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Appropriate Use: Florida Standards

Access Points

Bureau of Exceptional Education and Student Services (BEESS)

www.FLDOE.org 1

http://www.fldoe.org/http:www.FLDOE.org

Presumed Competence and Least Dangerous Assumption

www.FLDOE.org 2


Least Dangerous Assumption

• “Least dangerous assumption” states that in the absence of absolute evidence, it is essential to make the assumption that, if proven to be false, would be least dangerous to the individual.

• Presumed Competence is assuming they are not inherently incapable; they just need the right supports and systems to help them succeed.

www.FLDOE.org 3


Martin Video Or Intelligent Lives Promo

• Martin video: https://youtu.be/N0wdB-Vt-ZY

• Intelligent Lives: https://youtu.be/jjyENb2qbu0

www.FLDOE.org 4

http://www.fldoe.org/https://youtu.be/N0wdB-Vt-ZYhttps://youtu.be/jjyENb2qbu0http:www.FLDOE.orghttps://youtu.be/jjyENb2qbu0https://youtu.be/N0wdB-Vt-ZY

What are Florida Standards Access Points?

www.FLDOE.org 5


Florida Standards Access Points

• Academic expectations written specifically for students with the most significant cognitive disabilities (SCD)

• Reflect the essence or core intent of the standards that apply to all students in the same grade, but at reduced levels of complexity

• All students should be academically challenged and taught to high standards

www.FLDOE.org 6

http://www.fldoe.org/

Florida Standards Access Points, continued

• NOT a drop-out prevention tool

• NOT an option for students determined to have a specific learning disability (SLD) – eligibility criteria for SLD determined that a student does not have an SCD

• NOT for students who struggle in only one area

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Participation Determination

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Participation Determination

• Individual educational plan (IEP) team decision

• Districts are creating teams to review data related to students recommended for Florida Standards Access Points

• Assessment Planning Resource Guide for Individual Educational Plan (IEP) Teams – https://fsaa-training.onlinehelp.measuredprogress.org/wp-content/uploads/sites/8/docs/FlaAlt_ResourceGuid eIEP.pdf

• Volusia County School District Resources

www.FLDOE.org 9

http://www.fldoe.org/https://fsaa-training.onlinehelp.measuredprogress.org/wp-content/uploads/sites/8/docs/FlaAlt_ResourceGuideIEP.pdf

Participation Guiding Questions

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Determination Examples

Use your resources – Volusia Guide, IEP Team Guide from the Florida Standards Alternate Assessment (FSAA) Portal

Does the team have the data?

If not, what else is needed?

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Student A

• Student is struggling in class

• Student is having social skill issues

• Student’s nonverbal IQ is 75, completed in the past year

• Student’s teacher stated that accommodations are not helping

• Parent is frustrated and wants other options for student’s academic expectations

• Student is in kindergarten and meets eligibility for a language impairment

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Student B

• Student is working significantly below grade level in all classes

• Student has sound documented data related to accommodations and assistive technology

• Student does not have attendance issues

• Student has not been successful on district or state assessments

• Student has an IQ of 53, completed in the past year

• Student has a primary exceptionality of intellectual disability

• Student is in sixth grade and has been receiving services for four years

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Student C

• Student is working below grade level in most subject areas

• Student is considering dropping out

• Student’s attendance is an issue

• Student’s transition goals include joining the military

• Student meets eligibility for an other health impairment

• Student is in 10th grade

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Questions?

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IEP Team Resources

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Required Documentation

• Determination Data – document the IEP team’s reason for determination

• IEP Assessment Type – Ensure that, if appropriate, the IEP team has specified how the student will be assessed

• Parental Consent – Annual consent is required for participation in alternate standards and assessments

• Consent Forms – http://www.fldoe.org/academics/ exceptional-student-edu/beess-resources/parental-consent-form-prior-written-no.stml

www.FLDOE.org 17

http://www.fldoe.org/http://www.fldoe.org/academics/exceptional-student-edu/beess-resources/parental-consent-form-prior-written-no.stml

Least Restrictive Environment

• Students using access points can be instructed in the general education classroom and should be included to the maximum extent that is appropriate

• Training has been developed and can be accessed online – http://www.floridainclusionnetwork.com/ generalproducts/

• Your FIN contact can help you work through scheduling students – http://www.floridainclusionnetwork.com/ fin-regions/

• Least Restrictive Environment Technical Assistance Paper – https://info.fldoe.org/docushare/dsweb/Get/ Document-7540/dps-2016-13.pdf

www.FLDOE.org 18

http://www.fldoe.org/http://www.floridainclusionnetwork.com/generalproducts/http://www.floridainclusionnetwork.com/fin-regions/https://info.fldoe.org/docushare/dsweb/Get/Document-7540/dps-2016-13.pdf

Class • The ideal situation is for all

students to be educated together

• The classroom a student sits in does NOT dictate the type of courses they take

• Students in a general education classroom may be enrolled in access courses and students in a separate environment may be enrolled in general education courses

Course • There are only two course

choices for core subjects: general education courses and access courses

• Both are based on the same standards, but the level of complexity is very different

• Only students on access points can take access courses

• Access points are only for students with a significant cognitive disability and parental consent is required

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Which Core Course? Which Assessment?

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Pri

ori

tize

Sta

nd

ard

s FSA

FSAA

Performance Task

Datafolio

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FSAA Performance Task vs Datafolio

• How a student will participate in the statewide alternate assessment program is an IEP team decision that must be documented on the IEP.

• Use the Assessment Planning Resource Guide for IEP Teams, located on the FSAA Portal, to help in the decision-making process.

• An IEP that indicates "FSAA" would only need to be changed if the decision is that the Datafolio is the most appropriate method to assess the student.

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The Access Project Resources

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Access Project Resources

Access Project- https://accesstofls.weebly.com/

24 www.FLDOE.org

http://www.fldoe.org/https://accesstofls.weebly.com/

Resources by Course

• Always found under the subject tab

• Gray buttons at the very bottom of the screen

• End-of-course (EOC) courses have additional resources

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Instructional Resources

• Element Cards

• Instructional Families

• Content Modules

• Curricula Resource Guides

• Scripted Systematic Instructed Lessons

• Instructional Resource Guide

• UDL Units

• US History and Earth/Space Modules

• Available at: http://www.accesstofls.weebly.com

www.FLDOE.org 28

http://www.fldoe.org/http://www.accesstofls.weebly.com/

FSAA Participation Data

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Other 757, 3%

IND 13846, 58%

OI, 245, 1%

ASD 7716, 32%

SLD, 223, 1%

OHI, 1068, 5%

Intellectual Disability Orthopedically Impaired Autism Spectrum Disorder

Specific Learning Disability Other Health Impaired Other

Total Students = 23,855 30

Students Taking the FSAA by Primary Exceptionality, 2018

www.FLDOE.org


SI, 6, 1%

LI, 263, 35%

D/HH, 121, 16% VI, 41, 5%

DSI, 17, 2% TBI, 74, 10%

DD, 1, 0% No Status Avaliable, 28,

4%

HH, 81, 11%

EBD, 125, 16%

Speech Impaired Language Impaired Deaf or Hard of Hearing

Visually Impaired Emotional/Behavioral Disability Hospital/Homebound

Dual-Sensory Impaired Traumatic Brain Injured Developmentally Delayed

No Status Avaliable

Number of Students = 757

Students Taking the FSAA by Primary Exceptionality – Other, 2018

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Percentage of FSAA by Primary Exceptionality

2015-16, first year of FSAA ASD, IND 70%

50%

40%

60%

30%

20%

10%

0%

2014 2015 2016

ASD IND

2017 2018

www.FLDOE.org 32


OI, LI, EBD, SLD, OHI 2015-16, first year of FSAA

5.00%

0.00%

0.50%

1.00%

1.50%

2.00%

2.50%

3.00%

3.50%

4.00%

4.50%

2014 2015 2016 2017 2018

OI LI EBD SLD OHI


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SI, DHH, VI, EBD, HH, DSI, TBI

2015-16, first year of FSAA

0.00%

0.20%

0.40%

0.60%

0.80%

1.00%

1.20%

1.40%

2014 2015 2016 2017 2018

SI DHH VI EBD HH DSI TBI


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FSAA Performance Data

www.FLDOE.org 35


FSAA Performance – English Language Arts (ELA) and Math

2015-16 2016-17 2017-18

• State average of grades 3-10 ELA scoring at level 3 or above

- 53%

• State average of grades 3-8 Math and EOCs scoring at level 3 or above

- 52%

* Field Test Year- No approved cut scores


- 55%

• State average of grades 3-8 Math and EOCs scoring at level 3 or above

- 54%

* Cut scores approved


- 59%

• State average of grades3-8 Math and EOCs scoring at level 3 or above

- 57%

www.FLDOE.org 36


60

52

54

56

58

50

48

2016 2017 2018

ELA Math

FSAA Performance – ELA and Math

Percentage of Students Scoring at Level 3 or Above

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Questions?

• Please complete the survey

• Christi Yu, Access Project Coordinator

[email protected]

321-269-2326 x4040

• Jessica Brattain, Program Director

[email protected]

850-245-0475

www.FLDOE.org 38

http://www.fldoe.org/mailto:[email protected]:[email protected]

www.FLDOE.org

www.FLDOE.org 39

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Structure BookmarksMartin Video Or Intelligent Lives Promo Percentage of FSAA by Primary Exceptionality

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