Year 1 (2015-16)ITN 2015-43


RESPONDENT:


Year 1


Extra Critical (XC)

ITN Ref# ADMINISTRATION CATEGORY EVIDENCE OF COMPLETIONDELIVERABLE

COMPLETION DATE(mm/yyyy)

TOTAL PRICE

Submit item development plan that includes sufficient development to continually build new forms. 6.2.0 Annual Test

Development As evidenced by email from the department indicating approval.

Transition item bank from the current vendor to the new vendor. 6.2.2 Startup Test Development


Update item bank with field test item data from the spring 2015 administration. 6.2.2 Startup Test

Development



DevelopmentAs evidenced by department approval of final test item specifications to be posted to the department's website.











Conduct alternate assessment advisory committee. 6.2.5.4 Annual Test Development


Develop test forms, including field-test item sets and forms. 6.2.6 Annual Test Development

As evidenced by the department's approval of the field test forms.








DevelopmentAs evidenced by the department's approval of the final blueprint and the posting of the blueprint to the department's website.

Develop test construction specifications to be followed in constructing all forms of the assessments. 6.2.10.2 Annual Test

DevelopmentAs evidenced by the department's approval of the final test construction specifications.

Complete test construction of forms for all grades and subjects. 6.2.10.3 Annual Test Development


ITN 2015 - 43 for Florida Alternate Assessment - Attachment 1 - Respondent's Price Reply - Base Year 1 (2015-16 School Year)

DESCRIPTION: Based on the Scope of Work being proposed, provide established Deliverables, including evidence that will be provided to "prove" the deliverable was successfully completed. Reports are not necessarily a deliverable and may be used as "proof" that a deliverable was successfully completed. If used as proof, details of what the report will contain must be provided. Payment for services will be made based on the deliverables and dates specified.

Respondents are required to submit separate technical and pricing proposal. Respondents will list all deliverables, due dates and individual deliverable pricing specifed in the ITN and any additional deliverables proposed by the Respondent in the applicable sections below. Additional rows may be inserted into the worksheet for this purpose. Due dates provided below may be altered to conform with the Respondent's proposed Project Schedule. Respondents should propose due dates for those deliverables that do not already have a date specified. The deliverables and dates below should match the proposed deliverables/dates included in the technical reply.



RESPONDENT:




9/4/2015


C 6.3.11



Test Administration


2/29/14




Test Administration


04/04/16




Test Administration


07/11/16


6.3.1



Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



C 6.3.1



Test Administration


02/05/16




Test Administration


03/08/16




Test Administration


06/27/16


6.3.1



Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration




RESPONDENT:




Deliver and update annually specifications for procedural support for districts (e.g., procedural manual). 6.3.2 Annual Test

Administration As evidenced by department approval of the specifications.

Provide customer service via a toll-free phone number and email by the times agreed upon in the final contract. 6.3.2 Annual (Can be quarterly) Test

Administration


Deliver test materials survey results to the department including general survey questions and student-specific questions. 6.3.2.1



Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




Deliver online training modules as refreshers for teachers, including all tracking of participation and mastery. 6.3.3.2 Annual Test

AdministrationAs evidenced by department approval of the online modules and a final report of participants.

Deliver PDF documents that identify the Florida Standards Access Points and the Next Generation Sunshine State Standards Access Points.

6.3.5 Startup Test Administration


Deliver PDF document describing to districts, schools, parents, and teachers how to interpret the alternate assessment scores. 6.3.5 Annual Test

AdministrationAs evidenced by department approval of the final documents and confirmation that they were posted.



Test Administration




Test Administration


Develop and deliver teacher administration manuals that give an overview of the assessment process. 6.3.7 Annual (may be proposed

as administration-specific)Test

AdministrationAs evidenced by department approval of the test administration manual and delivery confirmation of the materials to districts.


6.3.9 Annual Test Administration As evidenced by department approval of the final specifications.




Test Administration




RESPONDENT:

Retrieve test materials after each test administration. 6.3.10ADMINISTRATION


Test Administration


Retrieve test materials after each test administration. 6.3.10ADMINISTRATION


Test Administration


Deliver missing materials reports to the department and to each district missing materials. 6.3.10.1



Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration



6.3.10.2 Annual Test Administration As evidenced by a record of the materials being stored.



Securely destroy used and unused test materials when the storage period for these materials expires. 6.3.10.2 Annual (or more frequently,

if needed)Test

Administration


Deliver computer-based testing platform and online management system for each computer-based test administration. 6.3.11



Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration


Deliver portfolio assessments throughout the school year. 6.3.12 Annual Test Administration


Compute portfolio assessment standard setting process after the first year of data collection. 6.3.12 Startup Test

Administration




Provide information to parents, schools, and district personnel to prepare them for portfolio assessments. 6.3.12 Annual Test

Administration


Conduct annual rangefinding meetings to develop exemplar scoring entries with annotations to be used for scoring portfolios. 6.3.12 Annual Test

Administration



6.3.12 Annual Test Administration As evidenced by the agenda and final list of participants.





Complete scanning and processing for all paper-based materials and processing for all computer-based materials. 6.4.1







RESPONDENT:



End-of-Course FAA





End-of-Course FAA



Provide third-party independent review of the score calculations for Department review and approval. 6.4.1







End-of-Course FAA





End-of-Course FAA








06/10/16



End-of-Course FAA



06/10/16



End-of-Course FAA



08/26/16





Develop achievement level descriptors (ALDs) for all grades and subjects that will undergo standard setting in summer 2016. 6.4.4 Periodic



Conduct standard setting (educator panel and reactor panel) for all assessments with a baseline administration in spring 2016, including transitioning the current grade 5 and 8 science test to the same scale as the other assessments.




Conduct alignment study for the new assessments and their access points (FS-AP and NGSSS-AP). 6.4.5 Startup


As evidenced by department receipt and approval of final alignment study.

Conduct linking study to link the scales of the new FAA to the previously administered FAA. This includes TAC approval of the proposed method and securing external legal opinion regarding the defensibility of the linking method to be employed.



As evidenced by department receipt and approval of the final linking study.

Conduct initial vertical scaling study for the ELA and Mathematics FAA to show growth from grade-to-grade on these assessments. This includes TAC approval of the proposed method and generating a final report.



As evidenced by department receipt and approval of the final vertical scaling study.

Conduct administrator scoring study as a verification of school-level administration and scoring process. 6.4.8 Startup


As evidenced by department receipt and approval of the final administrator scoring study.

Deliver technical report following each administration year. 6.4.9 Annual Scoring, Reporting, and


Conduct annual technical advisory committee meetings to address the technical quality of the FAA. 6.4.9 Annual











Provide and maintain technology resources necessary for the department to review and check forms and files. 6.5.3 Annual Program

Management





RESPONDENT:Conduct content advisory committee reviews for all grades and subjects. 6.2.5.3 Annual Test






Respondent's Proposed Deliverables

Total Price All Deliverables $ -


Vendor Name:

Street Address

City, State, Zip Code

Telephone #

Fax

Authorized Agent (typed)

Authorized Agent (Signature)



ITN 2015-43 - Florida Alternate AssessmentPage 180

RESPONDENT:

Administration shall mean "Annual" or "Periodic" for tasks that are not tied to a specific administration, or "Startup" as a one-time task.Year 2


Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE





Development



Development




























Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


Development






Development





9/2/2016




Test Administration


10/10/2016




Test Administration


3/6/2017




Test Administration


9/2/2016




Test Administration


11/30/2016




Test Administration


4/3/2017




Test Administration


7/10/2017


C 6.3.11



Test Administration


3/6/2017


6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration





Test Administration


9/26/2016




Test Administration


2/20/2017




Test Administration


8/29/2016




Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE




Test Administration


11/9/2016




Test Administration


3/20/2017




Test Administration


6/26/2017


C 6.3.1



Test Administration


2/20/2017


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration














Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.3.2.1



Test Administration












Test Administration




Test Administration




Test Administration







10 ELA Retake

Test Administration




Grade 10 ELA Retake

Test Administration




of-Course FAA

Test Administration




End-of-Course FAA

Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE



End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.10.1



Test Administration










Test Administration





Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE




Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.11



Test Administration



Administration


















6.4.1ADMINISTRATION







Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1






6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1







10 ELA Retake



11/28/2016



Grade 10 ELA Retake



6/9/2017



of-Course FAA



10/25/2016



End-of-Course FAA



1/27/2017



End-of-Course FAA



6/9/2017




Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE



End-of-Course FAA



8/25/2017






6/9/2017













Jul-17






























Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


Vendor Name: Street AddressCity, State, Zip CodeTelephone #FaxAuthorized Agent (typed)Authorized Agent (Signature)



Attachment 1 - Price Reply Base Year 3 (2017-18)ITN 2015-43


RESPONDENT:


Year 3


Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE





Development



Development























Development











Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


Development


Develop new test item specifications for up to 5 grades/subjects that may have had an update to the standards.

6.4.4, 6.2.3 Periodic Test Development

As evidenced by department approval of the final versions of the test item specifications.




9/1/2017




Test Administration


10/9/2017




Test Administration


3/5/2018




Test Administration


9/11/2017




Test Administration


12/4/2017




Test Administration


4/2/2018




Test Administration


7/16/2018


C 6.3.11



Test Administration


3/5/2018


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration





Test Administration


9/24/2017




Test Administration


2/19/2018




Test Administration


8/28/2017




Test Administration


11/13/2017




Test Administration


3/19/2018




Test Administration


7/2/2018


C 6.3.1



Test Administration


2/9/2018




Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE













Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.2.1



Test Administration












Test Administration




Test Administration




Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE






10 ELA Retake

Test Administration




Test Administration




of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.10.1



Test Administration








Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE






Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.11



Test Administration



Administration
















Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE






6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1






6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1







10 ELA Retake



11/27/2017





6/8/2018



of-Course FAA



10/23/2017



End-of-Course FAA



1/26/2018



End-of-Course FAA



6/8/2018




Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE



End-of-Course FAA



8/24/2018






6/8/2018



































Attachment 1 - Price Reply Renewal Year 1 (2018-19)ITN 2015-43


RESPONDENT:

Administration shall mean "Annual" or "Periodic" for tasks that are not tied to a specific administration, or "Startup" as a one-time task.Renewal Year 1


Extra Critical (XC)



TOTAL PRICE





Development



Development























Development


ITN 2015 - 43 for Florida Alternate Assessment - Attachment 1 - Respondent's Price Reply - Renewal Year 1 (2018-19 School Year)






Extra Critical (XC)



TOTAL PRICE





Development





9/3/2018




Test Administration


10/8/2018




Test Administration


3/4/2019




Test Administration


9/10/2018




Test Administration


12/3/2018




Test Administration


4/8/2019




Test Administration


7/15/2019


C 6.3.11



Test Administration


3/4/2019


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



TOTAL PRICE


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration





Test Administration


9/24/2018




Test Administration


2/18/2019




Test Administration


8/27/2018




Test Administration


11/12/2018




Test Administration


3/25/2019




Extra Critical (XC)



TOTAL PRICE




Test Administration


7/1/2019


C 6.3.1



Test Administration


2/18/2019


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



TOTAL PRICE


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration














Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.2.1



Test Administration













Extra Critical (XC)



TOTAL PRICE



Test Administration




Test Administration




Test Administration







10 ELA Retake

Test Administration




Test Administration




of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration





Test Administration





Test Administration





Extra Critical (XC)



TOTAL PRICE




Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.10.1



Test Administration










Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Extra Critical (XC)



TOTAL PRICE




Test Administration



6.3.11



Test Administration



Administration


















6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1






6.4.1ADMINISTRATION





6.4.1ADMINISTRATION







Extra Critical (XC)



TOTAL PRICE


6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1







10 ELA Retake



11/26/2018





6/7/2019



of-Course FAA



10/23/2018



End-of-Course FAA



1/25/2019



End-of-Course FAA



6/7/2019



End-of-Course FAA



8/23/2019






6/7/2019





















Extra Critical (XC)



TOTAL PRICE




















RESPONDENT:


Renewal Year 2


Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.2.0 Annual Test Development As evidenced by email from the department indicating approval.

Update item bank with field test item data from the previous administration. 6.2.2 Annual Test Development


Develop and deliver test item specifications for all grades and subjects. 6.2.3 Annual Test Development



6.2.4 Annual Test Development As evidenced by department approval of the final items following bias and sensitivity review.

Conduct bias and sensitivity committee reviews for all grades and subjects.. 6.2.5.1 Annual Test Development As evidenced by the meeting agenda and a final

list of attendees.

Conduct item content review committee meetings for all grades and subjects. 6.2.5.2 Annual Test Development As evidenced by the meeting agenda and a final

list of attendees.


6.2.5.2 Annual Test Development As evidenced by the meeting agenda and a final list of attendees.

Conduct content advisory committees for all grades and subjects. 6.2.5.3 Annual Test Development As evidenced by the meeting agenda and a final

list of attendees.

Conduct alternate assessment advisory committee. 6.2.5.4 Annual Test Development As evidenced by the meeting agenda and a final

list of attendees.


6.2.7 TBD Test Development As evidenced by the department's approval of the standalone field test forms.


6.2.8 Annual Test DevelopmentAs evidenced by the department's approval of the final style guide and production specifications.

Develop and annually update the assessment blueprint for each of the subjects and grades. 6.2.10.1 Annual Test Development



6.2.10.2 Annual Test Development As evidenced by the department's approval of the final test construction specifications.

Complete test construction of forms for all grades and subjects. 6.2.10.3 Annual Test Development





9/5/2019







Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


C 6.3.11ADMINISTRATION SPECIFIC-Fall 2019

Grade 10 ELA Retake Test Administration


10/7/2019




Test Administration


3/2/2020




Test Administration


9/9/2019




Test Administration


12/2/2019




Test Administration


4/6/2020


C 6.3.11

ADMINISTRATION SPECIFIC - Summer 2020 End-of-Course

FAA

Test Administration


7/13/2020


C 6.3.11



Test Administration


3/2/2020


6.3.1ADMINISTRATION SPECIFIC-Fall 2019




6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.3.1


FAA

Test Administration



6.3.1



Test Administration



C 6.3.1ADMINISTRATION SPECIFIC-Fall 2019



9/23/2019




Test Administration


2/17/2020




Test Administration


8/26/2019




Test Administration


11/1/2019




Test Administration


3/23/2020


C 6.3.1


FAA

Test Administration


6/29/2020


C 6.3.1



Test Administration


2/17/2020






6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.3.1ADMINISTRATION


Test Administration



6.3.1


FAA

Test Administration



6.3.1



Test Administration







6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1


FAA

Test Administration



6.3.1



Test Administration






6.3.2 Annual Test Administration As evidenced by department approval of the specifications.





6.3.2.1ADMINISTRATION SPECIFIC-Fall 2019

Grade 10 ELA Retake Test Administration As evidenced by department approval of the

final report of survey results.




Test Administration As evidenced by department approval of the final report of survey results.












Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE






6.3.2.1


FAA



6.3.2.1




Deliver two in-person train-the-trainer sessions for new administrators for the FAA. 6.3.3.1 Annual Test Administration As evidenced by department approval of the

meeting agenda and a final list of participants.


6.3.3.2 Annual Test Administration As evidenced by department approval of the online modules and a final report of participants.


6.3.5 Annual Test AdministrationAs evidenced by department approval of the final documents and confirmation that they were posted.


6.3.6 Annual (may be proposed as one-time) Test Administration



6.3.6 Annual (may be proposed as one-time) Test Administration



6.3.7Annual (may be

proposed as administration-specific)

Test AdministrationAs evidenced by department approval of the test administration manual and delivery confirmation of the materials to districts.


6.3.9 Annual Test Administration As evidenced by department approval of the final specifications.


ADMINISTRATION SPECIFIC-Fall 2019








ADMINISTRATION SPECIFIC - Fall 2019 End-of-Course FAA

Test Administration




End-of-Course FAATest Administration




End-of-Course FAATest Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE



FAA

Test Administration





Test Administration



6.3.10.1ADMINISTRATION SPECIFIC-Fall 2019






Test AdministrationAs evidenced by the state-level summary of missing materials and a sample report sent to districts.














6.3.10.1


FAA



6.3.10.1









6.3.10.2 Annual (or more frequently, if needed) Test Administration









Test Administration





Test Administration





Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE




Test Administration



6.3.11


FAA

Test Administration



6.3.11



Test Administration


Deliver portfolio assessments throughout the school year. 6.3.12 Annual Test Administration


Conduct annual workshops for training teachers on portfolio collection procedures. 6.3.12 Annual Test Administration As evidenced by a record of the teachers who

participated in the annual workshops.


6.3.12 Annual Test AdministrationAs evidenced by department approval of communications (brochures, flyers, other documents) provided for these purposes.





6.3.12 Annual Test Administration As evidenced by the agenda and final list of participants.


6.4.1 Annual Scoring, Reporting, and Psychometrics




Grade 10 ELA Retake




6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1


FAA




6.4.1







Grade 10 ELA Retake




6.4.1ADMINISTRATION





6.4.1ADMINISTRATION







Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1


FAA




6.4.1






ADMINISTRATION SPECIFIC-Fall 2019

Grade 10 ELA Retake



11/25/2019



Grade 10 ELA Retake



6/8/2020


ADMINISTRATION SPECIFIC - Fall 2019 End-of-Course FAA



10/21/2019



End-of-Course FAA



1/27/2020



End-of-Course FAA



6/8/2020



FAA



8/28/2020






6/8/2020




Deliver technical report following each administration year. 6.4.9 Annual Scoring, Reporting,

and PsychometricsAs evidenced by department receipt and approval of the final technical report.


6.4.4 Periodic Scoring, Reporting, and Psychometrics



6.4.4 Periodic Scoring, Reporting, and Psychometrics


Summer 2016















Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE





Conduct content advisory committee reviews for all grades and subjects. 6.2.5.3 Annual Test Development As evidenced by the meeting agenda and a final

list of attendees.

Conduct Portfolio Rangefinding Committee for all grades and subjects. 6.3.12 Annual Test Development As evidenced by the meeting agenda and a final

list of attendees.

Conduct Portfolio Advisory Committee for all grades and subjects. 6.3.12 Annual Test Development As evidenced by the meeting agenda and a final

list of attendees.








RESPONDENT:


Renewal Year 3


Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE





Development



Development







Conduct item content review committee meetings for all grades and subjects. 6.2.5.2 Annual Test
















Development











Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


Development





9/4/2020




Test Administration


10/5/2020




Test Administration


3/1/2021




Test Administration


9/7/2020




Test Administration


11/30/2020




Test Administration


4/5/2021




Test Administration


7/12/2021


C 6.3.11



Test Administration


3/1/2021


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration





Test Administration


9/21/2020




Test Administration


2/15/2021




Test Administration


8/24/2020




Test Administration


11/9/2020




Test Administration


3/22/2021




Test Administration


6/28/2021


C 6.3.1



Test Administration


2/15/2021




Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1



Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration



6.3.1ADMINISTRATION


Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.3.1



Test Administration














Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.2.1



Test Administration












Test Administration




Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE



Test Administration







10 ELA Retake

Test Administration




Test Administration




of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration




End-of-Course FAA

Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE


6.3.10.1



Test Administration










Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration





Test Administration



6.3.11



Test Administration



Administration







Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE















6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1






6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1ADMINISTRATION





6.4.1







10 ELA Retake



11/30/2020




Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE





6/7/2021



of-Course FAA



10/19/2020



End-of-Course FAA



1/29/2021



End-of-Course FAA



6/7/2021



End-of-Course FAA



8/27/2021






6/7/2021


































Extra Critical (XC)



DATE(mm/yyyy)

TOTAL PRICE



We propose to provide the services being solicited within the specifications of ITN 2015-43 All work shall be performed in accordance with this ITN, which has been reviewed and understood. SIGN BELOW. UNSIGNED OFFERS WILL NOT BE CONSIDERED.

EXHIBIT 1 DRAFT - ITEM BANK ALIGNMENT STUDY COVER SHEET

As part of the current contract, the development contractor was tasked with trying to find items in the current bank that may align with the Florida Standards-Access Points. The tabs in this spreadsheet provide a grade-level analysis for English Language Arts and for Mathematics. This is a draft version of the alignment study. A final version will be provided at contract handoff, and may be available upon request sooner.

For your reference, "pa," "su," and "in" reflect the three levels of each item set (participatory, supported, and independent). ELA grades are presented first, followed by Mathematics grades.

Only the formatting was slightly modified from the original version provided by the contractor.

While these may be used as a general reference, the Department is not responsible for any modifications in this study that impact a respondent's reply.

Exhibit 1, ITN 2015-43 Florida Alternate AssessmentDRAFT ITEM BANK ALIGNMENT STUDY - Grade 3 ELA

CourseReporting Category

Genre StandardItem cluster

asset numberAccess Point aligned

to item setpa su in

Original grade of

item

Alignment Rating 3=all 3 LOC

2=only 2 LOC 1=only 1 LOC

149719 FS.3.RL.1.AP.1b x x x 3 3221074 FS.3RL.1.AP.1a x x x 3 3257162 FS.3.RL.1.AP.1a x 4 1221099 FS.3.RL.1.AP1a x x x 4 3227921 FS.3.RL.1.AP.1b x x x 4 3227928 FS.3.RL.1.AP.1a x x x 4 3150513 FS.3.RL.1.AP.1b x 4 1257161 FS.3. RL.1 AP.1a x 4 1226310 FS.3.RL.1.AP.1a x x x 3 3244252 FS.3.RL.1.AP.1a x x x 3 3262685 FS.3.RL.1.AP.1c x x 3 2257077 FS.3.RL.1.AP.1a x x x 3 3257081 FS.3.RL.1.AP.1b x x x 3 3

227899 FS.3.RL.1.AP.2a x 3 1227901 FS.3.RL.1.AP.2b x x 3 2244251 FS.3.RL.1.AP.2b x x 3 2262686 FS.3.RL.1.AP.2a x x x 3 3257160 FS.3.RL.1.AP.2c x x x (2a) 4 2

227930 FS.3.RL.1.AP.3e x 4 1227932 FS.3.RL.1.AP.3f x x 4 2224268 FS.3.RL.1.AP.3f x 4 1244269 FS.3.RL.1.AP.3f x 4 1262701 FS.3.RL.1.AP.3e x x 4 2257078 FS.3.RL.2.AP.4a x 3 1

LAFS.3.RL.1.2

LAFS.3.RL.2.4

LAFS.3.RL.1.1

LAFS.3.RL.1.3

LiteraryKey Ideas and

Detail


227897 FS.3.L.3.AP.4d x 3 1244250 FS.3.L.3.AP.4d x 3 1

262702 FS.3.L.3.AP.5a x x 4 2227896 FS.3.L.3.AP.5a x 3 1

LAFS.3.SL.1.2

LAFS.3.SL.1.3

LAFS.3.RI.3.7

LAFS.3.L.2.3.a

LAFS.3.L.3.4

LAFS.3.L.3.5

LAFS.3.RI.2.5

LAFS.3.RL.2.6

Grade 3 ELA

LAFS.3.RI.3.9

Informational

Integration of Knowledge and

Ideas

Informational

Craft and Structure

Literary

LAFS.3.RI.3.8

LAFS.3.RF.3.3

LAFS.3.RF.4.4

Literary


227898 FS.3.L.1.AP.1c x 3 1262688 FS.3.L.1.AP.1c x 3 1262689 FS.3.L.1.AP.1c x 3 1149854 FS.3.L.1.AP.1c x 5 1153586 FS.3.L.1.AP.1b x x 6 2256981 FS.3.L.1.AP.1c x x x 4 3

262691 FS.3.W.1.AP.2d x x 3 2

Informational 221075 FS.3.RI.1.AP.1 1a 1a 1c 3 2Informational 227926 FS.3.RI.1.AP.2b x x x 4 3Informational 221091 FS.3.RI.1.AP.2b x x x 3 3

NOTE:

These items may go into

FS.3.RL.AP.1a..

RF 244247 FS.1.RF.4.AP.4b x 3 1RF 244248 FS.1.RF.4.AP.4b x x 3 2Informational 244253 FS.3.RI.1.AP.1a x x x 3 3Informational 244254 FS.3.RI.1.AP.2a x x 3 1Informational 262684 FS.3.RI.1.AP.2a x x 3 2RF 262687 FS.1.RF.4.AP.4c x 3 1Narrative 262690 FS.3.W.1.AP.3e x x x 3 3Grade2 257082 FS.2.RF.3.AP.3d x x 3 2

LAFS.3.L.1.2

InformationalLanguage and

Editing

LAFS.3.L.1.1

LAFS.3.W.1.2

LAFS.3.W.2.4

InformationalText Based

Writing




asset number

Access Point aligned to item set

pa su inOriginal grade of

item



221096 FS.4.RI.1.AP.1a X X x 4 3257163 FS.4.RI.1.AP.1a x x x 4 3221100 FS.4.RI.1.AP.1a x x x 4 3227923 FS.4.RI.1.AP.1a x x 4 2244270 FS.4.RI.1.AP.1a x x x 4 3221073 FS.4.RI.1.AP.1b x 3 1256277 FS.4.RI.1.AP.1a x x x 3 3222527 FS.4.RI.1.AP.1a x x x 5 3227721 FS.4.RI.1.AP.1a x 5 1245301 FS.4.RI.1.AP.1a x 7 1223489 FS.4.RI.1.AP.1a x x x 7 3

221079 FS.3.RI.1.AP.2a x 3 1222251 FS.4.RI.1.AP.2a x x x 5 3244832 FS.4.RI.1.AP.2a x x 5 2153685 FS.4.RI.1.AP.2a

221097 FS.4.RI.1.AP.3a x x x 4 3227936 FS.4.RI.1.AP.3a x x 4 2227725 FS.4.RI.1.AP.3b x 5 1227958 FS.4.RI.1.AP.3b x x 8 2

257076 FS.4.RL.2.AP.4a x 3 1

257137 FS.5.RF.3.AP.3a x x x 5 3

LAFS.4.RI.1.2

LAFS.4.RI.1.3

Key Ideas and Detail

LAFS.4.RL.2.4

LAFS.4.RI.1.1

Informational


244265 FS.4.RF.4.AP.4 x x x 4 3

155368 FS.4.RI.4.AP.4a x x x 4 3244263 FS.4.RF.4.AP.4a x x x 4 3244266 FS.4.RF.4.AP.4c x 4 1155370 FS.4.RF.4.AP.4c x 4 1244827 FS.4.RF.4.AP.4b x x x 5 3244828 FS.4.RF.4.AP.4b x x x 5 3244829 FS.4.RF.4.AP.4b x x x 5 3

257165 FS.4.L.3.AP.4b x x 4 2

227925 FS.4.L.3.AP.5a x 4 1221095 FS.4.L.3.AP.5b x x x 4 3

257164 FS.4.RI.2.AP.5b x 4 1257079 FS.4.RI.2.AP.5a x x x 3 3

257159 FS.4.RI.3.7 X (7a) X(7a) 4262700 FS.4.RI.3.AP.7a x x 4 2257493 FS.4.RI.3.AP.7c x 4 1

LAFS.4.RL.3.7

LAFS.4.SL.1.2

Literary

Informational

Craft and Structure

LAFS.4.RL.2.6

LAFS.4.L.3.5

LAFS.4.RI.2.5

LAFS.4.RF.3.3

LAFS.4.L.3.4

LAFS.4.RF.4.4

Grade 4 ELA

Literary


IdeasLAFS.4.RI.3.7


257131 FS.4.RI.3.AP.8b x x x 5 3257133 FS.4.RI.3.AP.8b x x x 5 3

262942 FS.4.L.1.AP.1c x x 5 2262943 FS.4.L.1.AP.1c x x 5 2

262703 FS.4.L.1.AP.2c x x x 4 3150125 FS.4.L.1.AP.2c x x 4 2227793 FS.4.L.1.AP.2c x x 4 2256979 FS.4.L.1.AP.2a x x x 4 3244812 FS.4.L.1.AP.2a x x 4 2

227731 FS.4.W.1.AP.2a x 5 1262945 FS.5.W.1.AP.2a x x x 5 3154830 FS.4.W.1.AP.2b x 4 1154832 FS.4.W.1.AP.2b x x 4 2256982 FS.4.W.1.AP.2a x x 4 2

150124 FS.4.W.2.AP.4a x 4 1222387 FS.4.W.2.AP.4a x 4 1

LA.FS.4.W.1.2

LA.FS.4.W.2.4

Text Based Writing

Informational

LAFS.4.RI.3.9

Informational

Ideas

Language and Editing

Literary

LAFS.4.L.1.1

LAFS.4.L.1.2

LAFS.4.RI.3.8


Grade 1 150509 FS.1.RF.AP.4b X X 4 2Grade1 221093 FS.1.RF.4.AP.4a x 4 1Grade2 221088 FS.2.RL.1.AP.1b x x x 4 3Grade2 227924 FS.2.L.3.AP.4b x 4 1Grade2 150507 FS.2.RF.4.AP.4a X X 4 2Grade4 262706 FS.4.W.1.AP.3b x x 4 2Grade 5 262707 FS.4.W.2.AP.5b x x x 4 3Grade 5 262944 FS.3.RI.1.AP.2a x x x 5 3Grade 3 154834 FS.3.W.1.AP.3b x x 4 2Grade 4 154825 FS.4.W.1.AP.3b x 4 1

150123 FS.4.W.3.AP.7a x 4 1227796 FS.4.W.3.AP.3b x 4 1227805 FS.4.W.3.AP.3b x 4 1244811 FS.4.W.3.AP.3b x x 4 2256980 FS.4.W.1.AP.3d x x x 4 3256983 FS.4.W.1.AP.3f x x 4 3256984 FS.4.W.1.AP.3e x x x 4 3256985 FS.4.W.3.AP.8e x 4 1222388 FS.4.W.1.AP.3a x x 4 1222394 FS.4.W.1.AP.3b x 4 1227794 FS.4.W.1.AP.3f x 4 1227795 FS.4.W.1.AP.3f x 4 1227803 FS.4.W.1.AP.3e x x 4 2244813 FS.4.w.2.AP.5a x 4 1244815 FS.4.W.1.AP.3e x x 4 2244816 FS.4.W.1.AP.3b x 4 1244817 FS.4.W.1.AP.3f x 4 1244818 FS.4.W.1.AP.3b x 4 1


Course Genre StandardItem cluster

asset number

Access Point aligned to item set

pa su inOriginal grade of

item



222252 FS.5.RL.1.AP.1b x 5 1227723 FS.5.RL.1.AP.1a x 5 1227729 FS.5.RL.1.AP.1b x 5 1257130 FS.5.RL.1.AP.1a x x x 5 3257136 FS.5.RL.1.AP.1a x x x 5 3223104 FS.5.RL.1.AP.1a x x x 6 3223105 FS.5.RL.1.AP.1a x x x 6 3227675 FS.5.RL.1.AP.1b x x x 6 3245299 FS.5.RL.1.AP.1a x x 6 2245300 FS.5.RL.1.AP.1a x x 6 2245304 FS.5.RL.1.AP.1b x x x 6 3245306 FS.5.RL.1.AP.1a x x x 6 3263003 FS.5.RL.1.AP.1b x 6 1257492 FS.5.RL.1.AP.1a x x x 6 3155785 FS.5.RL.1.AP.1a or 1b 7 ?

262940 FS.5.RL.1.AP.2a x 5 1155493 FS.5.RL.1.AP.2c x x x 5 3222524 FS.5.RL.1.AP.2a x 5 1222526 FS.5.RL.1.AP.2d x 5 1227667 FS.5.RL.1.AP.2a x 6 1245533 FS.5.RL.1.AP.2a x x 7 2

227727 FS.5.RL.1.AP.3b x x x 5 3257487 FS.5.RL.AP.3a x x x 6 3

Literary

LAFS.5.RL.1.2

LAFS.5.RL.1.3

LAFS.5.RL.1.1


227720 FS.5.L.3.AP.4a x x 5 2

244830 FS.5.L.3.AP.5c x x x 5 3244831 FS.5.L.3.AP.5c x x x 5 3

257080 FS.5.RI.2.AP.4b x x x 3 3257489 FS.5.RI.2.AP.4a x 6 1

262941 FS.5.RF.3.AP.3b x 5 1

149848 FS.5.RF.4.AP.4a x 5 1222235 FS.5.RF.4.AP.4a x 5 1

257748 FS.5.RL.3.AP.9b x 8 1

Grade 5 ELA

LAFS.5.RF.4.4

LAFS.5.SL.1.2

LAFS.5.SL.1.3

Literary

Informational

Literary

Informational

LAFS.5.RL.2.5

LAFS.5.RI.2.4

LAFS.5.RI.2.6

LAFS.5.RL.3.7

LAFS.5.RL.3.9

LAFS.5.RF.3.3

LAFS.5.L.3.4

LAFS.5.L.3.5


245722 FS.5.L.1.AP.1a x 8 1150267 FS.5.L.1.AP.1b x 8 1150268 FS.5.L.1.AP.1b x 8 1223160 FS.5.L.1.AP.1d x 8 1

262705 FS.5.L.1.AP.2a x 4 1262704 FS.5.L.1.AP.2a x 4 1223156 FS.5.L.1.AP.2a x 8 1227764 FS.5.L.1.AP.2a X 8 1

263007 FS.5.W.1.AP.2f x x x 6 3263008 FS.5.W.1.AP.2f x x x 6 3263009 FS.5.W.1.AP.2g x 6 1

262939FS.5.L.3.AP.5a/FS.5.RL.2.AP.4b

x x 5 2

257135 FS.5.RL.2.AP.6c x 5 1

LAFS.5.W.2.4

Informational

LAFS.5.L.1.2

Informational

LAFS.5.W.1.2

LAFS.5.L.1.1





to item setpa su in

Original grade of

item



222528 FS.6.RI.1.AP.1a x x x 5 3257132 FS.6.RI.1.AP.1a x x x 5 3257134 FS.6.RI.1.AP.1a x x x 5 3227680 FS.6.RI.1.AP.1a x x x 6 3153689 FS.6.RI.1.AP.1a x x x 7 3257727 FS.6.RI.1.AP.1a x x x 7 3257732 FS.6.RI.1.AP.1b x x x 7 3

223112 FS.6.RI.1.AP.2a x x 6 2227673 FS.6.RI.1.AP.2a x x x 6 3257488 FS.6.RI.1.AP.2a 6227698 FS.6.RI.1.AP.2a x x x 7 3245532 FS.6.RI.1.AP.2a x x 7 2245541 FS.6.RI.1.AP.2a x x x 7 3263062 FS.6.RI.1.AP.2a x x x 7 3263717 FS.6.RI.1.AP.2a x x x 7 3245531 FS.6.RI.1.AP.2a x x 7 2

257494 FS.6.RL.2.AP.4b x x 6 2

LAFS.6.RI.1.1

LAFS.6.RI.1.3

LAFS.6.RL.2.4

LAFS.6.RI.1.2

Key Ideas and Details

Informational


263002 FS.6.RI.2.AP.5d x x x 6 3257490 FS.6.RI.2.AP.5d x 6 1153690 FS.6.RI.2.AP.5c x 7 1

223107 FS.6.RI.2.AP.6a x x 6 2245535 FS.6. RI.2. AP.6a x x x 7 2257734 FS.6.RI.2.AP.6a x x x 7 3153854 FS.6.RI.2.AP.6a 9

263001 FS.6.RI.3.AP.9a x x x 6 3

3

263006 FS.6.L.1.AP2a x x 6 23

LAFS.6.L.1.1

LAFS.6.L.1.2

LAFS.6.RL.3.9

Informational

LAFS.6.SL.1.2

LAFS.6.SL.1.3

LAFS.6.L.3.4

LAFS.6.L.3.5

Informational

LAFS.6.RI.2.5

LAFS.6.RI.2.6

Grade 6 ELA


Ideas

Literary


Literary

Craft and Structure

Literary


FS.6.L.3.5 223113 FS.6.L.3.AP.5c x x x 6 3FS.6.L.3.5 223114 FS.6.L.3.AP.5c x x 6 3FS.6.L.3.5 245302 FS.6.l.3.AP.5c x x x 6 3FS.6.L.2.3 155102 FS.6.L.2.AP.3a x 8 1FS.6.L.2.3 223152 FS. 6.L.2.AP.3c x 8 1

227759 FS.6.L.2.AP.3c x 8 1227760 FS.6.L.2.AP.3c x 8 1245160 Fs.6.L.2.AP.2c x 8 1

Text-based Writing

Informational

LAFS.6.W.1.1

LAFS.6.W.2.4





to item setpa su in

Original grade of

item


2=only 2 LOC1=only 1 LOC

257491 FS.7.RL.1.AP.1a x x 6 2223494 FS.7.RL.1.AP.1a x x x 7 3227688 FS.7.RL.1.AP.1a x x x 7 3263064 FS.7.RL.1.AP.1a x x x 7 3153949 FS.7.RL.1.AP.1a x x x 8 3225073 FS.7.RL.1.AP.1a x x x 10 3

245539 FS.7.RL.1.AP.2a x 7 1227952 FS.7.RL.1.AP.3b 8245719 FS.7.RL.1.AP.2a 8153853 FS.7.RL.1.AP.2b x 9 1

245537 FS.7.RL.1.AP.3b x 7 1257728 FS.7.RL.1.AP.3b x x 7 2257729 FS.7.RL.1.AP.3b x x x 7 3224420 FS.7.R:.1.AP.3b x x x 8 3227952 FS.7.RL.1.AP.3b227954 FS.7.RL.1.AP.3b227962 FS.7.RL.1.AP.3a x x x 8 3245725 FS.7.RL.1.AP.3b 8263133 FS.7.RL.1.AP.3b x x x 8 3257744 FS.7.R:.1.AP.2b x x x 8 3246040 FS.7.RL.1.AP.3a 9


Literary

LAFS.7.RL.1.1

LAFS.7.RL.1.2

LAFS.7.RL.1.3


246043 FS.7.RL.1.AP.3b x 9 1263325 FS.7.RL.1.AP.3b x x x 9 3227694 FS.7.RL.1.AP.3b x 7 1

257730 FS.7.RL.2.AP.5a x x x 7 3

227690 FS.7.RL.2.AP.6a x x 7 2227692 FS.7.RL.2.AP.6a x 7 1263065 FS.7.RL.2.AP.6a x x x 7 3

155787 FS.7.L.3.AP.4a x x x 7 3223490 FS.7.L.3.AP.4a x x x 7 3227687 FS.7.L.3.AP.4a x x x 7 3245534 FS.7.L.3.AP.4a x x 7 2

Grade 7 ELA

Informational

Craft and Structure

Literary

Literary

LAFS.7.L.3.5

LAFS.7.SL.1.2

LAFS.7.RI.2.4

LAFS.7.L.3.4

LAFS.7.RL.2.5

LAFS.7.RL.2.6


227700 FS.7.RI.3.AP.8a

263063 FS.7.RI.3.AP.9b x x 7 2257733 FS.7.RL.3.AP.9a x x 7 2

227684 FS.6.L.3.AP.4b x x x 7 3257731 FS.4.RI.3.AP.7 x x 7263397 FS.7.L.2.AP.3a x 10 1

LAFS.7.W.1.1

LAFS.7.W.2.4

Text-based Writing

Informational



Ideas

Informational

Informational

LAFS.7.RI.3.8

LAFS.7.L.1.1

LAFS.7.L.1.2

LAFS.7.RI.3.9





to item setpa su in

Original grade of

item



153947 FS.8.RI.1.AP.1a x x 8 2224416 FS.8.RI.1.AP.1a x x x 8 3224418 FS.8.RI.1.AP.1a x x x 8 3228043 FS.8.RI.1.AP.1a x x 8 2257745 FS.8.RI.1.AP.1b x x x 8 3257749 FS.8.RI.1.AP.1b x x x 8 3225074 FS.8.RI.1.AP.1a x x x 10 3

223496 FS.8.RI.1.AP.2a x 7 1224417 FS.8.RI.1.AP.2a x x x 8 3224419 FS.8.RI.1.AP.2a x x x 8 3227950 FS.8. RI.1.AP.2a x x 8 3227964 FS.8.RI.1.AP.2a x x 8 2245718 FS.8.RI.1.AP.2a245718 FS.8.RI.1.AP.2a 8245720 FS.8.RI.1. AP.2a x x x 8 3263135 FS.8.RI.1.AP.2c x x x 8 3

155887 FS.8.RI.1.AP.3a x x 8 2

257747 FS.8.RI.2.AP.4b x x 8 2

Literary


Informational

LAFS.8.RI.1.1

LAFS.8.RI.1.2

LAFS.8.RI.1.3

LAFS.8.RL.2.4

LAFS.8.L.3.4


245723 FS.8.RI.2.AP.6a x x 8 2257750 FS.8.RI.2.AP.6a x x x 8 3

263132 FS.8.RI.3.AP.8b x x x 8 3

263136 FS.8.L.1.AP.1b x x x 8 3

155103 FS.8.L.1.AP.2c x x 8 2227762 FS.8.L.1.2 x x 8 2245162 FS.8.L.1.AP.2a x x 8 2256998 FS.8.L.1.AP.2b x x 8 2150266 FS.8.L.1.AP.2c x x 8 2245161 FS.8.L.1.AP.2a x x 8 2223155 FS.8.L.1.AP.2a x x 8 2

Informational

LAFS.8.RI.3.8

LAFS.8.RI.3.9


Literary

LAFS.8.L.1.1

LAFS.8.L.1.2

LAFS.8.RI.2.5

LAFS.8.RI.2.6

Informational

LAFS.8.SL.1.2

Grade 8 ELA

Craft and Structure

LAFS.8.L.3.5


Ideas

Literary


257001 FS.8.W.1.AP.1a x x 8 2

224422 FS.8.RI.4.AP.10b 8224423 FS.8.RI.4.AP.10b 8227947 FS.8.RI.4.AP.10b x x 8 2263137 FS.8.W.2.AP.5c x x x 8 3263138 FS.8.W.2.AP.5c x x x 8 3257746 FS.8.RL.2.AP.6a x x x 8 3155101 FS.8.W.1.AP.3e x x 8 2257000 FS.8.W.1.AP.3f x 8 1257007 FS.8.W.2.AP.8b s 8 1257009 FS.8.W.2.AP.5d x x 8 1223162 FS.8.W.1.AP.3b x 8 1245163 FS.8.W.1.AP.3b x x 8 2245164 FS.8.W.1.AP.3b x 8 1245165 FS.8.W.1.AP.3b x 8 1155885 FS.6.RL.1.AP.3a x x x 8 3

Text-based Writing

Informational

LAFS.8.W.1.1

LAFS.8.W.2.4




asset numberAccess Point aligned to

item setpa su in

Original grade of item



246044 FS.9-10.RI.1.AP.1a x x x 9 3263327 FS.9-10.RI.1.AP.1a x x x 9 3263329 FS.9-10.RI.1.AP.1b x x x 9 3263331 FS.9-10.RI.1.AP.1a x x x 9 3257860 FS.9-10.RI.1.AP.1b x x 9 2257861 FS.9-10.RI.1.AP.1b x x 9 2263395 FS.9-10.RI.1.AP.1a x x x 10 3257877 FS.9-10.RI.1.AP.1a x x x 10 3

227988 FS.9-10.RI.1.AP.2b x x x 9 3246045 FS.9-10.RI.1.AP.2a x x x 9 3227983 FS.9-10.RI.1.AP.2a 9153959 FS.9-10.RI.1.AP.2a x x 10 2153963 FS.9-10.RI.1.AP.2a x x 10 2156036 FS.9-10.RI.1.AP.2a x x x 10 3225068 FS.9-10.RI.1.AP.2c x 10 1225072 FS.9-10.RI.1. AP.2d x x x 10 3228030 FS.9-10.RI.1.AP.2a x x x 10 3246047 FS.9-10.RI.1.AP.2a x x x 10 3246048 FS.9-10.RI.1.AP.2a 10263393 FS.9-10.RI.1.AP.2b x x x 10 3263394 FS.9-10.RI.1.AP.2b x x x 10 3257873 FS.9-10.RI.1.AP.2a x x x 10 3


Informational

LAFS.910.RI.1.1

LAFS.910.RI.1.2


225056 FS.9-10.RI.2.AP.5a x x x 10 3225070 FS.9-10.RI.2.AP.5a x 10 1228032 S.9-10.RI.2.AP.5a x x x 10 3

263134 FS.9-10.RL.3.AP.7a x x x 8 3

228018 FS.9-10.RI.3.AP.8a x x x 10 3257874 FS.9-10.RI.3.AP.8a 10257875 FS.9-10.RI.3.AP.8a 10

263333 FS.9-10.L.1.AP.1a x 9 1

Grade 910 ELA Access

I/II

Informational

Informational


Ideas

LAFS.910.SL.1.2

LAFS.910.RI.3.7

LAFS.910.SL.1.2

LAFS.910.RI.3.8

LAFS.910.L.1.1

Literary

Craft and Structure

LAFS.910.RI.2.4

LAFS.910.L.3.4

LAFS.910.RI.2.5

LAFS.910.RI.2.6

LAFS.910.RI.1.3


223153 FS.9-10.L.1.AP.2 x 8 1

263066 FS.9-10.W.1.AP.2e x x x 7 3263139 FS.9-10.W.1.AP.2h x 8 1263334 FS.9-10.W.1.AP.2b x 9 1263335 FS.9-10.W.1.AP.2b x x 9 2257862 FS.9-10.W.1.AP.2d x 9 1257863 FS.9-10.W.1.AP.2d x 9 1246052 FS.9-10.W.1.AP.2c x x 10 2246053 FS.9-10.W.1.AP.2c x 10 1263397 FS.9-10.W.1.AP.2d x twk x 10 1263398 FS.9-10.W.1.AP.2g x 10 1256999 FS.9-10.W.1.AP.2b x 8 1223151 FS.9-10.W.1.AP.2h x 8 1227758 FS.9-10.W.1.AP.2c x x 8 2227765 FS.9-10.W.1.AP.2i x 8 1245167 FS.9-10.W.1.AP.2i x x 8 2

155653 FS.9-10.W.1.AP.2c x x 10 2

155651 FS.9-10.W.1.AP.2d x x 10 2

155652 FS.9-10.W.1.AP.2e x x 10 2

151024 FS.9-10.W.1.AP.2e x x 10 2

151026 FS.9-10.W.1.AP.2e x x 10 2

256804 FS.9-10.W.1.AP.2h x x 10 2

151031 FS.9-10.W.1.AP.2h x x 10 2

InformationalText-based

Writing

LAFS.910.L.1.2

LiteraryLanguage and

Editing

LAFS.910.W.1.2


257864 FS.9-10.RI.4.AP.10b x x x 9 3

LAFS.910.W.2.4





item setpa su in




228016 FS.10.RL.1.AP.1b x 10 1246046 FS.9-10.RL.1.AP.1a x x x 10 3257879 FS.9-10.RL.1.AP.1a x x x 10 3

227992 FS.9-10.RL.1.AP.2c x x x 9 3228024 FS.9-10.RL.1.AP.2b x x x 10 3228026 FS.9-10.RL.1.AP.2b x x x 10 3246051 FS.9-10.RL.1.AP.2b x x x 10 3257878 FS.9-10.RL.1.AP.2b x x x 10 3

227994 FS.9-10.RL.1.AP.3a x x x 9 3257859 FS.9-10.RL.1.AP.3a x x 9 2225069 FS.9-10.RL.1.AP.3a x 10 1225053 FS.9-10.RL.1.AP.3a x x 9 2

225059 FS.9-10.RL.2.AP.4c x x x 9 3257858 FS.9-10.RL.2.AP.4a x x 9 2257876 FS.9-10.RL.2.AP.4a x x x 10 3

Grade 10 ELA Access

I/II


Literary

LAFS.910.RL.1.1

LAFS.910.RL.1.2

Craft and Structure

Literary

LAFS.910.RL.2.4

LAFS.910.L.3.4

LAFS.910.L.3.5

LAFS.910.RL.2.5

LAFS.910.RL.1.3


227744 FS.9-10.L1.AP.2c x x 10 2

256797 FS.9-10.W.1.AP.1i x x 10 2256800 FS.9-10.W.1.AP.1g x 10 1

228010 FS.9-10.W.2.AP.4a x 10 1

257857 FS.9-10.RL.2.AP.5a x x 9 2246042 FS.9-10.RL.2.AP.5a x x x 9 3246049 FS.9-10.RL.4.AP.10b x x x 10 3263392 FS.9-10.RL.2.AP.5a x x x 10 3263399 FS.9-10.RL.3.AP.4c x x x 10 3257880 FS.9-10.RL.2.AP.6a x x x 10 3155650 FS.9-10.L.2.AP.3a x x 10 2245552 FS.9-10.W.2.AP.5e x 10 1245554 FS.9-10.W.2.AP.3f x 10 1


Ideas

Literary LAFS.910.SL.1.2

Informational

Text-based Writing

Informational

LAFS.910.W.1.1

LAFS.910.W.2.4

LAFS.910.RI.3.7

LAFS.910.SL.1.3

LAFS.910.RI.3.8


Informational

LAFS.910.L.1.1

LAFS.910.L.1.2


256801 FS.9-10.W.2.AP.3f x 10 1256803 FS.9-10.W.2.AP.3f x x 10 2256805 FS.9-10.W.3.AP.7a x x 10 2256806 FS.9-10.W.3.AP.8c x 10 1223513 FS.9-10.W.2.AP.3f x 10 1223514 FS.9-10.W.1.AP.3g x 10 1223515 FS.9-10.L.2.AP.3a x 10 1223518 FS.9-10.L.2.AP.3a x 10 1223519 FS.9-10.W.2.AP.3f x 10 1227763 FS.9-10.L.2.AP.3a x x 10 2227768 FS.9-10.L.2.AP.3a x x 10 2227769 FS.9-10.W.2.AP.3f x 10 1227772 FS.9-10.W.2.AP.5d x x 10 2245553 FS.9-10.W.2.AP.3f x 10 1




asset number

Access Point aligned to item

setpa su in

Original grade of

item



0= no alignment

Grade 11

ELA Access III/IV


Informational

LAFS.1112.RI.1.1

LAFS.1112.RI.1.2

LAFS.1112.RI.1.3

Craft and Structure

Literary

LAFS.1112.RL.2.4

LAFS.1112.L.3.4

Informational

LAFS.1112.L.3.4

LAFS.1112.RI.2.5


Ideas

Literary LAFS.1112.RL.3.9

Informational

LAFS.1112.SL.1.3

LAFS.1112.RI.3.9


Text-based Writing

Informational

LAFS.1112.W.1.2

LAFS.1112.W.2.4


Informational

LAFS.1112.L.1.1

LAFS.1112.L.1.2

Exhibit 1, ITN 2015-43 Florida Alternate AssessmentDRAFT ITEM BANK ALIGNMENT STUDY - Grade 3 Mathematics

Course Reporting Category StandardItem cluster asset

numberAccess Point aligned to

item setpa su in


Alignment Rating 1, 2, 3

154630.000 MAFS.3.OA.1.AP.1a x x 3 3226293.000 MAFS.3.OA.1.AP.1a x x x 3 3245754.003 MAFS.3.OA.1.AP.1a x x 3 3261797.000 MAFS.3.OA.1.AP.1b x x x 3 3261798.000 MAFS.3.OA.1.AP.1b x x 3 2*226427.000 MAFS.3.OA.1.AP.1c x x x 5 3244419.002 MAFS.3.OA.1.AP.1b x x x 6 3155276.000 MAFS.3.OA.1.AP.1a x x 7 2152853.000 MAFS.3.OA.2.AP.5a x x x 9 1

223405.002 MAFS.3.OA.2.AP.6a x x 4 2*245360.002 MAFS.3.OA.2.AP.6a x x 4 2*245771.000 MAFS.3.OA.2.AP.6a x x 5 2*245772.002 MAFS.3.OA.2.AP.6a x 5 2*245770.000 MAFS.3.OA.2.AP.6a x x 5 2*224378.002 MAFS.3.OA.2.AP.6a x x 5 2*154628.000 MAFS.3.OA.4.AP.8a x x 3 2261799.000 MAFS.3.OA.4.AP.8a x x x 3 3226306.000 MAFS.3.OA.4.AP.8a x x x 3 3226296.000 MAFS.3.OA.4.AP.8a x x x 3 3261800.000 MAFS.3.OA.4.AP.8a x x x 3 3245755.001 MAFS.3.OA.4.AP.8a x x x 3 3151529.000 MAFS.3.OA.4.AP.8a x 4 1

245361.000 MAFS.3.OA.4.AP.8a x x 4 2262479.000 MAFS.3.OA.4.AP.8a x x x 5 3154144.000 MAFS.3.OA.4.AP.8a x 5 1221799.000 MAFS.3.OA.4.AP.8a x x x 6 3226874.002 MAFS.3.OA.4.AP.8a x x 6 2243958.002 MAFS.3.OA.4.AP.8a x x 7 2

MAFS.3.OA.4.8

MAFS.3.OA.1.1

Operations, Algebraic Thinking, and Numbers in

Base Ten

MAFS.3.OA.2.5

MAFS.3.OA.2.6


221415.002 MAFS.3.OA.4.AP.8a x x 8 2244024.000 MAFS.3.OA.4.AP.8a x x 8 2243960.000 MAFS.3.NBT.1.AP.1a x x x 7 3

150498.000 MAFS.3.NF.1.AP.1a x x 3 2*224292.003 MAFS.3.NF.1.AP.1a x x 3 2*245756.000 MAFS.3.NF.1.AP.1a x x 3 2*245757.003 MAFS.3.NF.1.AP.1a x x 3 2*256281.000 MAFS.3.NF.1.AP.1c x x x 3 3261801.000 MAFS.3.NF.1.AP.1c x x x 3 3226354.000 MAFS.3.NF.1.AP.1c x 4 1*223407.000 MAFS.3.NF.1.AP.1a x 4 2*226355.000 MAFS.3.NF.1.AP.1a x x x 4 3226361.000 MAFS.3.NF.1.AP.1a x x 4 2*226872.002 MAFS.3.NF.1.AP.1c x x x 6 3155124.000 MAFS.3.NF.1.AP.1c x x x 6 3

154701.000 MAFS.3.MD.1.AP.1a x 4 1*226420.002 MAFS.3.MD.1.AP.1a x x 5 2*

226300.000 MAFS.3.MD.2.AP.3a x x x 3 3261811.000 MAFS.3.MD.2.AP.3a x x x 4 3261812.000 MAFS.3.MD.2.AP.3a x x x 4 3155008.000 MAFS.3.MD.2.AP.3b m m 5245777.002 MAFS.3.MD.2.AP.3a m m x 5 1226419.002 MAFS.3.MD.2.AP.3b m m m 5243964.002 MAFS.3.MD.2.3 x x x 7 3227141.002 MAFS.3.MD.2.AP.3a x x x 8 3

MAFS.3.NBT.1.1

MAFS.3.NBT.1.3

MAFS.3.NF.1.1Grade 3 Math

MAFS.3.NF.1.3

Numbers and Operations- Fractions

MAFS.3.MD.1.1

MAFS.3.MD.2.3


221422.002 MAFS.3.MD.2.AP.3a x x 8 2227487.000 MAFS.3.MD.2.AP.3b x x x hs 3224301.003 MAFS.3.MD.2.AP.4a x x 3 2226371.000 MAFS.3.MD.2.AP.4a x x x 4 3245365.002 MAFS.3.MD.2.AP.4a x x 4 2*224393.002 MAFS.3.MD.2.AP.4a x x x 5 3261802.000 MAFS.3.MD.3.AP.6a x x x 3 3261803.000 MAFS.3.MD.3.AP.6a x x x 3 3256284.000 MAFS.3.MD.3.AP.6a x x x 3 3245363.000 MAFS.3.MD.4.AP.8a x x x 4 3

224385.000 MAFS.3.G.1.AP.1b x x 5 2*256285.000 MAFS.3.G.1.AP.1a x x x 3 3

Not on the blueprint261804.000 MAFS.3.G.1.AP.2a x x x 3 3227048.002 MAFS.3.OA.1.AP.3a x x x 7 3155425.000 MAFS.3.NF.1.AP.2a x 8 1256280.000 MAFS.3.NBT.1.AP.2b x x x 3 3256279.000 MAFS.3.OA.4.AP.9a x x x 3 3256278.000 MAFS.3.OA.1.AP.3a x x x 3 3

MAFS.3.MD.2.4

MAFS.3.MD.3.6

MAFS.3.MD.4.8

MAFS.3.G.1.1

Measurement, Data, and Geometry


Course Reporting Category StandardItem cluster


item setpa su in

Original grade of

item


245359.002 MAFS.4.OA.1.AP.1a x x 4 2*

223206.000 MAFS.4.OA.2.AP.4b x x hs 2*

154624.000 MAFS.4.OA.3.AP.5b x x 3 2*226299.000 MAFS.4.OA.3.AP.5b x x x 3 3256295.000 MAFS.4.OA.3.AP.5b x x x 4 3226291.000 MAFS.4.NBT.1.AP.2b x 3 1*151524.000 MAFS.4.NBT.1.AP.2b x 4 1*223410.002 MAFS.4.NBT.1.AP.2a x x x 4 3223411.000 MAFS.4.NBT.1.AP.2b x x x 4 3256296.000 MAFS.4.NBT.1.AP.2a x x x 4 3261805.000 MAFS.4.NBT.1.AP.3a x x x 4 3261806.000 MAFS.4.NBT.1.AP.3a x x x 4 3226409.002 MAFS.4.NBT.1.AP.2a x 5 1*

256297.000 MAFS.4.NBT.2.AP.5a x x x 4 3

245362.002 MAFS.4.NF.1.AP.1a x x x 4 3261807.000 MAFS.4.NF.1.AP.1a x x x 4 3261808.000 MAFS.4.NF.1.AP.1a x x x 4 3227145.002 MAFS.4.NF.1.AP.1a x x x 8 3256298.000 MAFS.4.NF.1.AP.2b x x x 4 3

256299.000 MAFS.4.NF.2.AP.3b x x x 4 3256299.000 MAFS.4.NF.2.AP.3b x x x 4 3262500.000 MAFS.4.NF.2.AP.3b x x x 6 3

MAFS.4.NF.1.1

MAFS.4.NF.2.3

MAFS.4.NF.3.7

Grade 4 Math

MAFS.4.OA.1.1

MAFS.4.OA.2.4

MAFS.4.OA.3.5

Operations and Algebraic Thinking

MAFS.4.NBT.1.2

MAFS.4.NBT.2.5

Numbers and Operations in Base Ten

Numbers and Operations- Fractions

MAFS.4.NBT.1.3

MAFS.4.NF.1.2


223408.002 MAFS.4.MD.1.AP.3a x x x 4 3223409.002 MAFS.4.MD.1.AP.3a x x x 4 3261809.000 MAFS.4.MD.1.AP.3a x x x 4 3261810.000 MAFS.4.MD.1.AP.3a x x x 4 3245363.000 MAFS.4.MD.1.AP.3a x x x 4 3221385.000 MAFS.4.MD.1.AP.3a x x 7 2221386.000 MAFS.4.MD.1.AP.3a x x 7 2227332.000 MAFS.4.MD.1.AP.3a x x x 9 3155547.000 MAFS.4.MD.1.AP.3a x x x 9 3244025.002 MAFS.4.MD.1.AP.3a x x 8 2

256392.000 MAFS.4.G.1.AP.2a x x x 4 3256301.000 MAFS.4.G.1.AP.2a x x x 4244499.000 MAFS.4.G.1.AP.2a x x x 9 3223210.000 MAFS.4.G.1.AP.2a x x hs 2*227472.000 MAFS.4.G.1.AP.2a x x hs 2*226357.000 MAFS.4.G.1.AP.3a x x x 4 3

Not on blueprint226879.002 MAFS.4.OA.1.AP.2b x x x 6 3155262.000 MAFS.4.NBT.2.AP.4a x x x 7 3221382.002 MAFS.4.NBT.2.AP.4a x x x 7 3227046.002 MAFS.4.NBT.2.AP.4a x x x 7 3221420.000 MAFS.4.G.1.AP.1c x x 8 2*227135.002 MAFS.4.G.1.AP.1c x x x 8 3227228.000 MAFS.4.G.1.AP.1c x x 8 2*244026.000 MAFS.4.NF.2.AP.4a x x 8 2244027.000 MAFS.4.G.1.AP.1c x x 8 2244028.002 MAFS.4.G.1.AP.1b x x 8 2155012.000 MAFS.4.OA.1.AP.3a x x x 5 3256282.000 MAFS.4.NF.3.AP.5a x x x 3 3256300.000 MAFS.4.MD.1.AP.1a x x x 4 3256294.000 MAFS.4.OA.1.AP.2a x x x 4 3

MAFS.4.G.1.3


MAFS.4.MD.1.3

MAFS.4.MD.2.4

MAFS.4.G.1.2


Course Reporting Category StandardItem cluster asset

numberAccess Point

aligned to item setpa su in

Original grade of

item


256450.000 MAFS.5.OA.1.AP.2a x x x 5 3

256453.000 MAFS.5.NF.1.AP.2a x x x 5 3

224382.000 MAFS.5.NF.2.AP.5a x x x 5 3245773.000 MAFS.5.NF.2.AP.5a x x x 5 3262482.000 MAFS.5.NF.2.AP.5a x x x 5 3

256451.000 MAFS.5.NBT.1.AP.3b x x x 5 3

262480.000 MAFS.5.NBT.2.AP.6a x x x 5 3256452.000 MAFS.5.NBT.2.AP.6b x x x 5 3262503.000 MAFS.5.NBT.2.AP.6b x x x 6 3262481.000 MAFS.5.NBT.2.AP.7a x x 5 2*221383.002 MAFS.5.NBT.2.AP.7a x x 7 2

262484.000 MAFS.5.MD.1.AP.1b x x x 5 3155418.000 MAFS.5.MD.1.AP.1b m x 8 1

MAFS.5.NF.1.2

MAFS.5.NF.2.5

MAFS.5.NF.2.6

Operations, Algebraic Thinking, and Fractions

MAFS.5.NBT.2.6

MAFS.5.NBT.2.7

Grade 5 Math

MAFS.5.NBT.1.3

MAFS.5.NBT.1.4Numbers and Operations in

Base Ten

MAFS.5.MD.1.1

MAFS.5.OA.1.2

MAFS.5.OA.2.3


227151.002 MAFS.5.MD.1.AP.1a x x x 8 3245373.000 MAFS.5.MD.1.AP.1b x hs 1*256455.000 MAFS.5.MD.2.AP.2a x x x 5 3

256456.000 MAFS.5.MD.3.AP.3a x x x 5 3

223211.000 MAFS.5.MD.3.AP.4a x x x hs 3223212.000 MAFS.5.MD.3.AP.4a x hs 1

262485.000 MAFS.5.G.1.1 x x x 5 3262486.000 MAFS.5.G.1.1 x x x 5 3227306.000 MAFS.5.G.1.AP.1b x x x 9 3155549.000 MAFS.5.G.1.AP.1b x x x 9 3256457.000 MAFS.5.G.2.AP.4a x x x 5 3

not in blueprint256454.000 MAFS.5.NF.2.AP.4a x x x 5 3


MAFS.5.MD.2.2

MAFS.5.MD.3.3

MAFS.5.MD.3.4

MAFS.5.G.1.1

MAFS.5.G.2.4




to item setpa su in

Original grade of

item


256510.000 MAFS.6.RP.1.AP.1a x x x 6 3

151664.002 MAFS.6.RP.1.AP.3b x x x 6 3221801.002 MAFS.6.RP.1.AP.3a x x x 6 3244421.002 MAFS.6.RP.1.AP.3a x x 6 3244422.000 MAFS.6.RP.1.AP.3b x x x 6 3262498.000 MAFS.6.RP.1.AP.3c x x x 6 3262499.000 MAFS.6.RP.1.AP.3d x x x 6 3226984.000 MAFS.6.RP.1.AP.3a x x x 6 3221379.002 MAFS.6.RP.1.AP.3a x x x 7 3263188.000 MAFS.6.EE.1.AP.1b x x x 9 3263189.000 MAFS.6.EE.1.AP.1b x x x 9 3

224390.002 MAFS.6.EE.1.AP.4a m m 5 2*

221417.002 MAFS.6.EE.3.AP.9a x x 8 2221418.002 MAFS.6.EE.3.AP.9b x x 8 2244023.002 MAFS.6.EE.3.AP.9b x x 8 2262504.000 MAFS.6.G.1.AP.1b x x x 6 3

MAFS.6.G.1.1 262505.000 MAFS.6.G.1.AP.1b x x x 6 3

227478.000 MAFS.6.G.1.AP.4a x hs 1

MAFS.6.EE.2.5

MAFS.6.EE.3.9Grade 6 Math

Ratio and Proportional Relationships

Expressions and Equations

Geometry

MAFS.6.G.1.4

MAFS.6.SP.1.2

MAFS.6.RP.1.1

MAFS.6.RP.1.3

MAFS.6.EE.1.1

MAFS.6.EE.1.4


262502.000 MAFS.6.NS.3.AP.6d x x x 6 3256512.000 MAFS.6.NS.3.AP.6d x x x 6 3

not in blueprint151665.001 MAFS.6.EE.1.AP.2a x x x 6 3262501.000 MAFS.6.NS.2.AP.3a x x x 6 3227226.000 MAFS.6.RP.1.AP.2a x 8 1244030.000 MAFS.6.SP.2.AP.5a x x 8 2256517.000 MAFS.6.SP.2.AP.5c x x x 6 3256516.000 MAFS.6.SP.1.AP.1a x x x 6 3256515.000 MAFS.6.G.1.AP.2a x x x 6 3256514.000 MAFS.6.EE.2.AP.7a x x x 6 3256513.000 MAFS.6.EE.1.AP.2a x x x 6 3256511.000 MAFS.6.NS.2.AP.2a x x x 6 3

MAFS.6.NS.3.8

Statistics & Probability

The Number System

MAFS.6.SP.2.4

MAFS.6.NS.2.4

MAFS.6.NS.3.6




to item setpa su in



221802.000 MAFS.7.RP.1.AP.3a x x x 6 3257274.000 MAFS.7.RP.1.AP.3b x x x 7 3243936.000 MAFS.7.RP.1.AP.3a x x x 7 3262814.000 MAFS.7.RP.1.AP.3a x x 7 2*262815.000 MAFS.7.RP.1.AP.3a x x 7 2*152851.000 MAFS.7.RP.1.AP.3b x x x 9 3221353.002 MAFS.7.RP.1.AP.3b x x x 9 3227453.000 MAFS.7.RP.1.AP.3a x x x hs 3245368.000 MAFS.7.RP.1.AP.3a x x x hs 3

150392.000 MAFS.7.EE.2.AP.4a x x 8 2257277.000 MAFS.7.EE.2.AP.4a x x x 7 3227345.000 MAFS.7.EE.2.AP.4b x x x 9 3221354.002 MAFS.7.EE.2.AP.4b x x x 9 3257278.000 MAFS.7.G.1.AP.1b x x x 7 3

262819.000 MAFS.7.G.2.AP.4b x x x 7 3MAFS.7.G.2.4 262818.000 MAFS.7.G.2.4 x x x 7 3

155755.000 MAFS.7.G.2.AP.4b x hs 1*245372.000 MAFS.7.G.2.AP.4b x hs 1*

Grade 7 Math

Ratio and Proportional Relationships


Geometry

MAFS.7.G.1.1

MAFS.7.G.2.5

MAFS.7.RP.1.1

MAFS.7.RP.1.2

MAFS.7.RP.1.3

MAFS.7.EE.2.3

MAFS.7.EE.2.4


257279.000 MAFS.7.G.2.AP.6b x x x 7 3

221387.000 MAFS.7.SP.3.AP.5a x x 7 2152866.000 MAFS.7.SP.3.AP.5a x x 7 2257281.000 MAFS.7.SP.3.AP.5a x x x 7 3227431.000 MAFS.7.SP.3.AP.5a x hs 1227483.000 MAFS.7.SP.3.AP.5a x hs 1

257275.000 MAFS.7.NS.1.1 x x x 7

155757.000 MAFS.7.NS.1.AP.2a x hs 1*262816.000 MAFS.7.NS.1.AP.2a x x x 7 3262817.000 MAFS.7.NS.1.AP.2a x x x 7 3

not in blueprint262820.000 MAFS.7.SP.2.AP.4b x x x 7 3262821.000 MAFS.7.SP.2.AP.4b x x x 7 3150395.000 MAFS.7.SP.2.AP.4a x x x 8 3155403.000 MAFS.7.SP.2.AP.4a x x x 8 3221423.000 MAFS.7.SP.2.AP.4a x x x 8 3257280.000 MAFS.7.SP.2.AP.4a x x x 7 3257276.000 MAFS.7.EE.1.AP.1a x x x 7 3257611.000 MAFS.7.EE.1.AP.2a x x x 9 3


The Number System

MAFS.7.NS.1.3

MAFS.7.NS.1.1

MAFS.7.NS.1.2

MAFS.7.G.2.6

MAFS.7.SP.2.3

MAFS.7.SP.3.5

MAFS.7.SP.3.8




to item setpa su in

Original grade of

item

Alignment Rating 1, 2,

3155758.000 MAFS.8.EE.1.AP.2a x x x hs 3223207.000 MAFS.8.EE.1.AP.2a x x hs 2245369.000 MAFS.8.EE.1.AP.2a x x hs 2

262830.000 MAFS.8.EE.2.AP.5a x x x 8 3

257293.000 MAFS.8.F.1.AP.1a x x 8 2

257632.000 MAFS.8.G.1.AP.1a x x x hs 3227056.000 MAFS.8.G.1.AP.1b x x x 7 3

245761.003 MAFS.8.G.1.AP.4a x x x 3 3244425.002 MAFS.8.G.1.AP.4c x x 6 2155278.000 MAFS.8.G.1.AP.4a x x x 7 3227131.002 MAFS.8.G.1.AP.4a x x x 8 3257295.000 MAFS.8.G.1.AP.4a x x x 8 3262833.000 MAFS.8.G.1.AP.4a x x x 8 3262832.000 MAFS.8.G.1.AP.4a x x x 8 3262834.000 MAFS.8.G.3.AP.9a x x x 8 3262835.000 MAFS.8.G.3.AP.9a x x x 8 3154217.000 MAFS.8.G.3.AP.9a m m x hs 1

MAFS.8.EE.3.8

Grade 8 Math


MAFS.8.F.1.1

MAFS.8.F.1.3

Functions

MAFS.8.G.3.9

Geometry

MAFS.8.G.1.1

MAFS.8.G.1.4

MAFS.8.EE.1.2

MAFS.8.EE.1.3

MAFS.8.EE.2.5


262836.000 MAFS.8.SP.1.AP.4a x x x 8 3262837.000 MAFS.8.SP.1.AP.4a

257290.000 MAFS.8.NS.1.AP.1a x x x 8 3

not in blueprint262831.000 MAFS.8.F.2.AP.4a x x x 8 3257297.000 MAFS.8.SP.1.AP.3a x x x 8 3257296.000 MAFS.8.G.2.AP.7a x x x 8 3257294.000 MAFS.8.F.2.AP.5c x x x 8 3257292.000 MAFS.8.EE.3.AP.7a x x x 8 3257291.000 MAFS.8.EE.1.AP.1a x x x 8 3

MAFS.8.SP.1.4

MAFS.8.NS.1.1

MAFS.8.NS.1.2


and The Number System

Exhibit 1, ITN 2015-43 Florida Alternate AssessmentDRAFT ITEM BANK ALIGNMENT STUDY - High School Mathematics



item setpa su in

Original grade of

item


257634.000 MAFS.912.S-ID.1.AP.2a x x x hs 3

263249.000 MAFS.912.A-CED.1.AP.1a x x x hs 3263250.000 MAFS.912.A-CED.1.AP.1a x x x hs 3257612.000 MAFS.912.A-CED.1.AP.1a x x x 9 3257629.000 MAFS.912.A-CED.1.AP.2a x hs 1257629.000 MAFS.912.A-CED.1.AP.2a x x x hs 3

257630.000 MAFS.912.F-IF.2.AP.4b x x x hs 3

257614.000 MAFS.912.G-CO.1.AP.1a x x x 9 3

High School Algebra

End of Course

MAFS.912.S-ID.3.9

Statistics and the Number System

MAFS.912.S-ID.1.2

Algebra and Modeling

MAFS.912.A-CED.1.1

MAFS.912.A-CED.1.2

MAFS.912.A-CED.1.3

Functions Modeling

MAFS.912.F-IF.2.4

MAFS.912.F-IF.2.5

MAFS.912.F-IF.2.6

MAFS.912.G-CO.1.1


257632.000 MAFS.912.G-CO.1.AP.4a x x x hs 3

257615.000 MAFS.912.G-SRT.1.AP.2a x x x 9 3

257633.000 MAFS.912.G-GMD.1.AP.3a x x x hs 3

257616.000 MAFS.912.G-MG.1.1 9

MAFS.912.G-MG.1.3

Congruence, Similarity, Right Triangles, and

Trigonometry

Circles, Geometric Measurement, and

Geometric Properties with Equations

MAFS.912.G-MG.1.1

Modeling with Geometry

High School Geometry

End of Course

MAFS.912.G-CO.1.3

MAFS.912.G-CO.1.4

MAFS.912.G-SRT.1.2

MAFS.912.G-SRT.1.3

MAFS.912.G-SRT.2.5

MAFS.912.G-C.1.1

MAFS.912.G-GMD.1.3

MAFS.912.G-GMD.2.4

MAFS.912.G-GPE.2.7

MAFS.912.G-MG.1.2


not in blueprint155756.000 MAFS.912.S-ID.1.AP.4a x x x hs 3263247.000 MAFS.912.A-SSE.2.AP.3a x x x hs 3263248.000 MAFS.912.A-SSE.2.AP.3a x x x hs 3263251.000 MAFS.912.S-ID.1.AP.4a x x x hs 3263252.000 MAFS.912.S-ID.1.AP.4a x x x hs 3257628.000 MAFS.912.A-APR.1.AP.1b x x x hs 3257631.000 MAFS.912.F-LE.1.AP.1a x x x hs 3155423.000 MAFS.912.F-IF.1.AP.1b x x 8 2263245.000 MAFS.912.N-Q.1.AP.1a x x x hs 3263246.000 MAFS.912.N-Q.1.AP.1a x x x hs 3263190.000 MAFS.912.N-Q.1.AP.1a x x x 9 3263191.000 MAFS.912.N-Q.1.AP.1a x x x 9 3263192.000 MAFS.912.F-LE.1.AP.1a x x x 9 3263193.000 MAFS.912.F-LE.1.AP.1a x x x 9 3263194.000 MAFS.912.S-ID.1.AP.1a x x x 9 3263195.000 MAFS.912.S-ID.1.AP.1a x x x 9 3257610.000 MAFS.912.N-Q.1.AP.1a x x x 9 3257613.000 MAFS.912.F-IF.1.AP.1b x x x 9 3257617.000 MAFS.912.S-ID.1.AP.1a x x x 9 3

Exhibit 2, Draft ITN 2015-42, Florida Alternate Assessments DRAFT 2014-15 Test Designs, Blueprints, and Item Specifications

Florida Alternate Assessment Test Designs, Blueprints, and Item Specifications for

Reading, Writing, Mathematics, and Science

2014-2015 Assessment

Prepared by Measured Progress for the Florida Department of Education


Table of Contents

Overview …………………………………………………………………………..

1

Items ……………………………………………………………………………….

2

Test Booklet Components Item Components Complexity Indices Number of Items by Content and Grade Level

Reading ……………………………………………………………………………

6

Design Blueprint Passage Specifications

Writing ……………………………………………………………………………..

14

Design Blueprint

Mathematics ……………………………………………………………………...

17

Design Blueprint

Science ……………………………………………………………………………

29

Design Blueprint

Overall Item Specifications …………………………………………………… 34 Appendices……………………………………………………………………….

41

Appendix A – Depth of Knowledge……...……………………………………… 42 Appendix B – Presentation Rubric……………………………………………… 49

ii


Overview

The 2014-2015 alternate assessment core design for Florida is based on the Next Generation Sunshine State Standards. Each item set contains three levels of Access Points (Independent, Supported, and Participatory) providing students with a tiered entry into the assessment. This is critical as educators seek to provide access to the general education curriculum and foster higher expectations for the wide diversity of students with significant cognitive disabilities. The Access Points were used to develop an assessment blueprint that will serve as the foundation for structured student performance tasks. These assessments contain performance tasks consisting primarily of selected response and some open response items. The design is an innovative approach that provides test administrators with structured tasks comprised of item sets that reflect typical classroom activities that mostly contain three response options for students to select from using the individual communication system they are most familiar with. Florida has transitioned to the newly adopted Florida Standards. As a result, all Mathematics and English Language Arts (ELA) embedded field test items for the 2015 spring Florida Alternate Assessment have been written to the Florida Standards Access Points (FSAP). The FSAP address the Florida Standards at decreased levels of complexity.

1


Items Students who use communication supports are assessed more accurately when they are provided with structured response options within a performance task. Students who have greater access to verbal or written communication modes will be able to respond to open or constructed response items. For example, when a nonverbal student with mobility challenges is asked a question and presented with the choices for the answer, that student may use eye gaze to indicate the preferred choice, hit a switch from among several pre-programmed switches, point to one choice, etc. Items that require a constructed response or multi-step performance, such as organizing pictures to show the order of events in a story, are often more challenging for this population of students. Therefore, we have incorporated an element of Universal Design in the development of the alternate performance tasks to build a test on which all students, even those with the most significant communication challenges, have the opportunity to respond accurately. We typically present three options to students when multiple response options are required. This limits the cognitive load of the item and adheres to recommendations of Haladyna and Downing,1, who contend that more than three acceptably performing distractors are rarely found. Within each item set, each of the three Access Points is addressed. Each student starts at the Participatory level. A student who completes the Participatory level item accurately without assistance moves on to the Supported level item. In this way, the student moves up through the Access Points as long as he or she is able to respond accurately and independently. Scaffolding only occurs at the Participatory level item. Scaffolding occurs for a student who is unable to complete the Participatory level item accurately and independently. The student will be presented the item again with one distractor removed; if the student is able to accurately respond he or she will be scored at two points. If the student is still unable to accurately respond, the item is presented again with another distractor removed (leaving only the correct answer) and the student is asked to actively engage with the correct answer. At any point within the Participatory level item, if the student will not engage or actively refuses, the student will score zero. The student receives a final score for the item set based on the highest level at which he or she answered correctly. For example, if the student is unable to complete the item at the Supported level, he or she retains the three-point score from the Participatory level. However, if he or she is able to complete the Supported item, the teacher will next administer the Independent level item. If the student is unable to complete the independent item accurately, a score of six points is awarded. However, if the student completes the independent item accurately, the teacher will record a score of nine points.

1 Haladyna, T.M., & Downing, S.M. (1993). How many options is enough for a multiple-choice test item? Educational and Psychological Measurement, 53(4), 999–1010. DOI 10.1177/0013164493053004013.

2


0 1 2 3 6 9 No response,

student actively refuses or does not engage at

any point during the Participatory

level

Student responds correctly after the

removal of two distractors at the Participatory level

Student responds correctly after the

removal of one distractor at the

Participatory level

Student responds correctly at the

Participatory level

Student responds correctly at the Supported level

Student responds correctly at the

Independent level

Test administrators are given auxiliary materials, such as sentence strips, when they are required for an item. Auxiliary materials are prepared in an 11 x 17 response booklet format for reading, mathematics, and science. There are minimal cut outs in these content areas. Writing will have all auxiliary materials provided as cut outs. The test booklets include scripting for the test administrator to follow as they administer the assessment, increasing procedural reliability. Some items will include the use of teacher-gathered classroom materials that students are familiar with, giving students the best opportunity to demonstrate their knowledge and skills. Test Booklet Components Each content area section of the test booklet begins with an overview of the strands and standards being assessed at that grade and a list of classroom materials that the test administrator should gather to augment the materials sent with the test booklet (e.g., for mathematics, counting blocks may be required). The test booklet itself includes item sets that describe the materials provided, materials needed from the classroom, teacher scripting at each Access Point, the expected student response, the Access Point being assessed, and a place to score the student on each item set. The test booklet was designed with the test administrators in mind, understanding that teachers need to easily refer to the test booklets during administration and scoring.

3


Item Components Each item set includes an overview, the Access Points being assessed, and the materials needed. The components for each item set are:

• The Materials column outlines for the test administrator which materials will be needed

for the item. Both the materials that are provided for the administrator and materials the administrator may need to gather from the classroom are identified. Graphics will be named for administrators to use in order to standardize terminology as needed. It is important that the graphics be carefully and appropriately named in order to provide students with visual impairments the most access to an item. For example, a picture of a teddy bear will be named “teddy bear” and not “toy.”

• The Access Point column lists the Access Point that the item is targeting. • The Teacher Will column consists of a clear set of directions for setting up the item and

scripting for what the test administrator should ask the student. • The Student Will column indicates the response that the test administrator needs to look

for from the student, taking into consideration the communication mode appropriate for each student.

• The Scoring column provides a space for the test administrator to mark the score the student received on the item.

Complexity Indices Complexity indices have been developed to ensure increasing complexity within an item from the Participatory level to the Supported level and from the Supported level to the Independent level. All items should be developed using the Depth of Knowledge (DOK), found in Appendix A, and the Presentation Rubric found in Appendix B. Items should increase by at least one rating level, whether it is in the DOK or within one of the three components of the Presentation Rubric (Volume of Information, Vocabulary, and Context). The attached DOK and Presentation Rubric will be applied to newly developed items in the spring 2014 assessment. Common items developed in prior years of the assessment are not necessarily assigned or developed from the current Depth of Knowledge or Presentation Rubric. Generally, items are not written to DOK level 1. Likewise, no items are written to the DOK 6 level because of the investigative nature of this level. DOK content clarification examples are not exhaustive and general performance verbs are not the defining criteria for classification. Similarly, examples throughout the Presentation Rubric are also not exhaustive nor should they be used as the defining criteria for classification.

Materials Access Point Teacher Will Student Will Scoring

4


Number of Items by Content and Grade Level Each content/grade level operational test is composed of 16 common items. Four field test items will be embedded in each form for Reading, Mathematics, and Science content areas. There are two forms of each grade level test. For the spring 2015 assessment the “Writing only” content area will not include new field test items. Field test items addressing writing standards will instead be included in the Reading content area which will encompass all English Language Arts (ELA) field test items. In order to maintain a total of 20 items in the “Writing only” content area, four previously field tested writing items will be chosen to fill the field test positions. These previously field tested writing items will not be included in the student score. The test design and blueprint vary by content area and are described in the content area sections that follow.

Grade Reading

(embedded ELA field test items)

Mathematics Writing Science Total #

Test Items

3 16 Common

4 Field Test, Form A 4 Field Test, Form B

16 Common 4 Field Test, Form A 4 Field Test, Form B

40

4 16 Common



16 Common 4 previously field

tested Form A/B identical

60

5 16 Common




60

6 16 Common



40

7 16 Common



40

8 16 Common






80

9 16 Common



40

10 16 Common





60

11 16 Common


20

Total 128 Common 128 Common 48 Common 48 Common

5


Grade Reading

(embedded ELA field test items)

Mathematics Writing Science Total #

Test Items

Items 64 Field Test 64 Field Test 12 previously field tested

24 Field Test

Reading Design Common Items The reading design consists of two strands that are measured by the items in the test. In addition, two to three standards for each of the two strands are identified for assessment. Each standard consists of two to four items for a total of sixteen common reading items. Embedded Field Test Items In order to transition to an integrated English Language Arts (ELA) model, the 2015 field test items in the Reading content area will encompass reading, writing, and language standards. All 2015 field test items assessing reading, writing, and language skills will be written to the Florida Standards Access Points. Grades 3-5: A total of eight ELA items will be developed. Four items will be developed to address the three Reading strands: Reading Literature, Reading Informational Text, and Reading Foundational Skills. Three items will be developed to address the Writing strand and one item will be developed to address the Language strand. Grades 6-10: A total of eight ELA items will be developed. Four items will be developed to address the two Reading strands: Reading Literature and Reading Informational Text. Three items will be developed to address the Writing strand and one item will be developed to address the Language strand. Blueprint In developing the test blueprint for reading, Measured Progress staff examined several documents:

• Florida Comprehensive Assessment Test (FCAT) Reading 2006 Grades 3–10 Test Focus

• FCAT Reading Test Item and Performance Task Specifications • FCAT Summary of Tests and Design, September 2005 • Draft FCAT Writing + Test Item Specifications, Grades 3–12 © 2005 Florida

Department of Education • Florida’s 2006 Sunshine State Standards for K-12 Reading and Language Arts • Language Arts Draft Crosswalk, Grades 3–10

6


We examined the FCAT Reading 2006 Test Focus and noted the benchmarks that were covered. We mapped these benchmarks on the old standards and then used the Language Arts Draft Crosswalk to map the standards to the 2006 Sunshine State Standards for K-12 Reading and Language Arts. This showed us the distribution of standard coverage against the 2006 Sunshine State Standards. We also noted the Access Points for the particular benchmarks in the General Education Frameworks. These notations confirmed the alignment of the Access Points on which we test the students with significant cognitive disabilities to the indicators on which we test general education students. The items for the Florida Alternate Assessment were written to the Next Generation Sunshine State Standards using the Access Points that were approved by the State Board of Education. Based on our analysis of coverage in the FCAT, the two Reading Strands that Measured Progress recommended for coverage are Reading Process and Literary Analysis. Each of these strands has multiple standards and varied grade level distribution in the FCAT. In Reading Process, the three standards covered most across grade levels are Fluency, Vocabulary Development, and Reading Comprehension. Assessing fluency through evaluating the accuracy, rate, and expression of students reading proves to be challenging for this population. Many students have low levels of speech and language skills and/or use alternative communication devices. In grades 3 through 5, fluency is assessed through letter and word recognition. For grades 6 through 10, items are designed to measure fluency by requiring the student to independently read text and then respond to a basic reading comprehension since components of fluency skills are inherently required. Therefore, items assessing fluency in grades 6 through 10 are coded to both the Fluency and Reading Comprehension standards. Reading Comprehension is the purpose of reading; therefore, it is sensible to test all students on this standard. Learning vocabulary skills at the lower grades allows students to become adept at increasing their reading vocabulary. At grades 9 and 10, however, the Crosswalk pointed to concepts not applicable in the Old Standards: Strand 3: Information and Media Literacy. Therefore, this new strand which synthesizes many of the benchmark skills tested in earlier grades, was selected to be tested at grade 10. For the Literary Analysis we follow the FCAT balance of fiction and nonfiction with the particular grade level emphasis. The distribution for each benchmark is consistent with the distribution on the FCAT. Note: not every standard and benchmark is tested in the FCAT.

7


2014-2015 Reading Common Item Blueprint

Strand 1: Reading Process GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE 10

Standard 5: Fluency The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression.

4 4 4 4 4 4 4 4 LA._.1.5.1* 4 4 4 4 4 4 4 4

Standard 6: Vocabulary

Development The student uses multiple strategies to develop grade appropriate vocabulary.

3 3 3 3 3 3 3 0

LA._.1.6.1 1 2 1

LA._.1.6.3 2 1

LA._.1.6.4 3

LA._.1.6.5 1 2

LA._.1.6.6 1 1

LA._.1.6.7 1 1

LA._.1.6.8 1 1 1

LA._.1.6.10 1

Standard 7: Reading Comprehension

The student uses a variety of strategies to comprehend grade level text.

3 3 3 3 3 3 3 4

LA._.1.7.2 1 1 1 1 1 1 1

LA._.1.7.3* 1 2 2 2 1 1 1 2

LA._.1.7.5 1 1 1

LA._.1.7.7 1 1 1 *As referenced above, fluency items (LA._1.5.1) are now tagged to reading comprehension benchmarks (LA_1.7.3)

8


Strand 2: Literary Analysis GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE 10

Standard 1: Fiction The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

3 4 3 3 3 3 3 3

LA._.2.1.1

LA._.2.1.2 2 3 3 3

LA._.2.1.5 3 3

LA._.2.1.6 3 2 3

Standard 2: Non-Fiction The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.

3 2 3 3 3 3 3 3

LA._.2.2.2 2 1 2 2 2 3 3

LA._.2.2.3 1 1 3 1 1 1

Strand 6: Information and Media

Literacy GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE 10

Standard 2: Research Process

The student uses a systematic process for the collection, processing, and presentation of information.

0 0 0 0 0 0 0 2

LA._.6.2.2 1

LA._.6.2.3 1

9


2014-2015 Reading - Embedded ELA Field Test Item Blueprint

Florida Anchor Standard Florida State Standard GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE 10

Literature: Key Ideas and Details

LAFS._.RL.1.1 1 1

LAFS._.RL.1.2 1 1 1 1

LAFS._.RL.1.3 1 1

Literature: Craft and Structure

LAFS._.RL.2.4 1 1

LAFS._.RL.2.5 1 1

LAFS._.RL.2.6 1 1 1

Literature: Integration of Knowledge and Ideas

LAFS._.RL.3.7

LAFS._.RL.3.8

LAFS._.RL.3.9

Informational: Key Ideas and Details

LAFS._.RI.1.1 1 2 1

LAFS._.RI.1.2 1 1 1

LAFS._.RI.1.3

Informational: Craft and Structure

LAFS._.RI.2.4

LAFS._.RI.2.5 1

LAFS._.RI.2.6 1 2

Informational: Integration of Knowledge and Ideas

LAFS._.RI.3.7 1

LAFS._.RI.3.8 1 1

LAFS._.RI.3.9 1

Phonics and Word Recognition LAFS._.RF.3.3 1 1 1

Language

LAFS._.L.1.1 2 1 1

LAFS._.L.1.2 2 1

LAFS._.L.2.3 2 1

LAFS._.L.3.6 1

Writing

LAFS._.W.1.1 1 1

LAFS._.W.1.2 1 1 1 1

LAFS._.W.1.3 1 1 1 2 2 1 1

LAFS._.W.2.5 1 1 2 1

LAFS._.W.3.8 1

10


Passage Specifications Passage topics follow the general specifications provided in the FCAT Reading Test Item and Performance Task Specifications. All passages are written specifically for this test. They are engaging and high quality, free from bias and stereotyping, age appropriate for the students, present different points of view, and include universal themes. The passages also bring a range of diversity to the test, reflecting the variety of interests and backgrounds that make up Florida’s student population. For example, some characters have names that reflect the diverse populations of Haitian-Creoles and Hispanics. Informational passages provide accurate, fact-checked information. Most importantly, the passages meet the needs of the Sunshine State Standards. “Familiar stories” is a phrase used in the Access Points. Since the passages are being written for the test, the passages are about topics that are familiar to students at specific grade levels. For students in the elementary grades, the topics relate to family or school life and opportunities students generally have in school. For students at the middle school grades, topics are also familiar but expand to more school wide opportunities, outside the classroom. Students at the high school grades see passages related to family, school, and work transitions. Passages are age appropriate.

The balance of Literary to Informational Texts varies from grade to grade following this chart from page 3 of the FCAT Reading Test Item and Performance Task Specifications.

Grade Literary Text Informational Text

3 60% 40% 4 60% 40% 5 50% 50% 6 50% 50% 7 40% 60% 8 40% 60% 9 30% 70%

10 30% 70%

11


Passage forms follow the specifications from page 4 of the FCAT Reading Test Item and Performance Task Specifications.

Graphics, for both passages and item response options, are black and white line drawings with limited grayscale to be used only as needed. For example, if a student has a cast on, it is shaded so it stands out.

Passages include one graphic that sets the scene/event of the story. The graphic is the main idea/essence of the passage. The graphic leaves out all extraneous information. All passages include a caption describing the passage graphic in detail for students with visual impairments. Passage length varies from the specifications for general education tests. Because of the needs of this particular population, the number of words in the passages is about 50 percent fewer than the lowest range at a particular grade level. For example, at grade 3 the range of number of words is 100–700 for the general education population. For this test, the range is 50–75 for grade 3. Some items may require the student to compare or contrast elements from two different passages. For “paired passage” items, each individual passage will follow the grade level specifications. For example, at grade 5, two passages may be provided each between 100-150 words in length.

Grade Range of Number of Words

3 50–75 4 50–75 5 100–150 6 100–150 7 150–200 8 150–200 9 150–200

Forms of Informational Text Forms of Literary Text • Subject-area text (e.g., science, history) • Magazine and newspaper articles • Diaries • Editorials • Informational essays • Biographies and autobiographies • Primary Sources (e.g., Bill of Rights) • Consumer Materials • How-to articles • Advertisements • Tables and graphics (e.g., illustrations,

photographs, and captions)

• Short stories • Literary essays (e.g., critiques,

personal narratives) • Excerpts • Poems • Historical fiction • Fables and folk tales • Plays

12


10 150–200

Passage Readabilities vary by grade level. The readability for each grade level test does not exceed 3 grade levels below the tested grade, with the exception that grade 10 does not exceed grade 6 readability. For grades 3, 4, and 5, the readabilities are determined using the Spache Scale. For grades 6 through high school, the readabilities are determined by using Powers. No readability formula is perfect; we recognize readabilities may become somewhat skewed for those passages at grades 3 through 6 that are required to have less than 75 or 150 words total. For passages with fewer total word counts, one or two uncommon words easily increase readability beyond the ideal ranges. We strive to develop passages that are the appropriate length and readability, while containing enough vocabulary and content that allows the assessment of reading skills. For these reasons, we rely heavily on the Passage Bias and Review Committee to ensure passages are appropriate for the student population, while making the test an experience that measures what a student knows and is able to do.

Grade Readability Range

3 0.5 4 1 5 1–2 6 2–3 7 3–4 8 4–4.5 9 4.6–4.8

10 5–6

Passages are written so the first paragraph or in some cases, the first sentence, can stand on its own. Participatory items are developed from this first paragraph or from the first sentence. It is important that items at this level can be answered directly from the information in the paragraph read to the student.

Fluency Strand items have the following specifications:

• Letter and word recognition are for grades 3 through 5. • The student reads one to two sentences at the Supported level in grades 6

through 10. • The student reads a short (three to four sentences) paragraph at the independent

Level in grades 6 through 8. • The student reads one long or two short paragraphs at the independent level in

grades 9 and 10.

13


Writing

Design Common Items The writing design consists of two strands that are measured by the items in the test. In addition, at grades 8 and 10, two standards for each of the two strands are identified for assessment. At grade 4, three standards are assessed for the first strand and one standard for the second strand. Each standard consists of one to five items for a total of sixteen common writing items. Embedded Field Test Items For the spring 2015 assessment, the Writing content area will not include new field test items. All 2015 field test items addressing writing standards will be included in the Reading content area in order to transition the assessment to an integrated ELA model. Items addressing writing standards will be developed at grades 3 through 10 (prior years only grades 4, 8, and 10). This change in grade emphasis more closely aligns with the ELA focus introduced in the Florida Standards. Field test positions will be filled with four previously field tested items (same four on each form) in order to maintain a total of 20 items in the Writing content area. Blueprint In developing the test blueprint for Writing, Measured Progress examined the same documents listed for reading and followed the same methodology. We found the LA.3.5 standard (“The student will write a final product for the intended audience”) identified as an alternate in the Crosswalk documents at all grade levels. We know that students taking this test widely use application to learn, so Writing Applications would be consistent with their learning styles. Table 5a in the FCAT Summary of Tests and Design (September 2005) lists the modes for prompts for the writing portion of the test: narrative, expository, and persuasive. Finally, we found that the Philosophy for FCAT Writing + Assessment (2005) states, “The best way to test student writing is to have students write.” Therefore, we have included the Writing Application Strand for this test. A final product is specified in the Strand, Writing Applications. In addition to the Writing Process Strand, we are including Writing Applications and focusing on narrative writing at grade 4 because this corresponds with general education student instructional learning at that grade level. In grade 8, we turn the focus to expository/informational writing. For grade 10, the focus is on expository/persuasive writing.

14


Grade Narrative Writing to tell a story

Expository Writing to

explain

Persuasive Writing to convince

4 x 8 x x x 10 x x x

This means that for writing, overall, there are two strands assessed –Writing Process and Writing Applications –each with two standards. All grade levels are tested in Standard 4, Editing for Language Conventions. Writing Process Standards are tested at all levels, but the specific standard varies. Standard 1, Pre-Writing is not tested. It could be, but the FCAT emphasizes Drafting at grade 4 and Revising at grade 8. It makes sense to test Revising at grade 10 also, rather than Prewriting. Writing Applications is tested at all levels, but the specific standard varies. Grades 8 and 10 include open response items, where the student is not supplied with response cards. These writing items focus on real-life application contexts, such as filling out a job application.

15


2014-2015 Writing Common Item Blueprint

Strand 3: Writing Process GRADE 4 GRADE 8 GRADE 10

Standard 2: Drafting The student will write a draft appropriate to the topic, audience, and purpose.

5 0 0

LA._.3.2.1 4

LA._.3.2.2

LA._.3.2.3 1

Standard 3: Revising The student will revise and refine the draft for clarity and effectiveness.

0 4 4

LA._.3.3.1 2 2

LA._.3.3.2 2

LA._.3.3.4 2

Standard 4: Editing for Language Conventions

The student will edit and correct the draft for standard language conventions.

5 4 5

LA._.3.4.1 1 1

LA._.3.4.2 1 1 2

LA._.3.4.3 1 2

LA._.3.4.4 1 2

LA._.3.4.5 1 1

Standard 5: Publishing The student will write a final product for the intended audience.

1 0 0

LA._.3.5.1 1

Strand 4: Writing Applications GRADE 4 GRADE 8 GRADE 10

Standard 1: Creative The student develops and demonstrates creative writing. 5 4 3

LA._.4.1.1 5 4 3

Standard 2: Informative The student develops and demonstrates technical writing that provides information related to real-world tasks.

0 4 4

LA._.4.2.1 2

LA._.4.2.2 1

LA._.4.2.3 1

LA._.4.2.4 1

LA._.4.2.5 1

LA._.4.2.6 2

16


Mathematics Design Common Items The mathematics design consists of two to eight items from each of the three Big Ideas and four to six items from Supporting Ideas for grades 3 through 8 for a total of 16 items assessed. In grades 9 and 10, four Secondary Bodies of Knowledge are assessed at each grade, with two to six items per Body of Knowledge for a total of 16 items. Embedded Field Test Items All 2015 field test items for mathematics will be written to the Florida Standards. Eight field test items will be developed from mathematics domains addressed at each grade span. Grades 3-5: Items will be developed to address the following five math domains: Operations and Algebraic Thinking, Number and Operations in Base 10, Number and Operations-Fractions, Measurement and Data, and Geometry. Grades 6-8: Items will be developed to address the following six math domains: Ratios and Proportional Relationships, The Number System, Expressions and Equations, Geometry, Statistics and Probability, and Functions. Grades 9-10: Items will be developed to address the following four math domains: Number and Quantity, Algebra, Functions, and Statistics and Probability. (Geometry was not addressed because at the time of development no Access Points had been released for high school Geometry standards. Blueprint: Grades 3 through 8 For each of grades 3 through 8, the state’s Mathematics Standards contain three Big Ideas and three or more Supporting Ideas. The Big Ideas are few in number and sufficiently broad in scope that it is feasible to have a special education curriculum that encompasses all of them for each grade based on the Access Points defined in the Mathematics Standards document. As a result, the test blueprint for each grade common assessment contains:

• Two to eight items coded to each of the three Big Ideas • Four to six items coded to the Supporting Ideas

17


2014-2015 Math Common Item Blueprint

Big Idea 1

GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 Develop understandings of multiplication and division and strategies for basic multiplication facts and related division facts.

Develop quick recall of multiplication facts and related division facts and fluency with whole number multiplication.

Develop an understanding of and fluency with division of whole numbers.

Develop an understanding of and fluency with multiplication and division of fractions and decimals.

Develop an understanding of and apply proportionality, including similarity.

Analyze and represent linear functions, and solve linear equations and systems of linear equations.

5 4 4 5 3 4

MA._.A.01.01 2 4 4 3 2 1

MA._.A.01.02 2 2

MA._.A.01.03 1 1

MA._.A.01.05 3

Big Idea 2 Develop an understanding of fractions and fraction equivalence.

Develop an understanding of decimals, including the connection between fractions and decimals.

Develop an understanding of and fluency with addition and subtraction of fractions and decimals.

Connect ratio and rates to multiplication and division.

Develop an understanding of and use formulas to determine surface areas and volumes of three-dimensional shapes.

Analyze two- and three-dimensional figures by using distance and angle.

2 4 2 4 4 4

MA._.A.02.01 2 2 1 3

MA._.A.02.02 1 1

MA._.A.02.03 1

MA._.A.02.04 1

MA._.G.02.01 1 1

MA._.G.02.02 3 1

MA._.G.02.04 2

18


Big Idea 3

GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8

Describe and analyze properties of two-dimensional shapes.

Develop an understanding of area and determine the area of two-dimensional shapes.

Describe three-dimensional shapes and analyze their properties, including volume and surface area.

Write, interpret, and use mathematical expressions and equations.

Develop an understanding of operations on all rational numbers and solving linear equations.

Analyze and summarize data sets.

5 4 4 2 4 2

MA._.A.03.01 1

MA._.A.03.04

MA._.A.03.06 1

MA._.G.03.01 2 3 2 4

MA._.G.03.02 1 2

MA._.G.03.03 2 1

MA._.S.03.01 1

MA._.S.03.02 1

Supporting Idea: Algebra 1 1 2 0 0 2

MA._.A.04.01 1 2 2

MA._.A.04.02 1

Supporting Idea: Geometry and Measurement

1 1 2 1 1 2

MA._.G.04.01 1 1 2

MA._.G.04.02

MA._.G.05.01

MA._.G.05.02 1 1 2

MA._.G.05.03

19


Supporting Idea: Number and Operations

GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8

1 2 1 2 2 2

MA._.A.05.01 1

MA._.A.05.02 2 1

MA._.A.06.01 1 1

MA._.A.06.02 1

MA._.A.06.04 1 2

Supporting Idea: Data Analysis 1 0 1 2 1 0

MA._.S.06.01 2

MA._.S.06.02 1

MA._.S.07.01 1 1

Supporting Idea: Probability 0 0 0 0 1 0

MA._.P.07.01 1

20


2014-2015 Math Embedded Field Test Item Blueprint Grades 3-5

Florida Domain/Anchor

Standards

Florida State Standard GRADE 3 GRADE 4 GRADE 5

Operations and Algebraic Thinking

MAFS._.OA.1.1 2

MAFS._.OA.4.8 2

Number and Operations in Base

Ten

MAFS._.NBT.1.3 2

MAFS._.NBT.2.6 2

MAFS._.NBT.2.7 1

Number and Operations –

Fractions

MAFS._.NF.1.1 1 2

MAFS._.NF.2.5 1

Measurement and Data

MAFS._.MD.1.1 2

MAFS._.MD.1.2 2

MAFS._.MD.2.4 2

MAFS._.MD.3.6 2

Geometry

MAFS._.G.1.1 2

MAFS._.G.1.2 1

21


2014-2015 Math Embedded Field Test Item Blueprint

Grades 6-8

Florida

Domain/Anchor Standards

Florida State Standard GRADE 6 GRADE 7 GRADE 8

Ratios and Proportional

Relationships

MAFS._.RP.1.2 2

MAFS._.RP.1.3 2

The Number System MAFS._.NS.1.1 2

MAFS._. NS.3.6 1


MAFS._.EE.2.5 1

MAFS._.EE.2.7 1

Geometry

MAFS._.G.1.1 2

MAFS._.G.1.4 2

MAFS._.G.2.4 2

MAFS._.G.3.9 2

Statistics and Probability

MAFS._.SP.1.4 2

MAFS._.SP.2.4 2

Functions MAFS._.F.2.4 1

22


Blueprint: Grades 9 and 10 For grades 9 and 10 the Content Standards are organized according to the following Secondary Bodies of Knowledge:

• Algebra • Geometry • Probability • Statistics • Finite Mathematics • Financial Literacy

Each Body of Knowledge is organized by a number of standards, and for each standard there are a set of Access Points given. The test design does presume an emphasis on Algebra and Geometry that is typical of the curriculum for these grades in most states, along with coverage of the four other Bodies of Knowledge. Grade 9

• Six items from the Algebra body of knowledge • Four items from the Geometry body of knowledge • Four items from the Financial Literacy of knowledge • Two items from the Finite Mathematics body of knowledge

Grade 10

• Four items from the Algebra body of knowledge • Four items from the Geometry body of knowledge • Four items from the Financial Literacy body of knowledge • Two items from the Probability body of knowledge • Two items from the Statistics body of knowledge

23


2014-2015 Math Common Item Blueprint Grades 9-10

GRADE 9 GRADE 10

Body of Knowledge: Algebra 5 4

Standard 1: Real and Complex Number Systems Expand and deepen understanding of real and complex numbers by comparing expressions and performing arithmetic computations, especially those involving square roots and exponents. Use the properties of real numbers to simplify algebraic expressions and equations, and convert between different measurement units using dimensional analysis.

MA.912.A.01.01 1

MA.912.A.01.04

Standard 2: Relations and Functions Draw and interpret graphs of relations. Understand the notation and concept of a function, find domains and ranges, and link equations to functions.

MA.912.A.02.02 1

MA.912.A.02.03 1

Standard 3: Linear Equations and Inequalities Solve linear equations and inequalities.

MA.912.A.03.01 1

MA.912.A.03.02

MA.912.A.03.03 1 Standard 4: Polynomials Perform operations on polynomials. Find factors of polynomials, learning special techniques for factoring quadratics. Understand the relationships among the solutions of polynomial equations, the zeros of a polynomial function, the x-intercepts of a graph, and the factors of a polynomial.

MA.912.A.04.01 1 Standard 5: Rational Expressions and Equations Simplify rational expressions and solve rational equations using what has been learned about factoring polynomials.

MA.912.A.05.01 1

Standard 6: Radical Expressions and Equations Simplify and perform operations on radical expressions and equations. Rationalize square root expressions and understand and use the concepts of negative and rational exponents. Add, subtract, multiply, divide, and simplify radical expressions and expressions with rational exponents. Solve radical equations and equations with terms that have rational exponents.

MA.912.A.06.01 1

24


GRADE 9 GRADE 10

Standard 7: Quadratic Equations Draw graphs of quadratic functions. Solve quadratic equations and solve these equations by factoring, completing the square, and by using the quadratic formula. Use graphing calculators to find approximate solutions of quadratic equations.

MA.912.A.07.01 1

MA.912.A.07.08 Standard 10: Mathematical Reasoning and Problem Solving In a general sense, all of mathematics is problem solving. In all of mathematics, use problem-solving skills, choose how to approach a problem, explain the reasoning, and check the results.

MA.912.A.10.02

Body of Knowledge: Discrete Mathematics 2 0

Standard 7: Set Theory Operate with sets, and use set theory to solve problems.

MA.912.D.07.01 1 MA.912.D.07.02 1

Body of Knowledge: Financial Literacy 4 4

Standard 1: Simple and Compound Interest Simple and Compound Interest

MA.912.F.01.01 1 MA.912.F.01.03 1

Standard 2: Net Present and Net Future value (NPV and NFV) Net Present and Net Future Value (NPV and NFV)

MA.912.F.02.01 1 MA.912.F.02.02 1

Standard 3: Loans and Financing Become familiar with and describe the advantages and disadvantages of short-term purchases, long-term purchases, and mortgages.

MA.912.F.03.01 2 MA.912.F.03.03 1 MA.912.F.03.04 1

25


GRADE 9 GRADE 10

Body of Knowledge: Geometry 5 4

Standard 1: Points, Lines, Angles, and Planes Understand geometric concepts, applications, and their representations with coordinate systems. Find lengths and midpoints of line segments, slopes, parallel and perpendicular lines, and equations of lines. Using a compass and straightedge, patty paper, a drawing program or other techniques, construct lines and angles, explaining and justifying the processes used.

MA.912.G.01.01

MA.912.G.01.04 1

Standard 2: Polygons Identify and describe polygons (triangles, quadrilaterals, pentagons, hexagons, etc.), using terms such as regular, convex, and concave. Find measures of angles, sides, perimeters, and areas of polygons, justifying the methods used. Apply transformations to polygons. Relate geometry to algebra by using coordinate geometry to determine transformations. Use algebraic reasoning to determine congruence, similarity, and symmetry. Create and verify tessellations of the plane using polygons.

MA.912.G.02.02 1

MA.912.G.02.05 1

Standard 3: Quadrilaterals Classify and understand relationships among quadrilaterals (rectangle, parallelogram, kite, etc.). Relate geometry to algebra by using coordinate geometry to determine regularity, congruence, and similarity. Use properties of congruent and similar quadrilaterals to solve problems involving lengths and areas, and prove theorems involving quadrilaterals.

MA.912.G.03.01 1

Standard 4: Triangles Identify and describe various kinds of triangles (right, acute, scalene, isosceles, etc.). Define and construct altitudes, medians, and bisectors, and triangles congruent to given triangles. Prove that triangles are congruent or similar and use properties of these triangles to solve problems involving lengths and areas. Relate geometry to algebra by using coordinate geometry to determine regularity, congruence, and similarity. Understand and apply the inequality theorems of triangles.

MA.912.G.04.01 1

MA.912.G.04.06 Standard 5: Right Triangles Apply the Pythagorean Theorem to solving problems, including those involving the altitudes of right triangles and triangles with special angle relationships. Use special right triangles to solve problems using the properties of triangles.

MA.912.G.05.02 1

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GRADE 9 GRADE 10

Standard 6: Circles Define and understand ideas related to circles (radius, tangent, chord, etc.). Perform constructions, and prove theorems related to circles. Find measures of arcs and angles related to them, as well as measures of circumference and area. Relate geometry to algebra by finding the equation of a circle in the coordinate plane.

MA.912.G.06.02

MA.912.G.06.05 1 Standard 7: Polyhedra and Other Solids Describe and make regular and nonregular polyhedra (cube, pyramid, tetrahedron, octahedron, etc.). Explore relationships among the faces, edges, and vertices of polyhedra. Describe sets of points on spheres, using terms such as great circle. Describe symmetries of solids, and understand the properties of congruent and similar solids.

MA.912.G.07.03

MA.912.G.07.05 1

Standard 8: Mathematical Reasoning and Problem Solving In a general sense, mathematics is problem solving. In all mathematics, use problem-solving skills, choose how to approach a problem, explain the reasoning, and check the results. At this level, apply these skills to making conjectures, using axioms and theorems, constructing logical arguments, and writing geometric proofs. Learn about inductive and deductive reasoning and how to use counterexamples to show that a general statement is false.

MA.912.G.08.02 1

Body of Knowledge: Probability 0 2

Standard 1: Counting Principles Understand the counting principle, permutations, and combinations, and use them to solve problems.

MA.912.P.01.02 Standard 2: Determining Probabilities Develop rules for finding probabilities of combined and complementary events. Understand and use conditional probability and the related Bayes’ Theorem.

MA.912.P.02.02 2

Body of Knowledge: Statistics 0 2 Standard 3: Summarizing Data (Descriptive Statistics) Learn to work with summary measures of sets of data, including measures of the center, spread, and strength of relationship between variables. Learn to distinguish between different types of data and to select the appropriate visual form to present different types of data.

MA.912.S.03.01 1 MA.912.S.03.03 1 MA.912.S.03.05

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2014-2015 Math Embedded Field Test Item Blueprint

Grades 9-10

Florida Domain/Anchor

Standards Florida State Standard GRADE 9 GRADE 10

Number and Quantity MAFS._.N-RN.1.2 2

MAFS._.N-Q.1.1 2 2

Algebra MAFS._.A-SSE.2.3 2

MAFS._. A-CED.1.1 2

Functions MAFS._.F-LE.1.1 2

Statistics and Probability

MAFS._.S-ID.1.1 2

MAFS._.S-ID.1.4 2

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Science

Design The science design consists of the four Bodies of Knowledge. Each of the Bodies of Knowledge assesses three to seven items. The assessment consists of a total of 16 common items. Blueprint In developing the test blueprint for science, several documents were examined:

• Alternate Assessment in Science for Students with Disabilities • Sunshine State Standards with Access Points

The content assessed in alternate assessment should generally reflect the same areas assessed by the FCAT: Nature of Science, Earth and Space Science, Physical Science, and Life Science. In order to meet the above criteria, the blueprint distributes the assessment items across the four science Bodies of Knowledge covered in FCAT. Items will focus on the science content assessed by the FCAT at each grade level based upon the Big Ideas that are addressed. Therefore, the Science Blueprint chart involves:

1. Distribution of major science Bodies of Knowledge across each grade level. 2. Assessment of the majority of Big Ideas that are addressed at each of the grade

levels. An emphasis was placed on the Bodies of Knowledge at each grade level based upon looking at the Big Ideas to see the range and quantity of benchmarks addressed and the range and quantity of Access Points addressed. The Access Points were then reviewed to see if they are broad or narrow and if the topics within them can support more items and seem more relevant for this population of students. Special attention was paid to the participatory level Access Points as these can be very few and narrow, very few and broad, or many. Based on the review of the Access Points, not all Big Ideas that are addressed at each grade level for instruction will be assessed at each grade level. However, all of the Big Ideas are assessed at least once throughout a student’s school years. Grade 5

• Only two of the four Big Ideas in Nature of Science are addressed leading to less emphasis and the recommendation for three items. The Big Idea: The Practice of Science is the constant across all grade levels for assessment.

• Five Big Ideas in Physical Science are addressed leading to more emphasis. Three of the five Big Ideas are assessed at this grade level for a total of five items.

• Life Science and Earth and Space Science remain at four items each.

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Grade 8

• This grade has the most limiting number of Big Ideas addressed overall. • The four Big Ideas in Nature of Science are addressed. Two of the four Big Ideas

are assessed at this grade level for a total of three items. The Big Idea: The Practice of Science is the constant across all grade levels for assessment.

• Physical Science addresses two Big Ideas, which is more emphasis than Earth and Space Science and Life Science; therefore, the recommendation of seven items for assessment.

• Earth and Space Science and Life Science have fewer Access Points to address for a recommendation of three items each for assessment.

Grade 11

• The four Big Ideas in Nature of Science are addressed. Two of the four Big Ideas are assessed at this grade level for a total of three items. The Big Idea: The Practice of Science is the constant across all grade levels for assessment.

• Life Science addresses five Big Ideas leading to more emphasis. Three of the five Big Ideas are assessed at this grade level for a total of six items.

• Physical Science and Earth and Space Science each address three Big Ideas. Two of the three Big Ideas are assessed in each of the Bodies of Knowledge, with a recommendation of four items in Physical Science and three items in Earth and Space Science.

*Grade 11 field test development addressed three additional Big Ideas in order to build items towards a new blueprint for 15-16. • Big Idea 2: The Characteristics of Scientific Knowledge • Big Idea 8: Properties of Matter • Big Idea 17: Interdependence

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2014-2015 Science Common and Embedded Field Test Blueprint

GRADE 5 GRADE 8 GRADE 11

Body of Knowledge: Nature of Science Com FT Com FT Com FT

3 3 3 3 3 3

Big Idea 1: The Practice of Science Scientific inquiry is a multifaceted activity. The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

2 2 1 2 2

Big Idea 2: The Characteristics of Scientific Knowledge Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.

1 1 2*

Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science.

1 1

Big Idea 4: Science and Society As tomorrow’s citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.

2 1

* future blueprint

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Body of Knowledge: Earth and Space Science Com FT Com FT Com FT

4 1 3 1 3 0

Big Idea 5: Earth in Space and Time Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System.

3 1

Big Idea 6: Earth Structure Humans continue to explore the composition and structure of the surface of the Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's water and natural resources.

1

Big Idea 7: Earth Systems and Patterns Humans continue to explore the interactions among water, air, and land. Air and water are in constant motion that results in changing conditions that can be observed over time.

4 1 2

Body of Knowledge: Physical Science Com FT Com FT Com FT

5 4 7 4 4 3

Big Idea 8: Properties of Matter All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass.

5 2 2*

Big Idea 9: Changes in Matter Matter can undergo a variety of changes.

2 2

Big Idea 10: Forms of Energy Energy is involved in all physical processes and is a unifying concept in many areas of science.

3 2 2 1

Big Idea 11: Energy Transfer and Transformations Waves involve a transfer of energy without a transfer of matter.

1

Big Idea 12: Motion of Objects Motion is a key characteristic of all matter that can be observed, described, and measured.

2

Big Idea 13: Forces and Changes in Motion It takes energy to change the motion of objects.

1 2

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Body of Knowledge: Life Science Com FT Com FT Com FT

4 0 3 0 6 2 Big Idea 14: Organization and Development of Living Organisms All plants and animals, including humans, are alike in some ways and different in others.

3 2

Big Idea 15: Diversity and Evolution of Living Organisms Earth is home to a great diversity of living things, but changes in the environment can affect their survival.

2

Big Idea 16: Heredity and Reproduction Offspring of plants and animals are similar to, but not exactly like, their parents or each other.

2

Big Idea 17: Interdependence Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs.

1 2*

Big Idea 18: Matter and Energy Transformations Living things all share basic needs for life.

3

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Overall Item Specifications

Items should clearly address the concept and/or skill described in the Access Point for each level of complexity within an item set. To the extent possible, the tasks for each of the Access Points within a given item should be related (i.e., the task for the Independent Access Point should assess the same concept and/or skill as the task for the Participatory level, but at a higher level of cognitive demand). This is also true from grade level to grade level test. Where not otherwise specified in the standard being assessed, numbers and other elements of items should be kept as simple as possible. To the extent possible, items should involve situations or contexts that can be expected to be familiar to most students and that are age-appropriate. In particular, items for the secondary grades should involve situations, contexts, and objects that are of interest to older students, that are as concrete as possible, and that relate to real life activities. Items will be developed with real world contexts in mind. Items will be kept at as concrete a level as possible. Items should be written so they do not refer to specifically labeled pictographs; rather, they are framed using general descriptions.

Response Options

• For students who are deaf or hard of hearing, responses to fluency items cannot be read or signed. Keeping this in mind, developers want to use words in the questions that have a sign and do not require the administrator to finger spell.

• Teachers may substitute graphics with real objects for those students who may

benefit from concrete objects or manipulatives. For this reason, response items should be comprised of familiar appropriately sized objects that may be easily accessible in the classroom whenever possible. For example, use objects like erasers, markers, and pencils instead of cars, dogs, and houses.

• Where students are asked to select a single choice from a set of response

options, there should be at most three options provided. On occasion students may be given up to six options and asked to address each one, for example in an item that asks a student to recognize examples and non-examples of a given concept (e.g., show six different shapes and ask student to identify all the ones that are squares).

• In reading, response options do not have to match the passage exactly. At the

Participatory and Supported level item responses may come directly from the passage; but at the Independent level, they should not come directly from the passage in order to ensure increased complexity.

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• How response options are named is especially important. It is important to look at both the way the question is phrased and how the options are labeled and listed in the Materials so the answer is not cued to the student. For example, if an item asks “Show me/tell me who is Mrs. Smith” and the correct response is labeled “Mrs. Smith,” the answer would be given away to the student. The item should be rephrased to “Show me/tell me who the story was about” or “Show me/tell me who bought a puppy.”

• At all Access Point levels of complexity (Participatory, Supported and

Independent), students may respond with the mode of communication that they most commonly use, such as yes/no cards, picture cards, word cards, sentence strips, verbal or written responses, eye gaze, assistive technology, and/or signing. Typically, response options will be provided in a three-selection format from which the student can choose.

o Participatory Level Access Points – Response options will primarily be

word/picture cards and number cards. If the Access Point indicates “words paired with pictures,” word picture cards will definitely be provided. The two incorrect options will not relate to the item stimulus. This “not related to the item stimulus” will be a mix of items where the incorrect responses are not at all related (cat, pencil, cup - cat being correct response) and incorrect responses that are within the same larger category (cat, dog, horse - cat being correct). On some occasions the Access Point may require qualitative identification or comparison of stimulus components (more/less, identify data point on graph, etc…). If this is the case, two response options may relate to the stimulus at the participatory level.

o Supported Level Access Points – Response options will primarily be

picture cards, word/picture cards, sentence/picture strips, and number cards. Pictures will not be on response cards/strips where the Access Point requires the student to read (fluency items). At least one of the two incorrect options will relate to the item stimulus.

o Independent Level Access Points – Response options will primarily be

picture cards, word/picture cards, sentence/picture strips, and number cards. Pictures will not be on response cards/strips where the Access Point requires the student to read. Both of the incorrect options will relate to the item stimulus. In writing, there may also be open-ended questions where the student will be expected to independently provide a response.

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Graphics

• Provide picture cues at all three levels of complexity (Pa, Su, and In) to allow students who function at the early-symbolic level to access the items. Graphics may be excluded when the use of pictures complicate the item for other students. If at all possible, items should be written that can be depicted with a picture. Items may be rejected if a concept cannot be depicted in pictures or if a picture adds confusion to the test item.

• Item graphics should be available as a manipulative as much as possible,

especially at the Participatory level. When considering manipulatives, real objects must be able to be substituted for the graphic (i.e., no miniatures or replicas). If manipulatives are not appropriate (for some science items, for example), the graphic labels in the Materials column must be detailed enough to give a clear description of the graphic.

• Graphics should be consistent within a stimulus set or within a response set. If

there are two stimulus cards, both will either be Picture Communication Symbols (PCS) or line art.

• Graphics, whenever possible, will be PCS at grades 3 through 5, a mix of PCS

(especially at the Participatory level) and line art at grades 6 through 8, and only line art at grades 9 through 11.

o PCS will not be customized. They shall remain as they appear in the Mayer-Johnson library.

o PCS may be with or without hair. All responses to an item level will be consistent, one or the other.

• Line art, both for passages and item responses, will be black and white drawings

using a heavy weight line (2–2.5 point). Grayscale will be used only if necessary. For example, in a glass or pitcher showing a liquid, the liquid will be shaded.

• Graphics will focus on the essence of the idea and leave out extraneous

information.

• Graphics, whenever possible, should be of pictures of objects that can be easily replaced with the real objects. These objects need to be easily accessible in a school setting.

• Graphics of objects that may be replaced by the real object need to be small

enough to fit on a desk space and to remain stable (not rolling around).

• Graphics should avoid foods or dangerous objects as much as possible.

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• Graphics should use the entire space provided on a card or strip to be as large

as possible.

• All coin graphics will show coins at actual size.

• All graphics including bills need to depict the bills as large as possible.

• Clock graphics will include minute marks only if the item requires them (8:17, 4:12).

• All default emotions of characters will be happy unless the item or passage

specifies otherwise.

• Graphics of objects will be as “real” as possible and will not be interpretive. At grades 3 through 5 it may be appropriate for graphics to be somewhat cartoon-like or similar to PCS (suns, clouds, raindrops); but starting at grade 6, the graphics need to be more realistic.

• Graphics that include bodies should provide context/detail when applicable. For

example, if an ear is the target response, a whole head will be drawn with an arrow pointing to the ear; if a leg is required a whole body will be drawn with an arrow pointing to the leg. Graphics solely of isolated body parts may be used for occasional items, when appropriate, per discretion of developer.

• All charts, graphs, and words or numbers in a graphic will be a minimum of 18

point font.

• All tables and charts must have titles and keys as appropriate. All keys should be placed so that they stand out.

• All counting objects for item graphics will avoid complex graphics. For example, a

pattern of a circle, square, and triangle is more appropriate than a car, dog, and horse pattern.

Reading to the Student

• Passages will be read aloud to the student unless otherwise indicated in the item.

• All charts and graphs will be read to the student. If there is a key with the chart or graph, it will also be read to the student.

• At all Access Points, word cards and sentence strips will be read to the student.

When cards/strips are not to read to the student (fluency items) the item clearly states this.

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• All passages will be a minimum of 18 point font.

Item Terminology

• To determine whether a word is appropriate to use in an item, a variety of sources will be used: Dolch Basic Sight Word List, Revised Dolch List, the work of Chall and Popp described in Teaching and Assessing Phonics: Why, What, When, How (Educators Publishing Service, Inc., 1996), EDL Core Vocabularies in Reading, Mathematics, Science, and Social Studies,( Steck-Vaughn Company,1989), and The Living Word by Dale and O’Rourke (World Book-Childcraft International, Inc.,1981). Again, we will rely on the Review Committee of Practitioners to help make the word choices appropriate for the student population and make the test an experience that measures what a student knows and is able to do.

• All items will be written as simply as possible, avoiding wordiness.

• Simple content terminology will be used in grades 3 through 5 and at the

Participatory level at all grades, with more accurate content terminology usage at grades 6 through 11. For example, in grades 3 through 5 the question may be “What is the story mostly about?” and at grades 6 through 11 the question will be “What is the main idea?”

• It is important to keep in mind that it is the concept that is being assessed and

not the vocabulary in most instances.

• When identifying in the teacher scripting that there are three distinct categories of options presented in the item, identifying the options should be more specific; for example, “Here are three angles, shapes, animals.” This level of specificity can be used as long as it does not give away the answer to the item.

• Stimulus cards may be identified in the Teacher Will column; for example, “Here

is a girl” vs. “Here is a picture.” This may be used as long as identifying the picture does not give away the answer.

Teacher Gathered Materials

• All students will have calculators, number lines, and counting blocks available to them for all math items as determined by the teacher. Items should only list any of these tools as teacher-gathered materials if the Access Point is assessing their use. If this is the case, the item needs to indicate its use to the student and the Student Will portion should indicate the use as part of the correct response.

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• Items may presume the use of some readily available classroom materials, suchas counters. However, most items should include all necessary materials (e.g.,shapes), and other manipulatives (e.g., picture cards) will be provided asgraphics on regular paper.

• Items will refrain from referring to the color of objects, mathematics items canrefer to shapes that can be readily felt instead.

Mathematics

• Mathematics items will always include definitions of terminology and formulas asneeded. For example, an item will not ask “Which one is the isosceles triangle?”Rather, it will ask “Which triangle is isosceles–two of the three sides are thesame length?” or “Which triangle has two of the three sides the same length?”

• There should be a mix of items in mathematics, some with context and somewithout context. It is important not to introduce context into an item that isconfusing or too language heavy.

• All numbers that are four-digits or longer will include commas.

• Mathematics computation items should be presented as a mix of horizontal andvertical items.

Other

• Other item specifications will follow two sets of guidelines:1. Those described in the FCAT Reading, Writing, Mathematics, and Science

Test Item and Performance Task Specifications2. Item-writing guidelines typically followed by Measured Progress

a. Items are aligned to the particular standard and appropriate level ofdifficulty.

b. Items and tasks are clear, concise, and easy to read.c. Items will have one and only one answer for multiple-choice.d. Irrelevant clues to the correct answer are avoided.e. Most items will be positively worded.f. Response options will have similar length.g. All response options will be similar in grammatical structure and form.h. Item context will avoid any cultural, racial, or gender bias.i. Items will follow the principles of Universal Design.

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Documents

FLORIDA DEPARTMENT OF EDUCATION BUREAU … Item Chart Grade/ Standards Content Area Reading Writing Mathematics Science FS Essenc e FS-AP NGSSS-AP FS-AP NGSSS-AP FS Essence FS-AP NGSSS-AP